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  1. Nicola Botting
People

Contact Information

Contact

Postal Address

City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom

About

Background

Nicola joined City University London in 2005. She is currently a Professor of Developmental Disorders and is Research Centre Lead for LCS Research.

Nicola trained as a psychologist completing a BSc Hons in Psychology (Hertfordshire) and an MA in Clinical Child Psychology (Nottingham), before then completing a PhD in Child Health (Liverpool).

She has been researching language and communication difficulties for around 20 years. Nicola previously worked for 10 years at The University of Manchester where she holds an honorary position, and is joint-investigator on The Manchester Language Study, the largest UK longitudinal study of developmental language impairment. She also holds an honorary chair at Aalborg University, Denmark.

Qualifications

BSc (Hons), MA, PhD

Professional Bodies

- Member of the British Psychological Society (& Developmental Section)
- Member of the Association of Child and Adolescent Mental Health

Administrative roles

- Research Centre Lead LCS Research
- Member of the LCS proportionate review ethics board

Research

Research Areas

- Developmental / Specific language impairment
- Pragmatic language difficulties
- Autistic spectrum disorders
- Other developmental disorders (e.g., ADHD)
- Cognitive development; longitudinal study of psychological development
- Psychological outcomes of very low birthweight

Research Overview

Nicola's research interests are language impairment, autism and other developmental disorders. She is particularly interested in the interface between verbal and non-verbal skills and the overlap between disorders. Her papers have an average citation per paper of 38.04 (JCI; Web of Science) and an H-index of 26 (Scopus). Until recently Nikki was joint editor of IJLCD and is now editor in chief of a new open access journal 'Autism and Developmental Language Impairment' https://uk.sagepub.com/en-gb/eur/autism-developmental-language-impairments/journal202543

Grants

- Principal applicant ESRC Festival of Social Science; Executive memory and childhood language disorders; 2012; 1.9k

- Principal applicant; ESRC Festival of Social Science; The Impact of Communication Difficulties across the Lifespan; 2011; 1.5k

- Co-applicant ESRC application SLI & Adulthood; 2011-2014; (RES-062-23-2745); (with Gina Conti-Ramsden, Kevin Durkin ; Andrew Pickles); £998k

- Principal applicant ESRC festival of social science funding ;Understanding thoughts and emotions: how we learn to mindread'. 2009, £2k

- Principal applicant ESRC personal postdoctoral Fellowship;Specific language impairment (SLI): Cognitive, narrative and linguistic development. 2003 - 2006. (res-000-27-003); £149k

- Co-applicant Nuffield Foundation grant "Young people with SLI: The transition from compulsory education to adult life; 2003-2005 (EDU/00349/A) (with Gina Conti-Ramsden and Emma Knox); £204k

- Co-applicant ESRC application "Verbal inferential and semantic abilities of children with specific language impairment and pragmatic language disorder (R000223844) (with Cathy Adams) 2002 - 2003; £41k

- Co-applicant ESRC grant "Linguistic and non-linguistic markers in children with PLI; (R000223262) (with Gina Conti-Ramsden) 12/2000-12/2001; £39k

- Co-applicant Nuffield Foundation Grant "Educational Transitions of SLI Children: Primary to Secondary ; (DIR/28) (with Gina Conti-Ramsden) 1998-2000; £130k

Collaborators

Gina Conti-Ramsden
Katerina Hilari
Chloe Marshall
Gary Morgan

Research Students

Name
Helen Cain
Thesis Title
Prospective study of markers in children at risk of autism and SLI
Further Information
(Part time PhD; due 2017)
Name
Lucy Orton
Thesis Title
Executive function in children with SLI and ADHD
Further Information
(Part time PhD; due 2019)
Name
Kristi Poppi
Thesis Title
Developmental progression in autism: therapeutic & cultural settings
Further Information
(PhD; completed 2016)
Name
Ruth Deutsch
Thesis Title
The reliability, validity and educational use of the Cognitive Abilities Profile
Further Information
(Part time PhD; due 2018)
Name
Celia Harding
Thesis Title
Unmet needs of children with feeding difficulties
Further Information
(PhD; completed 2015)
Name
Marialivia Bernardi
Thesis Title
Executive functioning and motor impairment
Further Information
(Full time PhD; due 2017)

Publications

Chapter

  1. Botting, N. and Conti-Ramsden, G. (2003). Characteristics of children with specific language impairment. Classification of Developmental Language Disorders: Theoretical Issues and Clinical Implications (pp. 23–38). ISBN 1-4106-0902-2.

