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Facilitating complex shape drawing in Williams syndrome and typical development

Hudson, Kerry D. and Farran, Emily K. (2013) Facilitating complex shape drawing in Williams syndrome and typical development RESEARCH IN DEVELOPMENTAL DISABILITIES, 34 (7). pp. 2133-2142.

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Abstract

Individuals with Williams syndrome (WS) produce drawings that are disorganised, likely due to an inability to replicate numerous spatial relations between parts. This study attempted to circumvent these drawing deficits in WS when copying complex combinations of one, two and three shapes. Drawing decisions were reduced by introducing a number of facilitators, for example, by using distinct colours and including facilitatory cues on the response sheet. Overall, facilitation improved drawing in the WS group to a comparable level of accuracy as typically developing participants (matched for non-verbal ability). Drawing accuracy was greatest in both groups when planning demands (e.g. starting location, line lengths and changes in direction) were reduced by use of coloured figures and providing easily distinguished and clearly grouped facilitatory cues to form each shape. This study provides the first encouraging evidence to suggest that drawing of complex shapes in WS can be facilitated; individuals with WS might be receptive to remediation programmes for drawing and handwriting.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Psychology
Authors :
NameEmailORCID
Hudson, Kerry D.
Farran, Emily K.e.farran@surrey.ac.uk
Date : 1 July 2013
Funders : Economic and Social Research Council (ESRC), The Williams Syndrome Foundation
DOI : 10.1016/j.ridd.2013.04.004
Copyright Disclaimer : Copyright © 2013 Elsevier Ltd. All rights reserved.
Uncontrolled Keywords : Social Sciences, Science & Technology, Life Sciences & Biomedicine, Education, Special, Rehabilitation, Education & Educational Research, Drawing, Developmental disorders, Williams syndrome, Typical development, Perception, Graphic planning, Remediation, SYNDROME PHENOTYPE, CHILDREN, PERFORMANCE, ABILITIES, SCHOOL, INTERVENTION, INFORMATION, PERCEPTION, CHILDHOOD, ERROR
Depositing User : Diane Maxfield
Date Deposited : 26 Jun 2019 16:00
Last Modified : 26 Jun 2019 16:00
URI: http://epubs.surrey.ac.uk/id/eprint/850218

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