interventions and support

Question 1

William’s syndrome strengths

Answer 1

classed as “relative”

delayed compared to age matched peers
strength in overall profile

strengths:

• verbal language ability
• speech production + fluency
• syntax
• grammar

Question 2

William’s syndrome weaknesses

Answer 2

executive function:

• inhibitory control
• planning
• working memory

visuospatial abilities:
e.g. as measured by the WISC (standardised IQ test)

Question 3

Autism - potential strengths (2)

Answer 3

attention to detail & pattern recognition:

• ‘strong systemising’ abilities = heightened attention to detail and advanced capabilities in pattern recognition

superior visual search skills are consistently reported:
Shirama, Kato & Kashino (2017):

• two visual search tasks and increased the level of difficulty of each task:
• conjunction search
• feature search
  regardless of task difficulty, autistic individuals outperformed neurotypical individuals on every task

Question 4

real life application of autism strengths - study

Answer 4

airport luggage x-ray study

visual search ability to spot objects in an image quickly and accurately

Gonzalez et al (2013)
results:

• ASD + control could identify present target
• ASD improved overtime in identifying when target wasn’t present, control stayed same

conclusion:

• when tasks tap into particular strengths of ASD enhanced performance may be observed
• further research should investigate whether autistic individuals are especially well suited to specific real-world visual search tasks

Question 5

autism - potential weaknesses (2)

Answer 5

executive function:

• inhibitory control
• cognitive flexibility
• working memory

Theory of Mind:

• difficulties in understanding the emotions, thoughts and intentions of others

Question 6

ToM and autism

Answer 6

Sally-Anne study - children with autism often fail at it

BUT research is equivocal/ambiguous - not easily understood/interpreted

Question 7

how are specific interventions and support decided for children

Answer 7

profile of strengths & weaknesses for each child allows clinicians, psychologists, parents & educators to identify the best and most appropriate support for that child

Question 8

4 types of therapy/intervention

Answer 8

physical (William’s syndrome - often have poor muscle tone, balance, coordination):

• physiotherapy

behavioural:

• ABA
• Early Start Denver Model (for autism)

psychological:

• music therapy
• play therapy

language:

• PECS

Question 9

speech and language therapy - PECS

Answer 9

picture exchange communication system (PECS) = form of alternative communication

William’s and autism are associated with delays/difficulties in speech

Question 10

PECS stages (7)

Answer 10

1. picture exchange - swap picture for an item
2. generalise - to other locations/people, can use outside the home
3. two picture exchange - use 2 images to ask for an item
4. sentence construction - add “I want” before pic
5. verbs/adjectives - complex speech aspects
6. answer questions from others - using PECS
7. commenting - complex sentences starting “I see”, “I hear”

Question 11

play therapy - why it is used

Answer 11

adult can meet the child on their level to help them express themselves - helps communication gap, adults may miss nonverbal cues otherwise

children learn to understand the world and their place in it through play

free to act out their inner feelings and deepest emotions

toys can act as symbols and take on greater meaning — if you know what to look for

Question 12

play therapy - session structure (2)

Answer 12

30min - 1hour
1x per week
individual or in a group

directive or non-directive:

• directive = therapist leads by specifying toys or games to use in the session
• non-directive = less structured, child chooses toys and games, therapist observes and participates as appropriate

Question 13

play therapy - techniques

Answer 13

• storytelling
• role play
• toy phones
• puppets, dolls, action figures
• arts and crafts
• blocks and construction

Question 14

impact of play therapy

Answer 14

reduce behaviours associated with ADHD and social anxiety

increase social-emotional competency in autistic children

Question 15

potential benefits of music therapy (6)

Answer 15

• help them listen
• encourage spontaneous play
• strengthens muscles and coordination
• improved concentration (William’s and autism comorbidity with ADHD)
• aid self-expression
• stimulate language development through songs and turn taking

Question 16

music as an educational tool in William’s syndrome - study

Answer 16

teaching kids facts
split into two groups: had formal music training or not (e.g. singing lessons)

results:

• better verbal recall when info was sung for those without music lessons
• those with music lessons showed good recall for written and spoken info

does this show music aids verbal working memory in WS??

Question 17

ABA - what it is, what it improves

Answer 17

applied behavioural analysis

improves social communication and learning skills through positive reinforcement

originally for autism - now used for a range of disorders/conditions

intensive - 40hr / week, 1-1 contact (number of hours has reduced recently)

Question 18

ABA - how does it work

Answer 18

positive conditioning – children are rewarded for showing a desired behaviour

therapist observes the child and consults with the parents and make a plan to address certain behaviours
e.g.:

• reducing tantrums or harmful behaviours
• increasing or improving communication

plan includes specific strategies caregivers, teachers, and the therapist can use to achieve treatment goals

relies on parents and caregivers to help reinforce desired behaviours outside of therapy

Question 19

effectiveness of ABA - early intensive behavioural intervention

Answer 19

Peters-Scheffer et al. (2011)

meta analysis on effectiveness of Early Intensive Behavioural Intervention (a type of ABA)

11 studies with 344 children

EIBI outperformed the control groups on IQ, non-verbal IQ,expressive and receptive languageand adaptive behaviour