Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-12-01T08:58:04.913Z Has data issue: false hasContentIssue false
  • English
  • Français

The Development of Talent in Young Adults with Williams Syndrome: An Exploratory Study of Ecological Influences

Published online by Cambridge University Press:  26 February 2016

Harry Milne
Harry Milne*
Affiliation:
Griffith University
*
Correspondence concerning this article should be addressed to : Harry Milne, School of Cognition, Language and Special Education, Faculty of Education, Griffith University, Nathan, Qld 4111 Phone: (07) 3397 9603 E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This mixed methods study employed comparative, case‐study methodology to explore influences affecting the development of musical interests and achievements in eight female and eight male young adults with Williams Syndrome. Components of the “Schoolwide Enrichment Model” (Renzulli & Reis, 1997b) were used to guide the study. Caregivers completed telephone interviews and checklists from their homes and participants completed a range of interviews and questionnaires while attending a 10‐day, music, talent development program. Results indicated influences, identified through the ecological model, constructivism and behaviourism that influenced the development of supportive, inclusive school communities that may have affected the development of the participants and their musical potential.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 28 , Issue 2 , January 2004 , pp. 79 - 101
Copyright
Copyright © The Australian Association of Special Education 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anonymous. (1985). Compassionate pediatrics: Case history of a child with Williams syndrome. Pediatrics, 75, 962–968.CrossRefGoogle Scholar
Aytlon, T., & Azrin, N. (1968). The token economy: A motivational system for therapy and rehabilitation. New York: Appleton-Century-Crofts, Educational Division.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.Google Scholar
Bandura, A., & Walters, R. (1967). Social learning and personality development. London: Holt, Rinehart & Winston.Google Scholar
Baum, S. (1984). Meeting the needs of learning disabled gifted students. Roeper Review, 7, 16–19.Google Scholar
Baum, S. (1988). An enrichment program for gifted learning disabled students. Gifted Child Quarterly, 32, 226–230.Google Scholar
Baum, S., & Owen, S. (2004). To be gifted and learning disabled: Strategies for helping students with LD, ADHD, and more. Mansfield Center, CT: Creative Learning Press.Google Scholar
Baum, S., Owen, S., & Dixon, J. (1991). To be gifted and learning disabled: From identification to practical intervention strategies. Mansfield Center, CT: Creative Learning Press.Google Scholar
Baum, S., Renzulli, J., & Hébert, T. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39, 224–235.Google Scholar
Bellugi, U., Mills, D., Jernigan, T., Hickok, G., & Galaburda, A. (1999). Linking cognition, brain structure, and brain function in Williams syndrome. In Tager-Flusberg, H. (Ed.), Neuro-developmental disorders. Cambridge, MA: The MIT Press.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar
Burns, D. (1987). The effects of group training activities on student’s creative productivity. Unpublished doctoral dissertation, The University of Connecticut, Storrs.Google Scholar
Carspecken, P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.Google Scholar
Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill.Google Scholar
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.Google Scholar
Creswell, J. (1994). Research design: Qualitative and quantitative approaches to research design. Thousand Oaks, CA: Sage.Google Scholar
Davies, M., Howlin, P., & Udwin, O. (1997). Independence and adaptive behaviour in adults with Williams syndrome. American Journal of Medical Genetics, 70, 188–197.Google Scholar
Davies, M., Udwin, O., & Howlin, P. (1998). Adults with Williams syndrome: A preliminary study of social, emotional and behavioural difficulties in adults with Williams syndrome. British Journal of Psychiatry, 172, 273–276.Google Scholar
Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston: Allyn & Bacon.Google Scholar
