Suchergebnisse

AbstractBackgroundAlthough parental stress is higher for children with neurodevelopmental disorders (NDs), it is unclear how this stress compares to more commonNDs. The current study compared stress in parents of children with Williams syndrome (WS), Down syndrome (DS) and autism spectrum disorders (ASD). The impact of individual and contextual factors was also explored.MethodParents of children withWS(n = 107),DS(n = 79) andASD(n = 79) completed a background questionnaire, a parental stress questionnaire and a satisfaction with life questionnaire.ResultsAlthough all groups displayed similar levels of parental stress, the factors that influenced this stress differed between the groups. There were also differences for life satisfaction and relationships between parental stress and individual and contextual factors.ConclusionsAlthough parents of children withNDs are not at an increased risk of parental stress, the results suggest that interventions should be syndrome‐specific.

AbstractBackgroundStudies in Down syndrome (DS) and Williams syndrome (WS) have suggested that mathematical abilities are impaired. However, it is unclear which domain‐general or domain‐specific abilities impact on mathematical development in these developmental disorders.MethodThe current study examined the foundations of mathematical development across participants with WS (n = 24) and DS (n = 26) compared to typically developing (TD) children (n = 26) in relation to domain‐general (i.e., general intelligence and visuospatial abilities) and domain‐specific abilities (non‐symbolic and symbolic number abilities).ResultsDevelopmental trajectories showed that mathematical abilities were delayed in line with overall mental age in DS and WS. Whilst visuospatial abilities predicted performance for DS and TD participants, this was not the case for the WS group, instead Approximate Number Sense abilities predicted mathematical development.ConclusionsThese findings suggest that those with DS and WS may benefit from different mathematical intervention programmes.

Abstract Previous studies have suggested that typically developing 6‐month‐old infants are able to discriminate between small and large numerosities. However, discrimination between small numerosities in young infants is only possible when variables continuous with number (e.g. area or circumference) are confounded. In contrast, large number discrimination is successful even when variables continuous with number are systematically controlled for. These findings suggest the existence of different systems underlying small and large number processing in infancy. How do these develop in atypical syndromes? Williams syndrome (WS) is a rare neurocognitive developmental disorder in which numerical cognition has been found to be impaired in older children and adults. Do impairments of number processing have their origins in infancy? Here this question is investigated by testing the small and large number discrimination abilities of infants and toddlers with WS. While infants with WS were able to discriminate between 2 and 3 elements when total area was confounded with numerosity, the same infants did not discriminate between 8 and 16 elements, when number was not confounded with continuous variables. These findings suggest that a system for tracking the features of small numbers of object (object‐file representation) may be functional in WS, while large number discrimination is impaired from an early age onwards. Finally, we argue that individual differences in large number processing in infancy are more likely than small number processing to be predictive of later development of numerical cognition.

AbstractAimsPrevious international research has shown that autistic people have difficulty accessing dental care due to sensory processing, anxiety and communication issues. However, it is not known whether autistic adults in the United Kingdom are experiencing similar dental care barriers. The current study investigated autistic adults' dental experiences in the United Kingdom.Methods and resultsA mixed methods survey was given to self‐selecting autistic (n = 37) and non‐autistic adults (n = 43) to compare whether autistic individuals had more negative experiences than non‐autistic individuals. Closed questions asked about anxiety, patient‐practitioner communication, satisfaction and the dental environment. Open questions asked about autism‐specific dental challenges, what works well at the dentist, and improving autistic individuals' experiences. Responses were analyzed using thematic analysis. Overall, results demonstrated that autistic adults in the United Kingdom have more negative dental experiences than non‐autistic adults. These predominantly related to interactions with dental practitioners, a challenging sensory environment, anxiety, pain, and disclosure. Participants recommended sensory environment adaptations, ways to increase preparedness, longer appointments, and individual accommodations.ConclusionThis study offers best‐practice strategies for working with autistic patients and highlights the importance of dentists working with autistic individuals to maximize the quality of care and outcomes for this underserved population.

AbstractWilliams syndrome (WS) is a rare genetic syndrome. As with all rare syndromes, obtaining adequately powered sample sizes is a challenge. Here we present legacy data from seven UK labs, enabling the characterisation of cross‐sectional and longitudinal developmental trajectories of verbal and non‐verbal development in the largest sample of individuals with WS to‐date. In Study 1, we report cross‐sectional data between N = 102 and N = 209 children and adults with WS on measures of verbal and non‐verbal ability. In Study 2, we report longitudinal data from N = 17 to N = 54 children and adults with WS who had been tested on at least three timepoints on these measures. Data support the WS characteristic cognitive profile of stronger verbal than non‐verbal ability, and shallow developmental progression for both domains. Both cross‐sectional and longitudinal data demonstrate steeper rates of development in the child participants than the adolescent and adults in our sample. Cross‐sectional data indicate steeper development in verbal than non‐verbal ability, and that individual differences in the discrepancy between verbal and non‐verbal ability are largely accounted for by level of intellectual functioning. A diverging developmental discrepancy between verbal and non‐verbal ability, whilst marginal, is not mirrored statistically in the longitudinal data. Cross‐sectional and longitudinal data are discussed with reference to validating cross‐sectional developmental patterns using longitudinal data and the importance of individual differences in understanding developmental progression.

Individuals with special education needs have been particularly affected by the COVID-19 pandemic as they have been shown to be at high risk of losing medical and institutional support at a time when people are being asked to stay isolated, suffering increased anxiety and depression as a consequence. Their families have often found themselves under tremendous pressure to provide support, engendering financial hardship, and physical and emotional strains. In such times, it is vital that international collaborations assess the impact on the individuals and their families, affording the opportunity to make national and international comparisons of how people have coped and what needs to be done to optimize the measures taken by families, associations and governments. This paper introduces one such collaboration.