Whilst we acknowledge the limitations in using parent ratings rather than observable behaviour, and in using a new non-standardised questionnaire, our findings have clear
implications for our expectations for problem solving of individuals with neurodevelopmental disorders. First, solving a problem is likely to be very difficult for individuals with DS and WS, and something with which they are likely to need support. Second, problem solving will almost certainly be out of step with verbal abilities in WS, so these should not be used to judge an individual’s competencies. Individuals with DS could be relying on help seeking for success, which would be useful for carers to be aware of when supporting an individual, and they may also rely on keeping possessions in order to circumvent other difficulties. Finally,
the previously established tendency of individuals with WS to become emotional may be impacting negatively on their problem-solving success. Thus, it may be that interventions which work to help people to manage anxiety or other emotions are beneficial for problem- solving success.
In summary, this cross-syndrome comparison is the first to compare real-world parental ratings of executive functioning and problem solving across individuals with Williams syndrome, Down syndrome and typically developing children. It employed a new measure to examine everyday problem solving, and parental ratings reflected the relative difficulty of novel problems compared to routine problems. Participants with Williams syndromes’ perceived likelihood to become emotional was linked to their judged problem-solving success, whilst this was uniquely true for the Down syndrome group for asking for help. The very high percentage of individuals with WS meeting the criteria for clinical significance on the BRIEF reveals the huge difficulties that individuals are encountering. Moreover, their problem-solving success was rated as less likely than that of the DS group, who may be able to use compensatory strategies such as keeping their possessions in order, to cope more effectively with everyday challenges.
Acknowledgements
This research was conducted as part of the PhD studies of the first author, funded by a Bloomsbury Colleges Scholarship. Thanks go to the Williams Syndrome Foundation, the Down Syndrome Association and Branfil Primary School, as well as to Sarah Beck for her early advice and two anonymous reviewers for their helpful comments. We are particularly grateful to all of the parents/carers who took the time to participate.
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Figures and captions
Figure 1. Percentages of each group meeting criterion for clinical significance on the BRIEF. TD = Typically developing; DS = Down syndrome; WS = Williams syndrome; GEC = global executive composite.
Figure 2. Mean (S.E) item score on the BRIEF scales by group.
Figure 4. Group means (S.E) of reaching-the-solution score by question and group. Question A: Getting dressed; B: Brushing teeth; C: Finding a lost possession; D: Packing a bag for the day; E: Putting items away in a wardrobe/chest of drawers.