Capacity to improve fine motor skills in Williams syndrome

Quality of life of Brazilian families who have children with Williams syndrome

This cross-sectional and descriptive study examined the family quality of life (FQoL) among 72 Brazilian families who have children with Williams syndrome, a rare genetic disorder in which most individuals have an intellectual disability, usually mild. Data were collected using sociodemographic and clinical data forms and the Beach Center FQoL Scale. The overall FQoL score was 3.90 ± 0.45, below the limit of four points considered satisfactory. Families felt more satisfied with the family interaction (4.11 ± 0.57), parenting (4.07 ± 0.42), and disability-related support (3.94 ± 0.62) domains, and less satisfied with the family's emotional (3.49 ± 0.73) and physical/material well-being (3.73 ± 0.74) domains. Paternal education, children's cardiopathy and autonomy in activities of daily living explained 24.5% of the variance in the overall FQoL. Measures are necessary to improve the emotional and physical/material well-being of families to reduce the family burden. Monitoring the child's cardiac condition and promoting independence in activities of daily living are also the main procedures.

Gesture-speech integration is related to vocabulary skills in children with developmental language disorder, Williams syndrome and typical development

BACKGROUND

Individuals with developmental language disorder or Williams syndrome are reported to use more gestures than individuals with typical development. However, these two groups differ considerably in visuospatial and language skills, two skills that are hypothesized to shape gesture rate.

AIMS

We first examined whether children with both developmental language disorder and children Williams syndrome do indeed use more gestures. Our second aim was to disentangle the role of vocabulary and visuospatial skills in the use of supplementary gestures (i.e., containing unique information). To account for participant heterogeneity, analyses included both group comparisons and vocabulary and visuospatial skills at an individual level. As a third aim, the role of visuospatial skills was further examined in relation to gestures containing spatial content.

METHODS & PROCEDURES

In a cross-sectional group design, three participant groups watched and then retold a cartoon: children with typical development (n = 25), children with developmental language disorder (n = 25) and children/young people with Williams syndrome (n = 14). Their narrations were transcribed and hand gestures were coded based on gesture-speech integration (redundant, adds information to particular lexical items, gives information that is entirely absent from speech) and spatial content. Participants' expressive vocabulary and visuospatial skills were measured.

OUTCOMES & RESULTS

Between-group comparisons showed that individuals with developmental language disorder or Williams syndrome did indeed use more gestures. Poisson loglinear modelling demonstrated that a relative higher use of supplementary gestures was determined by lower expressive vocabulary skills. Neither the group distinction nor visuospatial skills shaped the supplementary gesture rate nor spatial gesture rate.

CONCLUSIONS & IMPLICATIONS

Regardless of neurodevelopmental condition or typical development, a higher use of supplementary gestures was influenced by expressive vocabulary skills. Children with lower vocabulary skills spontaneously capitalized on the multimodality of communication to express constituents that were not present in their verbal speech. This finding is a promising starting point for future gesture intervention studies examining whether implicit modelling of gesture use can encourage gestures even more in these children and if this allows them to achieve higher linguistic complexity. On a methodological note, the observed intra-group skill variability demonstrates that group comparisons need to be complemented with correlational measures accounting for skills at an individual level.

WHAT THIS PAPER ADDS

What is already known on the subject Children with developmental language disorder and children with Williams syndrome are more inclined to use gestures than typically developing children. Research conducted in adults with typical development points towards the role of lexical and visuospatial skills in gesture use, but it is unclear how these skills shape gesture use in children with atypical development. What this paper adds to existing knowledge This study compares the rate of gestures that convey meaning that is not expressed in speech between the three aforementioned populations. Novel is the inclusion of the group distinction, individual lexical skills, and visuospatial skills in one encompassing statistical model. What are the potential or actual clinical implications of this work? The inclination to use gestures that replace speech is related to lexical skills. Visuospatial skills do not seem to play a role and should not be considered as a factor when thinking about gesture intervention. Understanding how gestures relate to specific skills is a first step to understanding how gesture interventions can bolster language production.

Sigma frequency dependent motor learning in Williams syndrome

There are two basic stages of fine motor learning: performance gain might occur during practice (online learning), and improvement might take place without any further practice (offline learning). Offline learning, also called consolidation, has a sleep-dependent stage in terms of both speed and accuracy of the learned movement. Sleep spindle or sigma band characteristics affect motor learning in typically developing individuals. Here we ask whether the earlier found, altered sigma activity in a neurodevelopmental disorder (Williams syndrome, WS) predicts motor learning. TD and WS participants practiced in a sequential finger tapping (FT) task for two days. Although WS participants started out at a lower performance level, TD and WS participants had a comparable amount of online and offline learning in terms of the accuracy of movement. Spectral analysis of WS sleep EEG recordings revealed that motor accuracy improvement is intricately related to WS-specific NREM sleep EEG features in the 8–16 Hz range profiles: higher 11–13.5 Hz z-transformed power is associated with higher offline FT accuracy improvement; and higher oscillatory peak frequencies are associated with lower offline accuracy improvements. These findings indicate a fundamental relationship between sleep spindle (or sigma band) activity and motor learning in WS.

Where is the 'subjective straight ahead' in Williams syndrome?

BACKGROUND

Individuals with Williams Syndrome (WS) are known to have particular difficulties when performing visuo-spatial tasks, which could be related to their difficulties in using a specific reference system to determine spatial relations. The aim of the present study was to assess the internal representation of the body's sagittal plane, which is an important benchmark for an egocentric frame of reference.

METHOD

The results of 18 WS individuals (mean age = 20.5 ± 9.2 years) on the subjective straight ahead (SSA) task were compared with those of two healthy control groups composed of 36 participants matched on chronological age matched on chronological age (CA) and 30 young children matched on non-verbal intellectual ability (YC).

RESULTS

Individuals with WS showed a significant left deviation on the SSA body's sagittal plane representation compared with the chronological age control group and a marginal left deviation compared with the young children control group. A comparison with the objective SA (0°) showed a significant leftward deviation in the WS group but not in the two control groups.

CONCLUSIONS

Individuals with WS showed a significant leftward deviation in the SSA task. This bias of the body's longitudinal axe representation could have a negative impact on the use of an egocentric reference system, which could be the cause for their difficulties in defining spatial relations (e.g. location and orientation) necessary for performing spatial tasks.