Journal Articles (69)

  1. Toseeb, U., Pickles, A., Durkin, K., Botting, N. and Conti-Ramsden, G. (2017). Prosociality from early adolescence to young adulthood: A longitudinal study of individuals with a history of language impairment. RESEARCH IN DEVELOPMENTAL DISABILITIES, 62, pp. 148–159. doi:10.1016/j.ridd.2017.01.018.
  2. Botting, N., Dipper, L. and Hilari, K. (2017). The effect of social media promotion on academic article uptake. Journal of the Association for Information Science and Technology, 68(3), pp. 795–800. doi:10.1002/asi.23704.
  3. Henry, L.A. and Botting, N. (2017). Working memory and developmental language impairments. Child Language Teaching and Therapy, 33(1), pp. 19–32. doi:10.1177/0265659016655378.
  4. McKean, C., Bloch, S., Hilari, K. and Botting, N. (2016). Editorial. International journal of language & communication disorders . doi:10.1111/1460-6984.12304.
  5. Jones, A.C., Toscano, E., Botting, N., Marshall, C.R., Atkinson, J.R., Denmark, T., Herman, R. and Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. RESEARCH IN DEVELOPMENTAL DISABILITIES, 59, pp. 268–282. doi:10.1016/j.ridd.2016.09.010.
  6. Durkin, K., Toseeb, U., Pickles, A., Botting, N. and Conti-Ramsden, G. (2016). Learning to drive in young adults with language impairment. TRANSPORTATION RESEARCH PART F-TRAFFIC PSYCHOLOGY AND BEHAVIOUR, 42, pp. 195–204. doi:10.1016/j.trf.2016.07.015.
  7. Aujla, S., Botting, N., Worrall, L., Hickson, L. and Cruice, M. (2016). Preliminary psychometric analyses of two assessment measures quantifying communicative and social activities: the COMACT and SOCACT. Aphasiology, 30(8), pp. 898–921. doi:10.1080/02687038.2015.1074655.
  8. Botting, N., Toseeb, U., Pickles, A., Durkin, K. and Conti-Ramsden, G. (2016). Depression and Anxiety Change from Adolescence to Adulthood in Individuals with and without Language Impairment. PLOS ONE, 11(7) . doi:10.1371/journal.pone.0156678.
  9. Conti-Ramsden, G., Durkin, K., Mok, P.L.H., Toseeb, U. and Botting, N. (2016). Health, employment and relationships: Correlates of personal wellbeing in young adults with and without a history of childhood language impairment. SOCIAL SCIENCE & MEDICINE, 160, pp. 20–28. doi:10.1016/j.socscimed.2016.05.014.
  10. Botting, N., Gaynor, M., Tucker, K. and Orchard-Lisle, G. (2016). The importance of natural change in planning school-based intervention for children with Developmental Language Impairment (DLI). CHILD LANGUAGE TEACHING & THERAPY, 32(2), pp. 159–177. doi:10.1177/0265659015595444.
  11. Botting, N.F., Durkin, K., Toseeb, U., Pickles, A. and Conti-Ramsden, G. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology . doi:10.1111/bjdp.12148.
  12. Knight, R.A. and Botting, N. (2016). Organising undergraduate research projects: student-led and academic-led models. Journal of Applied Research in Higher Education, 8(4), pp. 455–468. doi:10.1108/JARHE-07-2015-0054.
  13. Harding, C., Frank, L., Botting, N. and Hilari, K. (2015). Assessment and management of infant feeding. Infant, 11(3), pp. 85–89.
  14. Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N. and Morgan, G. (2015). Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6(MAY) . doi:10.3389/fpsyg.2015.00527.
  15. Harding, C., Frank, L., Van Someren, V., Hilari, K. and Botting, N. (2014). How does non-nutritive sucking support infant feeding? Infant Behavior and Development, 37(4), pp. 457–464. doi:10.1016/j.infbeh.2014.05.002.
  16. Botting, N., Psarou, P., Caplin, T. and Nevin, L. (2013). Short-term memory skills in children with specific language impairment: The effect of verbal and nonverbal task content. Topics in Language Disorders, 33(4), pp. 313–327. doi:10.1097/01.TLD.0000437940.01237.51.
  17. Camilleri, B. and Botting, N. (2013). Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL). INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 48(5), pp. 565–581. doi:10.1111/1460-6984.12033.
