Staff profile

Career

I am Professor of Developmental Psychology and Associate Pro-Vice-Chancellor (Postgraduate Research). I am also Co-Director of the Centre for Neurodiversity & Development, where I co-lead and support interdisciplinary research that advances understanding of neurodiversity. My work is driven by a commitment to conducting rigorous, collaborative research that not only deepens scientific understanding but also contributes to more inclusive education, and society.

I joined Durham University in 2013 following academic appointments at Newcastle University 2008-2013) and the completion of my ESRC-funded PhD (2007) and postdoc (ESRC grant; 2007-2008) at the University of Stirling. Throughout my career, I have combined research, teaching and strategic leadership. I have held a wide range of service and leadership roles including serving as Director of Research for the Department of Psychology, Director of the ESRC-funded North East of England and Northern Ireland Doctoral Training Partnership (NINE DTP), and sitting on a wide range of funding panels such as ESRC and UKRI. I was a member of the REF2021 UoA4 panel and I currently sit on the ESRC Research Talent Advisory Group. 

In 2023, I was elected Fellow of the Academy of Social Sciences and in 2026, I was honoured to receive the Distinguished Contribution Award from the British Psychological Society's Developmental Psychology Section in recognition of a sustained contribution to developmental psychology through research, leadership, mentorship and impact.

Research Focus

My research explores developmental psychology, neurodevelopment and neurodiversity, with particular expertise in Williams syndrome and autism. I am interested in understanding the diversity of cognitive, social and emotional development, recognising both individual strengths and differences in experience. My research seeks to better understand how different developmental pathways shape social attention, learning, communication, well-being, and everyday experiences, while generating evidence that supports more inclusive practices and environments. I am especially interested in experiences at school / in school life for neurodivergent pupils. 

I use a wide range of research methods, combining experimental psychology, eye-tracking and behavioural approaches with qualitative methods and participatory research. Integrating lived experience insights alongside quantitative evidence is a core to my work, enabling a richer understanding of neurodivergent experiences and ensuring that research questions, interpretations and outcomes are informed by the perspectives of those with lived experience. My work is grounded in a neurodiversity-affirming perspective. 

A major focus of current work is translating research into practice. I am co-investigator on Triple-A (Attention, Arousal, Anxiety) led by Prof Mary Hanley, a research evidence-informed framework and tool that supports schools to create more inclusive support and learning environments for autistic pupils.

Collaboration is central to everything we do. We work closely with neurodivergent people, families, educators, clinicians, charities and researchers from a range of disciplines to ensure that research is both scientifically rigorous and meaningful to the communities it is intended to benefit. I am passionate about translating findings into practical impact through education, policy and professional practice.

Alongside my research, I am committed to developing the next generation of researchers. Throughout my career I have led postgraduate programmes, supervised doctoral researchers, secured competitive research funding, and supported interdisciplinary and international collaborations. Mentoring researchers at all career stages is an important aspect of my academic leadership.

• Neurodiversity
• Autism
• Williams Syndrome
• Inclusive Education (for neuro-affirming provision)
• Social interaction & social behaviour associated with neurodivergence

• 2026: 'Distinguished Contribution Award' British Psychological Society, Developmental Psychology Section:
• 2025: ESRC Research Talent Advisory Group member:
• 2023: Elected Fellow of the Academy of Social Sciences:
• 2021: REF2021 UoA4 panel member:
• 2020 - 2022: Elected Chair of the BPS Developmental Section:
• 2014: Professional Advisory Panel member of the Williams Syndrome Foundation UK charity:

Chapter in book

• Everyone’s friend? The case of Williams syndrome
  
  Riby, D., Bruce, V., & Jawaid, A. (2011). Everyone’s friend? The case of Williams syndrome. In B. Oakley, A. Knafo, G. Madhavan, & D. Wilson (Eds.), Pathological Altruism. Ocford University Press.
• Face Processing and Social Interactions
  
  Riby, D. (2011). Face Processing and Social Interactions. In E. Farran & A. Karmiloff-Smith (Eds.), Developmental Disabilities across the Lifespan. Oxford University Press.
• Williams syndrome
  
  Riby, D., & Porter, M. (2010). Williams syndrome. In J. Holmes (Ed.), ). Developmental Disorders & Interventions: Advances in Child Development and Behavior. Academic Press.
• The other end of the spectrum? Social cognition in Williams syndrome
  
  Brock, J., Einav, S., & Riby, D. (2008). The other end of the spectrum? Social cognition in Williams syndrome. In V. Reid & T. Striano (Eds.), Social cognition: Development, Neuroscience and Autism. Blackwell.

Edited book

• Neurodevelopmental Disorders: Research Challenges and Solutions
  
  van Herwegen, J., & Riby, D. (Eds.). (2014). Neurodevelopmental Disorders: Research Challenges and Solutions. Psychology Press.

