Dorothy V. M. Bishop

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Dorothy Bishop

FRS FBA FMedSci
Professor Dorothy Bishop FBA FMedSci FRS.jpg
Dorothy Bishop at the Royal Society admissions day in London, July 2014
Born
Dorothy Vera Margaret Bishop

(1952-02-14) 14 February 1952 (age 72)
Other namesDeevy Bishop
Alma mater
Spouse
​
(m. 1976)​
[1] [2]
Awards
Scientific career
Fields
Institutions
Thesis Comprehension of Grammar Normal and Abnormal Development  (1977)
Doctoral advisor Freda Newcombe
Website deevybee.blogspot.co.uk
www.psy.ox.ac.uk/team/dorothy-bishop

Dorothy Vera Margaret Bishop FRS FBA FMedSci (born 14 February 1952) [1] is a British psychologist specialising in developmental disorders [6] specifically, developmental language impairments. She is Professor of Developmental Neuropsychology and Wellcome Trust Principal Research Fellow in the Department of Experimental Psychology at the University of Oxford, where she has been since 1998. Bishop is Principal Investigator for the Oxford Study of Children's Communication Impairments (OSCCI). She is a supernumerary fellow of St John's College, Oxford.

Contents

Early life and education

Bishop was born on 14 February 1952. [1] In 1973, she earned a Bachelor of Arts degree with Honours in Experimental Psychology from St Hugh's College, University of Oxford. [7] In 1975, she completed her Master of Philosophy in Clinical Psychology at the University of London. [7] In 1978, Bishop completed her Doctor of Philosophy at University of Oxford. [8] [7]

While studying for her undergraduate degree, Bishop developed an interest in cognitive disorders. [7] After her MPhil, she returned to Oxford to work with Freda Newcombe [8] at the Neuropsychology Unit in Radcliffe Infirmary. [7] The careful direction provided by Newcombe steered Bishop towards cases of children with developmental language disorders. [7] This direction launched her career as a developmental neuropsychologist.

Research and career

Bishop conducts research into Psychology, Neuroscience, Language and Developmental disorders. [4] [9] [10] [11] [12] [13] [14] [15] She is one of the co-founders of the video-led campaign, RALLI, which aims to develop awareness of language learning impairments, including Specific language impairment. [16]

Bishop has published some of her academic work as D.V.M. Bishop. This is to avoid any prejudices that may be held against her as a female academic. [3]

Dorothy Bishop is Professor of Developmental Neuropsychology at the University of Oxford. [17] Bishop, funded by the Wellcome Trust, leads a series of research of children's communication disorders. [7] Her research has also been funded by the Medical Research Council (MRC). [18]

Children's Communication Checklist

In 1998, Bishop created what she called the Children's Communication Checklist (CCC). [19] The goal of the CCC was to help diagnose children who did not have an apparent reason for communication errors. The CCC specifically looked to identify pragmatic language and specific language impairments. The CCC allowed Bishop and other researchers to reliably identify language impairments but give clues to other potential disorders which may not have been apparent such as high functioning autism, attention deficit hyperactivity disorder, or Williams syndrome. [20] A second, updated, edition of the CCC was released in 2001.

CATALISE

When Bishop began her studies of cognitive disorders, research to language development was relatively limited. Though more research has been conducted, there is not a cohesive framework of research for specialists to rely on when assessing and diagnosing children with language disorders. In 2016, Bishop began a multiple part Delphi project. In this particular project, Bishop is attempting to define a set criteria for identifying children who may need intervention through a multinational and multidiscipline study. [21] In the first phase of this study, 59 experts of various fields such as education, speech-language therapy, and pediatrics from different countries such New Zealand, the United Kingdom, and United States of America participated in this study to provide a range of expertise and experience. [21] The researchers submitted findings to a panel who agreed with an 80% consensus. [21] In phase two of this project, similar parameters were followed to determine what terminology should be accepted in studies and treatment. [21]

RADLD

Because of her intense study of children's language impairments, Bishop co-founded RADLD (formerly known as RALLI). [22] RADLD is an international advocacy organisation, with a mission statement to "foster a substantial increase in international awareness of DLD". [23] Its committee comprises members from the UK, USA, Canada, China and Australia. RADLD provides resources in over 20 languages, and has ambassadors in over 40 countries. [24]

Awards and honours

Bishop was elected a Fellow of the Royal Society (FRS) in 2014 for "substantial contributions to the improvement of natural knowledge". Her nomination reads: [6]

Dorothy Bishop is the leading researcher on developmental disorders affecting language and communication. Her work has been foundational for the genetics of developmental disorders: she has been a pioneer in the use of twin data to reveal genetic contributions to language disorders, using theoretically motivated measures to refine the heritable phenotype. She has devised measures that differentiate types of language impairment and are now indispensable for both research and clinical diagnosis. By comparing and contrasting dyslexia, specific language impairment and autism, Bishop has challenged views of these as discrete conditions, and illuminated what is shared and distinctive about each disorder.