  18. Botting, N.F. and Hasson, N. (2012). Dynamic Assessment of Sentence Structure (DASS): design and evaluation of a novel procedure for the assessment of syntax in children with language impairments. International Journal of Language and Communication Disorders, 47(3), pp. 285–299.
  19. Harris, J., Botting, N., Myers, L. and Dodd, B. (2011). The relationship between speech impairment, phonological awareness and early literacy development. Australian Journal of Learning Difficulties, 16(2), pp. 111–125. doi:10.1080/19404158.2010.515379.
  20. Wadman, R., Botting, N., Durkin, K. and Conti-Ramsden, G. (2011). Changes in emotional health symptoms in adolescents with specific language impairment. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 46(6), pp. 641–656. doi:10.1111/j.1460-6984.2011.00033.x.
  21. Myers, L., Davies-Jones, C., Chiat, S., Joffe, V. and Botting, N. (2011). 'A place where I can be me': A role for social and leisure provision to support young people with language impairment. International Journal of Language and Communication Disorders, 46(6), pp. 739–750. doi:10.1111/j.1460-6984.2011.00048.x.
  22. Manolitsi, M. and Botting, N. (2011). Language abilities in children with autism and language impairment: Using narrative as a additional source of clinical information. Child Language Teaching and Therapy, 27(1), pp. 39–55. doi:10.1177/0265659010369991.
  23. Botting, N. (2010). 'It's not (just) what you do, but the way that you do it': factors that determine narrative ability in atypical language learners. Dev Med Child Neurol, 52(10), pp. 886–887. doi:10.1111/j.1469-8749.2010.03651.x.
  24. Hasson, N. and Botting, N. (2010). Dynamic assessment of children with language impairments: A pilot study. Child Language Teaching and Therapy, 26(3), pp. 249–272. doi:10.1177/0265659009349982.
  25. Botting, N., Riches, N., Gaynor, M. and Morgan, G. (2010). Gesture production and comprehension in children with specific language impairment. Br J Dev Psychol, 28(Pt 1), pp. 51–69.
  26. Williams, D., Botting, N. and Boucher, J. (2008). Language in Autism and Specific Language Impairment: Where Are the Links? Psychological Bulletin, 134(6), pp. 944–963. doi:10.1037/a0013743.
  27. Botting, N. and Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26(2), pp. 281–300. doi:10.1348/026151007X235891.
  28. Conti-Ramsden, G. and Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). J Child Psychol Psychiatry, 49(5), pp. 516–525. doi:10.1111/j.1469-7610.2007.01858.x.
  29. Conti-Ramsden, G., Botting, N. and Durkin, K. (2008). Parental perspectives during the transition to adulthood of adolescents with a history of specific language impairment (SLI). J Speech Lang Hear Res, 51(1), pp. 84–96. doi:10.1044/1092-4388(2008/006).
  30. Myers, L. and Botting, N. (2008). Literacy in the mainstream inner-city school: Its relationship to spoken language. Child Language Teaching and Therapy, 24(1), pp. 95–114. doi:10.1177/0265659007084570.
  31. Wetherell, D., Botting, N. and Conti-Ramsden, G. (2007). Narrative in adolescent specific language impairment (SLI): a comparison with peers across two different narrative genres. Int J Lang Commun Disord, 42(5), pp. 583–605. doi:10.1080/13682820601056228.
  32. Wetherell, D., Botting, N. and Conti-Ramsden, G. (2007). Narrative skills in adolescents with a history of SLI in relation to non-verbal IQ scores. Child Language Teaching and Therapy, 23(1), pp. 95–113. doi:10.1177/0265659007072322.
  33. Pratt, C., Botting, N. and Conti-Ramsden, G. (2006). The characteristics and concerns of mothers of adolescents with a history of SLI. Child Language Teaching and Therapy, 22(2), pp. 177–196. doi:10.1191/0265659006ct301oa.
  34. Conti-Ramsden, G., Simkin, Z. and Botting, N. (2006). The prevalence of autistic spectrum disorders in adolescents with a history of specific language impairment (SLI). J Child Psychol Psychiatry, 47(6), pp. 621–628. doi:10.1111/j.1469-7610.2005.01584.x.
