دانلود رایگان مقاله انگلیسی رفع نقایص مهارت های اجتماعی بزرگسالان با سندرم ویلیامز - الزویر 2017

ABSTRACT

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.

5. General discussion

Together, the three studies in this report highlight the social difficulties adults with WS experience in their interpersonal interactions. Findings from the survey were validated through focus group interviews with both adults with WS and their parents. Suggestions for addressing social skills deficits were then incorporated into four lessons plans developed as a part of a SSTP-WS and were piloted during a summer camp for adults with WS. This process of developing the lesson plans for a SSTP-WS directly responds to a call for action for more intervention research for individuals with WS (Thurman & Fisher, 2015). Specifically, this approach allowed for the development of a disability-specific intervention that accounts for the specific strengths and challenges of adults with WS, while addressing their specific needs (Fidler, Philofsky, & Hepburn, 2007).

Despite their highly social personalities, individuals with WS have trouble establishing and maintaining friendships (Mervis & Klein-Tasman, 2000). To our knowledge, no interventions have been developed to specifically address the social skills deficits of individuals with WS. These three studies, then, are the first to systematically examine the social skills deficits of adults with WS and to use the findings to begin to develop the SSTP-WS.

Future research should continue to examine the unique social skills deficits of individuals with WS and should focus on developing social skills interventions that can be implemented with younger children with WS. Similarly, the educational background and level of independence may vary for adults with WS who live outside the US. Future research should compare the social skills of adults with WS living in the US to those living in other parts of the world.