Richard P Hastings
Biographic Data
| ID | 5020767 |
|---|---|
| NAME | Richard P Hastings |
| GIVEN NAMES | Richard P |
| FAMILY NAME | Hastings |
| SIGNATURE | HASTINGS R P |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0002-0495-8270 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Family Carers of People with Intellectual and Developmental Disabilities’ Perceptions of the Impact of an Online Mindfulness Programme
Trust, responding to disclosure and barriers to talking
The experience of being bullied in primary school is one of the most modifiable risk factors for poor mental health in children and young people, with the potential to prevent both short- and long-term negative mental and physical health, as well as social outcomes. Understanding and acting to reduce the occurrence of bullying and supporting students and their parents in seeking help when it does occur should be a public health priority. To suppo…
Conducting research in real world settings—lessons learned from an implementation and process evaluation of Headsprout Early Reading® in special schools
Background Evaluating the success of randomised controlled trials (RCTs) requires an understanding of the processes and experiences of those involved in implementation as much as an analysis of outcomes, particularly when conducted in real world settings. This implementation and process evaluation (IPE) explores the experiences of pupils and staff from special schools in England participating in an RCT examining whether Headsprout Early Reading® …
The experiences of children with Williams syndrome and their nondisabled siblings of their relationship
Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention
Factors supporting optimisation of psychotropic deprescribing in people with intellectual disabilities within the UK
Overprescribing psychotropic medication for people with intellectual disabilities increases the risk of adverse effects and has prompted deprescribing initiatives internationally. However, factors that support optimal psychotropic deprescribing in this population remain unclear. The aim of this study is to develop consensus within the UK about factors supporting optimal psychotropic deprescribing using an online Delphi study. A modified Delphi st…
Estimating a minimum clinically important difference for the Developmental Behaviour Checklist – parent report
These findings contextualise DBC-P score changes in relation to outcomes from other interventions and parent carer and professional views. Which MCID value to choose depends on what factors are prioritised for an intervention
Mapping and Evaluating Services for Children with Learning Disabilities and Behaviours that Challenge (Meld)
Children with learning disabilities and behaviours that challenge are at risk of poor outcomes, their families are more likely to experience stress and their care is costly. A recent comprehensive review identified a paucity of evidence about how best to design, integrate and deliver their health and care services
Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools
Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of B…
Facilitators and barriers to the implementation of the picture exchange communication system (Pecs)
School‐based anti‐bullying approaches for children and young people with special educational needs and disabilities
Mainstream anti‐bullying interventions can reduce primary school‐level victimisation by 15–16% and bullying perpetration by 19%–20% ( Aggression and Violent Behavior , 2019; 45 : 111–133). Less is known about anti‐bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2–4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti‐bullying app…
Impact of Covid ‐19 lockdown in England on challenging behaviour and adaptive skills for children in a special school
Longitudinal research is crucial to fully assess the putative impact of the COVID‐19 pandemic on children with an intellectual disability in special school settings—ideally drawing on data pre‐pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre‐pandemic and one time point post‐pandemic. Data were analysed using mu…
Effects of educational disruption and changes in school context on children's mental health
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in …
Mainstream and special schools’ use of well‐being programmes
The incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a frame…
Effects of implementation support on children's reading outcomes following an online early reading programme
Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow‐up support after training, implementation of educati…
Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health
Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used f…
Home schooling during the Covid-19 pandemic in the United Kingdom
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among famili…
Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK
Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this s…
The UK stand together trial
Trials ISRCTN 12300853 Date assigned 11/02/2020
The impact of the Covid pandemic on working age adults with disability
Concern has been expressed about the extent to which people with disabilities may be particularly vulnerable to negative impacts of the 2020 COVID-19 pandemic. However, to date little published research has attempted to characterise or quantify the risks faced by people with/without disabilities in relation to COVID-19. We sought to compare the impact of the early stages of the COVID-19 pandemic and associated government responses among working a…
Online social connections and Internet use among people with intellectual disabilities in the United Kingdom during the Covid-19 pandemic
Having a disability, in particular, an intellectual disability, is associated with Internet non-use. This article explores how people with intellectual disabilities used the Internet across the United Kingdom during the COVID-19 pandemic. In April to May 2021, 571 adults with intellectual disabilities were interviewed. Participants most commonly used the Internet for being with family and friends, social media or doing online activities with othe…
