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Sensorimotor and visual perceptual functioning in school-aged children with Williams syndrome
1Department of Occupational Therapy, Kaohsiung Medical University, Kaohsiung, Taiwan.
Insights
Children with Williams syndrome (WS) show significant deficits in sensorimotor and visual perception skills, impacting their daily activities. Interventions should target these functional areas to improve participation.
Area of Science:
- Neurodevelopmental disorders
- Pediatric occupational therapy
- Developmental psychology
Background:
- Williams syndrome (WS) is a genetic disorder associated with developmental challenges.
- Understanding sensorimotor and visual perceptual profiles is crucial for effective intervention in children with WS.
Purpose of the Study:
- To characterize the sensorimotor and visual perceptual performance in school-aged children with WS.
- To examine the relationship between these functions and participation in daily activities.
Main Methods:
- Evaluated 38 children with WS (ages 6-12) using standardized assessments.
- Measures included motor proficiency, sensory processing, visual perception, and adaptive behavior/school function.
Main Results:
- Children with WS demonstrated significant impairments across all sensorimotor and visual perceptual measures.
- Fine motor skills were weaker than gross motor skills; sensory modulation was most affected.
- Impairments correlated with cognitive function (IQ) and impacted activity participation.
Conclusions:
- Characterized sensorimotor and visual organization profiles in children with WS.
- Highlighted the correlation between body functions and activity participation.
- Emphasized the need for interventions improving body functions and functional skills for enhanced participation.
Background:
The purpose of the study was to describe sensorimotor profile and visual perceptual performance in school-aged (6-12 years) children with Williams syndrome (WS). The impacts of sensorimotor and visual perception on participation in WS were examined as well to guide research and evidence-based practices.
Methods:
A total of 38 children with WS aged 6 to 12 years were evaluated with measures of motor performance (Bruininks-Oseretsky of Motor Proficiency-Second Edition), sensory processing (Sensory Profile), visual perceptual abilities (Test of Visual Perception Skills-Third Edition) and activity participation (Vineland Adaptive Behavior Scale, School Function Assessment).
Results:
Children with WS performed significantly less well on all sensorimotor and visual perceptual measures, and 71% of children scored in the impaired range on six or more (one third of ) out of 18 measures. They had weaker fine motor skills than gross motor skills. Sensory modulation was the most impaired among the sensory processing functions. Visual perceptions were all moderately impaired. All the sensorimotor measures and visual perceptual functions correlated to the cognitive functions (IQ) and linked to activity participation measures in WS.
Conclusions:
Our findings characterised the profiles of body functions (sensorimotor functions and visual organisation) of children with DS, and revealed their correlations with activity participation. Interventions focused on improving body functions are needed while stressing the acquisition of functional skills that increase participation in age-appropriate activities.
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