Paul Andrew Thompson

Purpose: The aims of this study were to explore the bidirectional relationships between depression, anxiety, and suicidality among autistic and non-autistic undergraduates in the UK, and the impact of gender and autism diagnosis on these relationships, over time. Method: A cross-lagged panel model (CLPM) was used to explore bidirectional relationships between (i) anxiety and worry, (ii) behavioural symptoms of depression and anxiety, and (iii) suicidality across two time points. At Wave 1 (November 2022/June 2023), 747 undergraduates participated. At Wave 2 (May/December 2023), 209 participants took part, with 179 providing complete data at both waves, six months apart. Autism status was determined via self-reported clinical diagnosis, including participants who reported receiving a first diagnosis between Wave 1 and Wave 2. Autism diagnosis and gender were included as covariates. Results: Cross-lagged relationships were observed over time between suicidality and anxiety and worry, and suicidality and behavioural symptoms of depression and anxiety. Mental health problems remained stable across participants over time. Although an autism diagnosis was associated to higher levels of anxiety, depression, and suicidality at baseline, neither autism diagnosis nor gender was associated with changes in mental health problems over six months. Conclusion: Initially, relative to non-autistic undergraduates, autistic undergraduates had elevated (or higher) anxiety, depression, and suicidality. Elevated suicidality predicted subsequent increases in anxiety and depression six months later. However, neither an autism diagnosis nor gender had a significant impact on mental health over time. Interpretation of findings is limited by substantial attrition between waves.

Several commentators have discussed the consensus view of dyslexia that emerged from a Delphi survey reported by Carroll, Holden and colleagues. Here the authors respond to the commentaries, agreeing that different definitions of dyslexia may be required for different purposes. Using data from the original study, definitions are proposed for the use of researchers, policy makers and practitioners.

According to the World Health Organization (2024), adolescence spans from 10 to 19 years of age, involving a multitude of physical, social, and emotional changes. These changes can increase the lik...

Background: The closeness of the parent–child relationship may be a crucial factor in the development of all children, including those with intellectual disabilities. Previous research has suggested that there may be subgroup trajectories of mother–child closeness in families of children with intellectual disabilities during childhood. Our aim was to examine whether potential subgroup trajectories of mother–child closeness in families of children with intellectual disabilities exist and what factors influence identified trajectories. Methods: Data from 353 maternal primary caregivers who took part in three waves of the 1000 Families Study, over the course of 8 years, were analysed using growth mixture modelling. Mother–child closeness was measured using the Child Parent Relationship Scale at all three waves. Time‐varying (maternal psychological distress, child behaviour and emotional problems, child prosocial behaviour) and time‐invariant (child's level of communication skills, autism diagnosis) correlates of class membership and within‐class trajectories were included in the analysis. Results: The findings suggested a single trajectory of mother–child closeness, with observed heterogeneity accounted for by the covariates. Mother–child closeness on average remained consistent over time. Maternal psychological distress and an autism diagnosis were generally associated with reduced levels of mother–child closeness. The child's level of communication skills and child prosocial behaviour were associated with increased levels of closeness over time. Child behaviour and emotional problems were not associated with mother–child closeness. Conclusion: Further research using larger longitudinal population datasets is needed to explore whether there may be distinct trajectories of mother–child closeness in families of children with intellectual disabilities. The current findings suggest that supports for mother–child relationships might be targeted in families of children with lower levels of communication or prosocial behaviour skills, an additional autism diagnosis and when mothers are experiencing higher levels of psychological distress.

Background: Children with intellectual disabilities display fewer prosocial behaviours and increased behavioural and emotional problems compared to children without intellectual disabilities. Mother–child closeness may be an important factor in improving behavioural and emotional outcomes in children with intellectual disabilities over time. We aimed to examine the covarying relationship between mother–child closeness and child externalising and internalising behaviour problems, and child prosocial behaviour, respectively, over time. Methods: Parallel process growth modelling was conducted using data from 353 maternal primary caregivers who took part in three waves of the 1000 Families Study. Mother–child closeness was measured at each wave using the Child–Parent Relationship Scale. Child behavioural and emotional outcomes were measured using the Strengths and Difficulties Questionnaire. We controlled for time‐varying and time‐invariant covariates including the child's level of communication skills, autism diagnosis, maternal psychological distress and family economic adversity. Results: The trajectory of mother–child closeness remained relatively stable across the three waves. After controlling for covariates, the trajectories of mother–child closeness and child prosocial behaviour significantly covaried. However, the trajectory of mother–child closeness did not significantly covary with the trajectory of either child internalising or externalising behaviour problems. Conclusion: Interventions aiming to improve child prosocial behaviour and/or mother–child closeness in families of children with intellectual disabilities may benefit from considering the relationship between mother–child closeness and child prosocial behaviour. Findings highlight the need for additional research to understand the relationship between these factors and further examine underlying individual differences in these families.

