Dr Kristelle Hudry
Senior Lecturer, Member of OTARC
College of Science, Health and Engineering
School of Psychology and Public Health
Department of Psychology and Counselling
Olga Tennison Autism Research Centre
- T: +61 3 9479 5649
- F: +61 3 9479 1956
- E: firstname.lastname@example.org
BA (Hons - Psychology) & PhD (Educational Psychology), University of Queensland
Membership of professional associations
International Society for Autism Researchers (INSAR); Australasian Society for Autism Researchers (ASfAR)
Area of study
Dr Kristelle Hudry is a Lecturer in Developmental Psychology in the School of Psychological Science and a member of the Olga Tennison Autism Research Centre (OTARC). She completed her PhD at the University of Queensland in 2006, and held postdoctoral research posts at a number of centres in London until 2010 (i.e., Goldsmith's, UCL Institute of Child Health, Institute of Education, Birkbeck). Her research interests fall broadly in the domain of social-cognition, emotion and communication, both in typical development and in Autism Spectrum Disorders (ASD).
Clinical and health psychology
- Autism Spectrum Disorders
Cognitive and developmental psychology
- Social-cognition in ASD and typical development
PSY1EFP Experimental Foundations of Psychological Science (Lecturer )
PSY2DEV Developmental Psychology (Coordinator and Lecturer)
PSY3ASD Understanding and Treating Autism Spectrum Disorders (Coordinator and Lecturer)
PSY3RPA/RPB Research Project in Psychology A/B (Project Leader)
PSY3RTP Close Relationships: Theory and Practice (Lecturer)
Trainer on the Autism Diagnostic Observation Schedule (ADOS-2; WPS/ACER Approved)
Pickles, A., Harris, V., Green, J., Aldred, C., McConachie, H., Slonims, V., Le Couteur, A., Hudry, K., Charman, T. & the PACT Consortium (2015). Treatment mechanism in the MRC Pre-school Autism Communication Trial: Implications for study design and parent-focussed therapy for children. Journal of Child Psychology and Psychiatry, 56, 162-170.
Young, N., Hudry, K., Trembath, D., & Vivanti, G. (in press). Information seeking in a pedagogical context by children with autism spectrum disorders and children with developmental delays. American Journal on Intellectual and Developmental Disabilities.
Gunn, K.S., Trembath, D. & Hudry, K. (2014). An examination of peer interactions among children with autism and their typically-developing peers. Developmental Neurorehabilitation, 17, 327-338.
Gokcen, E., Petrides, K.V., Hudry, K., Frederickson, N., & Smillie, L.D. (2014). Sub-threshold autism traits: The role of trait emotional intelligence and cognitive flexibility. British Journal of Psychology, 105, 187-199.
Hudry, K., Chandler, S., Bedford, R., Pasco, G., Gliga, T., Elsabbagh, M., Johnson, M. H., Charman, T., & the BASIS Team (2014). Early language profiles in infants at high-risk for autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 154-167.
Nuske, H., Vivanti, G., Hudry, K., & Dissanayake, C. (2014). Pupillometry reveals reduced unconscious emotional reactivity in autism. Biological Psychology, 101, 24-35.
Bedford, R., Gliga, T., Frame, K., Hudry, K., Chandler, S., Johnson, M. & Charman, T. (2013). Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. Journal of Child Language, 40, 29-46.
Clifford, S., Hudry, K., Elsabbagh, M., Charman, T., Johnson, M. H., & the BASIS Team (2013). Temperament in the first two yeras of life in infants at high-risk for autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 673-686.
Elsabbagh, M., Gliga, T., Pickles, A., Hudry, K., Charman, T., Johnson, M. H., & the BASIS Team (2013). The development of face orienting mechanisms in infants at-risk for autism. Behavioral Brain Research, 251, 147-154.
Hudry, K. (2013). Communicative Development Inventories. In F. Volkmar (Ed.), The encyclopedia of autism spectrum disorders. New York: Springer.
Hudry, K., Aldred, C., Wigham, S., Green, J., Leadbitter, K., Temple, K., Barlow, K., McConachie, H., & the PACT Consortium (2013). Predictors of parent-child interaction style in dyads with autism. Research in Developmental Disabilities, 34, 3400-3410.
Lindell, A.K., & Hudry, K. (2013). Atypicalities in cortical structure, handedness, and functional lateralisation for language in autism spectrum disorders. Neuropsychology Review, 23, 257-270.
Senju, A., Tucker, L., Pasco, G., Hudry, K., Elsabbagh, M., Charman, T., & Johnson, M.H. (2013). The importance of the eyes: Communication skills in infants of blind parents. Procedings of the Royal Society B: Biological Sciences, 280 (1760), 20130436.
Vivanti, G., Barbaro, J., Hudry, K., Dissanayake, C., & Prior, M. (2013). Intellectual development in autism spectrum disorders: New insights from longitudinal studies. Frontiers in Human Neuroscience, 7, 354.
