Understanding Williams Syndrome: Behavioral Patterns and Interventions

By Eleanor Semel; Sue R. Rosner | Go to book overview
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Subject Index

Academic skills, 6, 393
see Arithmetic
see also Education
Activity problems, 272–277
types of problems, 272
fidgeting and stereotyped movements, 274
“hyperactivity” vs. ADHD, 276, 277
overactivity and hyperactivity, 275–277
restlessness, 272, 273
wandering, 274, 275
research summary table, 273
Activity problems, interventions, 335341
control mechanisms, 335–337
behavioral contracts, 337
direct instruction to control
disruptive behaviors, 337
rechanneling tactics for disruptive
behaviors, 336, 337
reinforcement of behaviors
needing improvement, 336
environmental controls, 338, 339
addressing sleep difficulties, 339, 340
reducing distractions, 338
reducing “wandering”, 338, 339
problem analysis of overactivity, 340
professional treatment, 340, 341
behavior modification, 340, 341
cognitive behavior therapy, 341
medication, 341
occupational therapy, 341
task management to reduce
excessive motor responses, 340
verbal mediation strategies, 337, 338
Adaptability problems, 261–263
difficulty following directions, 263, 264
obsessive compulsive behaviors, 263
research summary table, 265
resistance to change, rigidity, 261, 262
Adaptability problems, interventions, 321–326
rigidity, 321–325
environmental controls in providing stability, 321, 322
verbal mediation, 324, 325
dramatization, 325
explanation, 337
planning aids for resistance to
change, 322
preparation for new situations, 324
task management, 322–324
“warning” time, 323
following directions, 325, 326
problem analysis, 325, 326
professional treatment, 326
Apraxia, dyspraxia
see Motor problems
Arithmetic, 229, 231, 233, 246, 389
Attention deficit hyperactivity disorder
(ADHD), 284–289
ADHD criteria, 286
ADHD in WS adults and children, 286, 287
aggression, 288
clinical contrasts between ADHD and WS, 287–289
summary table, clinical contrasts, 289


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