Abstract

A growing body of evidence from behavioral and neurophysiological studies has shown that there is an asymmetry in the brain and behavioral performances in both verbal and nonverbal domains in people with Williams syndrome (WS). In these studies, clinical individuals were observed performing behavior that appeared normal. However, these individuals exhibited atypical neurological signatures, suggesting that they reached these typical-like performances through a distinct neurological network. This article investigates the implications of this brain and behavioral asymmetry for educating people with WS. Based the effects of computer-assisted interventions in a wide variety of individuals with developmental disabilities and neurological disorders, it is suggested that people with WS would also benefit from taking similar computer-based training programs. Through this training, it is hoped that people with WS can achieve typical behavioral performances and even function with typical neurological mechanisms.

Keywords: cognitive intervention, asymmetry of brain and behavior, Williams syndrome

(Full paper is available upon request.)