2025
Yuill, N., Elphick, C., Marshall, J., Jones, W. D., Waite, J., & Viner, H. (2025). Behavioral profiles and social relationships in Wiedemann–Steiner syndrome: parent reports on 25 cases. Orphanet Journal of Rare Diseases, 20(1), 154.
Newman, T., McAdams, P., Yuill, N., & Skelton, A. (2025) Sensitivity to Natural Scene Statistics in Infancy and its Impact on Development. Available at SSRN: https://ssrn.com/abstract=5223346 or http://dx.doi.org/10.2139/ssrn.5223346 [preprint]
2024
Glass, D., Gillett, S., & Yuill, N. (2024). How can we do authentic co-construction with autistic secondary pupils? Health Education Journal, 0(0). https://doi-org.sussex.idm.oclc.org/10.1177/00178969241288479
Viner, H., Yuill, N., Costa, A., Radford, H. & Kornadt, H (2024).Quality of Life and Ageing Experiences of Autistic Adults Aged 40+: A Qualitative Interview Study. Communications Psychology https://hdl.handle.net/10993/62314
Glass, D. & Yuill, N. (2024) Evidence of mutual non-verbal synchrony in learners with severe learning disability and autism, and their support workers: a motion energy analysis study. Frontiers in Integrative Neuroscience, 18.
2023
Glass, D., & Yuill, N. (2023). Social motor synchrony in autism spectrum conditions: A systematic review. Autism, 13623613231213295.
Glass, D., & Yuill, N. (2023). Moving Together: Social Motor Synchrony in Autistic Peer Partners Depends on Partner and Activity Type. Journal of Autism and Developmental Disorders, 1-17.
2022
Yuill, N., Dasgupta, Z. & Glass, D. (2022) Contribution to Kennedy , H. & Simpson, R. How Colwyn’s theoretical ideas, vitality and values have created and continue to sustain VIG development. Chapter in J. Delafield-Butt & Reddy, V. (Eds.), Trevarthen Rhythm, Sympathy And Human Being. Oxford University Press.
Yuill, N. (2022) Autism and Technology Chapter in Gainsborough, J. (Ed.) Educational Psychology Perspectives on Supporting Young Autistic People: Insights from Experience, Practice and Research. Jessica Kingsley.
Yuill, N. (2022) Co-EnACT framework: How technologies can act as tools to support the development of collaboration in young neurotypical and autistic children. Budapest CEU Conference on Cognitive Development 10-14 Jan.
Glass, D. & Yuill, N. (2022) Evidence of greater Social Motor Synchrony in pairs of autistic children than neurotypical children: the importance of task type and social context. Budapest CEU Conference on Cognitive Development 10-14 Jan.
2021
Yuill, N. (2021) Technology to Support Children’s Collaborative Interactions: Close Encounters of the Shared Kind. Palgrave Macmillan. https://link.springer.com/book/10.1007/978-3-030-75047-3
Zoom or Room: Guidelines for Online Therapy here
Hopkins, Z., Yuill, N., & Branigan, H. P. (2021). Autistic children’s language imitation shows reduced sensitivity to ostracism. Journal of Autism and Developmental Disorders.
Yuill, N., Glass, D. & Dasgupta, Z. (2021) Zoom or Room: Therapists Readily Adapt in-Person Communication Strategies to Achieve Attunement in Online Therapeutic Interactions. Virtual Poster, 2021 APS Virtual Convention May 26–September 1, 2021
2020
Shepherd, J. (2020). Beyond tick-box transitions? Experiences of autistic students moving from special to further education. International Journal of Inclusive Education, 1-15
Yuill N. (2020) Play Space Design in Autism. In: Volkmar F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, pp. 1-5
2019
Verver, S., Vervloed, M., Yuill, N., & Steenbergen, B. (2019). Playful learning with sound-augmented toys: a comparison between children with and without visual impairments. Journal of Computer Assisted Learning, pp. 1-13
Parsons, S., Yuill, N., Good, J. & Brosnan, M. (2019) “Whose agenda? Who knows best? Whose voice?”: Co-creating a technology research roadmap with autism stakeholders. Disability & Society 35:2, 201-234 (OPEN ACCESS)
2018
Shepherd, J. Managing Anxiety at Times of Transition National Autistic Society: Autism and Anxiety Conference, Bristol
Shepherd, J. Rethinking the role of ‘the social’ in transitions: Learning from autistic students’ experiences in transition to college to inform HE transitions Perspectives on transitions to, through and beyond HE. CTLR 7 CHEER, University of Sussex, 2018
Holt, S., & Parry, J. A. (2018). Parent‐reported experience of using a real‐time text messaging service for dental appointments for children and young people with autism spectrum conditions: A pilot study. Special Care in Dentistry 39 (2) pp. 84-88
Lechelt, S, Rogers, Y., Yuill, N., Nagl, L, Ragone, G & Marquardt, N. (2018) Inclusive computing in special needs classrooms: Designing for all. In: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (p. 517). ACM
2017
Bonnett, V., Yuill, N. & Carr, A. (2017) Mathematics, Mastery and Metacognition: How adding a creative approach can support children in maths. Special Issue of Educational and Child Psychology, 34 (1) pp. 83-93
