Introduction

The frustrated efforts of five blind men trying to picture an elephant by exploring its separate parts are like the perplexed experts from various fields, each from their own perspective, trying to identify the critical features of Williams syndrome (WS). How is it possible to conceptualize a group of children who test as though retarded, speak as though gifted, behave sometimes as though emotionally disturbed, and function like the learning disabled? This is one of the enigmas that parents, teachers, professionals, and researchers face as they try to rear, teach, treat, and study individuals with WS.