Publications

Ellis, R., & Asbury, K. (2023). An investigation of autistic opinions about autism-related genomic research. https://doi.org/10.31234/osf.io/7x8cw

Fox, L., Williams, R. B., & Asbury, K. (2024). Experiences of Friendships Among Autistic Children in UK Schools: A Qualitative Meta-Synthesis. https://doi.org/10.31234/osf.io/zm76n

Deniz, E., Asbury, K., & Toseeb, U. (2023). Sibling Relationships and Parental Interventions to Sibling Bullying During Covid-19: A Qualitative Comparison of British and Turkish Families of Autistic Adolescents. https://doi.org/10.31219/osf.io/nqez3

Toseeb, U., Vincent, J., & Asbury, K. (2023). Genetic Influences on Sibling Bullying and Mental Health Difficulties. https://doi.org/10.31234/osf.io/57xjm

Asbury, K., & Toseeb, U. (2023). A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 2, qualitative findings. Autism, 27(1), 188-199. https://doi.org/10.1177/13623613221086997 

Fields, D., & Asbury, K. (2023). Do children think it is important to predict learning and behaviour problems, and do they think genetic screening has a     role to play in this? Journal of autism and developmental disorders, 1-18. https://doi.org/10.1007/s10803-023-05966-z

Fox, L., Asbury, K., Code, A., & Toseeb, U. (2023). Parents' perceptions of the impact of COVID-19 and school transition on autistic children's friendships. Autism, 27(4), 983-996. https://doi.org/10.1177/13623613221123734

Kim, L. E., Fields, D., & Asbury, K. (2023). ‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID‐19 in England. British Journal of Educational Psychology, e12622. https://doi.org/10.1111/bjep.12622

Toseeb, U., & Asbury, K. (2023). A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings. Autism, 27(1), 105-116. https://doi.org/10.1177/13623613221082715

Toseeb, U., Vincent, J., Oginni, O. A., Asbury, K., & Newbury, D. F. (2023). The Development of Mental Health Difficulties in Young People With and Without Developmental Language Disorder: A Gene–Environment Interplay Study Using Polygenic Scores. Journal of Speech, Language, and Hearing Research, 66(5), 1639-1657. https://doi.org/10.1044/2023_JSLHR-22-00664 

Asbury, K., McBride, T., & Bawn, R. (2022). Can genomic research make a useful contribution to social policy? Royal Society open science, 9(11), 220873. https://doi.org/10.1098/rsos.220873

Code, A., Fox, L., Asbury, K., & Toseeb, U. (2022). How did autistic children, and their parents, experience school transition during the Covid‐19 pandemic? British Journal of Special Education, 49(2), 168-189. https://doi.org/10.1111/1467-8578.12414

Leary, R., & Asbury, K. (2022). Alone in the COVID-19 lockdown: An exploratory study. Anal Soc Issues Public Policy, 22(2), 536-559. https://doi.org/10.1111/asap.12317

Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2021). How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? J Autism Dev Disord, 51(5), 1772-1780. https://doi.org/10.1007/s10803-020-04577-2

Kim, L. E., Leary, R., & Asbury, K. (2021). Teachers’ narratives during COVID-19 partial school reopenings: An exploratory study. Educational Research, 63(2), 244-260. https://doi.org/10.1080/00131881.2021.1918014

Asbury, K. (2015). Can genetics research benefit educational interventions for all? Hastings Center Report, 45(S1), S39-S42. https://doi.org/10.1002/hast.497

Asbury, K., & Fields, D. (2020). Implications of biological research on intelligence for education and public policy. In Intelligence and Cognitive Neuroscience. Cambridge: CUP.

Asbury, K., Moran, N., & Plomin, R. (2016). Nonshared environmental influences on academic achievement at age 16: A qualitative hypothesis-generating monozygotic-twin differences study. AERA Open, 2(4), 2332858416673596. https://doi.org/10.1177/2332858416673596

Asbury, K., Moran, N., & Plomin, R. (2017). Do MZ twins have discordant experiences of friendship? A qualitative hypothesis-generating MZ twin differences study. PloS one, 12(7), e0180521. https://doi.org/10.1371/journal.pone.0180521

Asbury, K., & Plomin, R. (2013). G is for genes: The impact of genetics on education and achievement. John Wiley & Sons.

Crosswaite, M., & Asbury, K. (2016). ‘Mr Cummings clearly does not understand the science of genetics and should maybe go back to school on the subject’: an exploratory content analysis of the online comments beneath a controversial news story. Life sciences, society and policy, 12, 1-16. https://doi.org/10.1186/s40504-016-0044-4

Toseeb, U., Asbury, K., Code, A., Fox, L., & Deniz, E. (2020). Supporting families with children with Special Educational Needs and Disabilities during COVID-19. https://doi.org/10.31234/osf.io/tm69k