We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights

Gillooly, Amanda E. and Riby, Deborah M. and Durkin, Kevin and Rhodes, Sinéad M. (2021) 'Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights.', Journal of autism and developmental disorders., 51 (1). pp. 169-178.


Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16 years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype.

Item Type:Article
Full text:(AM) Accepted Manuscript
Download PDF
Publisher Web site:
Publisher statement:This is a post-peer-review, pre-copyedit version of an article published in Journal of autism and developmental disorders. The final authenticated version is available online at:
Date accepted:08 April 2020
Date deposited:08 April 2020
Date of first online publication:12 May 2020
Date first made open access:12 May 2021

Save or Share this output

Look up in GoogleScholar