  35. Lloyd, H., Paintin, K. and Botting, N. (2006). Performance of children with different types of communication impairment on the Clinical Evaluation of Language Fundamentals (CELF). Child Language Teaching and Therapy, 22(1), pp. 47–67. doi:10.1191/0265659006ct297oa.
  36. Botting, N., Simkin, Z. and Conti-Ramsden, G. (2006). Associated reading skills in children with a history of Specific Language Impairment (SLI). Reading and Writing, 19(1), pp. 77–98. doi:10.1007/s11145-005-4322-4.
  37. Hick, R.F., Botting, N. and Conti-Ramsden, G. (2005). Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment. Dev Med Child Neurol, 47(8), pp. 532–538.
  38. Hick, R., Botting, N. and Conti-Ramsden, G. (2005). Cognitive abilities in children with specific language impairment: consideration of visuo-spatial skills. Int J Lang Commun Disord, 40(2), pp. 137–149.
  39. Botting, N. (2005). Non-verbal cognitive development and language impairment. J Child Psychol Psychiatry, 46(3), pp. 317–326. doi:10.1111/j.1469-7610.2004.00355.x.
  40. Botting, N. and Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. Int J Lang Commun Disord, 40(1), pp. 49–66.
  41. Botting, N. (2004). Children's Communication Checklist (CCC) scores in 11-year-old children with communication impairments. Int J Lang Commun Disord, 39(2), pp. 215–227. doi:10.1080/13682820310001617001.
  42. Conti-Ramsden, G. and Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. J Speech Lang Hear Res, 47(1), pp. 145–161. doi:10.1044/1092-4388(2004/013).
  43. Botting, N. and Conti-Ramsden, G. (2003). Autism, primary pragmatic difficulties, and specific language impairment: can we distinguish them using psycholinguistic markers? Dev Med Child Neurol, 45(8), pp. 515–524.
  44. Conti-Ramsden, G., Botting, N., Knox, E. and Simkin, Z. (2002). Different school placements following language unit attendance: which factors affect language outcome? Int J Lang Commun Disord, 37(2), pp. 185–195. doi:10.1080/13682820110116866.
  45. Botting, N., Faragher, B., Simkin, Z., Knox, E. and Conti-Ramsden, G. (2001). Predicting pathways of specific language impairment: what differentiates good and poor outcome? J Child Psychol Psychiatry, 42(8), pp. 1013–1020.
  46. Botting, N. and Conti-Ramsden, G. (2001). Non-word repetition and language development in children with specific language impairment (SLI). Int J Lang Commun Disord, 36(4), pp. 421–432.
  47. Conti-Ramsden, G., Botting, N. and Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). J Child Psychol Psychiatry, 42(6), pp. 741–748.
  48. Conti-Ramsden, G., Botting, N., Simkin, Z. and Knox, E. (2001). Follow-up of children attending infant language units: outcomes at 11 years of age. Int J Lang Commun Disord, 36(2), pp. 207–219.
  49. Botting, N. and Conti-Ramsden, G. (1999). Pragmatic language impairment without autism. The children in question. Autism, 3(4), pp. 371–396.
  50. Conti-Ramsden, G. and Botting, N. (1999). Characteristics of children attending language units in England: a national study of 7-year-olds. Int J Lang Commun Disord, 34(4), pp. 359–366.
  51. Conti-Ramsden, G. and Botting, N. (1999). Classification of children with specific language impairment: longitudinal considerations. J Speech Lang Hear Res, 42(5), pp. 1195–1204.
  52. Botting, N., Powls, A., Cooke, R.W. and Marlow, N. (1998). Cognitive and educational outcome of very-low-birthweight children in early adolescence. Dev Med Child Neurol, 40(10), pp. 652–660.
  53. Botting, N., Conti-Ramsden, G. and Crutchley, A. (1998). Educational transitions from a clinical perspective: A reply to commentaries. International Journal of Language and Communication Disorders, 33(2), pp. 215–219. doi:10.1080/136828298247875.
  54. Botting, N., Crutchley, A. and Conti-Ramsden, G. (1998). Educational transitions of 7-year-old children with SLI in language units: a longitudinal study. Int J Lang Commun Disord, 33(2), pp. 177–197.
  55. Botting, N. (1998). Semantic-pragmatic disorder (SPD) as a distinct diagnostic entity: making sense of the boundaries. Int J Lang Commun Disord, 33(1), pp. 87–90.
