Sumner, Emma J; Leonard, Hayley C. and Hill, Elisabeth L.. 2018. Comparing attention to socially-relevant stimuli in autism spectrum disorder and developmental coordination disorder. Journal of Abnormal Child Psychology, 46(8), pp. 1717-1729. ISSN 0091-0627 [Article]

Bernardi, M.; Leonard, Hayley C.; Hill, Elisabeth L.; Botting, Nicola and Henry, Lucy A.. 2017. Executive functions in children with Developmental Coordination Disorder: a 2‐year follow‐up study. Developmental Medicine & Child Neurology, 60(3), pp. 306-313. ISSN 0012-1622 [Article]

Leonard, Hayley C. and Hill, Elisabeth L.. 2016. The role of older siblings in infant motor development. Journal of Experimental Child Psychology, 152, pp. 318-326. ISSN 0022-0965 [Article]

Waszczyk, Monika A.; Leonard, Hayley C.; Hill, Elisabeth L.; Rowe, Richard and Gregory, Alice M.. 2016. Coordination difficulty and internalising symptoms in adults: A twin/sibling study. Psychiatry Research, 239, pp. 1-8. ISSN 0165-1781 [Article]

Sumner, Emma J; Leonard, Hayley C. and Hill, Elisabeth L.. 2016. Overlapping phenotypes in autism spectrum disorder and developmental coordination disorder: A cross-syndrome comparison of motor and social skills. Journal of Autism and Developmental Disorders, 46(8), pp. 2609-2620. ISSN 0162-3257 [Article]

Bernardi, M.; Leonard, Hayley C.; Hill, Elisabeth L. and Henry, L.A.. 2016. Brief Report: Response inhibition and processing speed in children with motor difficulties and developmental coordination disorder. Child Neuropsychology, 22(5), pp. 627-634. ISSN 0929-7049 [Article]

Leonard, Hayley C.; Bernardi, M.; Hill, Elisabeth L. and Henry, L.A.. 2015. Executive Functioning, Motor Difficulties, and Developmental Coordination Disorder. Developmental Neuropsychology, 40(4), pp. 201-215. ISSN 8756-5641 [Article]

Leonard, Hayley C. and Hill, Elisabeth L.. 2015. Executive difficulties in Developmental Coordination Disorder: Methodological issues and future directions. Current Developmental Disorder Reports, 2(2), pp. 141-149. [Article]

Leonard, Hayley C.; Bedford, R.; Pickles, A.; Hill, Elisabeth L. and The BASIS, Team. 2015. Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder. Research in Autism Spectrum Disorders, 13-14, pp. 2015-24. ISSN 1750-9467 [Article]

Leonard, Hayley C. and Hill, Elisabeth L.. 2014. The impact of motor development on typical and atypical social cognition and language: a systematic review. Child and Adolescent Mental Health, 19(3), pp. 163-170. ISSN 1475-357X [Article]

Pratt, Michelle L.; Leonard, Hayley C.; Adeyinka, Hanna and Hill, Elisabeth L.. 2014. The effect of motor load on planning and inhibition in developmental coordination disorder. Research in Developmental Disabilities, 35(7), pp. 1579-1587. ISSN 0891-4222 [Article]

Leonard, Hayley C.; Bedford, Rachael; Charman, Tony; Elsabbagh, Mayada; Hill, Elisabeth L. and Basis Team, The. 2014. Motor development in children at risk of autism: A follow-up study of infant siblings. Autism, 18(3), pp. 281-291. ISSN 1362-3613 [Article]

Leonard, Hayley C.; Elsabbagh, Mayada; Hill, Elisabeth L. and Basis team, -. 2014. Early and persistent motor delay in infants at-risk of developing autism spectrum disorder: A prospective study. European Journal of Developmental Psychology, 11(1), pp. 18-35. ISSN 1740-5629 [Article]

Leonard, Hayley C.; Annaz, Dagmara; Karmiloff-Smith, Annette and Johnson, Mark H.. 2012. Reduced Reliance on Optimal Facial Information for Identity Recognition in Autism Spectrum Disorder. Journal of Cognition and Development, pp. 1-13. ISSN 1524-8372 [Article]

Leonard, Hayley C.; Annaz, Dagmara; Karmiloff-Smith, Annette and Johnson, Mark H.. 2011. Developing spatial frequency biases for face recognition in autism and Williams syndrome. Journal of autism and developmental disorders, 41(7), pp. 968-73. ISSN 1573-3432 [Article]

Leonard, Hayley C.; Karmiloff-Smith, Annette and Johnson, Mark H.. 2010. The development of spatial frequency biases in face recognition. Journal of Experimental Child Psychology, 106(4), pp. 193-207. ISSN 0022-0965 [Article]