Research Publications
Speyer, R., Sutt, A-L., Bergstrom, L., Hamdy, S., Heijnen, B., Remijn, L., Wilkes-Gillan, S., & Cordier, R. (2022). Reply to Dziewas, R.; Bath, P.M. Endpoints in Dysphagia Trials. Comment on “Speyer et al. Neurostimulation in People with Oropharyngeal Dysphagia: A Systematic Review and Meta-Analyses of Randomised Controlled Trials—Part I: Pharyngeal and Neuromuscular Electrical Stimulation. J. Clin. Med. 2022, 11, 776”. Journal of Clinical Medicine 1(12). doi: 10.3390/jcm11123403
Speyer, R., Chen, Y-W., Kim, J-H., Wilkes-Gillan, S., Nordahl-Hansen, A., Wu, H., & Cordier, R. (2022). Non-pharmacological interventions for adults with autism: A systematic review of randomised controlled trials. Review Journal of Autism and Developmental Disorders 9(1). doi: 10.1007/s40489—21-00250-1
McKenzie, L., Fultron, N., Dickson, C., & Wilkes-Gillan, S. (2022). Understanding the participation outcomes for persons with disability when partnered with assistance dogs: A scoping review. Australian Occupational Therapy Journal 69(12). doi: 10.1111/1440-1630.12801
Speyer, R., Sutt, A., Bergstrom, L., Hamdy, S., Heijen, B., Remijn, L., Wilkes-Gillan, S., & Cordier, R. (2022). Neurostimulation in people with oropharyngeal dysphagia: A systematic review and meta-analyses of randomised controlled trials—Part I: Pharyngeal and neuromuscular electrical stimulation. Journal of Clinical Medicine (11)3: 776. doi: 10.3390/jcm11030776
Wilkes-Gillan, S., Cordier, R., Chen, Y-W., Swanton, R., Mahoney, N., Trimboli, C., Yule, E., & Tam, E. (2021). A systematic review of video-modelling interventions for children and adolescents with attention-deficit hyperactivity disorder. Australian Occupational Therapy Journal. doi: 10.1111/1440-1630.12747
Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A. (2021). Can I learn to play? Randomised control trial to assess effectiveness of a peer-mediated intervention to improve play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 51(5): 1-16. doi: 10.1007/s10803-020-4671-5
Speyer, R., Chen, Y-W., Wilkes-Gillan, S., Nordahl-Hansen, A., & Cordier, R. (2021). Non-pharmacological interventions for adults with autism: A systematic review of randomised controlled trials. Review Journal of Autism and Developmental Disorders. doi: 10.1007/s40489-021-00250-1
Wilkes-Gillan, S. (2020). Does Families and Schools Together (FAST) improve outcomes for children and their families? A Cochrane Review summary with commentary. Australian Occupational Therapy Journal. 67(6):615-617. doi: 10.1111/1440-1630.12710
Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A. (2020). The play differences of children with autism spectrum disorder (ASD) within sibling and nonsibling peer dyads. The American Journal of Occupational Therapy
Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A. (2020). Can we play together? A closer look at the peers of a peer-mediated intervention to improve play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders
Cordier, R., & Wilkes-Gillan, S. (2020). Evidence-based practice in occupational therapy. In Occupational Therapy in Australia. doi: 10.4324/9781003150732017
Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A., Speyer, R. (2020). A systematic review and meta-analysis of interventions to improve play skills in children with autism spectrum disorder. Review Journal of Autism and Developmental Disorders. doi: 10.1007/s40489-019-00181-y
Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A. (2019). Can I join in? Multiple case study investigation of play performance generalisation for children with autism spectrum disorder from dyad to triad. Australian Occupational Therapy Journal
Cordier, R., Chung, D., Wilkes-Gillan, S. & Speyer, R. (2019). The effectiveness of protection orders in reducing recidivism in domestic violence: A systematic review and meta-analysis. Trauma Violence & Abuse
