Association between speech–language, general cognitive functioning and behaviour problems in individuals with Williams syndrome

Rossi, N. F. [UNESP]; Giacheti, C. M. [UNESP]

Association between speech–language, general cognitive functioning and behaviour problems in individuals with Williams syndrome

Data

2017-07-01

Autores

Rossi, N. F.

Giacheti, C. M.

Tipo

Artigo

Direito de acesso

Acesso restrito

Resumo

Background: Williams syndrome (WS) phenotype is described as unique and intriguing. The aim of this study was to investigate the associations between speech–language abilities, general cognitive functioning and behavioural problems in individuals with WS, considering age effects and speech–language characteristics of WS sub-groups. Methods: The study's participants were 26 individuals with WS and their parents. General cognitive functioning was assessed with the Wechsler Intelligence Scale. Peabody Picture Vocabulary Test, Token Test and the Cookie Theft Picture test were used as speech–language measures. Five speech–language characteristics were evaluated from a 30-min conversation (clichés, echolalia, perseverative speech, exaggerated prosody and monotone intonation). The Child Behaviour Checklist (CBCL 6-18) was used to assess behavioural problems. Results: Higher single-word receptive vocabulary and narrative vocabulary were negatively associated with CBCL T-scores for Social Problems, Aggressive Behaviour and Total Problems. Speech rate was negatively associated with the CBCL Withdrawn/Depressed T-score. Monotone intonation was associated with shy behaviour, as well as exaggerated prosody with talkative behaviour. WS with perseverative speech and exaggerated prosody presented higher scores on Thought Problems. Echolalia was significantly associated with lower Verbal IQ. No significant association was found between IQ and behaviour problems. Age-associated effects were observed only for the Aggressive Behaviour scale. Conclusions: Associations reported in the present study may represent an insightful background for future predictive studies of speech–language, cognition and behaviour problems in WS.