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Professor Nicola Botting

Professor of Developmental Disorders

School of Health Sciences Division of Language and Communication Science

Contact details

Address

Professor Nicola Botting M124, Myddelton Street Building
City, University of London
Northampton Square
London EC1V 0HB
United Kingdom

About

Overview

Nikki joined City University of London in 2005 and is now Professor of Developmental Disorders.

She 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.

Qualifications

BSc (Hons) Psychology, MA Clinical Child Psychology and PhD Child Health.

Administrative roles

  1. Member of the LCS proportionate review ethics board
  2. Module lead for SL2013; SL3007; SLM206; HC3001

Memberships of professional organisations

  1. Member, British Psychological Society (& Developmental Section)
  2. Member, Association of Child and Adolescent Mental Health

Teaching

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

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

Celia Harding

Thesis title: Unmet needs of children with feeding difficulties

Further information: (PhD; completed 2015)

Ruth Deutsch

Thesis title: The reliability, validity and educational use of the Cognitive Abilities Profile

Further information: (Part time PhD; due 2018)

Kristi Poppi

Thesis title: Developmental progression in autism: therapeutic & cultural settings

Further information: (PhD; completed 2016)

Helen Cain

Thesis title: Prospective study of markers in children at risk of autism and SLI

Further information: (Part time PhD; due 2017)

Marialivia Bernardi

Thesis title: Executive functioning and motor impairment

Further information: (Full time PhD; due 2017)

Publications

Publications by category

Book

  1. Botting, N. and Resing, W.C.M. (2007). Editorial: Language impairments: Their impact on educational progress.

Chapters (2)

  1. Morgan, G., Jones, A. and Botting, N. (2020). Chapter 7. Links between language and cognitive development of deaf children. Understanding Deafness, Language and Cognitive Development (pp. 115–131). John Benjamins Publishing Company. ISBN 978-90-272-0449-3.
  2. 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 978-1-4106-0902-1.

Journal articles (92)

