Perceived Anxiety in Family Caregivers of Individuals with Autism Spectrum Disorder, Down Syndrome and Williams Syndrome during the Lockdown of the First COVID-19 Wave in Spain.

The lockdown during the first wave of COV- ID-19 in Spain has been related to higher levels of anxiety in the general population. However, the emotional impact on Spanish caregivers of individuals with neurodevelopmental disorders (NDD) has not been studied so far.

Ansiedad percibida en familiares cuidadores de personas con trastorno del espectro autista, síndrome de Down y síndrome de Williams durante el confinamiento de la primera ola por COVID-19 en España / perceived anxiety in family caregivers of individuals with autism spectrum disorder, down syndrome and williams syndrome during the lockdown of the first COVID-19 wave in Spain

Antecedentes. El confinamiento durante la primera oleada de COVID-19 en España se ha relacionado con niveles mayores de ansiedad en la población general. Sin embargo, no se ha estudiado el impacto emocional en los cuidadores de personas con trastornos del neurodesarrollo (TND).Método. Se distribuyó un cuestionario a las organizaciones que prestan apoyo a las personas con TND y sus familias. Se analizaron los datos de los cuidadores de personas con trastorno del espectro autista (TEA) (N=17), síndrome de Down (N=25) y síndrome de Williams (N=18).Resultados. Los cuidadores informaron de preocupaciones relacionadas con la situación de pandemia y confinamiento. Los cuidadores de personas con TEA mostraron mayor preocupación sobre los conflictos familiares. Los tres grupos informaron de niveles de ansiedad más altos durante el confinamiento. Predijeron la ansiedad el trastorno de ansiedad previo y el diagnóstico del hijo/a. Conclusiones. Los predictores de ansiedad en los cuidadores de individuos con TND difieren de los reportados previamente en la población general española. Los resultados sugieren que el confinamiento fue especialmente duro paralas familias de personas con TEA. Las políticas públicas deberían considerar las necesidades de las personas con TND y sus cuidadores para minimizar las consecuencias negativas de la pandemia. (AU)

Background. The lockdown during the first wave of COVID-19 in Spain has been related to higher levels of anxietyin the general population. However, the emotional impact on Spanish caregivers of individuals with neurodevelopmental disorders (NDD) has not been studied so far. Methods. An online questionnaire was distributed to Spanish organisations providing support to individuals with NDD and their families. Data from caregivers of individuals with autism spectrum disorder (ASD) (N = 17), Down syndrome (DS)(N = 25) and Williams syndrome (WS) (N = 18) were analysed. Results. All caregivers reported concerns directly related to the pandemic and lockdown situation. Caregivers of individuals with ASD showed higher level of concern about the possibility of family conflict. All three groups reported higher levels of anxiety during the lockdown. Anxiety was predicted by previous anxiety disorder and the child’s diagnosis. Conclusions. Predictors of anxiety in caregivers of individuals with NDD differ from those previously reported in the general Spanish population. The results suggest that confinement in Spain was especially demanding for families of individuals with ASD. Public policies should consider the particular needs of people with NND and their caregivers to minimise the negative consequences of the ongoing pandemic.(AU)

Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK.

The present study explored the effects of the pandemic on individuals with Down Syndrome (DS; n = 67) compared to other groups with Special Education Needs and Disabilities (SEND; n = 48) and their Typically Developing Siblings (TDS; n = 56). In total, 115 caregivers reported on their own anxiety and worries and of their children. Anxiety levels for individuals with DS appeared to be lower compared to other SEND populations and to TDS. In terms of worries, individuals with DS worried more about social-related worries but worried less about family-related aspects compared to the other groups. In sum, individuals with DS might show less anxiety but still worried more about specific aspects related to the impact of COVID-19 pandemic on their lives.

The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK.

COVID-19 has affected people across the world. The current study examined anxiety and worries during the first UK national lockdown in March 2020. Parents (n = 402) reported on their own anxiety and worries as well as that of their son/daughter with Special Education Needs and Disabilities (SEND) and typically developing (TD) child (n = 186) at three time points. Although both groups showed increased anxiety across the three time points, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19. In addition, worries differed between the groups showing that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings.

Understanding Number Line Estimation in Williams Syndrome and Down Syndrome.

