Thinking inside the box: Spatial frames of reference for drawing in Williams syndrome and typical development.
Spatial frames do not improve drawing accuracy in Williams syndrome, so look beyond visual cues for intervention.
01Research in Context
What this study did
The team asked kids with Williams syndrome and kids without it to copy a drawing. They gave each group the same box frame around the picture. They wanted to know if the frame would help the Williams group more.
They measured how well each child used the frame to place lines in the right spots. The study used a lab task with matched groups.
What they found
Both groups used the box frame the same way. The Williams kids did not get extra help from the spatial cue. Their drawing problems do not come from missing local cues.
In short, spatial frames do not fix drawing issues in Williams syndrome.
How this fits with other research
Morris (2008) showed that Williams kids already mess up simple location memory. The new study adds that even when you give them a clear border, they still struggle to place lines. Together, they say the issue is deeper than missing cues.
Lanfranchi et al. (2015) found that Williams kids fail on spatial-simultaneous working-memory tasks. The drawing task also needs holding several spots in mind at once. The two studies line up: when space must be held and used at the same time, Williams kids lag.
Deruelle et al. (2006) showed that global visual cues work fine for these kids. The new study agrees: the frame itself was noticed, just not helpful for drawing. This keeps the spotlight on construction, not perception.
Why it matters
If you work with Williams syndrome, do not count on extra borders or grids to fix drawing or handwriting. Instead, break the task into smaller steps, use verbal labeling for each part, and give many practice rounds. Focus on building spatial working memory, not on adding visual frames.
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02At a glance
03Original abstract
BACKGROUND: Successfully completing a drawing relies on the ability to accurately impose and manipulate spatial frames of reference for the object that is being drawn and for the drawing space. Typically developing (TD) children use cues such as the page boundary as a frame of reference to guide the orientation of drawn lines. Individuals with Williams syndrome (WS) typically produce incohesive drawings; this is proposed to reflect a local processing bias. AIMS: Across two studies, we provide the first investigation of the effect of using a frame of reference when drawing simple lines and shapes in WS and TD groups (matched for non-verbal ability). METHODS AND PROCEDURES: Individuals with WS (N=17 Experiment 1; N=18 Experiment 2) and TD children matched by non-verbal ability drew single lines (Experiment One) and whole shapes (Experiment Two) within a neutral, incongruent or congruent frame. The angular deviation of the drawn line/shape, relative to the model line/shape, was measured. OUTCOMES AND RESULTS: Both groups were sensitive to spatial frames of reference when drawing single lines and whole shapes, imposed by a frame around the drawing space. CONCLUSIONS AND IMPLICATIONS: A local processing bias in WS cannot explain poor drawing performance in WS.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.07.008