  1. Morgan, G., Curtin, M. and Botting, N. (2021). The interplay between early social interaction, language and executive function development in deaf and hearing infants. Infant Behavior and Development, 64, pp. 101591–101591. doi:10.1016/j.infbeh.2021.101591.
  2. Cruice, M., Aujla, S., Bannister, J., Botting, N., Boyle, M., Charles, N. … Dipper, L. (2021). Creating a novel approach to discourse treatment through coproduction with people with aphasia and speech and language therapists. Aphasiology pp. 1–23. doi:10.1080/02687038.2021.1942775.
  3. Dipper, L., Marshall, J., Boyle, M., Hersh, D., Botting, N. and Cruice, M. (2021). Creating a Theoretical Framework to Underpin Discourse Assessment and Intervention in Aphasia. Brain Sciences, 11(2), pp. 183–183. doi:10.3390/brainsci11020183.
  4. Andrews, L. and Botting, N. (2020). The speech, language and communication needs of rough sleepers in London. International Journal of Language & Communication Disorders, 55(6), pp. 917–935. doi:10.1111/1460-6984.12572.
  5. Dipper, L., Marshall, J., Boyle, M., Botting, N., Hersh, D., Pritchard, M. … Cruice, M. (2020). Treatment for improving discourse in aphasia: a systematic review and synthesis of the evidence base. Aphasiology pp. 1–43. doi:10.1080/02687038.2020.1765305.
  6. Cruice, M., Botting, N., Marshall, J., Boyle, M., Hersh, D., Pritchard, M. … Dipper, L. (2020). UK speech and language therapists’ views and reported practices of discourse analysis in aphasia rehabilitation. International Journal of Language & Communication Disorders, 55(3), pp. 417–442. doi:10.1111/1460-6984.12528.
  7. Jones, A., Atkinson, J., Marshall, C., Botting, N., St Clair, M.C. and Morgan, G. (2020). Expressive Vocabulary Predicts Nonverbal Executive Function: A 2‐year Longitudinal Study of Deaf and Hearing Children. Child Development, 91(2). doi:10.1111/cdev.13226.
  8. Botting, N. (2020). Language, literacy and cognitive skills of young adults with developmental language disorder (DLD). International Journal of Language & Communication Disorders, 55(2), pp. 255–265. doi:10.1111/1460-6984.12518.
  9. Conti-Ramsden, G., Mok, P., Durkin, K., Pickles, A., Toseeb, U. and Botting, N. (2019). Do emotional difficulties and peer problems occur together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child & Adolescent Psychiatry, 28(7), pp. 993–1004. doi:10.1007/s00787-018-1261-6.
  10. Poppi, K., Jones, J. and Botting, N. (2019). Childhood autism in the UK and Greece: a cross-national study of progress in different intervention contexts. International Journal of Developmental Disabilities, 65(3), pp. 162–174. doi:10.1080/20473869.2018.1511254.
  11. Botting, N. and Baraka, N. (2018). Sleep behaviour relates to language skills in children with and without communication disorders. International Journal of Developmental Disabilities, 64(4-5), pp. 238–243. doi:10.1080/20473869.2017.1283766.
  12. Messer, D., Bernardi, M., Botting, N., Hill, E.L., Nash, G., Leonard, H.C. … Henry, L.A. (2018). An Exploration of the Factor Structure of Executive Functioning in Children. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.01179.
  13. Messer, D.J., Bernardi, M., Botting, N., Hill, E.L., Nash, G., Leonard, H.C. … Henry, L. (2018). Individual differences and their contribution to the factor structure of executive functioning in children. Frontiers in Psychology, 9, pp. 1179–1179. doi:10.3389/fpsyg.2018.01179.
  14. Conti‐Ramsden, G., Durkin, K., Toseeb, U., Botting, N. and Pickles, A. (2018). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language & Communication Disorders, 53(2), pp. 237–255. doi:10.1111/1460-6984.12338.
  15. Bernardi, M., Leonard, H.C., Hill, E.L., Botting, N. and Henry, L.A. (2018). Executive functions in children with developmental coordination disorder: a 2-year follow-up study. Developmental Medicine & Child Neurology, 60(3), pp. 306–313. doi:10.1111/dmcn.13640.
  16. Marshall, C., Jones, A., Fastelli, A., Atkinson, J., Botting, N.F. and Morgan, G. (2018). Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers. International Journal of Language and Communication Disorders, 53(1), pp. 157–170.
  17. Van Den Heuvel, E., Botting, N., Boudewijns, I., Manders, E., Swillen, A. and Zink, I. (2017). Developmental course of conversational behaviour of children with 22q11.2 deletion syndrome and Williams syndrome. First Language, 37(6), pp. 583–611. doi:10.1177/0142723717713890.
  18. Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J. and Morgan, G. (2017). Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children. Child Development, 88(5), pp. 1689–1700. doi:10.1111/cdev.12659.
  19. McKean, C., Bloch, S., Hilari, K. and Botting, N. (2017). A letter of thanks to Professor Barbara Dodd. International Journal of Language & Communication Disorders, 52(4), pp. 391–391. doi:10.1111/1460-6984.12304.
  20. Durkin, K., Toseeb, U., Botting, N., Pickles, A. and Conti-Ramsden, G. (2017). Social Confidence in Early Adulthood Among Young People With and Without a History of Language Impairment. Journal of Speech, Language, and Hearing Research, 60(6), pp. 1635–1647. doi:10.1044/2017_jslhr-l-16-0256.
  21. 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.
  22. 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.
  23. 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.
  24. Loughlin, K., Runnacles, J., Dimmock, V., Botting, N. and Lanlehin, R. (2017). The Development of a Standardised Multiprofessional Paediatric In-Situ Simulation Programme Based on a National Standards Framework: A Multi-Centered Approach. International Journal of Clinical Skills, 11(4). doi:10.4172/clinical-skills.1000120.
  25. Jones, -.A.C., Toscano, E., Botting, N., Marshall, C.-.R., Atkinson, J.R., Denmark, T. … 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.
  26. Botting, N., 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, 34(4), pp. 538–554. doi:10.1111/bjdp.12148.