Journal Article

• “Mainstream is not right for a huge group of children now”: Parent/carer insights and experiences of neurodivergent pupils’ school distress and attendance difficulties
  
  Fielding, C., Hanley, M., & Riby, D. M. (2026). “Mainstream is not right for a huge group of children now”: Parent/carer insights and experiences of neurodivergent pupils’ school distress and attendance difficulties. Research in Neurodiversity, 2, Article 100019. https://doi.org/10.1016/j.rin.2026.100019
• Understanding, affirmation, and belonging: Autistic pupils conceptualisations of inclusion in mainstream secondary schools
  
  Herbert, G., Hanley, M., & Riby, D. (2026). Understanding, affirmation, and belonging: Autistic pupils conceptualisations of inclusion in mainstream secondary schools. Research in Neurodiversity, 2, Article 100037. https://doi.org/10.1016/j.rin.2026.100037
• Repetitive Behaviors in Williams Syndrome: A Cross-Cultural Comparison Between the United Kingdom and Japan
  
  Hirai, M., Asada, K., Hanley, M., & Riby, D. (2026). Repetitive Behaviors in Williams Syndrome: A Cross-Cultural Comparison Between the United Kingdom and Japan. Journal of Intellectual Disability Research. Advance online publication. https://doi.org/10.1111/jir.70133
• The effect of the classroom sensory environment on engagement for autistic pupils: classroom noise and classroom displays
  
  Jones, E., Hanley, M., Hirst, J. R., McDougal, E., & Riby, D. M. (2026). The effect of the classroom sensory environment on engagement for autistic pupils: classroom noise and classroom displays. Neurodiversity. Advance online publication. https://doi.org/10.1177/27546330261443570
• Perspectives and experiences of physical activity among autistic adults in middle adulthood
  
  McLeod, J., Roderick, M., Hanley, M., Riby, D. M., & Jachyra, P. (2025). Perspectives and experiences of physical activity among autistic adults in middle adulthood. Autism, 29(12), 3058-3071. https://doi.org/10.1177/13623613251360862
• Autistic adolescents and their experiences of physical education at school
  
  Waddington, E., Sadler, D., Jachyra, P., Armstrong, J., Riby, D. M., & Hanley, M. (2025). Autistic adolescents and their experiences of physical education at school. Physical Education and Sport Pedagogy. Advance online publication. https://doi.org/10.1080/17408989.2025.2553285
• Understanding Repetitive Behaviours: A clinical and cost-effectiveness, multi-site randomised controlled trial of a group for parents and carers of young autistic children
  
  Grahame, V., Kernohan, A., Kharati, E., Mathias, A., Butcher, C., Dixon, L., Fletcher-Watson, S., Garland, D., Glod, M., Goodwin, J., Heron, S., Honey, E., Le Couteur, A., Mackie, L., Maxwell, J., Montgomery, L., Ogundimu, E., Probert, H., Riby, D., … Rodgers, J. (2025). Understanding Repetitive Behaviours: A clinical and cost-effectiveness, multi-site randomised controlled trial of a group for parents and carers of young autistic children. Autism, 29(8), 1998-2015. https://doi.org/10.1177/13623613251333175
• Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties
  
  Fielding, C., Streeter, A., Riby, D. M., & Hanley, M. (2025). Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties. Neurodiversity, 3. https://doi.org/10.1177/27546330251327056
• The experiences of children with Williams syndrome and their nondisabled siblings of their relationship
  
  Cebula, K., Gillooly, A., Coulthard, L. K. B., Riby, D. M., & Hastings, R. P. (2025). The experiences of children with Williams syndrome and their nondisabled siblings of their relationship. Family Relations: Interdisciplinary Journal of Applied Family Science, 74(1), 500-518. https://doi.org/10.1111/fare.13102
• A group intervention for parents and carers to recognise and understand restricted and repetitive behaviour in autistic children: a multisite RCT
  
  Grahame, V., Kernohan, A., Kharati, E., Mathias, A., Butcher, C., Dixon, L., Fletcher-Watson, S., Garland, D., Glod, M., Goodwin, J., Heron, S., Honey, E., Le Couteur, A., Mackie, L., Ogundimu, E., Probert, H., Riby, D., Rob, P., Rogan, L., … Rodgers, J. (2025). A group intervention for parents and carers to recognise and understand restricted and repetitive behaviour in autistic children: a multisite RCT. Health Technology Assessment, 1-88. https://doi.org/10.3310/whtu0367
• Personal Development of Doctoral Students
  
  Riby, D. M., & Rees, S. (2024). Personal Development of Doctoral Students. Encyclopedia, 4(2), 743-752. https://doi.org/10.3390/encyclopedia4020047
• Associations between autistic traits, depression, social anxiety and social rejection in autistic and non-autistic adults
  
  Gurbuz, E., Riby, D. M., South, M., & Hanley, M. (2024). Associations between autistic traits, depression, social anxiety and social rejection in autistic and non-autistic adults. Scientific Reports, 14(1), Article 9065. https://doi.org/10.1038/s41598-024-59532-3
• Friendships in children with Williams syndrome: Parent and child perspectives
  
  Gillooly, A., Riby, D., Durkin, K., & Rhodes, S. (2024). Friendships in children with Williams syndrome: Parent and child perspectives. Journal of Autism and Developmental Disorders, 54, 509–517. https://doi.org/10.1007/s10803-022-05807-5
• Williams syndrome: reduced orienting to other’s eyes in a hypersocial phenotype
  
  Kleberg, J. L., Riby, D., Fawcett, C., Bjorlin Avdic, H., Frick, M. A., Brocki, K. C., Hogstrom, J., Serlachius, E., Nordgren, A., & Willfors, C. (2023). Williams syndrome: reduced orienting to other’s eyes in a hypersocial phenotype. Journal of Autism and Developmental Disorders, 53, 2786–2797. https://doi.org/10.1007/s10803-022-05563-6
• Social feedback enhances learning in Williams syndrome
  
