Jo Van Herwegen
Biographic Data
| ID | 6480225 |
|---|---|
| NAME | Jo Van Herwegen |
| GIVEN NAMES | Jo |
| FAMILY NAME | Van Herwegen |
| SIGNATURE | VAN HERWEGEN J |
| AFFILIATIONS | Faculty (United Kingdom) |
| ORCID | 0000-0001-5316-1818 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A qualitative examination of the role of school leadership teams in secondary school mental health policy and practice for autistic students
Background Although school-based mental health initiatives are gaining attention, research remains limited on effective and sustainable implementation, especially for autistic students. School leadership play a pivotal role in shaping mental health initiatives. However, their roles and perspectives, particularly regarding autistic students, are under-researched. Methods We applied Reflexive Thematic Analysis to 22 semi-structured interviews with …
Early mathematics learning: Multifactorial nature of early mathematics skills, effectiveness of educational interventions and challenges with measurements / Aprendizaje temprano de las matemáticas: na…
Research on early mathematics has been increasing over the past 20 years, but results are often fragmented. There are three suggestions we make on how to increase the quality of research and knowledge in the field of early mathematics. First, researchers should study early mathematics as a multifactorial construct, since it allows us to better understand the relationships between the set of skills during learning. It is beneficial to study multif…
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based …
Developmental trajectories of grammatical comprehension in individuals with Williams syndrome
Despite earlier claims that language abilities are intact in individuals with Williams syndrome (WS), many studies have shown that language development is often delayed and atypical, that is, it develops in line with different cognitive abilities compared to typically developing populations. It is unclear, however, whether general cognitive development predicts language comprehension in WS. The current study is the first to examine the developmen…
Raising educational outcomes for individuals with Down syndrome: Findings from a larger systematic review of targeted interventions for individuals with Send
No previous systematic reviews have focused on which targeted interventions successfully raise educational outcomes (i.e. reading, writing, mathematics, science and general attainment outcomes) for students with Down syndrome. This study reports on the findings from a larger pre‐registered systematic review of targeted interventions for students with special educational needs and disabilities (SEND). Here, we examined studies that have used a ran…
Parental perspectives on the use of fidget toys and sensory-seeking profiles in autistic and neurotypical children
This study addresses the research gap concerning whether the use of fidget toys or fidget spinners specifically are perceived to support children and positively influence their behavioural and emotional wellbeing as well as investigating how these perceptions relate to children’s sensory-seeking profiles. 129 parents/carers of autistic children ( n = 53) and neurotypical (NT) children ( n = 76) completed an online survey. The survey consisted of …
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and ap…
Educational apps and learning: Current evidence on design and evaluation
Anxiety, concerns and Covid-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions
Background: The COVID-19 pandemic had a major impact on the mental health and well-being of children with neurodevelopmental conditions (NDCs) and of their families worldwide. However, there is insufficient evidence to understand how different factors (e.g., individual, family, country, children) have impacted on anxiety levels of families and their children with NDCs developed over time. Methods: We used data from a global survey assessing the e…
An exploratory study on emotion regulation strategy use in individuals with Williams syndrome, autism spectrum disorder and intellectual disability
This study sheds light on an underexplored area of emotion regulation strategy use in different neurodevelopmental disorders. It also paves the way to further examine emotion regulation in more rigorous ways to better understand emotion regulation in different neurodevelopmental disorders as well as the impact on outcome measures such as anxiety. This exploratory study may help to develop and validate adequate measures to study a broad array of E…
Brief Report: A Cross-Sectional Study of Anxiety Levels and Concerns of Chinese Families of Children With Special Educational Needs and Disabilities Post-first-wave of Covid-19
The COVID-19 pandemic has a multifaceted impact on mental health due to ill health, restrictions and lockdowns, and loss of employment and institutional support. COVID-19 may disproportionally impact families with special educational needs and disabilities (SEND) due to the already higher prevalence of mental health conditions in children with SEND and their parents. Therefore, it is essential to determine the short-term impact of the pandemic on…
L1 – L2 semantic and syntactic processing: The influence of language proximity
