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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Association between speech-language, general cognitive functioning and behaviour problems in individuals with Williams syndrome

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Author(s):
Rossi, N. F. ; Giacheti, C. M.
Total Authors: 2
Document type: Journal article
Source: JOURNAL OF INTELLECTUAL DISABILITY RESEARCH; v. 61, n. 7, p. 707-718, JUL 2017.
Web of Science Citations: 2
Abstract

BackgroundWilliams syndrome (WS) phenotype is described as unique and intriguing. The aim of this study was to investigate the associations between speech-language abilities, general cognitive functioning and behavioural problems in individuals with WS, considering age effects and speech-language characteristics of WS sub-groups. MethodsThe study's participants were 26 individuals with WS and their parents. General cognitive functioning was assessed with the Wechsler Intelligence Scale. Peabody Picture Vocabulary Test, Token Test and the Cookie Theft Picture test were used as speech-language measures. Five speech-language characteristics were evaluated from a 30-min conversation (cliches, echolalia, perseverative speech, exaggerated prosody and monotone intonation). The Child Behaviour Checklist (CBCL 6-18) was used to assess behavioural problems. ResultsHigher single-word receptive vocabulary and narrative vocabulary were negatively associated with CBCL T-scores for Social Problems, Aggressive Behaviour and Total Problems. Speech rate was negatively associated with the CBCL Withdrawn/Depressed T-score. Monotone intonation was associated with shy behaviour, as well as exaggerated prosody with talkative behaviour. WS with perseverative speech and exaggerated prosody presented higher scores on Thought Problems. Echolalia was significantly associated with lower Verbal IQ. No significant association was found between IQ and behaviour problems. Age-associated effects were observed only for the Aggressive Behaviour scale. ConclusionsAssociations reported in the present study may represent an insightful background for future predictive studies of speech-language, cognition and behaviour problems in WS. (AU)

FAPESP's process: 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning
Grantee:Deisy das Graças de Souza
Support Opportunities: Research Projects - Thematic Grants