Can People With Button Noses Model?

Hello everyone, today I want to offer
intervention strategies to be adopted with Williams children.

first. Feature - Low level of attention and distractibility '. The difficulties' attention often leads to difficulties' associated with impulsivity, such as' that can lead children not to obey, to move from their desk, etc.., Unable to sit still for long.

1b intervention strategies in general the same approach for all children with low levels of attention and 'effective in the case of children with Williams syndrome. *
flexibility 'in the organization of working time;
* frequent breaks at work;
* adoption of programs in which children and' highly gratified by the success of the results and, therefore, highly motivated;
* to minimize sources of distraction, auditory and visual;
* reward in the case of attention;
* give some possibility 'of choosing the type of activity' to play;
* work in small groups;
* use consultants with experienced psychologists.

second. Feature - Difficulty 'in expressing the emotions Examples: extreme excitement when and' happy tears of disappointment at seemingly mild terror events apparently little scary.

2b. Intervention strategies
Deciding when this feature becomes a problem. For example, the tendency to respond quickly, even if impulsively, and without waiting for their turn can? be helpful and motivating for the entire class, while frequent crying and an intense degree of anxiety and 'a problem for both the child WAS as for other children. You can? help the child to develop a growing internal control, effective to modulate emotions and at the same time to adapt to the environment, minimizing situations of extreme anxiety? and frustration.

Examples: Anticipating the start of the growing frustration. Help the child go out alone from frustrating situations and activities to find a 'different first increases that frustration Reduce unplanned changes in the schedules, programs, etc.. Resorting to
stories with characters who interpret the different states of anxiety 'involving the child

third. Feature - exquisitely sensitive 'to sound (hyperacusis) This feature combined with the tendency to anxiety' often causes behavioral problems in respect of noise and activities' such as noise, sirens, vacuum cleaners, bells or other. Some children respond to such events may become distracted, overexcited or frightened.
3b. Intervention strategies
Tell your child, when possible, just before a predictable noise,
Show your child the source of noise and enable them to start the source of an annoying noise (eg on and off the vacuum cleaner);
Prepare a tape recording of sounds and listen to it leaving the child to experience the level of volume.

fourth. Feature - To persevere in some favorite topics of conversation Some children with Williams syndrome have some to talk about "favorites" which try to talk a lot more 'often than is socially appropriate. Often these topics of conversation have to do with something that arouses anxiety in them '. Other children may show extreme interest and be enthralled by arguments concerning the body. Being fascinated by subjects that arouse fear and 'normal for most people (think the interest in horror movies or thrillers), although this trend can' be particularly pronounced in children with Williams syndrome. Some of the favorite topics of conversation are simply what with whom the child has more confidence and, therefore, he tends to place them, not always, in his speech and to show that 'in a position to participate in a conversation with competence.

4b. Intervention strategies
Use puppets and / or characters in miniature (Play Mobile), or use the moments of drama to tell stories or discuss experiences with small groups of peers to address alternative arguments and expand the repertoire of the child. When the argument
favorite involves the tedious repetition of the same questions, answer the first time in a comprehensive way, ensuring that the child has understood the information requested (eg, ask the child the same question and wait for the answer). So ignore the repetition the same question and suggest topics or activities' alternative. Avoiding a debate on whether 'or not to continue to treat the particular subject because it accentuates the stubbornness.
Allow your child time to time, to treat his favorite topics.
Take note of the topics of most interest to the child and offer him in subsequent lessons. The child will be 'more motivated to carefully monitor a work program in which topics are to him more' family.

fifth. Feature - Anxiety 'to unexpected changes in routine or programs
5b. Intervention strategies
Adopt a predictable sequence of events of the day with matching attivita'giornaliere specific signals (eg a particular song before washing your hands)
Reduce to a minimum the unexpected changes in eta'prescolare
For kids: take labels with different colors to identify the activity 'daily use wall calendars with large spaces where they can be summarized as those events.
For children more 'big digital clocks or use diaries.
Consider what other causes can trigger feelings of anxiety or loss of control over the changes.
Note the preparation of the child to perform activities at fixed times? less enjoyable but still necessary.

sixth. Feature - rocking, nail biting or scratching the skin Normally these behaviors are not a big problem. It 'important to realize that many of these behaviors may simply be beyond the capacity' to control the child. But do not be fixed with these issues, or repeat continually that the child should not have these behaviors.

6b. Intervention strategies
generally to reduce the problem and 'just ignore the behavior and, when possible, try to reduce environmental stress.
If the behavior bothers the child, where ' be helpful to introduce occasional reminders (eg, a small gift for each hour passed without biting your nails).

seventh. Feature - Difficult 'to make friends despite the tendency to have a very friendly nature, children with Williams syndrome often have difficulties' to make friends with peers. This is 'likely due to the difficulty' to support attention, their impulsivity 'and difficulty' learning. Many of the children are, however, able to develop friendships and this could be a goal to introduce in the educational program. This requires an intense initial help from teachers.

7b. Intervention strategies
Insert the achievement of a friendship as one of the objectives in the educational program
Working in partnership with the family trying to encourage the emergence of a friendship with a friend that the baby monsters to consider this. Encourage mutual visits at home.
facilitate social interactions during attivita'didattiche (s. WAS and put together your child's friend who prefers to work together on a project or reading a story together).

Source AISW
Hello everyone
Dany