Cristina McKean at Newcastle University - Research Interests, Publications & Academic Profile

Cristina McKean

Professor of Child Language Development and Disorders

Newcastle University

United Kingdom

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Research Interests

Developmental Psychology

90%

Early Childhood Education

80%

Childhood Studie

60%

Learning Disabilities

50%

Early Intervention

50%

Neurodevelopment

40%

Child Psychology

40%

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Recent Grants

Grant: Open

Speech Language and Communication identification, intervention, and evaluation package.

Open Date: 2023-04-01

Close Date: 2027-04-01

Grant: Close

Evidence review of universal, population and targeted interventions which support speech, language and communication (SLC) development in the early years’

Open Date: 2022-01-01

Close Date: 2022-01-01

Grant: Close

Talking 2gether Development of the ELIM-I for collaborative delivery between Health Visitors and Early Years Settings

Open Date: 2022-01-01

Close Date: 2023-01-01

Grant: Close

Understanding the linguistic, cognitive, and socio-cognitive predictors of differing trajectories in child language development:

Open Date: 2021-09-30

Close Date: 2025-09-29

Grant: Close

The role of socioeconomic factors in language development in young Lebanese children

Open Date: 2021-09-30

Close Date: 2025-03-30

Articles17

Piloting building early sentences therapy for pre‐school children with low language abilities: An examination of efficacy and the role of sign as an active ingredient

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Year:

2024

Ensuring treatment fidelity in intervention studies: Developing a checklist and scoring system within a behaviour change paradigm

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Year:

2023

Associations between responsive parental behaviours in infancy and toddlerhood, and language outcomes at age 7 years in a population‐based sample

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Year:

2023

Bidirectional associations between mental health problems and language ability across 8 years of childhood

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2023

Creating the conditions for robust early language development for all—Part 1: Evidence-informed child language surveillance in the early years

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Year:

2023

Creating the conditions for robust early language development for all: Part two: Evidence informed public health framework for child language in the early years

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Year:

2023

How reliable is assessment of children's sentence comprehension using a self-directed app? A comparison of supported versus independent use.

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Year:

2023

How reliable is assessment of children's sentence comprehension using a self-directed app? A comparison of supported versus independent use

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Year:

2023

The development and productivity of a measure for identifying low language abilities in children aged 24–36 months

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2023

Editorial Perspective: Speaking up for developmental language disorder – the top 10 priorities for research

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Year:

2022

Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder – a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD

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Year:

2022

Allocation and funding of Speech and Language Therapy for children with Developmental Language Disorders across Europe and beyond

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Year:

2022

Economic evaluation of the Happy Talk pilot effectiveness trial: A targeted selective speech, language and communication intervention for children from areas of social disadvantage

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Year:

2022

‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review

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Year:

2022

Developing Preschool Language Surveillance Models - Cumulative and Clustering Patterns of Early Life Factors in the Early Language in Victoria Study Cohort

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Year:

2022

Early Communication Behaviors in Infants With Cleft Palate With and Without Robin Sequence: A Preliminary Study

Article Link

Year:

2022

Retraction notice to “Allocation and funding of speech and language therapy for children with developmental language disorders across Europe and beyond” [RIDD 113 (2021) 103936] (Research in Developmental Disabilities (2021) 113, (S0891422221000858), (10.1016/j.ridd.2021.103936))

Article Link

Year:

2022

Collaborators13

Sean Pert

The University of Manchester

UNITED KINGDOM

Natalie Munro

Associate Professor

University of Sydney

AUSTRALIA

Helen Stringer

Senior Lecturer, Speech & Language Therapist

Newcastle University

UNITED KINGDOM

Victoria Joffe

Dean and Professor

University of Essex

UNITED KINGDOM

Hanne Bruun Søndergaard Knudsen

Aalborg University

DENMARK

Aileen Murphy

University College Cork National University of Ireland

IRELAND

Katie Chadd

Lecturer

University of Essex

UNITED KINGDOM

Emma Pagnamenta

Lecturer

University of Reading

UNITED KINGDOM

Carol-Anne Murphy

University of Limerick

IRELAND

Charles Hulme

Professor

University of Oxford

UNITED KINGDOM

Sari Kunnari

Professor

University of Oulu

FINLAND

Tricia Eadie

Professor, Early Childhood Education

University of Melbourne

AUSTRALIA

Pauline Frizelle

University College Cork

IRELAND

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