Louise McHugh obtained a Ph.D. from the National University of Ireland, Maynooth, in 2004, after which she became a lecturer at Swansea University. Louise's research interests include: the experimental analysis of language and cognition (particularly, stimulus equivalence and relational frame theory), and the development of complex cognitive skills (perspective-taking, false belief, deception, and delayed discounting). Since obtaining her Ph.D., Louise has published over 10 papers in peer-reviewed journals (and has been cited around 20 times). Based on one of her papers in the area of perspective taking and derived relational responding, Louise has been invited to write a chapter for a new book titled “Relational frame theory for ABA training programs” to be published in 2007, and has been invited to present her work in the area of nodal distance and stimulus equivalence at an international conference in Italy. Louise is also a member of the Association for Behavior Analysis, European Association for Behaviour Analysis, and the Experimental Analysis of Behaviour Group. She currently holds a grant from The Leverhulme Trust and has previously been funded by the British Academy to investigate nodal distance and stimulus equivalence.

(22) Reed, P., Broomfield, L., McHugh, L., McCausland, A., & Leader. G. (in press). Extinction of over-selected stimuli causes emergence of under-selected cues in higher-functioning children with Autistic Spectrum Disorders. Journal of Autism and Developmental Disorders.

(21) McHugh, L. & Reed, P. (in press). Using Relational Frame Theory to build grammar in children with Autistic Spectrum Conditions. The Journal of Speech and Language Pathology and Applied Behaviour Analysis.

(20) Whelan, R. & McHugh, L. (in press). Temporal Discounting of Hypothetical Monetary Rewards by Adolescents, Adults and Older Adults. The Psychological Record.

(19) Osborne, L.A., McHugh, L., Saunders, J., & Reed, P. (in press). A possible contra-indication for early diagnosis of Autistic Spectrum Conditions: Impact on parenting stress. Research in Autism Spectrum Disorders.

(18) McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (in press). Perspective-taking. In Rehfeldt, R. & Barnes-Holmes, Y. (Eds.), Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities. New Harbinger.

(17) Osborne, L.A., McHugh, L., Saunders, J., & Reed, P. (in press). Parental stress affects the impact of early teaching interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders.

(16) Broomfield, L., McHugh, L. & Reed, P. (in press). Re-emergence of under-selected stimuli, after the extinction of over-selected stimuli in an automated match to samples procedure. Research in Developmental Disabilities.

(15) McHugh, L. & Reed, P. (2007). Age trends in stimulus over-selectivity. Journal of the Experimental Analysis of Behavior, 88, 369-380.

(14) Broomfield, L., McHugh, L., & Reed, P. (in press). The effect of observing response procedures the reduction of over-selectivity in match to samples tasks: Immediate but not long term benefits. Research in Developmental Disabilities.

(13) Osborne, L.A., McHugh, L., Saunders, J., & Reed, P. (in press). The effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions. Research in Autism Spectrum Disorders.

(12) McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D., Whelan, R. & Stewart, I. (in press). Knowing me, knowing you: Deictic complexity in false belief understanding. The Psychological Record.

(11) McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D., Stewart, I., Dymond, S. (in press). Deictic relational complexity and the development of deception. The Psychological Record.

(10) McHugh, L., Barnes-Holmes, Y., Barnes-Holmes, D., & Stewart, I. (2006). False Belief as Generalised Operant Behavior. The Psychological Record, 56, 341-364

(9) Dymond, S . & McHugh, L. (2005). Symbolic behaviour and perspective-taking are forms of derived relational responding and can be learned. Behavioral and Brain Sciences, 28, 697.

(8) McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Developmental trends in perspective-taking. The Psychological Record, 54, 115-145.

(7) McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Understanding perspective-taking, false belief, and deception from a behavioural perspective. The Irish Psychologist, 30, 142 – 147.

(6) Barnes-Holmes, Y., McHugh, L., & Barnes-Holmes, D., (2004). Perspective-taking and theory of mind: A relational frame account. The Behaviour Analyst Today, 5, 15-25.

(5) Barnes-Holmes, Y., Barnes-Holmes, D., McHugh, L., & Hayes, S. (2004). Teaching derived relational responding with young children. Journal of Early and Intensive Intervention,1, 56-90.

(4) McHugh, L., Barnes-Holmes, Y., O’Hora, D., & Barnes-Holmes, D. (2004). Perspective-taking: A relational frame analysis. Experimental Analysis of Human Behaviour Bulletin.

(3) McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004) An RFT account of the development of complex cognitive phenomena: Perspective-taking, false belief understanding and deception. International Journal of Psychology and Psychological Therapy , 4, 303-324

(2) Barnes-Holmes, D., Barnes.-Holmes, Y., McHugh, L. & Hayes, S. (2004). Relational frame theory. Some implications for undestanding and treating human psychopathology. International Journal of Psychology and Psychological Therapy, 4, 101-167.

(1) Barnes-Holmes, D., Cochrane, A., Barnes-Holmes, Y., Stewart, I. & McHugh, L. (2004). Psychological Acceptance, Experimental Analyses and Theoretical interpretations. International Journal of Psychology and Psychological Therapy, 4, 210-270.

2008-2009: Reed, P. & McHugh, L. Mechanisms Underlying Transfer of Function After Evaluative Learning. The Leverhulme Trust. £35,869.

2006-2009: Mechanisms underlying transfer of function after evaluative learning. ESRC +3 Studentship, for Charlotte Dack. £45,000

2006-2007: Semantic network growth: the relative contribution of stimulus frequency, reinforcement, and time of acquisition. British Academy Large Grant. £43,134