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Erasmus E. Breaking the Mould: A Theory Explaining How Young Adults Living with WS Learn Life Skills through Music. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:49. [PMID: 35010310 PMCID: PMC8744664 DOI: 10.3390/ijerph19010049] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 12/10/2021] [Accepted: 12/16/2021] [Indexed: 06/14/2023]
Abstract
This article presents a theory explaining how young adults living with Williams syndrome (WS) learn life skills through music. The article answers the question: What theory explains how young adults living with WS learn life skills through music? The theory presented in this article is informed by principles of care ethics and compassionate music education and theories of wellbeing and flourishing. The theory is further informed by empirical data, including data collected during semi-structured interviews, casual conversations, observations, field notes, and social media and blog posts collected at Berkshire Hills Music Academy, Massachusetts, USA, over six weeks. Thematic analysis was the data analysis strategy. The theoretical proposition represented by the findings is: (i) If young adults living with WS have the opportunity to learn through engagement in music activities within a safe environment in which they are engaged, supported, appreciated, motivated, feel that they belong and feel that they are competent, and (ii) if educators are willing to focus on the abilities of these young adults by putting their needs first, (iii) then young adults living with WS should be able to overcome various challenges and ultimately develop the life skills they need to live well.
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Affiliation(s)
- Ewie Erasmus
- Musical Arts in South Africa: Resources and Applications (MASARA), School of Music, North-West University, Potchefstroom 2520, South Africa
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2
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Mortillo M, Mulle JG. A cross-comparison of cognitive ability across 8 genomic disorders. Curr Opin Genet Dev 2021; 68:106-116. [PMID: 34082144 DOI: 10.1016/j.gde.2021.04.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Revised: 03/01/2021] [Accepted: 04/08/2021] [Indexed: 12/23/2022]
Abstract
Genomic disorders result from rearrangement of the human genome. Most genomic disorders are caused by copy number variants (CNV), deletions or duplications of several hundred kilobases. Many CNV loci are associated with autism, schizophrenia, and most commonly, intellectual disability (ID). However, there is little comparison of cognitive ability measures across these CNV disorders. This study aims to understand whether existing data can be leveraged for a cross-comparison of cognitive ability among multiple CNV. We found there is a lack of harmonization among assessment instruments and little standardization for reporting summary data across studies. Despite these limitations, we identified a differential impact of CNV loci on cognitive ability. Our data suggest that future cross-comparisons of CNV disorders will reveal meaningful differences across the phenotypic spectrum, especially if standardized phenotypic assessment is achieved.
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Affiliation(s)
- Michael Mortillo
- Department of Human Genetics, Emory University, Atlanta, GA, United States
| | - Jennifer G Mulle
- Department of Human Genetics, Emory University, Atlanta, GA, United States.
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Walton JR, Martens MA, Moore-Clingenpeel M. Brief Report: Evaluating the Effectiveness of Music to Obtain More Accurate Blood Pressure Readings in Children with Williams Syndrome. J Autism Dev Disord 2021; 52:871-876. [PMID: 33761061 DOI: 10.1007/s10803-021-04970-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/10/2021] [Indexed: 11/25/2022]
Abstract
This study examined if listening to music will improve the accuracy of blood pressure (BP) readings in children with Williams syndrome (WS). Fifty-two participants (7-12 years) were randomly assigned to a music or non-music group. BPs were obtained at two time points. There was a significant decrease in both systolic and diastolic BP from Time 1 to Time 2 for everyone. Participants from the music group had lower systolic BP readings at Time 2 than participants in the non-music group (Cohen's d = 0.33). Systolic BP readings were approximately 3.8 mmHg lower in the music group. Music may be beneficial in obtaining more accurate systolic BP readings in children with WS.
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Affiliation(s)
- Jennifer R Walton
- Department of Pediatrics, Nationwide Children's Hospital, 700 Children's Drive, Columbus, OH, 43205, USA.
| | - Marilee A Martens
- Department of Behavioral Health, Nationwide Children's Hospital, Columbus, OH, 43205, USA
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Weiss MW, Sharda M, Lense M, Hyde KL, Trehub SE. Enhanced Memory for Vocal Melodies in Autism Spectrum Disorder and Williams Syndrome. Autism Res 2021; 14:1127-1133. [PMID: 33398938 DOI: 10.1002/aur.2462] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Revised: 11/12/2020] [Accepted: 12/15/2020] [Indexed: 12/27/2022]
Abstract
Adults and children with typical development (TD) remember vocal melodies (without lyrics) better than instrumental melodies, which is attributed to the biological and social significance of human vocalizations. Here we asked whether children with autism spectrum disorder (ASD), who have persistent difficulties with communication and social interaction, and adolescents and adults with Williams syndrome (WS), who are highly sociable, even indiscriminately friendly, exhibit a memory advantage for vocal melodies like that observed in individuals with TD. We tested 26 children with ASD, 26 adolescents and adults with WS of similar mental age, and 26 children with TD on their memory for vocal and instrumental (piano, marimba) melodies. After exposing them to 12 unfamiliar folk melodies with different timbres, we required them to indicate whether each of 24 melodies (half heard previously) was old (heard before) or new (not heard before) during an unexpected recognition test. Although the groups successfully distinguished the old from the new melodies, they differed in overall memory. Nevertheless, they exhibited a comparable advantage for vocal melodies. In short, individuals with ASD and WS show enhanced processing of socially significant auditory signals in the context of music. LAY SUMMARY: Typically developing children and adults remember vocal melodies better than instrumental melodies. In this study, we found that children with Autistic Spectrum Disorder, who have severe social processing deficits, and children and adults with Williams syndrome, who are highly sociable, exhibit comparable memory advantages for vocal melodies. The results have implications for musical interventions with these populations.
