|Associate Professor in the Department of Psychology||L62||+44 (0) 191 33 43239|
|Fellow of Wolfson Research Institute for Health and Wellbeing||+44 (0) 191 33 43239|
My primary research interest is in understanding atypical social behaviour in children and adults neurodevelopmental disorders, especially Autism and Williams syndrome. Many individuals with neurodevelopmental disorders experience social vulnerability because of their unique profiles of strengths and difficulties, and I try to understand the factors that contribute. I am particularly interested in the social perceptual and cognitive mechanisms that underlie social behaviour. For example, along with behavioural measures, I use a variety of eye tracking techniques to understand the role of atypical social attention. However, it is not possible to fully understand social behaviour without understanding the interaction with other domains of functioning. With that in mind, I am particularly interested in understanding anxiety and sensory processing in neurodevelopmental disorders (linking to Liz Jones and Emily Grew’s PhD research). Indeed, these are areas that families often require urgent support with.
All of the issues mentioned above have impact in the classroom. I am also very interested in how attention abilities, social perception, sensory issues and anxiety can impact learning and achievement for children with and without neurodevelopmental disorders (linking to Emily Grew’s PhD research), and also for adults with autism at University (linking to Emine Gurbuz’s PhD research).
Through the Centre for Developmental Disorders (for which I am the Associate Director), I work to ensure that my research has impact with the groups, organisations and families for which it is most relevant. For example, by delivering parent workshops on anxiety and producing (as part of a team) booklets on ‘Anxiety in Williams Syndrome’ which have been distributed throughout the UK, Ireland, the USA and France.
- Social Attention and Social Cognition
- Eye tracking
- Williams Syndrome
- Autism Spectrum Disorders
- Sensory processing
- 2015: Increasing Awareness of Anxiety in Williams syndrome - A Support Package for Teachers(£5661.00 from Autours des Williams)
- 2014: Increasing Awareness of Anxiety in Williams Syndrome - A Support Package for Parents and Education(£4134.00 from Williams Syndrome Foundation)
- 2013: Using Eye Tracking to Explore Visual Distraction in the Classroom for Pupils with Autism(£9994.00 from The British Academy)
- 2018: Seattle Club Conference: Co-organiser:
- 2014: Conference Co-organiser: Neurodevelopmental Disorders Annual Seminar :
- Invited Seminar, Department of Experimental Psychology Oxford University:
- Invited Seminar, Kingston University:
- Invited Talk, Japanese Society for Williams Syndrome:
Chapter in book
- Hanley, M (Accepted). Eye-tracking and neurodevelopmental disorders: evidence from cross-syndrome comparisons. In Neurodevelopmental disorders: Research issues and solutions. Riby, D.M. & Van Herwegen,J Psychology Press.
- Ridley, E., Arnott, B., Riby, D. M., Burt, D. M., Hanley, M. & Leekam, S. (Accepted). The Quality of Everyday Eye Contact in Williams Syndrome: Insights from Cross Syndrome Comparisons. American Journal of Intellectual and Developmental Disabilities
- South, Mikle, Hanley, Mary, Normansell-Mossa, Karys, Russell, Nicholas C. C., Cawthorne, Thomas & Riby, Deborah M. (2021). ‘Intolerance of Uncertainty’ mediates the relationship between social profile and anxiety in both Williams Syndrome and autism. Autism Research
- McDougal, E., Riby, D. M. & Hanley, E. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in Autism Spectrum Disorders 79: 101674.
- Hanley, M., Riby, D. M., Derges, MJ., Douligeri, A. Philyaw, Z., Ikeda, T., Monden, Y., Shimoizumi, H., Yamagata, T. & Hirai, M. (2020). Does culture shape face perception in autism? Cross-cultural evidence of the own-race advantage from the UK and Japan. Developmental Science 23(5): e12942.
- Jones, E.K., Hanley, M. & Riby, D.M. (2020). Distraction, Distress and Diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders. Research in Autism Spectrum Disorders 72: 101515.
- Gurbuz, E., Hanley, M. & Riby, D M. (2019). University Students with Autism: The Social and Academic Experiences of University in the UK. Journal of Autism and Developmental Disorders 49(2): 617-631.
- Remington, A., Hanley, M., O’Brien, S., Riby, D. M. & Swettenham, J. (2019). Implications of capacity in the classroom: Simplifying tasks for autistic children may not be the answer. Research in Developmental Disabilities 85: 197-204.
- Ng-Cordell, Elise, Hanley, Mary, Alyssa, Kelly & Riby, Deborah M. (2018). Anxiety in Williams Syndrome: The role of social behaviour, executive functions and change over time. Journal of Autism and Developmental Disorders 48(3): 796-808.
- Hanley, Mary, Khairat, Mariam, Taylor, Korey, Wilson, Rachel, Cole-Fletcher, Rachel & Riby, Deborah M. (2017). Classroom displays - Attraction or Distraction? Evidence of impact on attention and learning from children with and without autism. Developmental Psychology 53(7): 1265-1275.
- Riby, D. M., Ridley, E., Lough, E. & Hanley, M. (2017). Social vulnerability in Williams syndrome: A tendency to approach strangers. International Review of Research on Developmental Disabilities 52: 175-199.
- Lough, E., Hanley, M., Rodgers, J., South, M., Kirk, H., Kennedy, D. & Riby, D. M. (2015). Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale. Journal of Autism and Developmental Disorders 45(12): 4101-4108.
- Hanley, M., Riby, D.M., Carty, C., Melaugh McAteer, A., 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.
- Riby, D.M., Kirk, H., Hanley, M. & Riby, L.M. (2014). Stranger Danger Awareness in Williams Syndrome. Journal of Intellectual Disability Research 58(6): 572-582.
- 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.
- 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.
- Riby, D. M., Hanley, M., Kirk, H., Clark, F., Little, K., Fleck, R., Janes, E., Kelso, L., O’Kane, F., Cole-Fletcher, R., Allday, M. H., Hocking, D., Cornish, K. & Rodgers, J. (2014). The Interplay Between Anxiety and Social Functioning in Williams Syndrome. Journal of Autism and Developmental Disorders 44(5): 1220-1229.
- Hanley, M., McPhillips, M., Mulhern, G. & Riby, D. M. (2013). Spontaneous attention to faces in Asperger Syndrome using ecologically valid static stimuli. Autism 17(6): 754-761.
- Riby, D M, Hancock, P J B, Jones, N & Hanley, M (2013). Spontaneous and cued gaze-following in autism and Williams syndrome. Journal of Neurodevelopmental Disorders 5(1): 13.
- Hanley, M., Riby, D. M., Caswell, S., Rooney, S. & Back, E. (2013). Looking and Thinking: How individuals with Williams syndrome make judgements about mental states. Research in Developmental Disabilities 34(12): 4466-4476.
- Riby, D M, Brown, P H, Jones, N & Hanley, M (2012). Faces cause less distraction in Autism. Journal of Autism and Developmental Disorders 42(4): 634-639.
- McCormack, T. & Hanley, M. (2011). Children’s reasoning about the temporal order of past and future events. Cognitive Development 26(4): 299-314.