SpeechPathology.com Phone: 800-242-5183


Fall in love with your career at Stepping Stones Group - Apply Now

Encouraging Verbal Expression in Children with Down Syndrome

Carole Zangari, PhD, CCC-SLP

November 17, 2008

Share:

Question

My nephew age 3 years has Down Sydrome. He is an extremely good Looking child, very active and friendly, playful, intelligent boy; you could not tell he has Down Syndrome until he smiles, as his eye slants and he stretches his mouth in a typical way.

Answer

Children with Down syndrome often struggle with verbal expression. They also usually understand much more than they can say. Using visual tools such as sign language and pictures can help increase expressive language. At 3, he will benefit from individual speech-language therapy so that a trained speech-language pathologist (SLP) can working directly with him while teaching his mother and other family members strategies for helping him communicate. In addition to signs and pictures, therapy techniques such as "touch cues" and "pacing activities" as well as printed word recognition can help with speech production. A trained SLP can also help implement these methods.

Many families are reluctant to introduce signing because they are afraid it will keep their child from talking. This is never the case. As the child learns to speak more efficiently the signs will drop out. I recommend the Signing Time DVD series (www.signingtime.com) as an easy and enjoyable way for the child and his family to learn new signs. For printed word recognition programs developed for young children with Down syndrome, I recommend either the "Love and Learning" program (https://www.loveandlearning.com/home.shtml ) or Patricia Oelwein's book, "Teaching Reading to Children with Down Syndrome." Even preschool-aged children with Down syndrome are often successful with early sight word recognition.

With the right interventions and a loving supportive family your nephew will make slow but steady progress in his speech and language skills for many years.

Melinda Chalfonte-Evans, PhD, CCC-SLP, is a Speech Pathologist at Cincinnati Children's Hospital Medical Center in the Division of Speech Pathology.

She specializes in early language development and has worked extensively with individuals with Down syndrome. She is actively involved in both clinical activities and research related to Down syndrome and her work has been published and presented at local, regional, national and international conferences. In 2004, she was awarded the Professional of the Year by the Down Syndrome Association of Greater Cincinnati. Prior to joining the Division of Speech Pathology, Dr. Chalfonte-Evans served as the Director of Treatment for the Jane and Richard Thomas Center for Down Syndrome.


carole zangari

Carole Zangari, PhD, CCC-SLP

Dr. Zangari is a faculty member in the SLP Department at Nova Southeastern University (NSU) and Executive Director of the NSU Center for Autism and Related Disabilities Satellite. She is co-author of TELL ME: AAC in the Preschool Classroom and co-edited Practically Speaking Language, Literacy, and Academic Development for Students with AAC Needs. Dr. Zangari teaches AAC courses to students at the master’s and doctoral levels, supervises in the AAC clinic, and coordinates the AAC Lab. She blogs at www.PrAACticalAAC.org


Related Courses

Supporting Literacy Development through Robust Language Intervention for Students who Use AAC
Presented by Carole Zangari, PhD, CCC-SLP, BCS-CL
Video

Presenter

Carole Zangari, PhD, CCC-SLP, BCS-CL
Course: #97891 Hour
  'interesting'   Read Reviews
This is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.

Emergency Preparedness & AAC: Essential Roles & Resources for SLPs
Presented by Carole Zangari, PhD, CCC-SLP, BCS-CL, Wendy Quach, PhD, CCC-SLP, Amy Miller Sonntag, SLPD, CCC-SLP
Video

Presenters

Carole Zangari, PhD, CCC-SLP, BCS-CLWendy Quach, PhD, CCC-SLPAmy Miller Sonntag, SLPD, CCC-SLP
Course: #10065Level: Intermediate1 Hour
  'Presentation by an AAC user, visuals to show how to teach things, links to e able to learn more'   Read Reviews
Users of augmentative/alternative communication (AAC) are highly vulnerable in emergency situations and may lose access to their AAC supports and devices during the process of rescue, relief, and recovery from disasters such as floods, wildfires, earthquakes, and hurricanes. This course discusses key roles for SLPs and provides information about free and low-cost resources that clinicians can use to support their clients with AAC needs as they prepare for and recover from disasters.

Treatment Approach Considerations for School-Aged Children with Speech Sound Disorders
Presented by Kathryn Cabbage, PhD, CCC-SLP
Video

Presenter

Kathryn Cabbage, PhD, CCC-SLP
Course: #9472Level: Intermediate1 Hour
  'Knowledgeable presenter who provided a lot of evidenced based material'   Read Reviews
This course will address the theoretical underpinnings and research base related to differential diagnosis and treatment of articulation and phonological deficits in children with speech sound disorders. Special considerations for how to tailor evaluation and intervention to meet the needs of school-age children will be discussed.

The Ripple Effect of Stuttering: A Community-Based Approach
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow, Mary Weidner, PhD, CCC-SLP
Video

Presenters

Craig Coleman, MA, CCC-SLP, BCS-F, ASHA FellowMary Weidner, PhD, CCC-SLP
Course: #9217Level: Intermediate2 Hours
  'Great content! Looking forward to using these strategies in my therapy sessions'   Read Reviews
This is Part 2 of a four-part series. The stuttering experience has a ripple effect that extends far beyond the child who stutters. Parents, teachers, peers, and others must possess both knowledge and skills to best support children who stutter. This course will highlight new clinical tools and resources to provide a community-based treatment approach for stuttering. (Part 1 - Course 9278, Part 3 - Course 9301, Part 4 - Course 9304)

Behavioral Frameworks for Dementia Management
Presented by Mary Beth Mason, PhD, CCC-SLP, Robert W. Serianni, MS, CCC-SLP, FNAP
Video

Presenters

Mary Beth Mason, PhD, CCC-SLPRobert W. Serianni, MS, CCC-SLP, FNAP
Course: #9473Level: Intermediate1 Hour
  'Material was presented well and very organized'   Read Reviews
This course will focus on cognitive-communication intervention strategies for various dementia presentations and will provide a review of evidence-based treatment. Behavioral frameworks along with their rationales will be introduced and applied across several dementia types and mild, moderate and severe levels of impairment.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.