Lecture 3 William's Syndrome Flashcards Preview

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Flashcards in Lecture 3 William's Syndrome Deck (24)
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1
Q

What is William’s Syndrome?

A
A neurodevelopmental disorder that impacts upon an individual's physical, cognitive and behavioural functioning
Involves a genetic diagnosis
Aortic stenosis (narrowing of aortic valve opening), learning difficulties, and distinct facial features
2
Q

What is the genetic basis of WS?

A

A hemizygous deletion of approximately 26-28 genes on chromosome 7q11.23

3
Q

What is the prevalence of WS?

A

Varies from 1 in 7,500 to 1 in 20,000

4
Q

What are the facial features of WS?

A

Elfin like, broad brow, flat nasal bridge, short upturned nose, wide mouth, full lips, irregular dentition

5
Q

What are the differences in the brain in WS?

A

The majority of studies use MRI:

  • Total brain and occipital grey matter volumes are significantly reduced = visuo-spatial processing
  • Amygdala and ventral prefrontal grey matter volumes are significantly increased compared with controls = processing of risk/fear/inhibition of emotion
6
Q

What is the cognitive profile of WS?

A

Mild-moderate learning disability
Mean FSIQ 50-60; stable over time
Relative strengths in language (average VIQ = 63)
Relative strength in face processing and musical ability
Poor visuo-spatial processing (average PIQ = 55)

7
Q

What are the relative strengths in language for WS?

A

Speech production
Phonological STM
Repetitive vocabulary
Grammatical abilities

8
Q

What are the relative difficulties in language for WS?

A

Pragmatics

Reciprocal conversation

9
Q

What are the visuospatial abilities in WS?

A

Poor ability in pattern construction and block design tasks

  • Perhaps related to motor planning deficits
10
Q

How is attention measured in WS (Anti-S)?

A

The anti-saccade task is used.
Individuals are required to orient their eyes away from suddenly appearing peripheral flashes and direct their eye movements to the opposite side of the screen
To do this they must use a considerable amount of eye movement control

WS individuals had problems with attention disengagement (Cornish et al., 2007)

11
Q

How is attention also measured in WS (OT)?

A

In the orienting task, automatic orienting of attention to cues (real and false) was required
WS infants displayed greater interference effects of invalid cues, therefore had problems with visual orienting (Cornish et al., 2007)
Problems with attentional control; suggestion of increased distractibility as age increases

12
Q

What are the implications of these attentional difficulties?

A

Individuals with WS struggle when engaged in attempts at triadic interactions (Mervis, 2003)

13
Q

What are the executive function abilities in WS?

A

Difficulties with planning, WM and inhibition
Planning - Tower of Hanoi
Spatial WM
Inhibition

14
Q

What is the co-morbidity with WS?

A

ADHD (65%), problems with hyperactivity
Specific phobias, WS individuals have problems with fear and anxiety (54%)
Increases in GAD with age

15
Q

What are common fears in children with WS?

A

Failure/criticism
The unknown
Spooky things

16
Q

What are specific fears in children with WS?

A

Being burned in a fire
Getting lost
Being in a fight
Being hit by a car

17
Q

What is the behavioural profile of WS?

A

Friendly, empathetic, social, affectionate, little restraint towards unfamiliar people
socially vulnerable - stranger danger

18
Q

How are WS and ASD different?

A

WS are hyper-sociable, empathetic and have a strength in language
ASD are aloof, withdrawn, have social and communicative impairments

19
Q

What do WS and ASD have in common?

A

distractibility, inflexibility, ritualism, obsessive, pragmatic deficits

20
Q

What are some considerations for WS?

A

Due to good language skills, ability of WS may be overestimated
Vulnerable

21
Q

What are observed similarities between WS and DS?

A

Parents of toddlers with either WS or DS reported that their children displayed similar two year delays in language acquisition

22
Q

How else can WS be diagnosed?

A

Through fluorescent in situ hybridisation (FISH)

23
Q

What can be seen in language used for spatial location?

A

The comprehension and production of language used to describe spatial location has been shown to be impaired in WS

24
Q

What are the impairments in visuospatial processing in WS?

A

Children with WS have a deficit in processing the global aspects of visuospatial stimuli and show a bias in processing local features

  • Stems from a motor planning deficit related to a weak dorsal stream