International Journal of Special Education and Information Technologies

Pragmatic abilities of people with Williams syndrome

2025-11-25T11:47:54+03:00

This study reviews existing research on the pragmatic abilities of individuals with Williams syndrome. While previous literature describes linguistic strengths and weaknesses within this population, limited synthesis exists concerning pragmatic competence and its developmental patterns. Addressing this gap, this review aims to analyze contemporary findings to clarify specific pragmatic characteristics and identify directions for future research. Peer reviewed full text articles published in English between recent years were selected using systematic search procedures, and methodological quality was independently evaluated. Six studies met the inclusion criteria, comprising eighty participants with Williams syndrome. Findings reveal distinct pragmatic profiles characterized by assertive conversational behaviour, perseveration on topics, excessive verbal output, and difficulty shifting conversational focus. Evidence also indicates strengths in interpreting neutral facial expressions and particular emotional cues. Developmental trends suggest potential spontaneous improvement in pragmatic abilities with increasing age. All included studies demonstrated acceptable methodological rigor. The review concludes that pragmatic challenges among individuals with Williams syndrome require targeted assessment and structured intervention to support social communication. Recommendations include expanding sample diversity, standardizing assessment tools, and examining intervention effectiveness to improve pragmatic functioning.

Keywords: Intervention; pragmatics; social communication; systematic review; Williams syndrome

Examining the relationship between language ability and social skills in children with mild intellectual disabilities

2025-11-25T17:07:24+03:00

This study investigated the relationship between language skills and social skills among children with mild intellectual disabilities and examined the extent to which language skills predict social functioning. Although existing research acknowledges the importance of language competence for social interaction, there is limited empirical clarity regarding the strength of this association and its predictive capacity within this population. Addressing this gap, the study aimed to determine the level of language and social skills and explore the predictive contribution of language development to social skill performance. The sample consisted of forty-eight children with mild intellectual disabilities. Data were collected using researcher-developed measures of language skills and social skills, following procedures that ensure validity and reliability. The findings indicated that children demonstrated moderate language development and social functioning, and that a direct and meaningful relationship exists between the two variables. Furthermore, the results revealed that language skills serve as a substantial predictor of social skills. The study concludes that strengthening language competence can contribute to improvements in social interaction, highlighting the need for integrated intervention approaches that prioritize communication development to enhance social participation.

Keywords: Intellectual disabilities; language skills; prediction; social interaction; social skills.