Vivanti, G., Hudry, K., Trembath, D., Barbaro, J., Richdale, A., & Dissanayake, C. (2013). Towards the DSM-V criteria for autism: Clinical, cultural and research implications. Australian Psychologist, 48, 258-261.
Barrett, B., Byford, S., Sharac, J., Hudry, K., Leadbitter, K., Temple, K., Aldred, C., Slonims, V., Green, J., & the PACT Consortium (2012). Service and wider societal costs of pre-school children with autism in the UK. Journal of Autism and Developmental Disorders, 42, 797-804.
Elsabbagh, M., Mercure, E., Hudry, K., Chandler, S., Pasco, G., Charman, T., Pickles, A., Baron-Cohen, S., Bolton, P., Johnson, M. H., & the BASIS Team (2012). Infant neural sensitivity to dynamic eye gaze is associated with later emerging autism. Current Biology, 22, 338-342.
Gliga, T., Elsabbagh, M., Hudry, K., Charman, T., Johnson, M., & the BASIS Team (2012). The use of social cues for word learnng in toddlers on the broader autism phenotype. Child Development, 83, 926-938.
Elsabbagh, M., Holmboe, K., Gliga, T., Mercure, E., Hudry, K., Charman, T., Baron-Cohen, S., Bolton, P., Johnson, M., & the BASIS Team (2011). Social and attentional factors during infancy and the later emergence of autism characteristics. In O. Braddick, J. Atkinson, & G. Innocenti (Eds.), Progress in Brain Research, Vol. 189 (pp. 195-208). Burlington: Academic Press.
Petrides, K. V., Hudry, K., Michalaria, G., Swami, V., & Sevdalis, N. (2011). A comparison of the trait emotional intelligence profiles of individuals with and without Asperger syndrome. Autism: The International Journal of Research and Practice, 15, 671-682.
Clifford, S., Hudry, K., Brown, L., Pasco, G., Charman, T., & the PACT Consortium (2010). The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and validity. Research in Autism Spectrum Disorders, 4, 509-525.
Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., LeCouteur, A., Leadbitter, K., Hudry, K., Byford, S., Barrett, B., Temple, K., MacDonald, W., Pickles, A., & the PACT Constortium (2010). Parent-mediated communication-focused treatment in children with autism (PACT): A randomised controlled trial. The Lancet, 375, 2152-2160.
Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., Aldred, C., Howlin, P., Charman, T., & the PACT Constortium (2010). Preschoolers with autism show greater impairment in receptive compared to expressive language abilities. International Journal of Language and Communication Disorders, 45, 681-690.
Nielsen, M., & Hudry, K. (2010). Over-imitation in children with autism and Down syndrome. Australian Journal of Psychology, 62, 67-74.
Hudry, K., & Slaughter, V. (2009). Agent familiarity and emotional context influence the everyday empathic responding of young children with autism. Research in Autism Spectrum Disorders, 3, 74-85.
Heaton, P., Hudry, K., Ludlow, A., & Hill, E. (2008). Superior discrimination of speech pitch and its relationship to verbal ability in autism spectrum disorders. Cognitive Neuropsychology, 25, 771-782.
Charman, T., & Hudry, K., (2007). Commentary on Kasari, C., Freeman, S., & Paparella, T. Interventions targeting joint attention and symbolic play can improve aspects of these skills in young children with autism. Evidence Based Mental Health, 10, 21.
Development of infants at high genetic risk for ASD – Brain and Behaviour
A collaboration with researchers at the Swinburne University BabyLab, examining early markers of ASD in infants. Infants who are at determined to be at high genetic risk for ASD, based on having an older sibling with such a diagnosis, are seen longitudinally from around 4-months of age. Measures of brain response to the environment and physical growth are taken at earlier visits, and behavioural assessments of social-communication skill, play, language and learning ability are undertaken at later visits.
Interaction styles of parents and their young children
Investigation of styles and patterns of parent-child interaction where the child is typically-developing, or has an ASD or other developmental condition. Includes analysis of existing longitudinal datasets and collection of new data to examine the impact of parental factors on interaction styles with the development and skills of their child.
Interconnectedness of social, linguistic, and cognitive abilities in ASD and the general population
Investigation into the extent to which various developmental factors are interconnected in young children with ASD and in individuals in the general population. Specifically, associations between executive function skills, social-cognition, and language skills at the early stages of child development, as well as associations among these domains in adults in the general population, and consideration of the extent to which ASD symptoms are continuous with normative individual-variation. Includes examination of the extent to which skills development might be influenced by factors such as age (in children), level of general cognitive ability, severity of ASD traits/symptoms, and family patterns of interaction.
Effects of Bilingualism on Development of Children with ASD
Investigation of the extent to which children with ASD can be bilingual and the impact of early bilingual exposure on various aspects of development; social-cognitive and language and communication development.