Bishop is also a Fellow of the British Academy (FBA) and a Fellow of the Academy of Medical Sciences (FMedSci). [25] She has honorary degrees from Lund University, the University of Western Australia and the University of Newcastle upon Tyne. [26]

Personal life

Bishop married Patrick Rabbitt in 1976. [1] [2] As "Deevy Bishop", Bishop has written several humorous crime novels for Amazon Kindle. [27]

Her blog received the runner up recognition for the Good Thinking Society: UK Science Blog Prize 2012. [28]

Related Research Articles

<span class="mw-page-title-main">Dyslexia</span> Specific learning disability characterized by troubles with reading

Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.

Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued due to perspectives of a Reading Readiness model. This model assumes that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill. This approach often led to teaching sub-skills of reading in a decontextualized manner. This style of teaching made it difficult for children to master these early skills, and as a result, did not advance to more advanced literacy instruction and often continued to receive age-inappropriate instruction.

Specific language impairment (SLI) is diagnosed when a child's language does not develop normally and the difficulties cannot be accounted for by generally slow development, physical abnormality of the speech apparatus, autism spectrum disorder, apraxia, acquired brain damage or hearing loss. Twin studies have shown that it is under genetic influence. Although language impairment can result from a single-gene mutation, this is unusual. More commonly SLI results from the combined influence of multiple genetic variants, each of which is found in the general population, as well as environmental influences.

<span class="mw-page-title-main">Uta Frith</span> German developmental psychologist (born 1941)

Uta Frith is a German-British developmental psychologist and Emeritus Professor in Cognitive Development at the Institute of Cognitive Neuroscience at University College London (UCL). She pioneered much of the current research into autism and dyslexia. Her book Autism: Explaining the Enigma introduced the cognitive neuroscience of autism. She is credited with creating the Sally–Anne test along with fellow scientists Alan Leslie and Simon Baron-Cohen. Among students she has mentored are Tony Attwood, Maggie Snowling, Simon Baron-Cohen and Francesca Happé.

<span class="mw-page-title-main">Classic autism</span> Neurodevelopmental condition

Classic autism, also known as childhood autism, autistic disorder, (early) infantile autism, infantile psychosis, Kanner's autism,Kanner's syndrome, or (formerly) just autism, is a neurodevelopmental condition first described by Leo Kanner in 1943. It is characterized by atypical and impaired development in social interaction and communication as well as restricted, repetitive behaviors, activities, and interests. These symptoms first appear in early childhood and persist throughout life.

Margaret Jean Snowling is a British psychologist, and world-leading expert in language difficulties, including dyslexia. From 2012 to 2022 she was President of St John's College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford. Snowling was appointed Commander of the Order of the British Empire (CBE) in 2016 for services to science and the understanding of dyslexia. She was born in South Shields.

<span class="mw-page-title-main">Francesca Happé</span> British neuroscientist

Francesca Gabrielle Elizabeth Happé is Professor of Cognitive Neuroscience and Director of the MRC Social, Genetic and Developmental Psychiatry Centre at the Institute of Psychiatry, Psychology and Neuroscience, King's College London. Her research concerns autism spectrum conditions, specifically the understanding social cognitive processes in these conditions.

<span class="mw-page-title-main">Essi Viding</span> Professor of Developmental Psychopathology

Essi Maria Viding FBA FMedSci is Professor of Developmental Psychopathology at University College London in the Faculty of Brain Sciences, where she co-directs the Developmental Risk and Resilience Unit, and an associate of King's College London's Institute of Psychiatry, Psychology and Neuroscience. Viding's research focuses on development of disruptive behaviour disorders, as well as children and young people's mental health problems more broadly. She uses cognitive experimental measures, brain imaging and genetically informative study designs in her work.

<span class="mw-page-title-main">Sarah-Jayne Blakemore</span> British neuroscientist

Sarah-Jayne Blakemore is Professor of Psychology and Cognitive Neuroscience at the University of Cambridge and co-director of the Wellcome Trust PhD Programme Neuroscience at University College London.

Developmental Language Disorder (DLD) is identified when a child has problems with language development that continue into school age and beyond. The language problems have a significant impact on everyday social interactions or educational progress, and occur in the absence of autism spectrum disorder, intellectual disability or a known biomedical condition. The most obvious problems are difficulties in using words and sentences to express meanings, but for many children, understanding of language is also a challenge. This may not be evident unless the child is given a formal assessment.

The Emanuel Miller Memorial Lectures commemorate the British child psychiatrist Emanuel Miller (1892–1970). The Association for Child and Adolescent Mental Health began them in 1972.

