Mental Health Concerns in Williams Syndrome: Intervention Considerations and Illustrations from Case Examples

Phillips, Kristin D.; Klein-Tasman, Bonnie

doi:10.1080/19315860802627601

Cited by 22 publications

(26 citation statements)

References 33 publications

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“…Consistent with this literature (e.g., Phillips and Klein-Tasman 2009), we found it helpful to use an etiologically-based approach to guide decision making during treatment: treatment modifications were made by considering how to best match the unique behavioral, cognitive and psychiatric phenotype of WS with the core principles and procedures of HRT. The current case report provides additional support for the use of this treatment adaptation approach for those with WS and suggests initial promise for the use of HRT in this population.…”

Section: Discussionsupporting

confidence: 58%

“…In particular, he had difficulty recognizing BFRBs and BFRB “warning signs” during formal awareness training and as they occurred naturally, and he had trouble using competing responses without prompting. Difficulty with self-awareness and skill generalization has been described in cases of WS (Phillips and Klein-Tasman 2009); in Sam’s case, it is likely that other factors contributed to these difficulties as well, such as his young age and ADHD diagnosis. To address these difficulties, particular components of HRT were emphasized by spending more session time on these topics and developing more detailed plans for their implementation.…”

Section: Description Of Treatmentmentioning

confidence: 83%

“…More recently, case studies have reported on the use of established, empirically-supported cognitive-behavioral therapy for treatment of obsessive-compulsive behavior (Klein-Tasman and Albano 2007) and anxiety (Phillips and Klein-Tasman 2009). In both of these studies, an etiologically-informed approach was used to adapt manualized interventions to fit the known behavioral and cognitive phenotype of WS.…”

Section: Williams Syndromementioning

confidence: 99%

“…Previous case reports suggest that children with WS may have difficulty comprehending therapy material that is abstract or conceptual (Phillips and Klein-Tasman 2009), so emphasis was placed on using straightforward behavioral strategies. For example, care was taken to describe the treatment rationale and to teach Sam treatment strategies using concrete explanations with demonstrations wherever possible (e.g., after first defining the competing response, the therapist acted out using a competing response).…”

Section: Description Of Treatmentmentioning

confidence: 99%

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Habit Reversal Therapy for Body-Focused Repetitive Behaviors in Williams Syndrome: A Case Study

Conelea

Klein-Tasman

2013

J Dev Phys Disabil

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Williams syndrome (WS) is genetic neurodevelopmental disorder with a well-characterized cognitive and behavioral phenotype. Research has consistently demonstrated high rates of psychopathology in this population; however, little research has examined the use of empirically-supported psychosocial interventions in those with WS. The current case study reports on the use of Habit Reversal Therapy (HRT) to treat multiple body-focused repetitive behaviors in a child with WS. Although HRT is a well-established cognitive-behavioral intervention for body-focused repetitive behaviors, it has been infrequently used in populations with developmental disabilities. An etiologically-informed approach was used to adapt HRT to fit the known behavioral and cognitive phenotype of WS. Results suggest that HRT may be beneficial for this population. Modified treatment elements are described and future research areas highlighted.

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Section: Discussionsupporting

confidence: 58%

Section: Description Of Treatmentmentioning

confidence: 83%

Section: Williams Syndromementioning

confidence: 99%

Section: Description Of Treatmentmentioning

confidence: 99%

See 2 more Smart Citations

Habit Reversal Therapy for Body-Focused Repetitive Behaviors in Williams Syndrome: A Case Study

Conelea

Klein-Tasman

2013

J Dev Phys Disabil

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“…Such treatments have been shown to be highly effective in the treatment of anxiety in the typically developing population. However, research examining the use of cognitive therapy to treat anxiety in WS remains in its infancy (Klein-Tasman & Albano, 2007;Phillips & Klein-Tasman, 2009). …”

Section: Implications For Treatment Of Anxiety In Wsmentioning

confidence: 99%

Interpretation of Ambiguous Situations: Evidence for a Dissociation Between Social and Physical Threat in Williams Syndrome

Dodd

Porter

2010

J Autism Dev Disord

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Interpretation bias 2 AbstractWilliams Syndrome (WS) is associated with an unusual profile of anxiety, characterised by increased rates of non-social anxiety but not social anxiety ). The present research examines whether this profile of anxiety is associated with an interpretation bias for ambiguous physical, but not social, situations. Sixteen participants with WS, aged 13-34 years, and two groups of typically developing controls matched to the WS group on chronological age (CA) and mental age (MA), participated. Consistent with the profile of anxiety reported in WS, the WS group were significantly more likely to interpret an ambiguous physical situation as threatening than both control groups.However, no between-group differences were found on the ambiguous social situations.

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Longitudinal course of anxiety in children and adolescents with Williams syndrome

Woodruff-Borden

Kistler

Henderson

et al. 2010

American J of Med Genetics Pt C

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The longitudinal course of anxiety disorders in 45 children and adolescents with Williams syndrome was examined. Children were ages 4 to 13 years at the initial assessment. To assess their child’s DSM-IV diagnoses, parents completed a structured diagnostic interview 3 – 9 times at intervals of at least one year. At the first assessment, 60% of the sample presented with at least one anxiety diagnosis; 82.2% received an anxiety diagnosis at some time during the study. Chronic, persistent anxiety within the period 5 years after their initial diagnosis was shown by 62.2% of those with an anxiety diagnosis (51.1% of the entire sample). The most common diagnoses were specific phobias and generalized anxiety disorder. Multilevel logistic regression models were estimated for the presence of any anxiety disorder, specific phobia, and specific phobia of loud noises. Developmental trajectories, expressed as the probability of a positive diagnosis, suggested that the odds of a positive diagnosis did not change with age. IQ was not significantly related to the presence of an anxiety disorder. However, there was a significant relation between executive functioning and anxiety such that the presence of an anxiety diagnosis was associated with increased scores on behavioral regulation, indicative of increased difficulty with inhibitory control of affect and behavior. These findings are discussed in terms of persistence of anxiety over time and the need to develop and test interventions to address the high levels of anxiety experienced by children and adolescents with Williams syndrome.

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Mental Health Concerns in Williams Syndrome: Intervention Considerations and Illustrations from Case Examples

Cited by 22 publications

References 33 publications

Habit Reversal Therapy for Body-Focused Repetitive Behaviors in Williams Syndrome: A Case Study

Habit Reversal Therapy for Body-Focused Repetitive Behaviors in Williams Syndrome: A Case Study

Interpretation of Ambiguous Situations: Evidence for a Dissociation Between Social and Physical Threat in Williams Syndrome

Longitudinal course of anxiety in children and adolescents with Williams syndrome

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