Mathematical development in Williams syndrome: A systematic review

ConclusionAlthough we know mathematical abilities in WS are impaired, this area is under-researched and there is a lack of longitudinal studies that provide insight into the cognitive mechanisms that underpin mathematical development in WS. Therefore, there is a lack of an evidence-base to inform interventions or educational practice.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research

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Discussion Memory is an important part of what distinguishes higher order species from others. Memory also is part of one’s self-identity. Difficulties in short-term memory can make common, everyday tasks difficult for the person experiencing the problem particularly if it recently occurred and the person’s long-term memory is intact. Difficulties with long-term memory can also have problems when language, events or even one’s own identity are affected. For some people the memory loss is temporary but for others, memory impairments are permanent and must be accepted and accommodated as part of the overall...
Source: PediatricEducation.org - Category: Pediatrics Authors: Tags: Uncategorized Source Type: news
Publication date: February 2020Source: Research in Developmental Disabilities, Volume 97Author(s): Dean D'Souza, Hana D’Souza, Klára Horváth, Kim Plunkett, Annette Karmiloff-SmithAbstractThis cross-syndrome study focuses on sleep and its relationship with language development. Children with neurodevelopmental disorders present with language delay. Typical language development is constrained by numerous factors including sleep. Sleep is often disrupted in adolescents/adults with neurodevelopmental disorders. We therefore hypothesised that sleep may be disrupted, and correlate with language development, i...
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
Conclusions and implicationsA picture of relatively positive sibling adjustment and relationships emerged, but findings of individual differences and some emotional difficulties emphasise the need for an individualised approach to support in families of children with WS.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
Conclusions and implicationsAlthough professionals have a lot of knowledge about the specific neurodevelopmental disorders, further evidence-based training would allow more effective support for children with neurodevelopmental disorders in the classroom but also equip professionals better and raise their confidence in meeting these children’s needs.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
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 ...
Source: Journal of Autism and Developmental Disorders - Category: Psychiatry Authors: Tags: J Autism Dev Disord Source Type: research
We report results from a large-scale integrated transcriptome analysis of peripheral blood in clinically evaluated subjects with WS, ASD and matched controls. We identified significantly differential expressed genes in WS as compared with ASD or controls, even after removing genes spanning the 7q11.23 region. Using weighted gene co-expression network analysis (WGCNA), we found that three co-expression modules were upregulated in WS, and were significantly associated with the intermediate phenotypes such as anxiety and attention problems. Notably, these three co-expression modules were only composed of genes located outside...
Source: GEO: Gene Expression Omnibus - Category: Genetics & Stem Cells Tags: Non-coding RNA profiling by array Homo sapiens Source Type: research
We report results from a large-scale integrated transcriptome analysis of peripheral blood in clinically evaluated subjects with WS, ASD and matched controls. We identified significantly differential expressed genes in WS as compared with ASD or controls, even after removing genes spanning the 7q11.23 region. Using weighted gene co-expression network analysis (WGCNA), we found that three co-expression modules were upregulated in WS, and were significantly associated with the intermediate phenotypes such as anxiety and attention problems. Notably, these three co-expression modules were only composed of genes located outside...
Source: GEO: Gene Expression Omnibus - Category: Genetics & Stem Cells Tags: Expression profiling by array Homo sapiens Source Type: research
ConclusionsDysregulation of the mRNA/miRNA network involving genes outside of the 7q11.23 region is likely related to the complex phenotypes observed in WS patients.
Source: Journal of Child Psychology and Psychiatry - Category: Psychiatry Authors: Tags: Original Article Source Type: research
Conclusions: Critical gaps in the literature are highlighted. Research in this area is especially limited for Down syndrome and fragile X syndrome. Future directions for taking learning theories into account in interventions for children with intellectual disability are discussed, with a focus on the importance of language input. PMID: 30120444 [PubMed - in process]
Source: Language, Speech, and Hearing Services in Schools - Category: Speech-Language Pathology Authors: Tags: Lang Speech Hear Serv Sch Source Type: research
Conclusions Critical gaps in the literature are highlighted. Research in this area is especially limited for Down syndrome and fragile X syndrome. Future directions for taking learning theories into account in interventions for children with intellectual disability are discussed, with a focus on the importance of language input.
Source: Language, Speech, and Hearing Services in Schools - Category: Audiology Source Type: research
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