  Kleberg, J., Willfors, C., Björlin Avdic, H., Riby, D., Galazka, M., Guath, M., Nordgren, N., & Strannegård, C. (2023). Social feedback enhances learning in Williams syndrome. Scientific Reports, 13, Article 164. https://doi.org/10.1038/s41598-022-26055-8
• No transfer of arousal from other’s eyes in Williams syndrome
  
  Kleberg, J. L., Hallman, A. E. Z., Galazka, M. A., Riby, D. M., Bölte, S., Willfors, C., Fawcett, C., & Nordgren, A. (2023). No transfer of arousal from other’s eyes in Williams syndrome. Scientific Reports, 13(1), Article 18397. https://doi.org/10.1038/s41598-023-45521-5
• Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions
  
  Sideropoulos, V., Van Herwegen, J., Meuleman, B., Alessandri, M., Alnemary, F. M., Rad, J. A., Lavenex, P. A. B., Bolshakov, N., Bölte, S., Buffle, P., Cai, R. Y., Campos, R., Chirita-Emandi, A., Costa, A. P., Costanzo, F., Des Portes, V., Dukes, D., Faivre, L., Famelart, N., … Samson, A. C. (2023). Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions. Journal of Global Health, 13, Article 04081. https://doi.org/10.7189/jogh.13.04081
• The Quality of Everyday Eye Contact in Williams Syndrome: Insights from Cross-syndrome Comparisons
  
  Ridley, E., Arnott, B., Riby, D., Burt, M., Hanley, M., & Leekam, S. (2022). The Quality of Everyday Eye Contact in Williams Syndrome: Insights from Cross-syndrome Comparisons. American Journal on Intellectual and Developmental Disabilities, 127(4), 293-312. https://doi.org/10.1352/1944-7558-127.4.293
• Psychological Distress and Positive Gain in Mothers of Children with Autism, With or Without Other Children with Neurodevelopmental Disorders
  
  Stanford, C., Hastings, R., Riby, D., Archer, H., Page, S., & Cebula, K. (2022). Psychological Distress and Positive Gain in Mothers of Children with Autism, With or Without Other Children with Neurodevelopmental Disorders. International Journal of Developmental Disabilities, 68(4), 479-484. https://doi.org/10.1080/20473869.2020.1812347
• ‘Intolerance of Uncertainty’ mediates the relationship between social profile and anxiety in both Williams Syndrome and autism
  
  South, M., Hanley, M., Normansell-Mossa, K., Russell, N., Cawthorne, T., & Riby, D. (2021). ‘Intolerance of Uncertainty’ mediates the relationship between social profile and anxiety in both Williams Syndrome and autism. Autism Research, 14(9), 1986-1995. https://doi.org/10.1002/aur.2554
• A clinical and cost effectiveness trial of a parent group intervention to manage challenging restricted and repetitive behaviours in young children with autism spectrum disorder: study protocol for a randomized controlled trial
  
  Grahame, V., Dixon, L., Fletcher-Watson, S., Garland, D., Glod, M., Goodwin, J., Grayson, Z., Heron, S., Honey, E., Iversen, R., Kasim, A., Kernohan, A., Kharatikoopaei, E., Le Couteur, A., Mackie, L., Mathias, A., Probert, H., Riby, D., Rob, P., … Rodgers, J. (2021). A clinical and cost effectiveness trial of a parent group intervention to manage challenging restricted and repetitive behaviours in young children with autism spectrum disorder: study protocol for a randomized controlled trial. Trials, 22, Article 240. https://doi.org/10.1186/s13063-021-05175-y
• Williams syndrome: On the role of intellectual abilities in anxiety
  
  Willfors, C., Riby, D., Van Der Poll, M., Ekholm, K., Avdic Björlin, H., Kleberg, J., & Nordgren, A. (2021). Williams syndrome: On the role of intellectual abilities in anxiety. Orphanet Journal of Rare Diseases, 16, Article 472. https://doi.org/10.1186/s13023-021-02098-4
• Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights
  
  Gillooly, A., Riby, D., Durkin, K., & Rhodes, S. (2021). Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights. Journal of Autism and Developmental Disorders, 51(1), 169-178. https://doi.org/10.1007/s10803-020-04503-6
• An EEG investigation of alpha and beta activity during resting states in adults with Williams syndrome
  
  Greer, J. M., Riby, D. M., McMullon, M. E., Hamilton, C., & Riby, L. M. (2021). An EEG investigation of alpha and beta activity during resting states in adults with Williams syndrome. BMC Psychology, 9(1), Article 72. https://doi.org/10.1186/s40359-021-00575-w
• Teacher insights into the barriers and facilitators of learning in autism
  
  McDougal, E., Riby, D., & Hanley, E. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in Autism Spectrum Disorders, 79, Article 101674. https://doi.org/10.1016/j.rasd.2020.101674
• Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder
  
  McDougal, E., Riby, D., & Hanley, M. (2020). Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder. Research in Developmental Disabilities, 106, Article 103749. https://doi.org/10.1016/j.ridd.2020.103749
• Does culture shape face perception in autism? Cross-cultural evidence of the own-race advantage from the UK and Japan
  