  27. 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.
  28. 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.
  29. 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.
  30. 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.
  31. 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.
  32. 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 and Therapy, 32(2), pp. 159–177. doi:10.1177/0265659015595444.
  33. Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N. … Morgan, G. (2015). Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6. doi:10.3389/fpsyg.2015.00527.
  34. Harding, C., Frank, L., Botting, N. and Hilari, K. (2015). Assessment and management of infant feeding. Infant, 11(3), pp. 85–89.
  35. 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.
  36. Botting, N., Psarou, P., Caplin, T. and Nevin, L. (2013). Short-Term Memory Skills in Children With Specific Language Impairment. Topics in Language Disorders, 33(4), pp. 313–327. doi:10.1097/01.tld.0000437940.01237.51.
  37. 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.
  38. 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.
  39. 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 & Communication Disorders, 46(6), pp. 739–750. doi:10.1111/j.1460-6984.2011.00048.x.
  40. 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.
  41. 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.
  42. 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.
  43. 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 LANG TEACH THE, 27(1), pp. 39–55. doi:10.1177/0265659010369991.
  44. 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.
  45. 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.
  46. 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.
  47. 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. doi:10.1348/026151009x482642.
  48. 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.
  49. Williams, D., Botting, N. and Boucher, J. (2008). Language in autism and specific language impairment: where are the links? Psychol Bull, 134(6), pp. 944–963. doi:10.1037/a0013743.
  50. 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.
  51. 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.
  52. 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.
  53. 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).
  54. 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.
  55. 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.
  56. Botting, N. (2007). The relationship between reading skill and descriptive picture narratives in late-primary age children with a history of language impairment. Educational and Child Psychology, 24(4), pp. 31–43.
  57. 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.
  58. 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.
  59. 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.
  60. 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.
  61. 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. doi:10.1017/s0012162205001040.
  62. 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. doi:10.1080/13682820400011507.
  63. 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.
  64. 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. doi:10.1080/13682820410001723390.
  65. 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.
  66. 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).
  67. 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. doi:10.1017/s0012162203000963.
  68. Conti‐Ramsden, G., Knox, E., Botting, N. and Simkin, Z. (2002). Focus on Practice: Educational placements and National Curriculum Key Stage 2 test outcomes of children with a history of specific language impairment. British Journal of Special Education, 29(2), pp. 76–82. doi:10.1111/1467-8527.00244.
  69. 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.
  70. Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18(1), pp. 1–21. doi:10.1191/0265659002ct224oa.
  71. Botting, N., McCracken, W. and Conti-Ramsden, G. (2002). Standard assessment tasks and children with a history of specific language impairment: Evidence of residual learning difficulties in relation to junior school placement. Educational and Child Psychology, 19(4), pp. 4–15.
  72. 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. doi:10.1111/1469-7610.00799.
  73. 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. doi:10.1080/13682820110074971.
  74. 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. doi:10.1111/1469-7610.00770.
  75. 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.
  76. Botting, N. and Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16(2), pp. 105–120. doi:10.1177/026565900001600201.
  77. Botting, N. and Conti-Ramsden, G. (1999). Pragmatic Language Impairment without Autism. Autism, 3(4), pp. 371–396. doi:10.1177/1362361399003004005.
  78. 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. doi:10.1044/jslhr.4205.1195.
  79. 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. doi:10.1080/136828299247333.
  80. 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. doi:10.1111/j.1469-8749.1998.tb12324.x.
  81. 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. doi:10.1080/136828298247820.
  82. 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.
  83. Botting Gina Conti-Ramsden Alison C, N. (1998). Educational transitions from a clinical perspective: a reply to commentaries. International Journal of Language & Communication Disorders, 33(2), pp. 215–219. doi:10.1080/136828298247875.
  84. 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. doi:10.1111/j.1469-7610.1997.tb01612.x.
  85. 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.
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Professional activities

Editorial activity

  1. Autism and Developmental Language Impairments Journal, Editor.