Responding to Direct Questions by Adolescents with Williams Syndrome and Their Typically Developing Peers

Location

CSU 253

Start Date

25-4-2005 1:15 PM

End Date

25-4-2005 3:15 PM

Student's Major

Speech, Hearing, and Rehabilitation Services

Student's College

Allied Health and Nursing

Mentor's Name

Patricia Hargrove

Mentor's Department

Speech, Hearing, and Rehabilitation Services

Mentor's College

Allied Health and Nursing

Description

Children with Williams syndrome have been described as "children who test as retarded, speak as though gifted, behave sometimes as though emotionally disturbed, and function like the learning disabled" (Semel and Rosner, 2003, p.l). As a result of this complex pattern of performance, researchers have studied their unique characteristics. Research has typically focused on comprehension by standardized tests. However, less attention has been directed to the ability to understand information from conversations and stories. The purpose of this study was to examine the accuracy of responses to direct questions relating to stories (narratives). Six age and gender matched pairs of adolescents with Williams syndrome and typically developing adolescents listened to a prerecorded narrative and responded to direct questions about the narrative. Out of a possible twenty points, the mean score for participants with Williams syndrome was twelve and the mean score for the mean score for the typically developing peers was seventeen. This proved to be a statistically significant difference. Results from this study indicate that adolescents with Williams syndrome performed better than expected for individuals with developmental delays, but lower than their typically developing peers.

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Apr 25th, 1:15 PM Apr 25th, 3:15 PM

Responding to Direct Questions by Adolescents with Williams Syndrome and Their Typically Developing Peers

CSU 253

Children with Williams syndrome have been described as "children who test as retarded, speak as though gifted, behave sometimes as though emotionally disturbed, and function like the learning disabled" (Semel and Rosner, 2003, p.l). As a result of this complex pattern of performance, researchers have studied their unique characteristics. Research has typically focused on comprehension by standardized tests. However, less attention has been directed to the ability to understand information from conversations and stories. The purpose of this study was to examine the accuracy of responses to direct questions relating to stories (narratives). Six age and gender matched pairs of adolescents with Williams syndrome and typically developing adolescents listened to a prerecorded narrative and responded to direct questions about the narrative. Out of a possible twenty points, the mean score for participants with Williams syndrome was twelve and the mean score for the mean score for the typically developing peers was seventeen. This proved to be a statistically significant difference. Results from this study indicate that adolescents with Williams syndrome performed better than expected for individuals with developmental delays, but lower than their typically developing peers.

Recommended Citation

Howk, Kayla; Laura Lindema; Erin Rath; and Amanda Simon. "Responding to Direct Questions by Adolescents with Williams Syndrome and Their Typically Developing Peers." Undergraduate Research Symposium, Mankato, MN, April 25, 2005.
https://cornerstone.lib.mnsu.edu/urs/2005/poster-session-A/2