Diits, C., Morris, C., & Leonard, C. (1990). Hypothesis for the development of a behavioural phenotype in Williams syndrome. American Journal of Medical Genetics Supplement, 6, 126–131.Google Scholar
Don, A., Schellenberg, E., & Rourke, B. (1999). Music and language skills of children with Williams syndrome. Child Neuropsychology, 5, 154–170.CrossRefGoogle Scholar
Einfeld, S., Tonge, B., & Florio, T. (1997). Behavioural and emotional disturbance in individuals with Williams syndrome. American Journal on Mental Retardation, 102(1), 45–53.Google Scholar
Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993,). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.Google Scholar
Ewart, A., Morris, C., Atkinson, D., Jin, W., Sternes, K., Spallone, P., et al. (1993). Hemizygosity at the elastin locus in a developmental disorder, Williams syndrome. Nature Genetics, 3, 11–16.Google Scholar
Farran, E. (1999). Are all aspects of visual-spatial cognition equally impaired in Williams Syndrome? In Williams Syndrome Foundation, Williams Syndrome Foundation News, 41, 33–34.Google Scholar
Friend, M., & Bursuck, W. (2002). Including students with special needs: A practical guide for classroom teachers (3rd ed.). Boston: Allyn & Bacon.Google Scholar
Gable, R., & Wolf, M. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings (2nd ed.). Boston: Kluwer.Google Scholar
Gambrill, E. (1977). Behaviour modification: Handbook of assessment, intervention, and evaluation. San Francisco: Jossey-Bass.Google Scholar
Gall, M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). New York: Longman.Google Scholar
Gold, E. (Producer), & Brown, G. (Director). (1987). Kids like these [Film]. (Available from Nexus Productions Inc., Taft Entertainment Television Inc., A. Division of Taft Entertainment Company, Worldvision Enterprises Inc. The Video Distribution Company, address unknown)Google Scholar
Gorman, M. (1992). An evaluation of the cognitive, linguistic, social-behavioural, and pragmatic functioning in four adolescent children with Williams syndrome. Unpublished masters thesis, University of Cincinnati.Google Scholar
Gray, J., (1997, April 3). The accent is on ability. Taconic Weekend, pp.18–19 Google Scholar
Gretjak, N. (n.d.). Connecting the WS cognitive profile to educational strategies. Clawson, Ml: Williams Syndrome Association.Google Scholar
Grejtak, N. (1996). Williams Syndrome Association educational survey results. Heart to Heart 13(3), 6–12.Google Scholar
Hanna, B. (1997, August 3). His music knows no bounds, no fear. The Charlotte Observer, 1F.Google Scholar
Hebert, T. (1993). Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16, 22–28.Google Scholar
Henson, K. (2004). Constructivist teaching strategies for diverse middle-level classrooms. Boston: Pearson.Google Scholar
Howlin, P. (1980). Language and communication training. In Yule, W. & Carr, J. (Eds.), Behaviour modification for people with mental handicaps (2nd ed.) (pp. 184–210). London: Croom Helm.Google Scholar
Jarrold, C., Baddeley, A., & Hewes, A. (1998). Verbal and nonverbal abilities in the Williams syndrome phenotype: Evidence for diverging developmental trajectories. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 511–523.Google Scholar
Karmiloff-Smith, A., Grant, J., Berthoud, I., Davies, M., Howlin, P., & Udwin, O. (1997). Language and Williams syndrome: How intact is “intact?” Child Development, 68, 246–262.CrossRefGoogle ScholarPubMed
Klein, A., Armstrong, B., Greer, M., & Brown, F. (1990). Hyperacusis and otitis media in individuals with Williams syndrome. Journal of Speech and Hearing Disorders, 55, 339–344.Google Scholar
Kotzot, D. Bernasconi, F., Brecevic, L., Robinson, W., Kiss, P., Kosztolanyi, G., et al. (1995). Phenotype of the Williams-Beuren syndrome associated with hemizygosity at the elastin locus. European Journal of Pediatrie, 154, 477–482.Google Scholar
Krasean, B. (1997a, June 20). Father tries to improve services for adults. Kalamazoo Gazette, Supplement, D1.Google Scholar
Krasean, B. (1997b, July). Music feeds my soul: Young woman with Williams syndrome has special gift for music. Kalamazoo Gazette, p. D1, D3.Google Scholar