  Hanley, M., Riby, D., Derges, M., 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), Article e12942. https://doi.org/10.1111/desc.12942
• Hearing the feeling: Auditory emotion perception in Williams Syndrome
  
  Heaton, P., Ridley, E., Makhmood, S., & Riby, D. (2020). Hearing the feeling: Auditory emotion perception in Williams Syndrome. Research in Developmental Disabilities, 103, Article 103660. https://doi.org/10.1016/j.ridd.2020.103660
• Sensory Processing Profiles and Autistic Symptoms as Predictive Factors in Autism Spectrum Disorder and Williams Syndrome
  
  Glod, M., Riby, D., & Rodgers, J. (2020). Sensory Processing Profiles and Autistic Symptoms as Predictive Factors in Autism Spectrum Disorder and Williams Syndrome. Journal of Intellectual Disability Research, 64(8), 657-665. https://doi.org/10.1111/jir.12738
• A cross-syndrome approach to the social phenotype of neurodevelopmental disorders: Focusing on social vulnerability and social interaction style
  
  Ridley, E., Riby, D., & Leekam, S. (2020). A cross-syndrome approach to the social phenotype of neurodevelopmental disorders: Focusing on social vulnerability and social interaction style. Research in Developmental Disabilities, 100, Article 103604. https://doi.org/10.1016/j.ridd.2020.103604
• Distraction, Distress and Diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders
  
  Jones, E., Hanley, M., & Riby, D. (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, Article 101515. https://doi.org/10.1016/j.rasd.2020.101515
• Sensory Processing in Williams Syndrome: A Narrative Review
  
  Glod, M., Riby, D., & Rodgers, J. (2020). Sensory Processing in Williams Syndrome: A Narrative Review. Review Journal of Autism and Developmental Disorders., 7, 32-45. https://doi.org/10.1007/s40489-019-00174-x
• Siblings of children with Williams syndrome: Correlates of psychosocial adjustment and sibling relationship quality
  
  Cebula, K., Gillooly, A., Coulthard, L., Riby, D., & Hastings, R. (2019). Siblings of children with Williams syndrome: Correlates of psychosocial adjustment and sibling relationship quality. Research in Developmental Disabilities, 94, Article 103496. https://doi.org/10.1016/j.ridd.2019.103496
• Short Report: Relationships between Sensory Processing, Repetitive Behaviours, Anxiety, and Intolerance of Uncertainty in Autism Spectrum Disorder and Williams Syndrome
  
  Glod, M., Riby, D. M., & Rodgers, J. (2019). Short Report: Relationships between Sensory Processing, Repetitive Behaviours, Anxiety, and Intolerance of Uncertainty in Autism Spectrum Disorder and Williams Syndrome. Autism Research, 12(5), 759-765. https://doi.org/10.1002/aur.2096
• Implications of capacity in the classroom: Simplifying tasks for autistic children may not be the answer
  
  Remington, A., Hanley, M., O’Brien, S., Riby, D., & 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. https://doi.org/10.1016/j.ridd.2018.12.006
• University Students with Autism: The Social and Academic Experiences of University in the UK
  
  Gurbuz, E., Hanley, M., & Riby, D. (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. https://doi.org/10.1007/s10803-018-3741-4
• Anxiety in Williams Syndrome: The role of social behaviour, executive functions and change over time
  
  Ng-Cordell, E., Hanley, M., Alyssa, K., & Riby, D. 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. https://doi.org/10.1007/s10803-017-3357-0
• Differential effects of anxiety and autism on social scene scanning in males with fragile X syndrome
  
  Crawford, H., Moss, J., Oliver, C., & Riby, D. (2017). Differential effects of anxiety and autism on social scene scanning in males with fragile X syndrome. Journal of Neurodevelopmental Disorders, 9(1), Article 9. https://doi.org/10.1186/s11689-017-9189-6
• Classroom displays - Attraction or Distraction? Evidence of impact on attention and learning from children with and without autism
  
  Hanley, M., Khairat, M., Taylor, K., Wilson, R., Cole-Fletcher, R., & Riby, D. 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. https://doi.org/10.1037/dev0000271
• The developmental trajectory of parent-report and objective sleep profiles in autism spectrum disorder: Associations with anxiety and bedtime routines
  
  Fletcher, F., Foster-Owens, M., Conduit, R., Rinehart, N., Riby, D., & Cornish, K. (2017). The developmental trajectory of parent-report and objective sleep profiles in autism spectrum disorder: Associations with anxiety and bedtime routines. Autism, 21(4), 493-503. https://doi.org/10.1177/1362361316653365
• Sensory Atypicalities in Dyads of Children with Autism Spectrum Disorder (ASD) and Their Parents
  
  Glod, M., Riby, D., Honey, E., & Rodgers, J. (2017). Sensory Atypicalities in Dyads of Children with Autism Spectrum Disorder (ASD) and Their Parents. Autism Research, 10(3), 531-538. https://doi.org/10.1002/aur.1680
• An Event Related Potential Study of Inhibitory and Attentional Control in Williams Syndrome Adults
  
  Greer, J., Hamilton, C., McMullon, M., Riby, D., & Riby, L. (2017). An Event Related Potential Study of Inhibitory and Attentional Control in Williams Syndrome Adults. PLoS ONE, 12(2), Article e0170180. https://doi.org/10.1371/journal.pone.0170180
• Social vulnerability in Williams syndrome: A tendency to approach strangers
  
