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Tytuł pozycji:

Addressing social skills deficits in adults with Williams syndrome.

Tytuł :
Addressing social skills deficits in adults with Williams syndrome.
Autorzy :
Fisher MH; Michigan State University, United States. Electronic address: .
Morin L; Michigan State University, United States.
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Źródło :
Research in developmental disabilities [Res Dev Disabil] 2017 Dec; Vol. 71, pp. 77-87. Date of Electronic Publication: 2017 Oct 13.
Typ publikacji :
Journal Article; Randomized Controlled Trial
Język :
English
Imprint Name(s) :
Original Publication: New York : Pergamon Press, c1987-
MeSH Terms :
Cognition*
Interpersonal Relations*
Social Perception*
Social Skills*
Williams Syndrome/*rehabilitation
Adolescent ; Adult ; Caregivers ; Communication ; Dissent and Disputes ; Female ; Focus Groups ; Friends/psychology ; Humans ; Male ; Middle Aged ; Motivation ; Parents ; Social Behavior ; Social Participation ; Williams Syndrome/psychology ; Young Adult
Contributed Indexing :
Keywords: Intellectual disability; Intervention; Social skills; Social skills training program; Williams syndrome
Entry Date(s) :
Date Created: 20171017 Date Completed: 20180710 Latest Revision: 20180710
Update Code :
20210210
DOI :
10.1016/j.ridd.2017.10.008
PMID :
29032288
Czasopismo naukowe
Background: Individuals with Williams syndrome (WS) are hypersocial; yet, they experience social difficulties and trouble with relationships. This report summarizes findings from three studies examining the social functioning of adults with WS and the feasibility of a social skills training program for adults with WS (SSTP-WS) through the examination of performance on initial lesson plans.
Method: Study 1: 114 parents of adults with WS completed the Social Responsiveness Scale-2. Study 2: 10 adults with WS and 12 of their parents participated in focus groups to further describe the deficits identified in Study 1 and to discuss a SSTP-WS. Study 3: 30 adults with WS were randomly assigned to 2 lessons on either conversations or relationships and pre-post change in social skills knowledge was assessed.
Results: Study 1 indicates adults with WS experience severe social impairments in social cognition, and mild-moderate impairments in social awareness and social communication. Qualitative results in Study 2 indicate a SSTP-WS should address conversation skills and relationships. In Study 3, participants showed gains in social skills knowledge following completion of lessons.
Implications: A SSTP-WS may be beneficial for adults with WS. Future research should describe the social needs of individuals with WS at different ages and should further develop a SSTP-WS.
(Copyright © 2017 Elsevier Ltd. All rights reserved.)

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