Levitin, D., & Bellugi, U. (1997). Musical abilities in individuals with Williams syndrome. Heart to Heart 14(3), 15–17.Google Scholar
Maker, C., & Nielson, A. (1995). Teaching models in education of the gifted (2nd ed.). Austin, TX: PRO-ED.Google Scholar
Miles, M., & Huberman, A. (1994J. An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Milne, H. (2001). A comparative case study of persons with Williams syndrome and musical interests. Unpublished doctoral dissertation, University of Connecticut, Starrs. (Dissertation Abstracts International, 2002, 62[12A], 4057. [UMI No.30-38043])Google Scholar
Milne, J., Reis, S., & Renzulli, J. (2003). Young adults with Williams Syndrome: Identifying interests. In Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). Reimagining practice: Researching change (Vol. 2) (pp. 225–235). Proceeding of the First International Conference on Cognition, Language, and Special Education Research held at the Crowne Plaza, Surfers Paradise, Australia, 5-7 December, 2003. Google Scholar
Morishima, A. (1977). Weaknesses, strengths, or a dual approach? A case for capitalising on talent. Education and Training of the Mentally Retarded, 12(1), 36–41 Google Scholar
Olenchak, F. (1988). The schoolwide enrichment model in the elementary schools: A study of implementation stages and effects on educational excellence. In Renzulli, J.S. (Ed.), Technical report on research studies relating to the revolving door identification model (2nd ed.). (pp. 201–247). Storrs, CT: Bureau of Educational Research, The University of Connecticut.Google Scholar
Olenchak, F., & Renzulli, J. (1989). The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change. Gifted Child Quarterly, 33, 36–46.Google Scholar
Pober, B., & Dykens, E. (1996). Williams syndrome: An overview of medical, cognitive, and behavioural features. Mental Retardation, 5, 929–943.Google Scholar
Purcell, J., & Renzulli, J. (1998). Total talent portfolio: A systematic plan to identify and nurture gifts and talents. Mansfield Center, CT: Creative Learning Press.Google Scholar
Reis, S., Gentry, M., & Park, S. (1995;. Extending the pedagogy of gifted education to all students (Research Monograph 95118). Storrs, CT: National Research Center on the Gifted and Talented.Google Scholar
Reis, S., Hébert, T., Diaz, E., Maxfield, L., & Ratley, M. (1995). Case studies of talented students who achieve and underachieve in an urban high school (Research Monograph 95120). Storrs, CT: National Research Center on the Gifted and Talented.Google Scholar
Reis, S., Milne, H., Schader, R., Shute, L. (1998a). Music and minds... A talent development program (Williams Syndrome Research Study) parent telephone interview protocol. Unpublished manuscript, Neag Center for Gifted Education and Talent Development, University of Connecticut at Storrs.Google Scholar
Reis, S., Milne, H., Schader, R., Shute, L. (1998b). Music and minds... A talent development program and Williams Syndrome Research Study participant interview protocol. Unpublished manuscript, Neag Center for Gifted Education and Talent Development, University of Connecticut at Storrs.Google Scholar
Reis, S., Neu, T., & McGuire, J. (1995). Talents in two places: Case studies of high ability students with learning disabilities who have achieved (Research Monograph 95114). Storrs, CT: National Research Center on the Gifted and Talented.Google Scholar
Reis, S., & Renzulli, J. (1982a). A case for a broadened conception of giftedness. Phi Delta Kappan, 63(4), 619–620.Google Scholar
Reis, S., & Renzulli, J. (1982b). A research report on the revolving door identification model: A case for the broadened conception of giftedness. Phi Delta Kappan, 63, 619–620.Google Scholar
Reis, S., Schader, R., Milne, H., & Stephens, R. (2003). Music & minds: Using a talent development approach for young adults with Williams syndrome. Exceptional Children, 69(3), 293–313.Google Scholar
Reis, S., Schader, R., Shute, L., Don, A., Milne., H., Stephens, R. et al. (2000). Williams syndrome: A study of unique musical talents in persons with disabilities. Storrs, CT: The National Research Center on the Gifted and Talented Newsletter, Fall, 4–8 Google Scholar
Renzulli, J. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.Google Scholar
