Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights

Amanda Gillooly; Deborah Riby; Kevin Durkin; Sinead Rhodes

doi:10.1007/s10803-020-04503-6

Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights

Amanda Gillooly, Deborah Riby, Kevin Durkin, Sinead Rhodes

Research output: Contribution to journal › Article › peer-review

Abstract

Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16- years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype.

Original language	English
Journal	Journal of Autism and Developmental Disorders
DOIs	https://doi.org/10.1007/s10803-020-04503-6
Publication status	Published - 12 May 2020

Keywords

Williams syndrome, peer relationships, social functioning, social skills

Access to Document

10.1007/s10803-020-04503-6Licence: All Rights Reserved

GILLOOLY ET AL_MANUSCRIPT_JADD_Revisions_3.04.20Accepted author manuscript, 66.9 KB

Fingerprint Dive into the research topics of 'Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights'. Together they form a unique fingerprint.

Sinead Rhodes
- Deanery of Clinical Sciences - Senior Clinical/Non-Clinical Research Fellow
- MRC Centre for Reproductive Health
- Edinburgh Neuroscience
- Centre for Clinical Brain Sciences
Person: Academic: Research Active

Cite this

@article{f8dca20d5ad74290a8938b989f87c5c7,

title = "Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights",

abstract = "Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16- years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype. ",

keywords = "Williams syndrome, peer relationships, social functioning, social skills",

author = "Amanda Gillooly and Deborah Riby and Kevin Durkin and Sinead Rhodes",

year = "2020",

month = may,

day = "12",

doi = "10.1007/s10803-020-04503-6",

language = "English",

journal = "Journal of Autism and Developmental Disorders",

issn = "0162-3257",

publisher = "Springer New York LLC",

}

TY - JOUR

T1 - Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights

AU - Gillooly, Amanda

AU - Riby, Deborah

AU - Durkin, Kevin

AU - Rhodes, Sinead

PY - 2020/5/12

Y1 - 2020/5/12

N2 - Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16- years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype.

AB - Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16- years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype.

KW - Williams syndrome, peer relationships, social functioning, social skills

U2 - 10.1007/s10803-020-04503-6

DO - 10.1007/s10803-020-04503-6

M3 - Article

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

ER -