Headsprout ® Early Reading for children with severe intellectual disabilities
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout ® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty‐five children from a special school were randomly al…
Early Positive Approaches to Support (E-PAtS) for Families of Young Children With Intellectual Disability
Background: Parents of children with intellectual disabilities are likely to experience poorer mental well-being and face challenges accessing support. Early Positive Approaches to Support (E-PAtS) is a group-based programme, co-produced with parents and professionals, based on existing research evidence and a developmental systems approach to support parental mental well-being. The aim of this study was to assess the feasibility of community ser…
Perceptions of people with mild intellectual disability and their family members about family‐based social capital in the Netherlands
Families play an important role in the lives of people with intellectual disability as they do for everyone. However, little research has addressed the views of people with intellectual disability about their families by using self-report. Individual family members may hold different views about their family relationships. Therefore, we used a social capital theoretical perspective to examine (a) how perceptions of people with mild intellectual d…
Early Years Parenting Mediates Early Adversity Effects on Problem Behaviors in Intellectual Disability
A family developmental framework was applied to data from families of children with intellectual disabilities to understand the role of parenting in the path from early adversity to problem behaviors in mid-childhood. Data from 9 months to 11 years tested the Family Stress Model in families of 555 children. Adversarial parenting between 3 and 5 years mediated the path from early adversity (family poverty and maternal psychological distress at nin…
Mainstream and special schools’ use of well‐being programmes
The incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a frame…
Online social connections and Internet use among people with intellectual disabilities in the United Kingdom during the Covid-19 pandemic
Having a disability, in particular, an intellectual disability, is associated with Internet non-use. This article explores how people with intellectual disabilities used the Internet across the United Kingdom during the COVID-19 pandemic. In April to May 2021, 571 adults with intellectual disabilities were interviewed. Participants most commonly used the Internet for being with family and friends, social media or doing online activities with othe…
Perceptions of people with mild intellectual disability and their family members about family‐based social capital in the Netherlands
Families play an important role in the lives of people with intellectual disability as they do for everyone. However, little research has addressed the views of people with intellectual disability about their families by using self-report. Individual family members may hold different views about their family relationships. Therefore, we used a social capital theoretical perspective to examine (a) how perceptions of people with mild intellectual d…
Effects of educational disruption and changes in school context on children's mental health
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in …
Standalone DBT Group Skills Training Versus Standard (i.e. All Modes) DBT for Borderline Personality Disorder
Informal caregivers of people with an intellectual disability in England
There is wide variation in reported impact of caring on caregiver well-being, and often a negative appraisal of caregiving. Researchers are beginning to question the robustness of the evidence base on which negative appraisals are based. The present study aimed to draw on data from a population-representative sample to describe the health, quality of life and impact of caring of informal caregivers of people with an intellectual disability. Infor…
Informal caregivers of people with an intellectual disability in England
There is wide variation in reported impact of caring on caregiver well-being, and often a negative appraisal of caregiving. Researchers are beginning to question the robustness of the evidence base on which negative appraisals are based. The present study aimed to draw on data from a population-representative sample to describe the health, quality of life and impact of caring of informal caregivers of people with an intellectual disability. Infor…
Standalone DBT Group Skills Training Versus Standard (i.e. All Modes) DBT for Borderline Personality Disorder
Early Years Parenting Mediates Early Adversity Effects on Problem Behaviors in Intellectual Disability
A family developmental framework was applied to data from families of children with intellectual disabilities to understand the role of parenting in the path from early adversity to problem behaviors in mid-childhood. Data from 9 months to 11 years tested the Family Stress Model in families of 555 children. Adversarial parenting between 3 and 5 years mediated the path from early adversity (family poverty and maternal psychological distress at nin…
Headsprout ® Early Reading for children with severe intellectual disabilities
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout ® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty‐five children from a special school were randomly al…
Early Positive Approaches to Support (E-PAtS) for Families of Young Children With Intellectual Disability
Background: Parents of children with intellectual disabilities are likely to experience poorer mental well-being and face challenges accessing support. Early Positive Approaches to Support (E-PAtS) is a group-based programme, co-produced with parents and professionals, based on existing research evidence and a developmental systems approach to support parental mental well-being. The aim of this study was to assess the feasibility of community ser…
