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email:
Amanda.Gillooly@glasgow.ac.uk
Mental Health and Wellbeing Clarice Pears Building, University of Glasgow, 90 Byres Road, Glasgow, G12 8TB
Caton, S. et al. (2023) Digital participation of people with profound and multiple learning disabilities during the Covid‐19 pandemic in the UK. British Journal of Learning Disabilities, 51(2), pp. 163-174. (doi: 10.1111/bld.12501)
Gillooly, A. E., Riby, D. M., Durkin, K. and Rhodes, S. M. (2023) Friendships in children with Williams syndrome: parent and child perspectives. Journal of Autism and Developmental Disorders, (doi: 10.1007/s10803-022-05807-5) (Early Online Publication)
Caton, S. et al. (2022) Online social connections and Internet use among people with intellectual disabilities in the United Kingdom during the COVID-19 pandemic. New Media and Society, (doi: 10.1177/14614448221093762) (Early Online Publication)
Maguire, R., Pert, C., Baines, S., Gillooly, A., Hastings, R. P., Hatton, C., Dagnan, D. and Jahoda, A. (2022) Adapted guided self-help booklets for supporting the well-being of people with intellectual disabilities during the COVID-19 pandemic: an evaluation of impact. Tizard Learning Disability Review, 27(1), pp. 17-25. (doi: 10.1108/TLDR-08-2021-0024)
Hatton, C. et al. (2021) The willingness of UK adults with intellectual disabilities to take COVID‐19 vaccines. Journal of Intellectual Disability Research, 65(11), pp. 949-961. (doi: 10.1111/jir.12884) (PMID:34529314)
Gillooly, A. E., Riby, D. M., Durkin, K. and Rhodes, S. M. (2021) Peer relationships in children with Williams syndrome: parent and teacher insights. Journal of Autism and Developmental Disorders, 51(1), pp. 169-178. (doi: 10.1007/s10803-020-04503-6) (PMID:32394313)
Caton, S. et al. (2023) Digital participation of people with profound and multiple learning disabilities during the Covid‐19 pandemic in the UK. British Journal of Learning Disabilities, 51(2), pp. 163-174. (doi: 10.1111/bld.12501)
Gillooly, A. E., Riby, D. M., Durkin, K. and Rhodes, S. M. (2023) Friendships in children with Williams syndrome: parent and child perspectives. Journal of Autism and Developmental Disorders, (doi: 10.1007/s10803-022-05807-5) (Early Online Publication)
Caton, S. et al. (2022) Online social connections and Internet use among people with intellectual disabilities in the United Kingdom during the COVID-19 pandemic. New Media and Society, (doi: 10.1177/14614448221093762) (Early Online Publication)
Maguire, R., Pert, C., Baines, S., Gillooly, A., Hastings, R. P., Hatton, C., Dagnan, D. and Jahoda, A. (2022) Adapted guided self-help booklets for supporting the well-being of people with intellectual disabilities during the COVID-19 pandemic: an evaluation of impact. Tizard Learning Disability Review, 27(1), pp. 17-25. (doi: 10.1108/TLDR-08-2021-0024)
Hatton, C. et al. (2021) The willingness of UK adults with intellectual disabilities to take COVID‐19 vaccines. Journal of Intellectual Disability Research, 65(11), pp. 949-961. (doi: 10.1111/jir.12884) (PMID:34529314)
Gillooly, A. E., Riby, D. M., Durkin, K. and Rhodes, S. M. (2021) Peer relationships in children with Williams syndrome: parent and teacher insights. Journal of Autism and Developmental Disorders, 51(1), pp. 169-178. (doi: 10.1007/s10803-020-04503-6) (PMID:32394313)