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L1 – L2 semantic and syntactic processing: The influence of language proximity
Brief Report: A Cross-Sectional Study of Anxiety Levels and Concerns of Chinese Families of Children With Special Educational Needs and Disabilities Post-first-wave of Covid-19
The COVID-19 pandemic has a multifaceted impact on mental health due to ill health, restrictions and lockdowns, and loss of employment and institutional support. COVID-19 may disproportionally impact families with special educational needs and disabilities (SEND) due to the already higher prevalence of mental health conditions in children with SEND and their parents. Therefore, it is essential to determine the short-term impact of the pandemic on…
An exploratory study on emotion regulation strategy use in individuals with Williams syndrome, autism spectrum disorder and intellectual disability
This study sheds light on an underexplored area of emotion regulation strategy use in different neurodevelopmental disorders. It also paves the way to further examine emotion regulation in more rigorous ways to better understand emotion regulation in different neurodevelopmental disorders as well as the impact on outcome measures such as anxiety. This exploratory study may help to develop and validate adequate measures to study a broad array of E…
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and ap…
Educational apps and learning: Current evidence on design and evaluation
Anxiety, concerns and Covid-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions
Background: The COVID-19 pandemic had a major impact on the mental health and well-being of children with neurodevelopmental conditions (NDCs) and of their families worldwide. However, there is insufficient evidence to understand how different factors (e.g., individual, family, country, children) have impacted on anxiety levels of families and their children with NDCs developed over time. Methods: We used data from a global survey assessing the e…
Parental perspectives on the use of fidget toys and sensory-seeking profiles in autistic and neurotypical children
This study addresses the research gap concerning whether the use of fidget toys or fidget spinners specifically are perceived to support children and positively influence their behavioural and emotional wellbeing as well as investigating how these perceptions relate to children’s sensory-seeking profiles. 129 parents/carers of autistic children ( n = 53) and neurotypical (NT) children ( n = 76) completed an online survey. The survey consisted of …
Early mathematics learning: Multifactorial nature of early mathematics skills, effectiveness of educational interventions and challenges with measurements / Aprendizaje temprano de las matemáticas: na…
Research on early mathematics has been increasing over the past 20 years, but results are often fragmented. There are three suggestions we make on how to increase the quality of research and knowledge in the field of early mathematics. First, researchers should study early mathematics as a multifactorial construct, since it allows us to better understand the relationships between the set of skills during learning. It is beneficial to study multif…
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based …
Developmental trajectories of grammatical comprehension in individuals with Williams syndrome
Despite earlier claims that language abilities are intact in individuals with Williams syndrome (WS), many studies have shown that language development is often delayed and atypical, that is, it develops in line with different cognitive abilities compared to typically developing populations. It is unclear, however, whether general cognitive development predicts language comprehension in WS. The current study is the first to examine the developmen…
Raising educational outcomes for individuals with Down syndrome: Findings from a larger systematic review of targeted interventions for individuals with Send
No previous systematic reviews have focused on which targeted interventions successfully raise educational outcomes (i.e. reading, writing, mathematics, science and general attainment outcomes) for students with Down syndrome. This study reports on the findings from a larger pre‐registered systematic review of targeted interventions for students with special educational needs and disabilities (SEND). Here, we examined studies that have used a ran…
A qualitative examination of the role of school leadership teams in secondary school mental health policy and practice for autistic students
Background Although school-based mental health initiatives are gaining attention, research remains limited on effective and sustainable implementation, especially for autistic students. School leadership play a pivotal role in shaping mental health initiatives. However, their roles and perspectives, particularly regarding autistic students, are under-researched. Methods We applied Reflexive Thematic Analysis to 22 semi-structured interviews with …
Psychology (11 works) · Computer Science (5 works) · Psychiatry (5 works) · Anxiety (4 works) · Developmental psychology (4 works) · Family and Disability Support Research (4 works) · Mathematics education (4 works) · Autism (3 works) · Autism Spectrum Disorder Research (3 works) · Child Development and Digital Technology (3 works)