Anxiety and spatial navigation in Williams syndrome and Down syndrome

Individuals with Down Syndrome (DS) and individuals with Williams syndrome (WS) present with poor navigation and elevated anxiety. This study is the first to investigate the relationship between these two characteristics, using a cross-syndrome comparison approach. Parent report questionnaires were employed to measure navigation competence and anxiety in N=55 individuals with WS and N=42 individuals with DS. Anxiety was measured using the Spence Children’s Anxiety Scale (SCAS) and a novel measure of navigation anxiety. Navigation was measured using the Santa Barbara Sense of Direction Scale (SBSOD) and a novel measure of navigation competence. Categorical questions were also asked regarding navigation behaviours and difficulties, independent travel and travel training received. Finally respondents answered open-ended questions regarding travel training needs and travel training received. The majority of individuals were not permitted to travel independently. A relationship between navigation anxiety and SBSOD scores (but not navigation competence) was observed for both groups. For the DS group only, separation anxiety was related to SBSOD and navigation scores. Additional impacts on independent navigating related to difficulties specific to road crossing situations, a higher tendency to ask for help in WS than in DS, as well as a strong impact of parental confidence for both groups. This first step to understanding the complex relationship between anxiety and navigation in WS and DS suggests that navigation training should take into account elevated anxiety in these groups, and thus should include training in dealing with unforeseen changes and anxiety management.

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Pathways to language: a naturalistic study of children with Williams syndrome and children with Down syndrome

Journal of Child Language ◽

10.1017/s0305000912000475 ◽

2012 ◽

Vol 40 (1) ◽

pp. 106-138 ◽

Cited By ~ 12

Author(s):

YONATA LEVY ◽

ARIELA EILAM

Keyword(s):

Down Syndrome ◽

Data Collection ◽

Williams Syndrome ◽

Language Delay ◽

Typically Developing ◽

Naturalistic Study ◽

Children With Down Syndrome ◽

Network Properties ◽

Development Of Language ◽

Language Onset

ABSTRACTThis is a naturalistic study of the development of language in Hebrew-speaking children with Williams syndrome (WS) and children with Down syndrome (DS), whose MLU extended from 1·0 to 4·4. Developmental curves over the entire span of data collection revealed minor differences between children with WS, children with DS, and typically developing (TD) controls of similar MLU. Development within one calendar year showed remarkable synchrony among the variables. However, age of language onset and pace of acquisition departed significantly from normal timing. It is argued that in view of the centrality of genetic timing and the network properties of cognition, normal schedules are crucial determinants of intact development. Consequently, with respect to neurodevelopmental syndromes, the so-called ‘language delay’ is indicative of deviance that is likely to impact development in critical ways.

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The relationship between sensory reactivity, intolerance of uncertainty and anxiety subtypes in preschool-age autistic children

Autism ◽

10.1177/13623613211016110 ◽

2021 ◽

pp. 136236132110161

Author(s):

Keren MacLennan ◽

Timothy Rossow ◽

Teresa Tavassoli

Keyword(s):

Separation Anxiety ◽

Intolerance Of Uncertainty ◽

Parent Report ◽

Preschool Age ◽

Autistic Children ◽

Sensory Reactivity ◽

Mediation Analyses ◽

Effective Interventions ◽

Development Of Anxiety ◽

Sensory Hyperreactivity

Sensory reactivity differences are a diagnostic criterion of autism. Sensory hyperreactivity has been linked to intolerance of uncertainty and anxiety in autistic children. However, research is yet to explore the mediating relationships or sensory hyporeactivity, seeking and anxiety subtypes in preschool-age autistic children. Therefore, we aimed to elucidate the relationships between sensory reactivity, intolerance of uncertainty and anxiety subtypes in a heterogeneous group of 54 preschool-age autistic children, age 3–5 years, using observation and parent-report assessments. Correlational analysis found sensory hyperreactivity, intolerance of uncertainty and total anxiety were significantly intercorrelated. In addition, sensory hyperreactivity was significantly correlated with separation anxiety when controlling for autism traits. Serial mediation analyses indicated significant full mediation between sensory hyperreactivity and anxiety through intolerance of uncertainty, and significant full mediation between sensory hyperreactivity and intolerance of uncertainty through anxiety. Our results suggest that sensory hyperreactivity is a key early factor in the development of anxiety, and supports that intolerance of uncertainty is an important interrelated construct in the development and maintenance of anxiety in autism. Our findings have important implications for the development of effective interventions. However, due to limitations with the measures, our research also highlights a pressing need for objective assessments of anxiety and intolerance of uncertainty that can be used with preschool-age autistic children. Lay abstract This study found links between greater sensory hyperreactivity (e.g., over-sensitive to sensory input), intolerance of uncertainty and anxiety, including separation anxiety, in autistic pre-schoolers. Sensory hyperreactivity may predict both anxiety and intolerance of uncertainty, and anxiety and intolerance of uncertainty may both be mutually important, mediating factors. These findings have implications for early anxiety interventions. But there is a pressing need for objective assessments that can be used with preschool-age autistic children.

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The developmental trajectory of disruptive behavior in Down syndrome, fragile X syndrome, Prader–Willi syndrome and Williams syndrome

American Journal of Medical Genetics Part C Seminars in Medical Genetics ◽

10.1002/ajmg.c.31442 ◽

2015 ◽

Vol 169 (2) ◽

pp. 182-187 ◽

Cited By ~ 16

Author(s):

Lauren J. Rice ◽

Kylie M. Gray ◽

Patricia Howlin ◽

John Taffe ◽

Bruce J. Tonge ◽

...

Keyword(s):

Down Syndrome ◽

Fragile X Syndrome ◽

Disruptive Behavior ◽

Williams Syndrome ◽

Fragile X ◽

Developmental Trajectory ◽

Prader Willi Syndrome

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A Multi-Method Investigation of Pragmatic Development in Individuals With Down Syndrome

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-122.4.289 ◽

2017 ◽

Vol 122 (4) ◽

pp. 289-309 ◽

Cited By ~ 12

Author(s):

Michelle Lee ◽

Lauren Bush ◽

Gary E. Martin ◽

Jamie Barstein ◽

Nell Maltman ◽

...

Keyword(s):

Down Syndrome ◽

Executive Function ◽

Theory Of Mind ◽

Parent Report ◽

Standardized Assessments ◽

Pragmatic Competence ◽

Pragmatic Language ◽

Expressive Vocabulary ◽

Pragmatic Development ◽

Mental Age

Abstract This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.

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