Speyer, R., Wilkes-Gillan, S., Kim, J-H., Cocks, N., Michou, E., & Cordier, R. (2019). Prevalence of drooling, swallowing and feeding problems in cerebral palsy across the lifespan: A systematic review and meta-analysis. Developmental Medicine and Child Neurology. doi: 10.1111/dmcn.1416
Cordier, R., Munro, N., Wilkes-Gillan, S., Speyer, R., Parsons, L., Joosten, A. (2019). Applying Item Response Theory (IRT) modeling to an observational measure of childhood pragmatics: The Pragmatic Observational Measure-2. Frontiers in Psychology. doi: 10.3389/fpsyg.2019.00408
Laver, K., & Wilkes-Gillan, S. (2018). Video modelling interventions improve social communication skills for individuals with autism spectrum disorder. Australian Occupational Therapy Journal. 65(4). doi: 10.1111/1440-1630.12505
Wilkes-Gillan, S., & Lincoln, M. (2018). Parent-mediated intervention training delivered remotely for children with autism spectrum disorder (ASD) has preliminary evidence for parent intervention fidelity and improving parent knowledge and children’s social behaviour and communication skills. Australian Occupational Therapy Journal. 65(3). doi: 10.1111/1440-163-.12481
Cordier, R., Vilaysack, B., Doma, K., Speyer, R., Wilkes-Gillan, S., Totino, R., Smith, C., & Brown, N. (2018). Peer inclusion in interventions for children with ADHD: A systematic review and meta-analysis. BioMed Research International. doi: 10.1155/2018/7693479
Allan, A., Wilkes-Gillan, S., Bundy, A., Cordier, R., Volkert, A. (2018). Parents’ perceptions of the long-term appropriateness of a psychosocial intervention for children with ADHD. Australian Occupational Therapy Journal 65(4). doi: 10.1111/1440-1630.12460
Vousden, B., Wilkes-Gillan, S., Cordier, R., & Froude, E. (2018). The play skills of children with high functioning autism spectrum disorder in peer-to-peer interactions with their classmates: A multiple case study design. Australian Occupational Therapy Journal. doi: 10.1111/1440-1630.12530
Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A. (2018). Peer-mediated intervention to improve play skills in children with autism spectrum disorder: A feasibility study. Australian Occupational Therapy Journal. 65(3). doi: 10.1111/1440-1630.12459
Speyer, R., Denman, D., Wilkes-Gillan, S., Chen, Y-W., Bogaardt, H., & Cordier, R. (2017). Effects of telehealth by allied health professionals and nurses in rural and remote areas: A systematic review and meta-analysis. Journal of Rehabilitation Medicine. 50(3). doi: 10.2340/16501977-2297
Barnes, G., Wilkes-Gillan, S., Bundy, A., & Cordier, R. (2017). Social and parent-child relationship outcomes of children with ADHD 12-months following a RCT play-based intervention. Australian Occupational Therapy Journal. 64(10). doi: 10.1111/1440-1630.1247
Wilkes-Gillan, S., Munro, N., Cordier, R., Cantrill, A., & Pearce, M. (2017). Pragmatic language outcomes of children with ADHD after therapist-and parent-delivered play-based interventions: Two one-group pretest-posttest studies with a longitudinal component. American Journal of Occupational Therapy 71(4)7104220030p1
Wilkes-Gillan, S., & Bourke-Taylor, H. (2017). Critically appraised paper: Parents of children with autism had lower relationship satisfaction than parents of children without disability with positive cognitive appraisal and social support found to be protective factors. Australian Occupational Therapy Journal
Joyce, K., Bourke-Taylor, H., & Wilkes-Gillan, S. (2017). Validity of the Assistance to Participate Scale with primary caregivers of typically developing Australian children aged 3-8 years. Australian Occupational Therapy Journal
Wilkes-Gillan, S., Cantrill, A., Cordier, R., Barnes, G., Hancock, N., & Bundy, A. (2017). Additional intervention sessions involving video-modelling for children with ADHD and their playmates 18-months after a parent-delivered play-based intervention. British Journal of Occupational Therapy
Cordier, R., & Wilkes-Gillan, S. (2017). Evidence-based practice in Occupational Therapy. In T. Brown, H. Bourke-Taylor, S. Isbel & R. Cordier. (Eds.), Occupational Therapy in Australia: Professional and Practice Issues. Sydney: Allen and Unwin.