Background: People with intellectual disabilities experience higher anxiety rates and barriers accessing effective interventions. This study conducted initial testing and refinement of Co‐MAID, a novel mental imagery‐based anxiety intervention co‐designed with people with mild to moderate intellectual disabilities. Methods: Six participants received 9–12 individual sessions using a non‐concurrent multiple baseline design. Sessions focused on positive imagery generation, attention shifting and image property modification. Acceptability was assessed through interviews and adherence measures. Results: Five participants completed the intervention with 92.6% session attendance. Template analysis revealed positive experiences with improved mood and reduced anxiety. Three participants (50%) demonstrated reliable change on the primary anxiety measure, meeting clinically significant change criteria. Conclusions: Co‐MAID demonstrated good acceptability with some preliminary evidence of anxiety reduction in people with mild to moderate intellectual disability. Further research with larger samples and controlled designs will establish the feasibility of a randomised control trial leading to a Phase III trial.

Teachers with high levels of burnout and reduced levels of wellbeing are twice as likely to leave the teaching profession. For those that stay, it can result in strained relationships with their pupils and a difficulty to effectively manage classroom behavior. This study focused on the emotional strain felt by teachers during periods of educational disruption and how his varied according to school size, school‐level disadvantage and levels of pupil‐reported bullying and victimization. Data were collected from 11,111 primary school pupils and their 748 teachers in 2020 before the pandemic lockdowns, and in the summer of 2021 when schools had re‐opened. Teacher wellbeing and burnout levels (exhaustion, cynicism and professional efficacy) were collected. Teachers reported higher levels of burnout and reduced levels of wellbeing after the school disruption, and teachers of classrooms with the highest proportion of pupil bullying perpetration were found to have the lowest levels of teaching professional efficacy. This study identifies that suitable support needs to be in place for teachers during or following an educational disruption, especially for teachers struggling with challenging classroom dynamics, such as bullying. We suggest that a whole‐school support network and program that equips schools to attend to the wellbeing needs for teaching staff could be developed.

Background Families of children with intellectual disabilities often experience increased adversity. Despite this, parent-reported data suggest that these families experience significant barriers in accessing appropriate supports. Less research has characterised what service providers offer to families. Understanding usual support for these families is important when considering comparators in evaluation research. This study aimed to describe support as usual, in terms of parenting, family, and sibling intervention support, for families of children with intellectual disabilities as reported by professionals and service providers to inform the design of future research trialling new parenting and sibling interventions, respectively. Methods Data on supports available to parents, siblings, and young carers, were extracted from the Local Offer websites of 100 randomly selected English Local Authorities. Survey data were also collected from 66 professionals, either working in UK Local Authority services and/or services commissioned by Local Authorities, about what programmes or interventions are currently offered to parents of children with intellectual disabilities. Data were analysed using content analysis and descriptive statistics. Results A wide range of support programmes or interventions were described as being available to parents of children with intellectual disabilities, with most primarily designed for parents of non-disabled children or parents of children generally with special educational needs and disabilities. Data extracted from Local Offer websites led to the identification of six broad categories of programmes for parents; relatively few Local Authorities provided supports for siblings or young carers. Conclusion Our findings offer researchers and professionals insights into usual support offered by Local Authorities to families of children with intellectual disabilities. Future research may draw upon these findings when designing evaluations of health and social care interventions in the UK. Additional research is needed to examine the relationship between what might be on offer for families in theory and what they are able to access.

Background: Children with intellectual disabilities can display behaviours that challenge, often associated with poor outcomes. Despite national policy commitment to co‐production, little evidence is available on how such services deliver co‐produced activity. Methods: Qualitative data were collected from three services that reported co‐producing Positive Behaviour Support introductory workshops. Participants' experiences and perceptions of these workshops were described through individual semi‐structured interviews conducted with staff and family carers ( n = 24) and analysed using a Framework approach. Results: Two main themes were represented in the initial framework. Positives of Co‐production included the advantages of obtaining and combining theoretical and practical knowledge, including personal and professional development for those delivering the intervention. Challenges to Implementation included the time and effort required to build a collaborative way of working, barriers to organisational support and family carers' history with services. Conclusions: Support, funding and resources need to be made available and protected to make co‐production activities meaningful

Background Families of children with intellectual disabilities often experience increased adversity. Despite this, parent-reported data suggest that these families experience significant barriers in accessing appropriate supports. Less research has characterised what service providers offer to families. Understanding usual support for these families is important when considering comparators in evaluation research. This study aimed to describe support as usual, in terms of parenting, family, and sibling intervention support, for families of children with intellectual disabilities as reported by professionals and service providers to inform the design of future research trialling new parenting and sibling interventions, respectively. Methods Data on supports available to parents, siblings, and young carers, were extracted from the Local Offer websites of 100 randomly selected English Local Authorities. Survey data were also collected from 66 professionals, either working in UK Local Authority services and/or services commissioned by Local Authorities, about what programmes or interventions are currently offered to parents of children with intellectual disabilities. Data were analysed using content analysis and descriptive statistics. Results A wide range of support programmes or interventions were described as being available to parents of children with intellectual disabilities, with most primarily designed for parents of non-disabled children or parents of children generally with special educational needs and disabilities. Data extracted from Local Offer websites led to the identification of six broad categories of programmes for parents; relatively few Local Authorities provided supports for siblings or young carers. Conclusion Our findings offer researchers and professionals insights into usual support offered by Local Authorities to families of children with intellectual disabilities. Future research may draw upon these findings when designing evaluations of health and social care interventions in the UK. Additional research is needed to examine the relationship between what might be on offer for families in theory and what they are able to access.