Williams Syndrome and Education

Developed by Katherine Yeacker- Missouri Western State University

Introduction Observed Behaviors and Instruction Methods Educational Approaches

Experiences in the classroom with student X:
● 1 in 10,000 people are directly affected, with 20-30,000 cases in the United States (Williams • Direct Instruction- teach verbal mediation and self-direction
Student X is a 3.5 year old female
● Picky eater- only cheerios
Syndrome Association, 2018) who was diagnosed with Williams • Engage students orally
○ Work on building tolerance to similar food, ex. Chex cereal, but modeling Syndrome at 6 months of age
● Genetic condition caused by the deletion of specific genes within Chromosome 7 • Utilizing a phonics based reading curriculum
behavior and giving social positive feedback
• Teach comprehension skills directly
● Characteristics may include developmental delays, specific physical features, uninhibited social ○ Cheerios as a reinforcer • Teach self-questioning techniques
personalities, mild intellectual disability, and an affinity to music ● Working on answering “what?” questions • Encourage verbalization
○ Using cards with image on them and offering options, prompts include “what do • Teach signal and transition words
you eat?” or “what brushes your teeth?” • Scaffold and teach in steps
● Constant use of “no”
• Use music as a tool in all areas
Medical ○ Offering options
• Use student interests in lessons
• Use peer influence and interaction to supplement and support learning
● Supravalvular Aortic Stenosis (SVAS) is common- the narrowing of hearts aorta or pulmonary ○ Warning her before transitions
• Set goals for social skill development
● Being interrupting to other students during teacher-directed learning/ small group time
arteries • Make use of computers, name stamps, and initials since writing can be difficult
(reading book, etc)
● Risk of blood vessel narrowing and high blood pressure (Global Observatory for Inclusion, 2016) • Velcro in place of ties, buttons, etc.
○ Using a sliding divider to separate her from the group if she becomes to • Let student gesturally or visually cue self
● At risk for Hypercalcemia- elevated calcium levels An elastin gene deletion accounts for
distracting to students
many of the common facial
● Generally associated with low birth weight and slow weight gain ○ Teacher/ para prompts by letting her know why she is being separated and that characteristics

she can rejoin the group when she is ready to be a good listener

References
Global Conservatory for Inclusion. (2016
● Fits/ breaking rules/ acting out

○ Sit her down facing away from other people

Strengths Areas of Concern ○ Teacher leaves her alone and goes to a different part of classroom, comes back DISCOVERING WILLIAMS SYNDROME. (2016, May 20). Retrieved from http://www.globi-observatory.org/discovering-williams-syndrome/

Global Conservatory for Inclusion. (2016, May 20). DISCOVERING WILLIAMS SYNDROME. Retrieved from http://www.globi-observatory.org/discovering-williams-syndrome/
when she has calmed and says “you can come play when you are ready”- does not
● Speech ● Fine motor and gross motor Latson, J. (2017). The Boy Who Loved Too Much: A true story of pathological friendliness. New York: Simon & Schuster.
rejoin on own
● Verbal skills ● Spatial relations Special Education Support Service. (n.d.). Williams Syndrome. Retrieved from https://www.sess.ie/categories/assessed-syndromes/williams-syndrome

● Monitoring daily The New England Regional Genetics Network. (2017). Genetics Education Materials for School Success. Retrieved from https://www.gemssforschools.org/

● Communication ● Concentration ○ Chart where it lists daily accomplishments/ notes as they occur
(Healthjade, 2018) Ontario Teachers' Federation. (n.d.). Williams Syndrome. Retrieved from https://www.teachspeced.ca/williams-syndrome

● Expressive verbal language ● Abstract reasoning ○ For example, directed language use
Williams Syndrome Association. (2017, August 08). Information For Teachers. Retrieved from https://williams-syndrome.org/teacher/information-for-teachers

Williams Syndrome Association. (2018, October 03). What is Williams Syndrome? Retrieved from https://williams-syndrome.org/what-is-williams-syndrome

● Concrete language ● Distractibility ● Greeting Williams Syndrome Association. (2010, May 04). Williams Syndrome and Research. Retrieved from https://williams-syndrome.org/media/williams-syndrome-and-research

○ Williams syndrome causes, symptoms, life expectancy, diagnosis & treatment. (2018, October 14). Retrieved from https://healthjade.com/williams-syndrome/
● Long term memory, especially auditory ● Impulse control Loud, excited, over the top, “hello!” to everyone as she enters

○ Immediately running to give hugs and wanting to be picked up and held

● Social skills ● Visual memory
● Mimics behaviors
● Music, response to music ● Sensitivity to texture and taste
○ Ex. a students making noises at circle time, she mimics but louder and more times

(even when peers behavior is inappropriate or corrected by the teacher, she will Acknowledgments
complete the behavior as well)
● Thanks to the Missouri Western Department of Education and Dr. Chesney
● Fine motor- painting
● Thanks to the Student Government Association and the Student Excellence Fund
○ Working on brush up, down ● Thanks to the Missouri Western State Honors Program
○ Verbal praise and verbal prompt, associate words “up, down” with task
(Google Images, 2018)