Dr Martin McPhillips

Dr Martin McPhillipsInformation

Research Qualifications
Atypical patterns of child development; Motor Development; Assessment and Intervention PhD Psychology (Queen’s University, Belfast)
BSc (Hons) Psychology (Queen’s University, Belfast)
Postgraduate Certificate in Education (PGCE), Edge Hill College of Higher Education
Teaching Contact
EDP1001: Introduction to Educational Psychology
PSY1117: Real World Psychology
PSY2112: Developmental Psychology
EDP3105: Foundations for Learning (Module Leader)
PSY3135: Dissertation
Dr Martin McPhillips
Department of Psychology
Edge Hill University
Ormskirk
Lancashire
L39 4QP
Phone: +44(0)1695 587872
Email: Martin McPhillips
Office: LP 2.20

Publications

Full-text links to these publications available on the Edge Hill University Research Information Repository

McPhillips, M. (2015). Motor difficulties and mental health in children who are deaf. Developmental Medicine and Child Neurology, 57(10), 873-874.

Hanley, M., Riby, D.M., Carty, C., McAteer, A.M., Kennedy, A., McPhillips, M. (2015). The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation. Autism, 19(7), 868-873.

Livingstone, N., & McPhillips, M. (2014). Primary reflex persistence in children with partial hearing. Developmental Neuropsychology, 39(3), 233-247.

McPhillips, M., Finlay, J., Bejerot, S., & Hanley, M. (2014). Motor deficits in children with autism spectrum disorder: A cross-syndrome study. Autism Research, 7(6), 664-676.

Hanley, M., Riby, D.M., McCormack, T., Carty, C., Coyle, L., Crozier, N., Robinson, J., & McPhillips, M. (2014). Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition. Research in Autism Spectrum Disorders, 8(7), 908-924.

Finlay, J.C.S., & McPhillips, M. (2013). Comorbid motor deficits in a clinical sample of children with specific language impairment. Research in Developmental Disabilities, 34, 2533-2542.

Hanley, M., McPhillips, M., Mulhern, G., Riby, D.M. (2012). Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli. Autism, 17(6), 754-761.

Livingstone, N., & McPhillips, M. (2011). Motor deficits in children with partial hearing.  Developmental Medicine and Child Neurology, 53, 836-842.

McPhillips, M., & Jordan-Black, J.A. (2009). The effect of month of birth on the attainments of primary and secondary school pupils:  British Journal of Educational Psychology, 79, 419-438.

McPhillips, M., & Jordan-Black, J.A. (2007). The effect of social disadvantage on motor development in young children: A comparative study.  Journal of Child Psychology and Psychiatry, 48, 1214-1222.

McPhillips, M., & Jordan-Black, J.A. (2007). Primary reflex persistence in children with reading difficulties (dyslexia): A cross-sectional study.  Neuropsychologia, 45, 748-754.

Lange, A., McPhillips, M., Mulhern, G., & Wylie, J. (2006).  Assistive software tools for secondary-level students with literacy difficulties.  Journal of Special Education Technology, 21(3), 13-22.

McPhillips, M., & Sheehy, N. (2004).  Prevalence of persistent primary reflexes and motor problems in children with reading difficulties.  Dyslexia, 10, 316-338.

McPhillips, M. (2001).  The role of persistent primary-reflexes in reading delay.  Dyslexia Review, 13, 4-7.

McPhillips, M. (2000).  Persistent primary-reflexes and reading difficulties.  Learn: Journal of the Irish Learning Support Association, 22, 26-34.

McPhillips, M., Hepper, P.G., & Mulhern, G. (2000).  Effects of replicating primary-reflex movements on specific reading difficulties in children: a randomised, double-blind, controlled trial.  Lancet, 355, 537-541.

Research Funding

2012-2013: Motor function in young people in the youth justice system.Youth Justice Agency, N. Ireland. (£60,000)

2004-2006: An evaluation of the benefits of an assistive software package for secondary-level students with dyslexia. Knowledge Transfer Partnership (ESRC) (£112,413)

2002-2006: A longitudinal study of the effectiveness of a movement-based intervention programme for children with learning difficulties attending primary school in N. Ireland. Council for the Curriculum, Examinations and Assessment (CCEA), N. Ireland (£246,204)

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