Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? / Olympia PALIKARA in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3256-3259 Titre : Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? Type de document : texte imprimé Auteurs : Olympia PALIKARA, Auteur ; Maria ASHWORTH, Auteur ; Jo VAN HERWEGEN, Auteur Article en page(s) : p.3256-3259 Langues : Anglais (eng) Mots-clés : Academic achievements  Educational provision  Interventions  Transition  Williams syndrome Index. décimale : PER Périodiques Résumé : Williams syndrome (WS) is a rare neurodevelopmental disorder associated with physical health problems, limitations in cognitive abilities and increased risk of mental health difficulties. This profile of complex needs may make it challenging to support children with WS in schools. Surprisingly, in the current international move for inclusion, limited research exists on the educational provision and academic achievements of children with WS, including the non-existing literature on their voices and the perspectives of key stakeholders. This letter calls for additional research on the risk and protective factors associated with the educational outcomes of these children, the perspectives of the children themselves and the development of the evidence-base about the effectiveness of education intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-018-3578-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? [texte imprimé] / Olympia PALIKARA, Auteur ; Maria ASHWORTH, Auteur ; Jo VAN HERWEGEN, Auteur . - p.3256-3259. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3256-3259 Mots-clés : Academic achievements  Educational provision  Interventions  Transition  Williams syndrome Index. décimale : PER Périodiques Résumé : Williams syndrome (WS) is a rare neurodevelopmental disorder associated with physical health problems, limitations in cognitive abilities and increased risk of mental health difficulties. This profile of complex needs may make it challenging to support children with WS in schools. Surprisingly, in the current international move for inclusion, limited research exists on the educational provision and academic achievements of children with WS, including the non-existing literature on their voices and the perspectives of key stakeholders. This letter calls for additional research on the risk and protective factors associated with the educational outcomes of these children, the perspectives of the children themselves and the development of the evidence-base about the effectiveness of education intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-018-3578-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK / V. SIDEROPOULOS in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2021-2036 Titre : Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK Type de document : texte imprimé Auteurs : V. SIDEROPOULOS, Auteur ; H. KYE, Auteur ; Daniel DUKES, Auteur ; Andrea C. SAMSON, Auteur ; Olympia PALIKARA, Auteur ; Jo VAN HERWEGEN, Auteur Article en page(s) : p.2021-2036 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study explored the effects of the pandemic on individuals with Down Syndrome (DS; n=67) compared to other groups with Special Education Needs and Disabilities (SEND; n=48) and their Typically Developing Siblings (TDS; n=56). In total, 115 caregivers reported on their own anxiety and worries and of their children. Anxiety levels for individuals with DS appeared to be lower compared to other SEND populations and to TDS. In terms of worries, individuals with DS worried more about social-related worries but worried less about family-related aspects compared to the other groups. In sum, individuals with DS might show less anxiety but still worried more about specific aspects related to the impact of COVID-19 pandemic on their lives. En ligne : https://doi.org/10.1007/s10803-022-05450-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK [texte imprimé] / V. SIDEROPOULOS, Auteur ; H. KYE, Auteur ; Daniel DUKES, Auteur ; Andrea C. SAMSON, Auteur ; Olympia PALIKARA, Auteur ; Jo VAN HERWEGEN, Auteur . - p.2021-2036. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2021-2036 Index. décimale : PER Périodiques Résumé : The present study explored the effects of the pandemic on individuals with Down Syndrome (DS; n=67) compared to other groups with Special Education Needs and Disabilities (SEND; n=48) and their Typically Developing Siblings (TDS; n=56). In total, 115 caregivers reported on their own anxiety and worries and of their children. Anxiety levels for individuals with DS appeared to be lower compared to other SEND populations and to TDS. In terms of worries, individuals with DS worried more about social-related worries but worried less about family-related aspects compared to the other groups. In sum, individuals with DS might show less anxiety but still worried more about specific aspects related to the impact of COVID-19 pandemic on their lives. En ligne : https://doi.org/10.1007/s10803-022-05450-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective / Jo VAN HERWEGEN in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4030-4038 Titre : Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective Type de document : texte imprimé Auteurs : Jo VAN HERWEGEN, Auteur ; Erica RANZATO, Auteur ; Annette KARMILOFF-SMITH, Auteur ; Victoria SIMMS, Auteur Article en page(s) : p.4030-4038 Langues : Anglais (eng) Mots-clés : Down syndrome  Eye movements  Number development  Williams syndrome Index. décimale : PER Périodiques Résumé : It has been reported that approximate number sense (ANS) task performance is impaired in individuals with Williams syndrome (WS) and Down syndrome (DS). Research with infants has suggested this impairment is caused by sticky fixation in WS and sustained attention deficits for those with DS. This study examined looking patterns of older children and adults with WS (n = 24) and DS (n = 23) during an ANS task compared to typically developing controls matched for chronological age and those matched for mental age. Results showed that, although there were no group differences, looking patterns changed with chronological age for both the WS and DS groups. Looking behaviour related to ANS performance only in the WS group. Implications for interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04110-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective [texte imprimé] / Jo VAN HERWEGEN, Auteur ; Erica RANZATO, Auteur ; Annette KARMILOFF-SMITH, Auteur ; Victoria SIMMS, Auteur . - p.4030-4038. