Hamilton, Lorna

• Professor of Developmental Psychology and Inclusive Education
• School of Education, Language & Psychology

Link to Public Profile

Hamilton, Lorna ORCID: https://orcid.org/0000-0003-0526-8252, Williams, Jamie, Kat, Milo, Ralston, Brianna and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2025) Project INC: Inclusive Neurodiverse Campuses. Project Report. York St John University.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Esmaeeli, Sara and Hayiou-Thomas, Marianna E. (2025) The home literacy environment in families with a history of reading difficulties. In: Georgiou, George and Inoue, Tomohiro, (eds.) Home literacy environment and literacy acquisition: Evidence from different languages and contexts. Literacy studies . Springer Nature, pp. 125-140

Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Lambarth, Shauna and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2025) Rethinking anxiety and depression for autistic adults through personal narratives: mixed-method analysis of blog data. Counselling and Psychotherapy Research, 25 (1).

Vincent, Jonathan ORCID: https://orcid.org/0000-0001-6278-4670, Harkry, Lisa and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Creating a diversity climate in the workplace: A mixed methods study into knowledge of autism and attitudes toward hiring autistic people in the United Kingdom. Journal of Vocational Rehabilitation, 61 (2). pp. 303-314.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Williams, James and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2024) Inclusive Neurodiverse Campuses. In: Neurodiversity in Higher Education 2, 13/09/2024, York St John University. (Unpublished)

Deakin, Michelle, Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863 and Hamilton, Lorna ORCID: https://orcid.org/0000-0003-0526-8252 (2024) A critical reflection on definitions of autistic wellbeing. Brain and behavior, 14 (7). e3572.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Knight, Ruth ORCID: https://orcid.org/0000-0003-0660-4588 (2024) Bridging double empathy gaps in the higher education classroom. In: Milton, Damian, (ed.) The Double Empathy Reader: exploring theory, neurodivergent lived experience and implications for practice. Pavilion Publishing, pp. 454-468

Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863, Williams, Gemma, Charura, Divine ORCID: https://orcid.org/0000-0002-3509-9392, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Milton, Damian and Murray, Fergus (2024) Towards Autistic flow theory: a non-pathologising conceptual approach. Journal for the Theory of Social Behaviour., 54 (4). pp. 469-497.

Sutcliffe-Khan, Farzana, Larkin, Fionnuala ORCID: https://orcid.org/0000-0003-3838-9165 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Parents' and professionals' views on autistic motherhood using a participatory research design. Current Psychology, 43 (25). pp. 21792-21807.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2024) Corrigendum: Compassionate pedagogy for neurodiversity in higher education: a conceptual analysis. Frontiers Media.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Emotionally based school avoidance in the aftermath of the COVID-19 pandemic: Neurodiversity, agency and belonging in school. Education Sciences, 14 (2).

Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Hanser, C. H., Williams, J. and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Sharing an example of neurodiversity affirmative hiring. Autism in Adulthood.

Fernandes-Jesus, Maria ORCID: https://orcid.org/0000-0002-8868-1968, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Heinemeyer, Catherine ORCID: https://orcid.org/0000-0001-6300-5544 and Parks, Judith (2024) Qualitative Research Methods in the Living Lab: Reflecting upon a learning and teaching approach for promoting psychological literacy. Psychology Learning and Teaching, 23 (2). pp. 235-247.

Lewis, Kathryn, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Vincent, Jonathan ORCID: https://orcid.org/0000-0001-6278-4670 (2023) Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach. Infant and Child Development, 33 (3).

Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863 and Fiberesima, N. (2023) Social justice informed therapy and neurodiversity. In: Winter, Laura Anne and Charura, Divine ORCID: https://orcid.org/0000-0002-3509-9392, (eds.) The SAGE Handbook of Social Justice in the Psychological Therapies: Power, Politics and Change. London, Sage, pp. 114-125

Martinez, Marion, Clarke, Leesa, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Hall, Christopher J ORCID: https://orcid.org/0000-0001-9038-1238 (2023) Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar. Language awareness, 33 (2). pp. 304-327.

Grose-Hodge, Magdalena and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2023) Neurodiversify your curriculum. In: Unconference on Open Scholarship Practices in Education Research, 9-10th March 2023, Online. (Unpublished)

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Kelly, Laura and Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 (2023) “I’m able to function better when I know there’s a beginning and an end time”: Autistic adolescents’ experiences of lockdowns during the Covid-19 pandemic. Autism and Developmental Language Impairments, 8.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2023) Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in Psychology, 14.

Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2022) School transitions for autistic young people in mainstream settings. Project Report. Institute for Social Justice, York.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Hayiou-Thomas, M. E. (2022) Foundations of literacy. In: Snowling, Margaret, J., Hulme, Charles and Nation, Kate, (eds.) The Science of Reading: A Handbook. 2nd ed. Wiley

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Hayiou-Thomas, M.E. and Snowling, Margaret (2021) Shared storybook reading with children at family risk of dyslexia. Journal of Research in Reading, 44 (4). pp. 859-881.

Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2021) "We are different, that’s a fact, but they treat us like we’re different-er”​ Understandings of autism and adolescent identity development​. In: ACOT Occupational Therapy 15th Biannual Scientific conference, 20th October 2021, Cayman Islands. (Submitted)

Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2021) "We are different, that's a fact, but they treat us like we're different-er": Understandings of autism and adolescent identity development. Advances in Autism.

Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2021) "We are different, that’s a fact, but they treat us like we’re different-er” Multi-informant perspectives on identity development in autistic adolescents. In: Royal College of Occupational Therapy Annual Conference 2021, 30th June 1st July, Online. (Unpublished)

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, O'Halloran, Isabelle and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2020) Individual differences in narrative production in late childhood: Associations with age and fiction reading experience. First Language.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 (2019) The transitions project: Exploring the journey from Year 6 to Year 9 for young people on the autism spectrum in mainstream education. In: York Celebrates Autism, 6th April 2019, SPARK York.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2018) Fiction reading experience predicts narrative production skills in 9- to 12-year-old children. In: British Psychological Society Developmental Section conference 2017, 13-15 September 2017, Stratford-upon-Avon.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2018) Fiction reading experience predicts narrative production skills in 9- to 12-year-old children. In: Child Language Symposium, 25th - 26th June, 2018, Reading, UK.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 (2018) York Autism Community of Practice. In: British Psychological Society Annual Conference, Nottingham.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2017) Dyslexia. In: Hopkins, B, Geangu, E and Linkenauger, S, (eds.) The Cambridge Encyclopedia of Child Development. 2nd ed. Cambridge, Cambridge Encyclopedia of Child Development

Puglisi, Marina, Hulme, Charles, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Snowling, Margaret (2017) The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development. Scientific Studies of Reading, 21 (6). pp. 498-514.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Brigstocke, Sophie (2017) Relationships between paired associated learning (PAL) performance and arithmetic skills in primary-aged children. In: British Psychological Society Developmental Section conference 2017, 13-15 September 2017, Stratford-upon-Avon. (Unpublished)

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270, Hayward, Emily, Price, Rhiannon and Bright, Graham (2017) "There's lot of places I'd like to go and things I'd like to do": The daily living experiences of adults with mild to moderate intellectual disabilities during a time of personalised welfare reform in the UK. Disability & Society, 32 (3). pp. 287-307.

Dilnot, J., Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Maughan, B. and Snowling, Margaret (2017) Child and environmental risk factors predicting readiness for learning in children at high-risk of dyslexia. Development & Psychopathology, 29 (1). pp. 235-244.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 (2016) "There's a lot of places I'd like to go and things I'd like to do": Personalised social care, austerity, and adults with learning disabilities in York. A report on the 'LD Voices, York' project. Project Report. York St John University. (Unpublished)

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 (2015) Does personalised social care meet the needs of adults with mild to moderate intellectual disabilities? In: BPS North East of England Branch Annual Conference - Psychology across the lifespan, 7 September 2015, York St John University. (Unpublished)

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2014) Early exposure to storybooks in the home: Validation of title/author checklist measures in a sample of children at elevated risk of reading difficulty. Assessment & Development Matters, 6 (1). pp. 31-34.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2013) The role of the home literacy environment in the early literacy development of children at family-risk of dyslexia. Doctoral thesis, University of York.

Gibson, Stephen ORCID: https://orcid.org/0000-0002-5648-7669 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2013) Knowledge, autonomy and maturity: developmental and educational concerns as rhetorical resources in adolescents' discussions regarding the age of electoral majority in England. Journal of Youth Studies, 16 (1). pp. 34-53.

Gibson, Stephen ORCID: https://orcid.org/0000-0002-5648-7669 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2011) The rhetorical construction of polity membership: identity, culture and citizenship in young people's discussions of immigration in northern England. Journal of Community & Applied Social Psychology, 21 (3). pp. 228-242.

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Hayiou-Thomas, M.E., Hulme, C. and Snowling, Margaret The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20 (5). pp. 401-419.