Previous studies suggest that tasks dependent on the mental number line may be difficult for Williams Syndrome (WS) and Down Syndrome (DS) groups. However, few have directly assessed number line estimation in these groups. The current study assessed 28 WS, 25 DS and 25 typically developing (TD) participants in non-verbal intelligence, number familiarity, visuo-spatial skills and number line estimation. Group comparisons indicated no differences in number line estimation. However, the WS group displayed difficulties with visuo-spatial skills and the DS group displayed difficulties with number familiarity. Differential relationships between number line estimation and visuo-spatial/number familiarity skills were observed across groups. Data is discussed in the context of assessment of skills in neurodevelopmental disorders.

Exploring the approximate number system in Sotos syndrome: insights from a dot comparison task.

BACKGROUND: Sotos syndrome is a congenital overgrowth condition associated with intellectual disability and an uneven cognitive profile. Previous research has established that individuals with Sotos syndrome have relatively poor mathematical ability, but domain-specific numeracy skills have not been explored within this population. This study investigated the approximate number system (ANS) in Sotos syndrome. METHOD: A dot comparison task was administered to 20 participants with Sotos syndrome (mean age in years = 18.43, SD = 9.29). Performance was compared to a chronological agematched typically developing control group (n = 25) and a mental age-matched Williams syndrome group (n = 24). RESULTS: The Sotos group did not display an ANS deficit overall when compared to chronological agematched control participants. However, for trials where the size of the individual dots and the envelope area were negatively correlated with the total number of dots (incongruent trials), the Sotos group were less accurate than the typically developing group but more accurate than the Williams syndrome group, suggesting an inhibitory control deficit. Better accuracy on incongruent trials, but not congruent trials, was associated with higher quantitative reasoning ability for participants with Sotos syndrome. CONCLUSION: Overall, the findings suggest that ANS acuity is not impaired in Sotos syndrome but that numerical difficulties may be associated with an inhibitory control deficit for individuals with Sotos syndrome.

Low performance on mathematical tasks in preschoolers: the importance of domain-general and domain-specific abilities.

BACKGROUND: Different domain-specific and domain-general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school-aged children who show mathematical difficulties form a heterogeneous group, but it is not clear whether this also holds for preschool low achievers (LAs) and how domain-specific and domain-general abilities contribute to mathematical difficulties at a young age. The aim of this study was to explore the cognitive characteristics of a sample of preschool LAs and identify sub-types of LAs. METHODS: 81 children were identified as LAs from 283 preschoolers aged 3 to 5 years old and were assessed on a number of domain-general and domain-specific tasks. RESULTS: Cluster analysis revealed four subgroups of LAs in mathematics: (1) a weak processing sub-type; (2) a general mathematical LAs sub-type; (3) a mixed abilities sub-type; and (4) a visuo-spatial deficit sub-type. Whilst two of the groups showed specific domain-general difficulties, none showed only domain-specific difficulties. CONCLUSIONS: Current findings suggest that preschool LAs constitute a heterogeneous group and stress the importance of domain-general factors for the development of mathematical abilities during the preschool years.

Route-learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome.

BACKGROUND: Successful navigation is crucial to everyday life. Individuals with Williams syndrome (WS) have impaired spatial abilities. This includes a deficit in spatial navigation abilities such as learning the route from A to B. To-date, to determine whether participants attend to landmarks when learning a route, landmark recall tasks have been employed after the route learning experience. Here, we combined virtual reality and eye tracking technologies, for the first time, to measure landmark use in typically developing (TD) children and participants with WS during route-learning. METHOD: Nineteen individuals with WS were asked to learn a route in a sparse environment (few landmarks) and in a rich environment (many landmarks) whilst their eye movements were recorded. Looking times towards landmarks were compared to TD children aged 6, 8 and 10 years. Changes in attention to landmarks during the learning process were also recorded. RESULTS: The WS group made fewer looks to landmarks overall, but all participants looked for longer at landmarks that were at junctions and along the paths of the maze than landmarks that were in the distance. Few differences were observed in route learning between the sparse and rich environments. In contrast to the TD groups, those in the WS group were as likely to look at non-unique landmarks as landmarks at junctions and on paths. DISCUSSION: The current results demonstrate that attention to landmarks during route learning reflects the types of landmarks remembered in memory tasks, that individuals with WS can learn a route if given sufficient exposure, but that this is accomplished within the context of an impaired ability to select appropriate landmarks.