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4030-4038 Mots-clés : Down syndrome  Eye movements  Number development  Williams syndrome Index. décimale : PER Périodiques Résumé : It has been reported that approximate number sense (ANS) task performance is impaired in individuals with Williams syndrome (WS) and Down syndrome (DS). Research with infants has suggested this impairment is caused by sticky fixation in WS and sustained attention deficits for those with DS. This study examined looking patterns of older children and adults with WS (n = 24) and DS (n = 23) during an ANS task compared to typically developing controls matched for chronological age and those matched for mental age. Results showed that, although there were no group differences, looking patterns changed with chronological age for both the WS and DS groups. Looking behaviour related to ANS performance only in the WS group. Implications for interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04110-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2 / Chloe LANE in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1475-1483 Titre : Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2 Type de document : texte imprimé Auteurs : Chloe LANE, Auteur ; Jo VAN HERWEGEN, Auteur ; Megan FREETH, Auteur Article en page(s) : p.1475-1483 Langues : Anglais (eng) Mots-clés : Communication  Language  Pragmatics  Sotos syndrome  Williams syndrome Index. décimale : PER Périodiques Résumé : Sotos syndrome is a congenital overgrowth syndrome associated with intellectual disability. This study investigated communicative abilities of children with Sotos syndrome (n = 31), using the Children's Communication Checklist, second edition. A cross-syndrome approach was used to establish the specificity of these abilities. Children with Williams syndrome (n = 34) were used as a comparison group. In both groups, the majority of participants had communicative impairment. Children with Sotos syndrome had an uneven pragmatic language profile and greater impairment with social relations, compared with restricted interests. Overall, children with Sotos syndrome had difficulties with both language structure and pragmatic language and a specific profile of relative difficulty with using nonverbal communication, using context-appropriate language and understanding peer relationships. En ligne : https://dx.doi.org/10.1007/s10803-018-3842-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2 [texte imprimé] / Chloe LANE, Auteur ; Jo VAN HERWEGEN, Auteur ; Megan FREETH, Auteur . - p.1475-1483. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1475-1483 Mots-clés : Communication  Language  Pragmatics  Sotos syndrome  Williams syndrome Index. décimale : PER Périodiques Résumé : Sotos syndrome is a congenital overgrowth syndrome associated with intellectual disability. This study investigated communicative abilities of children with Sotos syndrome (n = 31), using the Children's Communication Checklist, second edition. A cross-syndrome approach was used to establish the specificity of these abilities. Children with Williams syndrome (n = 34) were used as a comparison group. In both groups, the majority of participants had communicative impairment. Children with Sotos syndrome had an uneven pragmatic language profile and greater impairment with social relations, compared with restricted interests. Overall, children with Sotos syndrome had difficulties with both language structure and pragmatic language and a specific profile of relative difficulty with using nonverbal communication, using context-appropriate language and understanding peer relationships. En ligne : https://dx.doi.org/10.1007/s10803-018-3842-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Sensory Processing in Williams Syndrome: Individual differences and changes over time / Bradley POWELL in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3129-3141 Titre : Sensory Processing in Williams Syndrome: Individual differences and changes over time Type de document : texte imprimé Auteurs : Bradley POWELL, Auteur ; Jo VAN HERWEGEN, Auteur Article en page(s) : p.3129-3141 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Cross-Sectional Studies  Humans  Individuality  Perception  Williams Syndrome/genetics  Hyperacusis  Longitudinal  Sensory processing  Sensory registration  Williams syndrome Index. décimale : PER Périodiques Résumé : This study examined individual differences as well as the development of sensory processing difficulties in children with Williams syndrome (WS) using a cross-sectional (Experiment 1) and longitudinal design (Experiment 2). In Experiment 1, a clustering approach of sensory processing scores suggested two groups. Experiment 2 showed that the clusters identified in Experiment 1 were not stable across development, especially for those with high sensory impairments at either time point. Yet, most children experienced high impairments in sensory registration at both time points, suggesting impaired registration is a core phenotype of sensory processing in children with WS across development. Possible mechanisms, limitations and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05197-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Sensory Processing in Williams Syndrome: Individual differences and changes over time [texte imprimé] / Bradley POWELL, Auteur ; Jo VAN HERWEGEN, Auteur . - p.3129-3141. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3129-3141 Mots-clés : Autism Spectrum Disorder  Cross-Sectional Studies  Humans  Individuality  Perception  Williams Syndrome/genetics  Hyperacusis  Longitudinal  Sensory processing  Sensory registration  Williams syndrome Index. décimale : PER Périodiques Résumé : This study examined individual differences as well as the development of sensory processing difficulties in children with Williams syndrome (WS) using a cross-sectional (Experiment 1) and longitudinal design (Experiment 2). In Experiment 1, a clustering approach of sensory processing scores suggested two groups. Experiment 2 showed that the clusters identified in Experiment 1 were not stable across development, especially for those with high sensory impairments at either time point. Yet, most children experienced high impairments in sensory registration at both time points, suggesting impaired registration is a core phenotype of sensory processing in children with WS across development. Possible mechanisms, limitations and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05197-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK / V. SIDEROPOULOS in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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The Underreporting of Vision Problems in Statutory Documents of Children with Williams Syndrome and Down Syndrome / Hannah HARVEY in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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Understanding Number Line Estimation in Williams Syndrome and Down Syndrome / Victoria SIMMS in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

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Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors / Eric L. OLOFSON in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

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