  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. https://doi.org/10.1016/bs.irrdd.2017.05.001
• A systematic review of the evidence for hyporesponsivity in ASD
  
  Watts, S., Rodgers, J., & Riby, D. (2016). A systematic review of the evidence for hyporesponsivity in ASD. Review Journal of Autism and Developmental Disorders., 3(4), 286-301. https://doi.org/10.1007/s40489-016-0084-y
• Parent insights into atypicalities of social approach behaviour in Williams syndrome
  
  Lough, E., Rodgers, J., Janes, E., Little, K., & Riby, D. (2016). Parent insights into atypicalities of social approach behaviour in Williams syndrome. Journal of Intellectual Disability Research, 60(11), 1097-1108. https://doi.org/10.1111/jir.12279
• Personal space regulation in Williams syndrome: The effect of familiarity
  
  Lough, E., Flynn, E., & Riby, D. (2016). Personal space regulation in Williams syndrome: The effect of familiarity. Journal of Autism and Developmental Disorders, 46(10), 3207-3215. https://doi.org/10.1007/s10803-016-2864-8
• Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits
  
  Kirk, H. E., Gray, K., Riby, D. M., Taffe, J., & Cornish, K. M. (2016). Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits. Developmental Science, 20(6), Article e12468. https://doi.org/10.1111/desc.12468
• Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale
  
  Lough, E., Hanley, M., Rodgers, J., South, M., Kirk, H., Kennedy, D., & Riby, D. (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. https://doi.org/10.1007/s10803-015-2536-0
• The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation
  
  Hanley, M., Riby, D., 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. https://doi.org/10.1177/1362361315580767
• Psychological Correlates of Sensory Processing Patterns in Individuals with Autism Spectrum Disorder: A Systematic Review
  
  Glod, M., Riby, D., Honey, E., & Rodgers, J. (2015). Psychological Correlates of Sensory Processing Patterns in Individuals with Autism Spectrum Disorder: A Systematic Review. Review Journal of Autism and Developmental Disorders., 2(2), 199-221. https://doi.org/10.1007/s40489-015-0047-8
• Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities
  
  Kirk, H., Gray, K., Riby, D., & Cornish, K. (2015). Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. Research in Developmental Disabilities, 38, 145-160. https://doi.org/10.1016/j.ridd.2014.12.026
• That looks familiar: attention allocation to familiar and unfamiliar faces in children with autism spectrum disorder
  
  Gillespie-Smith, K., Doherty-Sneddon, G., Hancock, P., & Riby, D. (2014). That looks familiar: attention allocation to familiar and unfamiliar faces in children with autism spectrum disorder. Cognitive Neuropsychiatry, 19(6), 554-569. https://doi.org/10.1080/13546805.2014.943365
• Exploring the prevalence and phenomenology of repetitive behaviours and abnormal sensory processing in children with Williams Syndrome
  
  Janes, E., Riby, D., & Rodgers, J. (2014). Exploring the prevalence and phenomenology of repetitive behaviours and abnormal sensory processing in children with Williams Syndrome. Journal of Intellectual Disability Research, 58(8), 746-757. https://doi.org/10.1111/jir.12086
• Deeper processing is beneficial during episodic memory encoding for adults with Williams syndrome
  
  Greer, J., Hamilton, C., Riby, D., & Riby, L. (2014). Deeper processing is beneficial during episodic memory encoding for adults with Williams syndrome. Research in Developmental Disabilities, 35(7), 1720-1726. https://doi.org/10.1016/j.ridd.2014.03.004
• Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition
  
  Hanley, M., Riby, D., 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. https://doi.org/10.1016/j.rasd.2014.03.020
• Stranger Danger Awareness in Williams Syndrome
  
  Riby, D., Kirk, H., Hanley, M., & Riby, L. (2014). Stranger Danger Awareness in Williams Syndrome. Journal of Intellectual Disability Research, 58(6), 572-582. https://doi.org/10.1111/jir.12055
• The Interplay Between Anxiety and Social Functioning in Williams Syndrome
  
  Riby, D., Hanley, M., Kirk, H., Clark, F., Little, K., Fleck, R., Janes, E., Kelso, L., O’Kane, F., Cole-Fletcher, R., Allday, M., 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. https://doi.org/10.1007/s10803-013-1984-7
• Mapping real-world to online vulnerability in young people with developmental disorders: Illustrations from autism and Williams syndrome
  
  Lough, E., Flynn, E., & Riby, D. (2014). Mapping real-world to online vulnerability in young people with developmental disorders: Illustrations from autism and Williams syndrome. Review Journal of Autism and Developmental Disorders., 2(1), 1-7. https://doi.org/10.1007/s40489-014-0029-2
• Looking and Thinking: How individuals with Williams syndrome make judgements about mental states
  
  Hanley, M., Riby, D., 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. https://doi.org/10.1016/j.ridd.2013.09.026
• Linking social behaviour and anxiety to attention to emotional faces in Williams syndrome
  
