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Cognitive functioning in adults with Williams syndrome

P Howlin1, M Davies, O Udwin

  • 1Department of Psychology, St George's Hospital Medical School, London, U.K.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|July 21, 1998
PubMed
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Adults with Williams syndrome (WS) show a consistent cognitive and linguistic profile similar to children, with low-level academic and adaptive functioning. This suggests a specific pattern of neurodevelopment in Williams syndrome across age groups.

Area of Science:

  • Neurodevelopmental disorders
  • Cognitive psychology
  • Linguistics

Background:

  • Williams syndrome (WS) is a genetic disorder associated with cognitive and linguistic specificities.
  • Previous research has primarily focused on children with WS, leaving adult profiles less understood.

Purpose of the Study:

  • To assess cognitive, linguistic, and academic functioning in a sample of adults with Williams syndrome.
  • To compare adult WS profiles with existing data from children with WS.
  • To investigate the consistency of the Williams syndrome cognitive and linguistic phenotype across the lifespan.

Main Methods:

  • Cognitive, linguistic, and academic assessments were administered to 62 adults with Williams syndrome (mean age 26 years, mean IQ 61).
  • Subtest scores were analyzed to determine cognitive profiles.

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  • Functioning levels in reading, spelling, arithmetic, and social adaptation were evaluated.

    • Main Results:

    • Smaller differences between Verbal and Performance IQ, and receptive and expressive language skills were observed compared to children with WS.
    • Subtest analysis revealed a cognitive profile highly similar to that found in children with WS.
    • Academic skills (reading, spelling, arithmetic) and social adaptation remained at a low level, approximating a 6-8-year age equivalent.

    Conclusions:

    • The findings support a syndrome-specific pattern of cognitive, linguistic, and adaptive functioning in Williams syndrome that is consistent from childhood into adulthood.
    • The study highlights the need for tailored educational and support strategies for individuals with WS throughout their lives.