Perceptions of people with mild intellectual disability and their family members about family‐based social capital in the Netherlands
Families play an important role in the lives of people with intellectual disability as they do for everyone. However, little research has addressed the views of people with intellectual disability about their families by using self-report. Individual family members may hold different views about their family relationships. Therefore, we used a social capital theoretical perspective to examine (a) how perceptions of people with mild intellectual d…
Home schooling during the Covid-19 pandemic in the United Kingdom
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among famili…
Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK
Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this s…
The UK stand together trial
Trials ISRCTN 12300853 Date assigned 11/02/2020
The impact of the Covid pandemic on working age adults with disability
Concern has been expressed about the extent to which people with disabilities may be particularly vulnerable to negative impacts of the 2020 COVID-19 pandemic. However, to date little published research has attempted to characterise or quantify the risks faced by people with/without disabilities in relation to COVID-19. We sought to compare the impact of the early stages of the COVID-19 pandemic and associated government responses among working a…
Online social connections and Internet use among people with intellectual disabilities in the United Kingdom during the Covid-19 pandemic
Having a disability, in particular, an intellectual disability, is associated with Internet non-use. This article explores how people with intellectual disabilities used the Internet across the United Kingdom during the COVID-19 pandemic. In April to May 2021, 571 adults with intellectual disabilities were interviewed. Participants most commonly used the Internet for being with family and friends, social media or doing online activities with othe…
Effects of implementation support on children's reading outcomes following an online early reading programme
Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow‐up support after training, implementation of educati…
Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health
Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used f…
Facilitators and barriers to the implementation of the picture exchange communication system (Pecs)
School‐based anti‐bullying approaches for children and young people with special educational needs and disabilities
Mainstream anti‐bullying interventions can reduce primary school‐level victimisation by 15–16% and bullying perpetration by 19%–20% ( Aggression and Violent Behavior , 2019; 45 : 111–133). Less is known about anti‐bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2–4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti‐bullying app…
Impact of Covid ‐19 lockdown in England on challenging behaviour and adaptive skills for children in a special school
Longitudinal research is crucial to fully assess the putative impact of the COVID‐19 pandemic on children with an intellectual disability in special school settings—ideally drawing on data pre‐pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre‐pandemic and one time point post‐pandemic. Data were analysed using mu…
Effects of educational disruption and changes in school context on children's mental health
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in …
Mainstream and special schools’ use of well‐being programmes
The incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a frame…
Conducting research in real world settings—lessons learned from an implementation and process evaluation of Headsprout Early Reading® in special schools
Background Evaluating the success of randomised controlled trials (RCTs) requires an understanding of the processes and experiences of those involved in implementation as much as an analysis of outcomes, particularly when conducted in real world settings. This implementation and process evaluation (IPE) explores the experiences of pupils and staff from special schools in England participating in an RCT examining whether Headsprout Early Reading® …
The experiences of children with Williams syndrome and their nondisabled siblings of their relationship
Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention
Factors supporting optimisation of psychotropic deprescribing in people with intellectual disabilities within the UK
Overprescribing psychotropic medication for people with intellectual disabilities increases the risk of adverse effects and has prompted deprescribing initiatives internationally. However, factors that support optimal psychotropic deprescribing in this population remain unclear. The aim of this study is to develop consensus within the UK about factors supporting optimal psychotropic deprescribing using an online Delphi study. A modified Delphi st…
Estimating a minimum clinically important difference for the Developmental Behaviour Checklist – parent report
These findings contextualise DBC-P score changes in relation to outcomes from other interventions and parent carer and professional views. Which MCID value to choose depends on what factors are prioritised for an intervention
Mapping and Evaluating Services for Children with Learning Disabilities and Behaviours that Challenge (Meld)
Children with learning disabilities and behaviours that challenge are at risk of poor outcomes, their families are more likely to experience stress and their care is costly. A recent comprehensive review identified a paucity of evidence about how best to design, integrate and deliver their health and care services
Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools
Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of B…
Psychology (20 works) · Medicine (17 works) · Psychiatry (13 works) · Developmental psychology (10 works) · Family and Disability Support Research (10 works) · Intellectual disability (7 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Randomized controlled trial (6 works) · Computer Science (5 works) · Medical education (5 works)