Discussing the early communicative characteristics of preschool children with Williams syndrome

• Main Authors: WANG YUEH-FENG, 王月鳳
• Other Authors: 王淑娟
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/00337693263327590864

碩士 === 國立臺中教育大學 === 早期療育研究所 === 96 === The most obvious attribute of Williams syndrome is their specially social behaviors. This research is for the purpose of discussing the early communicative characteristics of preschool children with Williams syndrome and the communicative differences between them the ordinary children. In order to provide the references to the clinical workers or the minders to detect this kind of children as early as possible and to arrange the early intervention programs for them. The sample of this research includes 12 Williams syndrome children whose developmental age ranged from 16 to 44 month (mean 28.70±7.67), and 12 developmental age mathed ordinary children. This study is conducted by the case study research method with multiple case integrity design, and collected the material of the children communicative abilities by the multi-dimensional way. Two groups of children accepted the Early Social Communication Scale tests. Their guardians filled in the communicative development inventories. One result of this study is that the development of children with Williams syndrome in language domain is delay, and their communicative ability still develop along with their developmental age. But there is no uniform communicative ability performance between each child with Williams syndrome. Another result is that there is no different communicative ability performance in preschool age between the children with Williams syndrome and the ordinary children. According to the conclusion, the researcher suggests that the clinical workers or the minders to arrange the intervention programs for the children with Williams syndrome comparing with the ordinary children’s development stage. When they are training the Williams syndrome children, they need continuously evaluate the children’s communicative ability and performances and to lay emphasis on the speaking and comprehension program.