Cordier, R., Munro, M., Wilkes-Gillan, S., Ling, L., Docking, K., & Pearce, W. (2016). Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention. Australian Occupational Therapy Journal
Wilkes-Gillan, S., Bundy, A., Cordier, R., & Lincoln, M. (2016). A Pairwise Randomised Controlled Trial of a Play-Based Intervention to Improve the Social Play Skills of Children with Attention Deficit Hyperactivity Disorder (ADHD). PlosOne
Wilkes-Gillan, S., Cantrill, A., Cordier, R., Parsons, L., & Smith, C. (2016). The pragmatic language, communication skills, parent-child relationships and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention: Brief report. Developmental Neurorehabilitation
Henning, B., Cordier, R., Wilkes-Gillan, S., & Falkmer, T. (2016). A pilot play-based intervention to improve the social play interactions of children with Autism Spectrum Disorder and their typically-developing playmates. Australian Occupational Therapy Journal
Wilkes-Gillan, S., & Joosten, A (2016). Critically appraised paper: Technology-based interventions were found to have evidence of effectiveness on a range of outcomes including social problem solving and facial and emotional processing skills for individuals with autism spectrum disorder (ASD). Australian Occupational Therapy Journal
Deramore Denver, B., Froude, E., Wilkes-Gillan, S., Imms, C., & Rosenbaum, P. (2016). The measurement of visual ability in children with cerebral palsy: A systematic review. Developmental Medicine & Child Neurology
Cordier, R., Speyer, R., Chen, Y-W., Wilkes-Gillan, S., Brown, T., Bourke-Taylor, H., Doma, K., & Leicht, A. (2015). Evaluating the psychometric quality of social skills measures: A systematic review. PLOS ONE, 10(7), 1-32. doi: 10.1371/journal.pone.0132299
Wilkes-Gillan, S., Bundy, A., Cordier, R., Lincoln, M., & Hancock, N. (2015). Parents’ perspectives on the appropriateness of a parent-delivered play-based intervention for improving the social play skills of children with ADHD. British Journal of Occupational Therapy, 1-9. doi: 10.1177/0308022615573453
Cantrill, A., Wilkes-Gillan, S., Bundy, A., Cordier, R., & Wilson, N. (2015). An 18-month follow-up of a pilot parent-delivered play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates. Australian Occupational Therapy, 62, 197-207. doi: 10.1111/1440-1630.12203
Mpofu, E., Mackey, M., Hossain, Z., Cordier, R., Millington, M., & Wilkes-Gillan, S. (2015). Pedagogical Techniques in the Health Sciences in Service-Learning and Civic Engagement: A Sourcebook
Wilkes-Gillan, S., & Falkmer, M. (2014). Critically Appraised Paper: A peer-mediated school intervention significantly improved the social skills and playground interactions of children with autism spectrum disorder. Australian Occupational Therapy, 61(5), 371-372. doi: 10.1111/1440-1630.12159
Wilson, N., Cordier, R., & Wilkes-Gillan, S. (2014). Men’s Sheds and intergenerational mentoring programs: Supporting the transition from boyhood to manhood for teenage boys at risk of social exclusion. International Journal of Men’s Health, 13(2), 92-100. doi: 10.3149/jmh.1302.92
Wilkes-Gillan, S., Bundy, A., Cordier, R., & Lincoln, M. (2014). Child outcomes of a parent-delivered intervention for improving the social play skills of children with ADHD and their playmates. Developmental Neurorehabilitation. doi: 10.3109/17519423.2014.948639
Cordier, R., Brown, N., Chen, Y-W., Wilkes-Gillan, S., & Falkmer, T. (2014). Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism. Developmental Neurorehabilitation (1751-8423). doi: 10.3109/17518423.2014.915244
Cordier, R., Munro, N., Wilkes-Gillan, S., Speyer, R., & Pearce, W. (2014). Reliability and validity of the Pragmatics Observational Measure (POM): A new observational measure of pragmatic language for children. Research in Developmental Disabilities, 35(7), 1588-1598. doi: 10.1016/j.ridd.2014.03.050
Wilkes-Gillan, S., Bundy, A., Cordier, R., & Lincoln, M. (2014). Evaluating a pilot parent-delivered play-based intervention for children with ADHD. American Journal of Occupational Therapy, 68, 700-709. doi: 10.5014/ajot.2014.012450
Wilkes-Gillan, S., Bundy, A., Cordier, R., & Lincoln, M. (2014). Eighteen month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal, 61(5), 299-307. doi: 10.1111/1440-1630.12124
Cordier, R., Munro, N., Wilkes-Gillan, S., & Docking, K. (2012). The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions. International Journal of Speech-Language Pathology. doi:10.3109/17549507.2012.713395
Wilkes, S., Cordier, R., Bundy, A., Docking, K., & Munro, N. (2011). A play-based intervention for children with ADHD: A pilot study. Australian Occupational Therapy Journal, 58(4), 231-240.