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Children with Williams Syndrome: Language, Cognitive, and Behavioral Characteristics and their Implications for

Carolyn B Mervis1, Shelley L Velleman

  • 1Department of Psychological and Brain Sciences, 317 Life Sciences Building, University of Louisville, Louisville, KY 40292, 502-852-3604.

Perspectives on Language Learning and Education
|July 4, 2012
PubMed

Insights

Williams syndrome (WS) is a rare genetic disorder affecting development. Early speech-language intervention and support are vital for children with WS to address their unique communication challenges.

Area of Science:

  • Genetics
  • Developmental Pediatrics
  • Linguistics

Background:

  • Williams syndrome (WS) is a rare genetic disorder with a complex psycholinguistic profile.
  • Individuals with WS often exhibit specific cognitive and linguistic strengths and weaknesses.
  • Associated medical conditions include heart disease, hearing loss, and developmental delays.

Purpose of the Study:

  • To summarize the key characteristics of Williams syndrome.
  • To outline the typical psycholinguistic profile in children with WS.
  • To emphasize the importance of speech-language intervention for WS patients.

Main Methods:

  • Review of existing literature on Williams syndrome.
  • Analysis of psycholinguistic assessments in individuals with WS.
  • Synthesis of clinical observations regarding communication development.

Main Results:

  • WS presents with a distinct pattern of cognitive and linguistic abilities and deficits.
  • Strengths are often noted in concrete vocabulary and phonological processing.
  • Weaknesses are common in relational language, reading comprehension, and pragmatic skills.

Conclusions:

  • Speech-language intervention is critical for managing communication difficulties in Williams syndrome.
  • Tailored support and advocacy are essential for individuals with WS.
  • Understanding the WS profile aids in developing effective therapeutic strategies.

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