  Kirk, H., Hocking, D., Riby, D., & Cornish, K. (2013). Linking social behaviour and anxiety to attention to emotional faces in Williams syndrome. Research in Developmental Disabilities, 34(12), 4608-4616. https://doi.org/10.1016/j.ridd.2013.09.042
• Spontaneous attention to faces in Asperger Syndrome using ecologically valid static stimuli
  
  Hanley, M., McPhillips, M., Mulhern, G., & Riby, D. (2013). Spontaneous attention to faces in Asperger Syndrome using ecologically valid static stimuli. Autism, 17(6), 754-761. https://doi.org/10.1177/1362361312456746
• Attentional Lapse and Inhibition Control in Adults with Williams Syndrome
  
  Greer, J., Riby, D., Hamiliton, C., & Riby, L. (2013). Attentional Lapse and Inhibition Control in Adults with Williams Syndrome. Research in Developmental Disabilities, 34(11), 4170-4177. https://doi.org/10.1016/j.ridd.2013.08.041
• Spontaneous and cued gaze-following in autism and Williams syndrome
  
  Riby, D., Hancock, P., Jones, N., & Hanley, M. (2013). Spontaneous and cued gaze-following in autism and Williams syndrome. Journal of Neurodevelopmental Disorders, 5(1), Article 13. https://doi.org/10.1186/1866-1955-5-13
• Children with autism spectrum disorder (ASD) attend typically to faces and objects presented within their picture communication systems
  
  Gillespie-Smith, K., Riby, D., Hancock, P., & Doherty-Sneddon, G. (2013). Children with autism spectrum disorder (ASD) attend typically to faces and objects presented within their picture communication systems. Journal of Intellectual Disability Research, 58(5), 459-470. https://doi.org/10.1111/jir.12043
• Age-related Differences in Processing Face Configuration: The Importance of the Eye Region
  
  Slessor, G., Riby, D., & Finnerty, A. (2013). Age-related Differences in Processing Face Configuration: The Importance of the Eye Region. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 68(2), 228-231. https://doi.org/10.1093/geronb/gbs059
• Heterogeneity of social approach behaviour in Williams syndrome: The role of response inhibition
  
  Little, K., Riby, D., Janes, E., Fleck, R., Clark, F., & Rodgers, J. (2013). Heterogeneity of social approach behaviour in Williams syndrome: The role of response inhibition. Research in Developmental Disabilities, 34(3), 959-967. https://doi.org/10.1016/j.ridd.2012.11.020
• Brief report: Exploring the relationship between repetitive behaviours and sensory processing in Williams syndrome
  
  Riby, D., Janes, E., & Rodgers, J. (2013). Brief report: Exploring the relationship between repetitive behaviours and sensory processing in Williams syndrome. Journal of Autism and Developmental Disorders, 43(2), 478-482. https://doi.org/10.1007/s10803-012-1557-1
• Paranoid Ideation and Assessments of Trust
  
  Kirk, H., Gilmour, A., Riby, D., & Dudley, R. (2013). Paranoid Ideation and Assessments of Trust. Journal of Experimental Psychopathology, 4(4), 360-367. https://doi.org/10.5127/jep.027812
• Gaze aversion during social style interactions in autism spectrum disorder and Williams syndrome
  
  Doherty-Sneddon, G., Whittle, L., & Riby, D. (2013). Gaze aversion during social style interactions in autism spectrum disorder and Williams syndrome. Research in Developmental Disabilities, 34(1), 616-626. https://doi.org/10.1016/j.ridd.2012.09.022
• Gaze aversion as a cognitive load management strategy in autism spectrum disorder and Williams syndrome
  
  Doherty-Sneddon, G., Riby, D., & Whittle, L. (2012). Gaze aversion as a cognitive load management strategy in autism spectrum disorder and Williams syndrome. Journal of Child Psychology and Psychiatry, 53(4), 420-430. https://doi.org/10.1111/j.1469-7610.2011.02481.x
• Faces cause less distraction in Autism
  
  Riby, D., Brown, P., Jones, N., & Hanley, M. (2012). Faces cause less distraction in Autism. Journal of Autism and Developmental Disorders, 42(4), 634-639. https://doi.org/10.1007/s10803-011-1266-1
• Face-to-Face Interference in Typical and Atypical Development
  
  Riby, D., Doherty-Sneddon, G., & Whittle, L. (2012). Face-to-Face Interference in Typical and Atypical Development. Developmental Science, 15(2), 281-291. https://doi.org/10.1111/j.1467-7687.2011.01125.x
• Physiological Reactivity to Faces via Live and Video Mediated Communication in Typical and Atypical Development
  
  Riby, D., Whittle, L., & Doherty-Sneddon, G. (2012). Physiological Reactivity to Faces via Live and Video Mediated Communication in Typical and Atypical Development. Journal of Clinical and Experimental Neuropsychology, 34(4), 385-395. https://doi.org/10.1080/13803395.2011.645019
• Anxiety and Repetitive Behaviours in Autism Spectrum Disorders and Williams syndrome: A Cross-syndrome Comparison.
  
  Rodgers, J., Riby, D., Janes, E., Connolly, B., & McConachie, H. (2012). Anxiety and Repetitive Behaviours in Autism Spectrum Disorders and Williams syndrome: A Cross-syndrome Comparison. Journal of Autism and Developmental Disorders, 42(2), 175-180. https://doi.org/10.1007/s10803-011-1225-x
• ‘Too withdrawn’ or ‘too friendly’: considering social vulnerability in two neuro-developmental disorders.
  
