Predictors of autism in children with genetic syndromes associated with intellectual disability

There are 1.5 million people with an intellectual disability (ID) in the UK and over half of these present with intellectual disability associated with either a rare genetic syndrome or a co-occurring condition such as autism. 

Children with genetic syndromes associated with ID are more likely to show characteristics of autism relative to other children with ID who do not have a genetic syndrome and to the wider general population. Despite this increased risk, recognition of autism and related characteristics as part of clinical practice is significantly reduced in this population, leading to poorer long-term prognosis for these individuals. Through the PhD project the student will aim to:

1. Evaluate child and family factors associated with autism characteristics and autism clinical diagnostic outcomes in children with rare genetic syndromes associated with ID
2. Understand clinician perspectives and experiences of assessment and diagnosis of autism in children within this population will also be explored.

The successful candidate will use a range of research methods including informant questionnaire surveys, interviews and behavioural observation methods. They will communicate with families and stakeholders to ensure effective dissemination of the work, as well as traditional scientific communication via academic papers and conferences. They will contribute to the wider Cerebra Network of research and work collaboratively with other PhD students and researchers across the Cerebra Network (www.cerebranetwork.com).

The studentship is available to UK nationals only.

The successful applicant will use subjective and objective behavioural measurements to evaluate social-communication abilities in children with ID. They will conduct relevant systematic and/or meta-analytic reviews to describe the current literature and inform their research. They will undertake advanced statistical and/or qualitative analyses to test their data. They will work with stakeholders and experts by experience to develop their research and ensure it is meaningful and acceptable to the communities the work benefits. They will communicate with families and stakeholders to ensure effective dissemination of the work, as well as traditional scientific communication via academic papers and conferences. They will join a team of PhD, Clinical Doctoral, Masters and Undergraduate students at the University of Surrey in the Neurodevelopmental Research lab (led by Dr Moss), the Cognition Genes and Developmental Variability lab (led by Professor Emily Farran) and the broader Cerebra Network.

Essential:

• At least a high 2.1 bachelor’s degree in Psychology or a related field, or on track to be awarded such a degree before October 1 2025
• At least a high 2.1 grade in a research-based dissertation conducted as part of an undergraduate degree, or equivalent research experience (e.g. through volunteering with a research team)
• A strong interest in research and a high level of motivation to develop research ideas.
• Excellent interpersonal and organisational skills
• Knowledge of statistics and a willingness to learn more advanced methods
• Sufficient breadth and depth of research methods and techniques related to quantitative and qualitative methods.
• Experience in conducting cognitive behavioural studies and preparing data for analysis
• English language proficiency
• Ability to work independently when required but to seek supervision appropriately
• Personal or professional experience working with individuals from vulnerable populations (e.g. children, individuals with neurodevelopmental conditions) and/or their families
• An understanding of how to work with stakeholder organisations to plan, develop or conduct useful research and demonstration of the skills necessary to do this well.

Desirable (but not essential):

• A first-class bachelor’s degree from a research-intensive University in Psychology or a related field
• Familiarity with open-science practices
• Experience of conducting research with individuals from vulnerable populations and/or their families
• Experience of working with organisations that hold stakes in the lives of individuals from vulnerable groups, either in a research or other professional context
• Ability to communicate complex information clearly
• Evidence of being able to disseminate research findings (e.g. via a seminar or conference presentation, or a journal publication).

For further information about the teams please see:

• www.ndevresearchlab.com
• www.cerebranetwork.com
• Cognition, Genes and Developmental Variability lab | University of Surrey