Some children with central nervous system disorders may undergo precocious puberty, which may lead to age-inappropriate behaviours. Additionally, students may feel self-conscious about body changes, negatively impacting self-esteem development.
Social isolation
Delayed cognitive development - and difficulty interpreting abstract concepts - may lead to problems reading non-verbal social cues like facial expression, tone of voice and gestures. This may impact an individual's ability to interpret appropriate social behaviours in new situations. It may also make students feel socially isolated from their peers.
Reaction to stimuli
Some students with DWS can become overwhelmed by sensory stimuli, including nice, visual input or touch. Students may require longer to process sensory input or a quiet location to do so. Conversely, students may seek sensory stimuli during quieter times to calm.
Anxiety
Difficulties with communication, due to speech delays, may lead older affected individuals to experience greater anxiety and frustration levels. Some research suggests those with hydrocephalus may be inclined towards development of anxiety disorders and/or depression.
Perceived laziness
Individuals with DWS may have difficulty following multi-step directions. Often, these individuals find routines and habits easier to manage. As a result, individuals with DWS may appear to be lazy or inattentive when given a large number of new steps to follow.
Movement
Due to impacts upon cerebellum development, coordination, motor skills and muscle control may delayed or, at times, uncontrolled.