Susan Ellis Weismer is a language and communication scientist known for her work on language development in children with specific language impairment and autism spectrum disorder (ASD). She is the Oros Family Chair and Professor of Communication Sciences and Disorders at the University of Wisconsin–Madison, where she is a Principal Investigator and Director of the Language Processes Lab. She has also served as the Associate Dean for Research, College of Letters and Sciences at the University of Wisconsin–Madison.

James Bruce Tomblin is a language and communication scientist and an expert on the epidemiology and genetics of developmental language disorders (DLD). He holds the position of Professor Emeritus of Communication Sciences and Disorders at the University of Iowa.

Kate Nation is an experimental psychologist and expert on language and literacy development in school age children. She is Professor of Experimental Psychology and Fellow of St. John's College of the University of Oxford, where she directs the ReadOxford project and the Language and Cognitive Development Research Group.

Nicola Botting is a language and communication scientist whose work focuses on language and psychological outcomes of children with low birth weight, autism spectrum disorder, developmental language disorder, and other developmental disabilities. She is Professor of Developmental Disorders, Language & Communication Science at the City University of London. Botting is editor-in-chief of the journal Autism & Developmental Language Impairments.

Marian Diamond Sigman (1941–2012) was a developmental and child clinical psychologist known for her research on autism spectrum disorder (ASD). At the time of her death, she was Professor Emeritus of Psychiatry and Biobehavioral Sciences and Psychology at the University of California, Los Angeles (UCLA).

Social (pragmatic) communication disorder (SPCD), also known as pragmatic language impairment (PLI), is a neurodevelopmental disorder characterized by significant difficulties in the social use of verbal and nonverbal communication. Individuals with SPCD struggle to effectively engage in social interactions, interpret social cues, and use language appropriately in social contexts. This disorder can have a profound impact on an individual's ability to establish and maintain relationships, navigate social situations, and participate in academic and professional settings. Although SPCD shares similarities with other communication disorders, such as autism spectrum disorder (ASD), it is recognized as a distinct diagnostic category with its own set of diagnostic criteria and features.

Catharine Sarah Creswell is a British psychologist and Professor of Developmental Clinical Psychology at the University of Oxford. She specialises in anxiety disorders in children and young people.

Rhea Paul is an American clinical language scientist known for her work in the field of speech-language pathology. She was Founding Chair in the Department of Speech-Language Pathology in the College of Health Professions at Sacred Heart University and a research scientist and affiliate of Haskins Laboratories at Yale University.

Gina Maria Conti-Ramsden is a distinguished language scientist whose work focuses on developmental language disorder (DLD) in children and young adults. She is a founding member of Raising Awareness of Developmental Language Disorder (RADLD), an international organization that advocates for people with DLD. Conti-Ramsden is a Fellow of the Royal College of Speech and Language Therapists. She is Professor Emerita in the Division of Human Communication, Development & Hearing at the University of Manchester where she directs the Manchester Language Study (MLS).