Renzulli, J. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180–184, 261.Google Scholar
Renzulli, J. (Ed.). (1986,). Theories and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.Google Scholar
Renzulli, J. (Ed.). (1988). Technical report on research studies related to the revolving door identification model. Storrs, CT: Bureau of Educational Research, The University of Connecticut.Google Scholar
Renzulli, J. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3–54.Google Scholar
Renzulli, J., & Reis, S. (1994). Research related to the schoolwide enrichment model. Gifted Child Quarterly, 38, 7–20.Google Scholar
Renzulli, J., & Reis, S. (1997a). Giftedness in middle school students: A talent development perspective. In Erb, T.O. (Ed.), Dilemmas in talent development in the middle school grades: Two views - Paul S. George and Joseph S. Renzulli/Sally M. Reis (pp. 43–112). Columbus, OH: National Middle School Association.Google Scholar
Renzulli, J., & Reis, S. (1997b). The schoolwide enrichment model: A how-to guide for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press.Google Scholar
Renzulli, J., & Reis, S. (1997c). What about the bicycle riders? In Erb, T.O. (Ed.), Dilemmas in talent development in the middle school grades: Two views - Paul S. George and Joseph S. Renzulli/Sally M. Reis (pp. 147–176). Columbus, OH: National Middle School Association.Google Scholar
Schack, G., Starko, A., & Bums, D. (1991). Self-efficacy and creative productivity: Three studies of above average ability children. Journal of Research in Education, 1(1), 44–52 Google Scholar
Selley, N. (1999). The art of constructivist teaching in the primary school: A guide for students and teachers. London: David Fulton.Google Scholar
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.Google Scholar
Tieso, C. (2002). Teaching creative dramatics to young adults with Williams syndrome. Teaching Exceptional Children, 34(6), 32–38.Google Scholar
Toland, A. (1996). Molecular genetics of Williams syndrome. Unpublished doctoral dissertation, The University of Utah.Google Scholar
Toppman, L. (1997, August 3). He was born to make music - and make it his own. The Charlotte Observer, 4F.Google Scholar
Udwin, O. (1990). A survey of adults with Williams syndrome and idiopathic infantile hypercalcaemia. Developmental Medicine and Child Neurology, 32, 129–141.Google Scholar
Udwin, O., Howlin, P., & Davies, M. (1996). Adults with Williams syndrome: Guidelines for families and professionals. Tonbridge, UK: The Williams Syndrome Foundation.Google Scholar
Udwin, O., & Yule, W. (1998a). Williams syndrome: Guidelines for parents. Tonbridge, UK: The Williams Syndrome Foundation.Google Scholar
Udwin, O., & Yule, W. (1998b). Williams syndrome: Guidelines for teachers. Tonbridge, UK: The Williams Syndrome Foundation.Google Scholar
Von Arnim, A., & Engel, P. (1964). Mental retardation related to hypercalcemia. Developmental Medicine and Child Neurology, 6X 366–377 Google Scholar
Warshaw, D. (1996, November). Williams syndrome: Pondering the complexities of a musical gift. The Juilliard Journal, 10–11 Google Scholar
Williams Syndrome Foundation. (2000). William Syndrome Foundation News, 43, 1–56.Google Scholar
Williams Syndrome Foundation. (Producer). (n.d). Williams syndrome: Williams people [Video]. (Available from the Williams Syndrome Foundation, 161 High Street, Tonbridge, Kent, TN9 1BX, England)Google Scholar
Williams, C., Barratt-Boyes, B., & Lowe, J. (1961). Supravalvular aortic stenosis. Circulation, 24, 1311–1318 Google Scholar
Woolfolk, A. (2004). Educational psychology (9th ed.). Boston: Allyn & Bacon.Google Scholar
World Health Organization. (1980). International classification of impairments, disabilities, and handicaps. Geneva, Switzerland: Author.Google Scholar
Whipple, S. (1997, August 1). Passion for percussion. The Eagle-Tribune, p. 13.Google Scholar
Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Yin, R. (2004). Applications of case study research (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Zirpoli, T., & Melloy, K. (2001). Behaviour management: Applications for teachers (3rd ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar