Publications
CHILDREN WITH CHRONIC ILLNESSES & FAMILY SUPPORT
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Nabors, L., Liddle, M., Lang, M., Elkins, J., & Kamphaus, A.
Child: Care, Health & Development, 2019
This study found that children with chronic illnesses rely heavily on their families for emotional support during hospitalization — and that siblings play an important, often overlooked role. The research highlights the importance of involving the whole family in care and helping parents recognize when siblings may also need emotional attention and support during a brother or sister's medical experiences.
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Nabors, L. & Liddle, M.
Journal of Child and Family Studies, 2017
Using a creative play-interview method, this study explored how children with chronic illnesses — and their siblings — make sense of hospitalization. Children with illnesses described pain and fear but also resilience and faith, while siblings reported feeling lonely and worried. The findings underscore the need for care teams to attend to both the patient and those who love them.
EVIDENCE-BASED GUIDELINES & CLINICAL PRACTICE RESOURCES
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Liddle, M.
Child Life Council, 2014
A formal evidence-based practice statement summarizing the research on the use of therapeutic play with children in healthcare settings. This document synthesizes the literature on how purposeful play reduces anxiety, builds coping skills, and supports emotional wellbeing during medical experiences — providing a foundation for child life practice nationwide.
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Liddle, M., Bonjour, A., Tyra, C., Kathman, L., Staab, J., & Meier, M.
National Guideline Clearinghouse (Cincinnati Children's BESt), 2013
A nationally recognized best-evidence statement providing practical, evidence-based recommendations for minimizing the pain and distress children experience during injections. The guideline synthesizes research on positioning, distraction, topical anesthetics, and other strategies that clinicians can implement immediately at the bedside.
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Item description
TELEHEALTH & INNOVATIONS IN PEDIATRIC CARE DELIVERY
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Brodar, K., Hong, N., Liddle, M., et al.
Journal of Clinical Psychology in Medical Settings, 2022
When COVID-19 required a rapid shift to telehealth, the team documented a steep drop in psychosocial screening and psychology consultation rates within a pediatric diabetes clinic. Using a structured quality improvement framework, they designed and tested three rounds of changes — ultimately recovering rates to near pre-pandemic levels. This paper offers a practical roadmap for any interdisciplinary team navigating the challenges of virtual care delivery.
AUTISM SPECTRUM DISORDER & DAILY LIVING SKILLS
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Glover, M., Liddle, M., Fassler, C., & Duncan, A.
Journal of Autism and Developmental Disorders, 2022
Using a detailed assessment of 151 autistic adolescents, this study mapped exactly which everyday skills are most challenging — identifying personal care as the greatest area of need, followed by household tasks. Shopping and community skills were relative strengths. Findings help pinpoint where intervention efforts should focus to improve independence.
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Duncan, A., Liddle, M., & Adams, R.
International Journal of Developmental Disabilities, 2021
This study identified distinct subgroups of children with ASD based on their daily living skill profiles, revealing that daily living challenges aren't one-size-fits-all. Recognizing these different profiles allows clinicians to tailor intervention approaches more precisely to each child's needs.
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Duncan, A., Liddle, M., & Stark, L.J.
Clinical Child and Family Psychology Review, 2021
This paper describes the careful, step-by-step development of a structured program to teach real-world skills to autistic teens. By refining the intervention based on feedback from families and participants, the team created a practical, evidence-informed curriculum designed to close the gap between cognitive abilities and everyday independence.
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Duncan, A. & Liddle, M.
Autism Advocate, 2021
A parent-facing article offering practical, actionable guidance for families who want to use everyday moments at home to build independence in their autistic teens. Written for a broad audience, it translates clinical research into tips families can use right away.
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Duncan, A. & Liddle, M.
Cincinnati Children's Hospital Medical Center Blog, 2021
A widely accessible blog post from Cincinnati Children's offering concrete strategies for parents to coach their teens — with or without a disability — through the practical tasks of adult life. From laundry to grocery shopping, this piece bridges research and everyday family life.
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Duncan, A., Liddle, M., Cash, S., Smith, T., & Luevano, C.
Intervention manual, 2019
A structured manual designed to help autistic young adults navigate the transition to college and independent life. Covering skills from managing schedules to self-advocacy, this resource was developed from clinical experience and research to support students in the critical years after high school.
HEALTHCARE EXPERIENCES FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES
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Liddle, M. & Sonnentag, T.L.
Journal of Autism and Developmental Disorders, 2021
This study of 160 children found that individualized "adaptive care plans" — created by child life specialists to address each child's unique challenges — significantly reduced anxiety and improved coping for autistic children during outpatient clinic visits. The research supports a family-centered approach to healthcare that prepares both children and care teams before appointments.
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Birkett, K., Liddle, M., Jones, E., & Paulson, A.
Intellectual and Developmental Disabilities, 2022
Using two detailed case examples from a pediatric rehabilitation setting, this paper illustrates how to strategically match the level of support and clinical staff involvement to a child's specific behavioral risk level. The framework helps ensure that children with challenging behaviors can still access safe, appropriate healthcare without those behaviors becoming a barrier to treatment.
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ILiddle, M., Birkett, K., Bonjour, A., & Risma, K.
Pediatrics, 2018
Published in the flagship journal of the American Academy of Pediatrics, this article presents a systemic, team-based model for improving healthcare delivery to children with developmental disabilities. It describes how child life specialists, psychologists, nurses, and physicians can work together — and with families — to create healthcare experiences that are both safer and less traumatic for children who struggle with medical appointments.