Parents' perspective on the social traits observed in school-age children with autism and children with Williams syndrome.

Individuals with autism spectrum disorders and those with Williams syndrome often have impairments in social behaviors. These two neurodevelopmental disorders are often reputed to be on the opposite ends of the social spectrum, with autistic individuals being socially avoidant and those with Williams syndrome highly social. Most research on children with autism and Williams syndrome has focused on preschool and younger school-age children.

Expressivity in children with autism and Williams syndrome.

Purpose: The purpose of this study is to investigate the social and affective aspects of communication in school-age children with HFA and school-age children with WS using a micro-analytic approach. Social communication is important for success at home, school, work and in the community. Lacking the ability to effectively process and convey information can lead to deficits in social communication.

Parental report of cognitive and social-emotionality traits in school-age children with autism and Williams syndrome.

The majority of the research examining children with Autism Spectrum Disorder (ASD) and Williams Syndrome (WS) focus on the social domain while few have examined cognitive style and emotionality. Accordingly, this current study assessed the day-to-day cognitive and behavioral functioning of school-age children with ASD, WS, and neurotypical development (ND) through caregiver-report inventories to further delineate commonalities and disparities in cognitive and social-emotional traits. Two caregiver-report inventories, the Children's Behavior Questionnaire and the Multidimensional Personality Questionnaire were employed to assess the day-to-day functioning of children ages 7-14 years.

Music Affinity and Emotion in Williams Syndrome.

Williams syndrome (WS) is a neurodevelopmental genetic disorder. Of interest to cognitive scientists is the uneven cognitive profile that is characteristic of the syndrome. In spite of mild to moderate intellectual disability, a complex pattern of strengths and weaknesses is found in their cognitive abilities.

Language and affective facial expression in children with perinatal stroke.

Children with perinatal stroke (PS) provide a unique opportunity to understand developing brain-behavior relations. Previous research has noted distinctive differences in behavioral sequelae between children with PS and adults with acquired stroke: children fare better, presumably due to the plasticity of the developing brain for adaptive reorganization. Whereas we are beginning to understand language development, we know little about another communicative domain, emotional expression.

Association between cerebral shape and social use of language in Williams syndrome.

Williams syndrome (WS) is a neurogenetic disorder resulting from a hemizygous microdeletion at band 7q11.23. It is characterized by aberrant development of the brain and a unique profile of cognitive and behavioral features.