Brosnan, M., Holt, S., Yuill, N., Good, J. & Parsons, S. (2017). Beyond autism and technology: lessons from neurodiverse populations. Journal of Enabling Technologies, 11(2), 43-48
Holt, S. & Yuill, N. (2017) Tablets for two: how dual tablets can facilitate other-awareness and communication in learning-disabled children with autism. International Journal of Child-Computer Interaction 11. pp. 72-82
Hopkins, Z., Yuill, N. & Branigan, H. (2017) Inhibitory control and lexical alignment in children with an autism spectrum disorder. Journal of Child Psychology and Psychiatry 58 (10). pp. 1155-1165
Parsons, S., Yuill, N., Brosnan, M., & Good, J. (2017). “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series. Journal of Enabling Technologies, 11(3), 113-119
Parsons, S., Yuill, N., Brosnan, M., & Good, J. (2017). Interdisciplinary perspectives on designing, understanding and evaluating digital technologies for autism. Journal of Enabling Technologies, 11(1) pp. 13-18
2016
Yuill, N. & Martin, A. (2016) Curling up with a good e-book: Mother-child shared story reading on screen or paper affects embodied interaction and warmth. Frontiers in Developmental Psychology 7: 1951
Brosnan, M., Parsons, S., Good, J., & Yuill, N. (2016). How can participatory design inform the design and development of innovative technologies for autistic communities? Journal of Assistive Technologies, 10(2)
Good, J., Brosnan, M., Parsons, S. & Yuill, N. (2016) Virtual reality and robots for autism: moving beyond the screen. Journal of Assistive Technologies 10 (4). pp. 211-216
Parsons, S., Yuill, N., Good, J., Brosnan, M., Austin, L., Singleton, C., Bossavit, B. and Barnabear (2016) What technology for autism needs to be invented? Idea generation from the autism community via the ASCmeI.T. App. In: Miesenberger, K., Buhler, C. and Penaz, P., eds. 15th International Conference on Computers Helping People with Special Needs, ICCHP 2016, 2016-07-13 – 2016-07-15. Springer Verlag, pp. 343-350
Shepherd, J. (2016) ‘Hopefully if I like get the right support at college, I’ll be able to like find my way and all that if you know what I mean?’ Experiences of transition from special school to mainstream college for young people with autism. Doctoral thesis (PhD), University of Sussex
Shepherd, J. ‘I really do like socialising with my friends…’ social support for young people with autism in transition. Autism Europe in Edinburgh (September 2016)
Other Presentations
Please note the following presentations are not available in written form.
Glass, D. & Yuill, N. (2019) Collaborative action, embodiment and autistic traits: the influence of technology design in social motor synchrony. BPS Cognitive & Developmental Section conference, September 2019.
Yuill, N. (2019) Text comprehension and interactional synchrony between parents and autistic children in shared reading. BPS Cognitive & Developmental Section conference, September 2019.
Glass, D., & Yuill, N. (2018). Shared Spaces: The Benefits of Working Collaboratively on Social Motor Synchronisation for Minimally Verbal Children with Autism Spectrum Conditions. In Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC ’18). ACM, New York, NY, USA.
Branigan, H., Yuill, N. & Hopkins, Z. (2018) Social exclusion increases spontaneous lexical alignment in children’s dialogue. Architectures and Mechanisms of Language Processing- Asia.
Shepherd, J. Tick-box Transitions: facilitating transitions to college for young people with autism British Education Research Association BERA, September 2017.
Shepherd, J. Parental relationships in supporting autistic children through transition European Research Network about Parents in Education (ERNAPE), July 2017.
Shepherd, J. Transitions for autistic children Disabled Children’s Research Network, University of Suffolk July 2017.
Shepherd, J. Developing Inclusion in our Schools and Colleges: inclusion workshop for teachers, parents, SENCOs and local authority professionals, July 2017.
Shepherd, J. ‘Mind the Gap’ supporting transitions for autistic children i-contact parent/professional support group, Lewes, East Sussex, June 2017.
Good, J., Yuill, N. Parsons, S., Brosnan, M. & Austin, L (2016). Putting Technology Design into the Hands of the Users with the ASCmeI.T. app. CHI workshop Beyond Assistance and Intervention, May 2016.
Shepherd, J. Preparing for Adult Life Open Forum conference on Living Well with Autism in Manchester (invited speaker), June 2016.
Shepherd, J. ‘The readiness is all’ supporting transition for young people with autism in England at Autism Denmark annual conference in Odense (invited speaker), April 2016.
Shepherd, J. Transition experiences for young people with autism – presentation at the Brighton Disability Research Network (invited speaker), March 2016.