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Affiliation(s)
- Michael W Weiss
- International Laboratory for Brain, Music, and Sound Research, Montreal, Quebec, Canada
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Megha Sharda
- International Laboratory for Brain, Music, and Sound Research, Montreal, Quebec, Canada
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Miriam Lense
- Department of Otolaryngology - Head and Neck Surgery, Vanderbilt University Medical Center; Vanderbilt Kennedy Center; Vanderbilt Brain Institute, Nashville, Tennessee, USA
| | - Krista L Hyde
- International Laboratory for Brain, Music, and Sound Research, Montreal, Quebec, Canada
- Faculty of Medicine, McGill University, Montreal, Quebec, Canada
| | - Sandra E Trehub
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada
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Abstract
La memoria es una función cognitiva que permite al ser humano adquirir, almacenar y recuperar información. Dentro de la literatura se identifican diversos factores que tienen la capacidad de modificar la capacidad mnémica, así como también afectar las diferentes fases de formación de la memoria. En este sentido el objetivo del presente artículo de revisión sistemática estuvo orientado a presentar los antecedentes en cuanto al efecto de la música, como entrenamiento musical prolongado, así como intervención focal, sobre esta función cognitiva. Se seleccionaron 39 artículos de investigación empírica extraídos de diversas bases de datos. A través de la evidencia presentada se concluye que las propuestas musicales representan una potencial herramienta para abordar no sólo el estudio de la memoria, sino también para la estimulación y rehabilitación de la misma.
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Thakur D, Martens MA, Smith DS, Roth E. Williams Syndrome and Music: A Systematic Integrative Review. Front Psychol 2018; 9:2203. [PMID: 30487769 PMCID: PMC6246687 DOI: 10.3389/fpsyg.2018.02203] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2018] [Accepted: 10/24/2018] [Indexed: 11/13/2022] Open
Abstract
Background: Researchers and clinicians have often cited a strong relationship between individuals with Williams syndrome (WS) and music. This review systematically identified, analyzed, and synthesized research findings related to WS and music. Methods: Thirty-one articles were identified that examined this relationship and were divided into seven areas. This process covered a diverse array of methodologies, with aims to: (1) report current findings; (2) assess methodological quality; and (3) discuss the potential implications and considerations for the clinical use of music with this population. Results: Results indicate that individuals with WS demonstrate a high degree of variability in skill and engagement in music, presenting with musical skills that are more in line with their cognitive abilities than chronological age (CA). Musical strengths for this population appear to be based more in musicality and expressivity than formal musical skills, which are expressed through a heightened interest in music, a greater propensity toward musical activities, and a heightened emotional responsiveness to music. Individuals with WS seem to conserve the overall structure of musical phrases better than they can discriminate or reproduce them exactly. The affinity for music often found in this population may be rooted in atypical auditory processing, autonomic irregularities, and differential neurobiology. Conclusions: More studies are needed to explore how this affinity for music can be harnessed in clinical and educational interventions.
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Affiliation(s)
- Donovon Thakur
- Department of Music Therapy, School of Music, Western Michigan University, Kalamazoo, MI, United States
| | - Marilee A Martens
- Department of Behavioral Health, Child Development Center, Nationwide Children's Hospital, Columbus, OH, United States.,Department of Pediatrics, College of Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, United States
| | - David S Smith
- Department of Music Therapy, School of Music, Western Michigan University, Kalamazoo, MI, United States
| | - Ed Roth
- Brain Research and Interdisciplinary Neurosciences Laboratory, School of Music, Western Michigan University, Kalamazoo, MI, United States
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Palikara O, Ashworth M, Van Herwegen J. Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? J Autism Dev Disord 2018; 48:3256-3259. [PMID: 29651682 DOI: 10.1007/s10803-018-3578-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
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.
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Affiliation(s)
- Olympia Palikara
- School of Education, Froebel College, University of Roehampton, Roehampton Lane, London, SW15 5PJ, UK.
| | - Maria Ashworth
- Department of Psychology, Kingston University London, London, UK
| | - Jo Van Herwegen
- Department of Psychology, Kingston University London, London, UK
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