  56. Crutchley, A., Conti-Ramsden, G. and Botting, N. (1997). Bilingual children with specific language impairment and standardized assessments: Preliminary findings from a study of children in language units. International Journal of Bilingualism, 1(2), pp. 117–134. doi:10.1177/136700699700100202.
  57. Botting, N., Powls, A., Cooke, R.W. and Marlow, N. (1997). Attention deficit hyperactivity disorders and other psychiatric outcomes in very low birthweight children at 12 years. J Child Psychol Psychiatry, 38(8), pp. 931–941.
  58. Conti-Ramsden, G., Crutchley, A. and Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with SLI. J Speech Lang Hear Res, 40(4), pp. 765–777.
  59. Powls, A., Botting, N., Cooke, R.W., Stephenson, G. and Marlow, N. (1997). Visual impairment in very low birthweight children. Arch Dis Child Fetal Neonatal Ed, 76(2), pp. F82–F87.
  60. Botting, N., Conti-Ramsden, G. and Crutchley, A. (1997). Concordance between teacher/therapist opinion and formal language assessment scores in children with language impairment. Eur J Disord Commun, 32(3), pp. 317–327.
  61. Crutchley, A., Botting, N. and Conti-Ramsden, G. (1997). Bilingualism and specific language impairment in children attending language units. Eur J Disord Commun, 32(2), pp. 267–276.
  62. Powls, A., Botting, N., Cooke, R.W., Pilling, D. and Marlow, N. (1996). Growth impairment in very low birthweight children at 12 years: correlation with perinatal and outcome variables. Arch Dis Child Fetal Neonatal Ed, 75(3), pp. F152–F157.
  63. Powls, A., Botting, N., Cooke, R.W. and Marlow, N. (1996). Handedness in very-low-birthweight (VLBW) children at 12 years of age: relation to perinatal and outcome variables. Dev Med Child Neurol, 38(7), pp. 594–602.
  64. Powls, A., Botting, N., Cooke, R.W. and Marlow, N. (1995). Motor impairment in children 12 to 13 years old with a birthweight of less than 1250 g. Arch Dis Child Fetal Neonatal Ed, 73(2), pp. F62–F66.
  65. Marshall, C., Jones, A., Fastelli, A., Atkinson, J., Botting, N.F. and Morgan, G. Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers. International Journal of Language and Communication Disorders .
  66. Van Den Heuvel, E., Botting, N.F., Boudewijns, I., Manders, E., Swillen, A. and Zink, I. Developmental course of conversational behaviour of children with 22q11.2 deletion syndrome and Williams syndrome. First Language .
  67. Durkin, K., Toseeb, U., Botting, N.F., Pickles, A. and Conti-Ramsden, G. Social Confidence in Early Adulthood among Young People with and without a History of Language Impairment. Journal of Speech, Language, and Hearing Research .
  68. Botting, N.F. and Baraka, N. Sleep behaviour relates to language skills in children with and without communication disorders. International Journal of Developmental Disabilities .
  69. Botting, N.F., Jones, A., Marshall, C., Denmark, T., Atkinson, J. and Morgan, G. Non-verbal executive function is mediated by language: A study of deaf and hearing children. Child Development .

Education

Teaching

UG teaching:

-SL1003 - Lifespan (BSc1)
-SL2003 - Developmental Psychology (BSc2) Module Leader
- SL3001 - Research methods and statistics (BSc3)
- SL3007 -  Evidence based practice (BSc4 projects) Joint Module Leader

M-level teaching:

- HRM001 - Applied research methods and data analysis (MSc) Module Leader
- HRM020 - Foundation in research methods and data analysis (MSc) Module Leader
- SLM003 - Developmental studies (MSc)
- SLM006 - Research methods and statistics (MSc)
- SLM011 - MSc conversion dissertation  Joint Module Leader
- HCM010 - Case based management skills

Find us

City, University of London

Northampton Square

London EC1V 0HB

United Kingdom

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City, University of London is an independent member institution of the University of London. Established by Royal Charter in 1836, the University of London consists of 18 independent member institutions with outstanding global reputations and several prestigious central academic bodies and activities.