Faculty Collaboration Database

Parent and teacher perspectives about problem behavior in children with Williams syndrome. Am J Intellect Dev Disabil 2015 Jan;120(1):72-86

Date

01/01/2015

Pubmed ID

25551268

DOI

10.1352/1944-7558-120.1.72

Scopus ID

2-s2.0-84920489001 (requires institutional sign-in at Scopus site)   12 Citations

Abstract

Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions, compulsions, picking nose or skin), and social problems, reflecting a robust behavioral phenotype in Williams syndrome present across contexts. Some rater differences were observed; most notably, parents reported more attention and mood difficulties than did teachers, while teachers reported more oppositionality and aggression than did parents. Relations to intellectual functioning, age, and gender were examined. The implications of the findings for understanding the behavioral phenotype associated with Williams syndrome are discussed.

Author List

Klein-Tasman BP, Lira EN, Li-Barber KT, Gallo FJ, Brei NG

Author

Bonita Klein-Tasman BA,MA,PhD Professor in the Psychology department at University of Wisconsin - Milwaukee

MESH terms used to index this publication - Major topics in bold

Adolescent
Child
Child Behavior Disorders
Comorbidity
Faculty
Female
Humans
Male
Parents
Williams Syndrome