  Jawaid, A., Riby, D., Owens, J., White, S., Tarar, T., & Schulz, P. (2012). ‘Too withdrawn’ or ‘too friendly’: considering social vulnerability in two neuro-developmental disorders. Journal of Intellectual Disability Research, 56(4), 335-350. https://doi.org/10.1111/j.1365-2788.2011.01452.x
• How comparable are children and adults in perceiving an optimal tempo for music?
  
  Quinn, S., O’Hare, O., & Riby, D. (2012). How comparable are children and adults in perceiving an optimal tempo for music? The Journal of the Acoustical Society of America, 131(5), 3595-3598. https://doi.org/10.1121/1.3651236
• The extent of working memory deficits associated with Williams syndrome: Exploration of verbal and spatial domains and executively controlled processes
  
  Rhodes, S., Riby, D., Fraser, E., & Campbell, L. (2011). The extent of working memory deficits associated with Williams syndrome: Exploration of verbal and spatial domains and executively controlled processes. Psychiatry Research, 77(2), 208-214. https://doi.org/10.1016/j.bandc.2011.08.009
• ADHD and Williams syndrome: shared behavioural and neuropsychological profiles
  
  Rhodes, S., Riby, D., Matthews, K., & Coghill, D. (2011). ADHD and Williams syndrome: shared behavioural and neuropsychological profiles. Journal of Clinical and Experimental Neuropsychology, 33(1), 147-156. https://doi.org/10.1080/13803395.2010.495057
• Exploring face perception in disorders of development: Evidence from Williams syndrome and autism
  
  Riby, D., Doherty-Sneddon, G., & Bruce, V. (2011). Exploring face perception in disorders of development: Evidence from Williams syndrome and autism. Journal of Neuropsychology, 2(1), 47-64. https://doi.org/10.1348/174866407x255690
• Attention to faces in Williams syndrome
  
  Riby, D., Jones, N., Brown, P., Robinson, L., Langton, S., Bruce, V., & Riby, L. (2011). Attention to faces in Williams syndrome. Journal of Autism and Developmental Disorders, 41(9), 1228-1239. https://doi.org/10.1007/s10803-010-1141-5
• Neuropsychological functioning and executive control in WS
  
  Rhodes, S., Riby, D., Park, J., Fraser, E., & Campbell, L. (2010). Neuropsychological functioning and executive control in WS. Neuropsychologia, 48(5), 1216-1226. https://doi.org/10.1016/j.neuropsychologia.2009.12.021
• Show me your eyes: Evidence from Williams syndrome
  
  Riby, D. (2010). Show me your eyes: Evidence from Williams syndrome. Visual Cognition, 18(6), 801-815. https://doi.org/10.1080/13506281003616214
• Can individuals with Williams syndrome interpret mental states from moving faces?
  
  Riby, D., & Back, E. (2010). Can individuals with Williams syndrome interpret mental states from moving faces? Neuropsychologia, 48(7), 1914-1922. https://doi.org/10.1016/j.neuropsychologia.2010.03.010
• Approachability in Williams Syndrome
  
  Jawaid, A., Riby, D., Egridere, S., Schmolck, H., Kass, J., & Schulz, P. (2010). Approachability in Williams Syndrome. Neuropsychologia, 48(5), 1521-1523. https://doi.org/10.1016/j.neuropsychologia.2009.12.031
• Do faces capture the attention of individuals with Williams syndrome or Autism? Evidence from tracking eye movements
  
  Riby, D., & Hancock, P. (2009). Do faces capture the attention of individuals with Williams syndrome or Autism? Evidence from tracking eye movements. Journal of Autism and Developmental Disorders, 39(3), 421-431. https://doi.org/10.1007/s10803-008-0641-z
• Stuck on you: face –to- face arousal and gaze aversion in Williams syndrome
  
  Doherty-Sneddon, G., Riby, D., Calderwood, L., & Ainsworth, L. (2009). Stuck on you: face –to- face arousal and gaze aversion in Williams syndrome. Cognitive Neuropsychiatry, 14(6), 510-523. https://doi.org/10.1080/13546800903043336
• The eyes or the mouth? Feature salience and unfamiliar face processing in Williams syndrome and autism.
  
  Riby, D., Doherty-Sneddon, G., & Bruce, V. (2009). The eyes or the mouth? Feature salience and unfamiliar face processing in Williams syndrome and autism. Quarterly Journal of Experimental Psychology, 62(1), 189-203. https://doi.org/10.1080/17470210701855629
• Differential sensitivity to rotations of facial features in the Thatcher illusion.
  
  Riby, D., Riby, L., & Reay, J. (2009). Differential sensitivity to rotations of facial features in the Thatcher illusion. Psychological Reports, 105(3), 721-726. https://doi.org/10.2466/pr0.105.3.721-726
• Tracking eye movements proves informative for the study of gaze direction detection in autism
  
  Riby, D., & Doherty, M. (2009). Tracking eye movements proves informative for the study of gaze direction detection in autism. Research in Autism Spectrum Disorders, 3(3), 723-733. https://doi.org/10.1016/j.rasd.2009.02.001
• Looking at Movies and Cartoons: Eye-tracking evidence from Williams syndrome and Autism.
  