References

  1. 1 2 3 4 5 Anon (2014). "Bishop, Prof. Dorothy Vera Margaret" . Who's Who (online Oxford University Press  ed.). Oxford: A & C Black. doi:10.1093/ww/9780199540884.013.U7646.(Subscription or UK public library membership required.)
  2. 1 2 Anon (2014). "Rabbitt, Prof. Patrick Michael Anthony" . Who's Who (online Oxford University Press  ed.). Oxford: A & C Black. doi:10.1093/ww/9780199540884.013.U31732.(Subscription or UK public library membership required.)
  3. 1 2 Anon (2014). "Citation for the Degree of Doctor of Science Awarded to Professor Dorothy Bishop" (PDF). Newcastle University. Archived from the original (PDF) on 8 May 2014. Retrieved 7 May 2014.
  4. 1 2 Dorothy V. M. Bishop publications indexed by Google Scholar OOjs UI icon edit-ltr-progressive.svg
  5. ↑ Bishop, D. V. M.; Adams, C. (1990). "A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation". Journal of Child Psychology and Psychiatry. 31 (7): 1027–50. doi: 10.1111/j.1469-7610.1990.tb00844.x . PMID   2289942. S2CID   1013188.
  6. 1 2 Anon (2014). "Professor Dorothy Bishop FMedSci FRS". Royal Society. Retrieved 7 May 2014. One or more of the preceding sentences incorporates text from the royalsociety.org website where:
    "All text published under the heading 'Biography' on Fellow profile pages is available under Creative Commons Attribution 4.0 International License.” --Royal Society Terms, conditions and policies at the Wayback Machine (archived 2016-11-11)
  7. 1 2 3 4 5 6 7 Dorothy Bishop's ORCID   0000-0002-2448-4033
  8. 1 2 Bishop, Dorothy Vera Margaret (1977). Comprehension of grammar : normal and abnormal development. ora.ox.ac.uk (DPhil thesis). University of Oxford. OCLC   500385325. EThOS   uk.bl.ethos.449910. Lock-green.svg
  9. ↑ Dorothy V. M. Bishop publications indexed by the Scopus bibliographic database. (subscription required)
  10. ↑ Bishop, D. V. M.; North, T.; Donlan, C. (1996). "Nonword Repetition as a Behavioural Marker for Inherited Language Impairment: Evidence from a Twin Study". Journal of Child Psychology and Psychiatry. 37 (4): 391–403. doi:10.1111/j.1469-7610.1996.tb01420.x. PMID   8735439.
  11. ↑ Stothard, S. E.; Snowling, M. J.; Bishop, D. V.; Chipchase, B. B.; Kaplan, C. A. (1998). "Language-impaired preschoolers: A follow-up into adolescence". Journal of Speech, Language, and Hearing Research. 41 (2): 407–18. doi:10.1044/jslhr.4102.407. PMID   9570592.
  12. ↑ Skuse, D. H.; James, R. S.; Bishop, D. V. M.; Coppin, B.; Dalton, P.; Aamodt-Leeper, G.; Bacarese-Hamilton, M.; Creswell, C.; McGurk, R.; Jacobs, P. A. (1997). "Evidence from Turner's syndrome of an imprinted X-linked locus affecting cognitive function". Nature. 387 (6634): 705–8. Bibcode:1997Natur.387..705S. doi: 10.1038/42706 . PMID   9192895. S2CID   4279874.
  13. ↑ Bishop, D. V. (1997). "Language impairment. Listening out for subtle deficits". Nature. 387 (6629): 129–30. doi: 10.1038/387129a0 . PMID   9144277. S2CID   27366054.
  14. ↑ Bishop, D. V. M.; Snowling, M. J. (2004). "Developmental Dyslexia and Specific Language Impairment: Same or Different?". Psychological Bulletin. 130 (6): 858–86. doi:10.1037/0033-2909.130.6.858. PMID   15535741. S2CID   5448296.
  15. ↑ Bishop, D. V.; Edmundson, A (1987). "Language-impaired 4-year-olds: Distinguishing transient from persistent impairment". The Journal of Speech and Hearing Disorders. 52 (2): 156–73. doi:10.1044/jshd.5202.156. PMID   3573746.
  16. ↑ "RALLI Campaign". bdadyslexia.org.uk. The British Dyslexia Association. Archived from the original on 7 September 2022. Retrieved 14 October 2014.
  17. ↑ "Dorothy Bishop – PSY". psy.ox.ac.uk. Retrieved 21 April 2017.
  18. ↑ Anon (2017). "UK Government grants awarded to Dorothy Bishop". rcuk.ac.uk. Swindon: Research Councils UK. Archived from the original on 20 November 2017.
  19. ↑ Bishop, Dorothy VM (1998). "Development of the children's communication checklist (ccc): a method for assessing qualitative aspects of communicative impairment in children". The Journal of Child Psychology and Psychiatry, and Allied Disciplines. 39 (6): 879–891. doi:10.1111/1469-7610.00388. PMID   9758196.
  20. ↑ Chuthapisith, Jariya; Taycharpipranai, Pasinee; Roongpraiwan, Rawiwan; Ruangdaraganon, Nichara (1 February 2014). "Translation and validation of the Children's Communication Checklist to evaluate pragmatic language impairment in Thai children". Pediatrics International. 56 (1): 31–34. doi:10.1111/ped.12216. ISSN   1442-200X. PMID   24003938. S2CID   23897615.
  21. 1 2 3 4 Bishop, D. V. M.; Snowling, Margaret J.; Thompson, Paul A.; Greenhalgh, Trisha; Consortium, Catalise (2016). "CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children". PLOS One . 11 (7): e0158753. Bibcode:2016PLoSO..1158753B. doi: 10.1371/journal.pone.0158753 . ISSN   1932-6203. PMC   4938414 . PMID   27392128. Open Access logo PLoS transparent.svg
  22. ↑ "Founders - RADLD" . Retrieved 15 February 2024.
  23. ↑ "About - RADLD" . Retrieved 15 February 2024.
  24. ↑ "In Your Country - RADLD" . Retrieved 15 February 2024.
  25. ↑ "Professor Dorothy Bishop". The British Academy. Retrieved 19 October 2018.
  26. ↑ "226: Dr. Dorothy Bishop: Speaking Up About Developmental Language Impairments in Children". People Behind the Science. 2 March 2015. Retrieved 19 October 2018.
  27. ↑ "Annual Report 2014" (PDF). British Psychological Society. p. 22. Archived from the original (PDF) on 19 October 2018. Retrieved 18 October 2018.
  28. ↑ "UK Science Blog Prize 2012 Results". Good Thinking Society. 27 November 2012. Retrieved 19 October 2018.

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