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Related Concept Videos

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Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Related Experiment Video

Updated: May 11, 2026

Group Synchronization During Collaborative Drawing Using Functional Near-Infrared Spectroscopy
07:53

Group Synchronization During Collaborative Drawing Using Functional Near-Infrared Spectroscopy

Published on: August 5, 2022

Facilitating complex shape drawing in Williams syndrome and typical development.

Kerry D Hudson1, Emily K Farran

  • 1Department of Psychology and Human Development, Institute of Education, UK. k.hudson@ioe.ac.uk

Research in Developmental Disabilities
|May 7, 2013
PubMed
Summary
This summary is machine-generated.

Facilitation techniques improved drawing accuracy in individuals with Williams syndrome (WS), enabling them to copy complex shapes effectively. This suggests potential for drawing and handwriting remediation programs for WS.

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Last Updated: May 11, 2026

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10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

  • Neurodevelopmental disorders
  • Cognitive psychology
  • Visual-motor integration

Background:

  • Individuals with Williams syndrome (WS) exhibit disorganized drawing skills, often attributed to difficulties with spatial relations.
  • Previous research indicates challenges in replicating complex visual information in WS.

Purpose of the Study:

  • To investigate if drawing deficits in WS can be mitigated by using facilitation techniques when copying complex shapes.
  • To assess the impact of reduced cognitive load and visual cues on drawing accuracy in WS.

Main Methods:

  • Participants with WS and typically developing controls copied complex shapes under various facilitation conditions.
  • Facilitation strategies included distinct colors, facilitatory cues, and reduced planning demands (e.g., pre-defined starting points, shape outlines).

Main Results:

  • Facilitation significantly improved drawing accuracy in the WS group, bringing it to a level comparable to controls.
  • Both groups showed highest accuracy when planning demands were minimized through colored figures and clear, grouped visual cues.

Conclusions:

  • This study offers promising evidence that drawing complex shapes in WS can be facilitated.
  • Individuals with WS may benefit from targeted remediation programs for drawing and handwriting difficulties.