  Riby, D., & Hancock, P. (2009). Looking at Movies and Cartoons: Eye-tracking evidence from Williams syndrome and Autism. Journal of Intellectual Disability Research, 53(2), 169-181. https://doi.org/10.1111/j.1365-2788.2008.01142.x
• Viewing it differently: Social scene perception in Williams syndrome and Autism
  
  Riby, D., & Hancock, P. (2008). Viewing it differently: Social scene perception in Williams syndrome and Autism. Neuropsychologia, 46(11), 2855-2860. https://doi.org/10.1016/j.neuropsychologia.2008.05.003
• Lifestyle, glucose regulation and cognitive enhancing properties of glucose load in middle-aged adults.
  
  Riby, L., McLaughlin, J., & Riby, D. (2008). Lifestyle, glucose regulation and cognitive enhancing properties of glucose load in middle-aged adults. British Journal of Nutrition, 100(05), 1128-1134. https://doi.org/10.1017/s0007114508971324
• Atypical unfamiliar face processing in Williams syndrome: What can it tell us about typical familiarity effects?
  
  Riby, D., Doherty-Sneddon, G., & Bruce, V. (2008). Atypical unfamiliar face processing in Williams syndrome: What can it tell us about typical familiarity effects? Cognitive Neuropsychiatry, 13(1), 47-58. https://doi.org/10.1080/13546800701779206
• Do children with Williams syndrome really have good vocabulary knowledge? Methods for comparing cognitive and linguistic abilities in developmental disorders.
  
  Brock, J., Jarrold, C., Farran, E., Laws, G., & Riby, D. (2007). Do children with Williams syndrome really have good vocabulary knowledge? Methods for comparing cognitive and linguistic abilities in developmental disorders. Clinical Linguistics & Phonetics, 21(9), 673-688. https://doi.org/10.1080/02699200701541433
• Gaze cues influence the allocation of attention in natural scene viewing
  
  Langton, S., O’Donnell, C., Riby, D., & Ballantyne, C. (2006). Gaze cues influence the allocation of attention in natural scene viewing. Quarterly Journal of Experimental Psychology, 59(12), 2056-2064. https://doi.org/10.1080/17470210600917884
• Speech timing and verbal short-term memory in Down syndrome and Williams syndrome: Evidence for comparable yet contrasting deficits.
  
  Jarrold, C., Cowan, N., Hewes, A., & Riby, D. (2004). Speech timing and verbal short-term memory in Down syndrome and Williams syndrome: Evidence for comparable yet contrasting deficits. Journal of Memory and Language, 51(3), 365-381. https://doi.org/10.1016/j.jml.2004.06.007
• The complexities of complex span: Explaining individual differences in working memory in children and adults
  
  Bayliss, D., Jarrold, C., Gunn, D. M., & Baddeley, A. D. (2003). The complexities of complex span: Explaining individual differences in working memory in children and adults. Journal of Experimental Psychology: General, 132(1), 71-92. https://doi.org/10.1037/0096-3445.132.1.71

Report

• An evidence-based approach to creating a culture of inclusive opportunity through arts and creativity
  
  Atkinson, A., Ayadurai, C., Berryman, S., Birks, D., Bond, C., Bramley, R., Broadfoot, H., Brown, K., Bryant, E., Capstick, N., Chapman, A. D., Clegg, J., Coghill, L., Costa, C. I., Crawford, A., Croucher, K., Daly-Smith, A., Day, P., Denny, S., … Wilson, A. (2025). An evidence-based approach to creating a culture of inclusive opportunity through arts and creativity. Child of the North.

Working Paper

• The importance of needs-based approaches for autism, ADHD and auDHD: Transdiagnostic profiles of attention, sensory processing, and anxiety
  
  Rudra, A., Hanley, M., & Riby, D. M. (2025). The importance of needs-based approaches for autism, ADHD and auDHD: Transdiagnostic profiles of attention, sensory processing, and anxiety. OSF. https://doi.org/10.31234/osf.io/y5uvc_v1
• Translating research to practice: Supporting autistic and neurodivergent learners with Triple-A at school (Attention, Sensory Arousal and Anxiety)
  
  Hanley, M., Hirst, J., Mc Dougal, E., Waddington, E., Sadler, D., Thurlbeck, S., Stanton, E. C., Mulholland, E., Sellars, H., & Riby, D. M. (2025). Translating research to practice: Supporting autistic and neurodivergent learners with Triple-A at school (Attention, Sensory Arousal and Anxiety). OSF. https://doi.org/10.31234/osf.io/a756h_v1
• Exploring the barriers and facilitators of school success for autistic adolescents in mainstream schools using qualitative methods
  
  Hirst, J., Riby, D. M., South, C., Mulholland, E., Sellars, H., & Hanley, M. (2024). Exploring the barriers and facilitators of school success for autistic adolescents in mainstream schools using qualitative methods. OSF. https://doi.org/10.31234/osf.io/ck6m8
• The effect of the classroom sensory environment on engagement for autistic pupils: classroom noise, classroom displays, and teacher display practices
  
  Jones, E., Hanley, M., Hirst, J., Mc Dougal, E., & Riby, D. M. (2024). The effect of the classroom sensory environment on engagement for autistic pupils: classroom noise, classroom displays, and teacher display practices. OSF. https://doi.org/10.31219/osf.io/2ktgf