Down Syndrome News and Update 2(2), 70-76

70
Speech and language therapy for children with Down syndrome

Speech and language therapy for

children with Down syndrome
The pages in this article may be
Guidelines for best practice based on current research copied for personal use only.

Sue Buckley and Patricia Le Prèvost

Language is vital for Social development - Language
is equally important for children’s
mental and social devel- social development as it enables
them to negotiate their social world
opment and to control their behaviour. For
It can be argued that speech and example, as children acquire lan-
language therapy is the most guage, they can ask for what they
important part of intervention want, explain how they feel, describe
services for children with Down what they have been doing and share
syndrome if we wish to promote thoughts and worries with friends.
their cognitive (mental) and social Children are able to begin to con-
development. trol their behaviour by using silent
Cognitive development - In our speech to instruct themselves and to
view, speech and language develop- plan their actions.
ment are absolutely central to the The more we can do to help chil-
cognitive development of all chil- dren with Down syndrome to learn
dren. First, words equal knowledge to talk, the faster they will progress

T he provision of speech and

language therapy services for
children with Down syndrome is
and the faster a child learns vocabu-
lary, the faster he or she is acquir-
ing knowledge about the world.
in all areas of cognitive and social
development.

a controversial issue and families Therefore vocabulary development The speech and language
receive different services depending is very important – the number of
on where they live and the knowledge words that a child knows when he profile associated with
and interest of local speech and or she enters school at five years will Down syndrome
language therapists in the specific have a very significant influence on
progress. Secondly, language sup- Specific speech and language
needs of children with Down
ports thinking and reasoning. The difficulties - Children with Down
syndrome. This article is an attempt
human brain has evolved a remark- syndrome usually have an uneven
to provide guidelines for speech
able ability to learn spoken language profile of social, cognitive and
and language therapists based on
with amazing ease and then to use language development – they do
the best evidence of the children’s
that spoken language for mental not have a profile of equal delay
specific speech and language needs
activities. Thinking, reasoning and in all areas, they have a profile of
currently available. It is a summary
remembering, for example, are usu- strengths and weaknesses. For
of the key facts about their speech
ally carried out in mind as ‘silent example, social development and
and language profile and needs,
speech’. It follows, therefore, that social understanding is typically a
followed by recommendations for
any child with significant delay in strength, while spoken language
service provision. References to
acquiring language will be delayed development is a weakness. There is
further reading are included to
in the ability to use these cognitive now consistent evidence that these
support the points made in this brief
processes. Although delayed, almost children have a profile of specific
overview.
all children with Down syndrome speech and language delay relative
Parents are encouraged to draw
will use spoken language as their to their non-verbal mental age.
these guidelines to the attention of
main means of communication. There are considerable individual
their therapy providers. They may
The use of signs in early years will differences in rates of progress but
be copied for individual use.
help them to progress but for most the overall specific profile is usually
children signs are used as a bridge evident for all children with Down
to talking, not to teach a sign lan- syndrome. [1,2]
guage.

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/
Down Syndrome News and Update 2(2), 70-76
71
Speech and language therapy for children with Down syndrome

An uneven profile within the lan- loop difficulties will affect both Principles for effective
guage domains - While the speech vocabulary learning and grammar
and language skills of children with learning. [see 26] interventions
Down syndrome are delayed relative Visual short-term memory is There is considerable agreement
to non-verbal mental abilities, dif- not impaired relative to non-verbal among international experts on the
ferent aspects of speech, language mental abilities and is described principles that should guide speech
and communication skills are not as a relative strength. In addition, and language therapy for children
equally delayed. research has indicated that visual with Down syndrome, based on
Communication skills are a coding of verbal information may research into their difficulties and
relative strength with good under- be used by children with Down into effective interventions. [see 1-5]
standing and use of non-verbal syndrome in short-term memory
communication skills and good use tasks. [6,7] Targets for all four domains
of gesture. [1,2] Hearing - Most children with All experts identify the need to
In language, the children show Down syndrome (at least 80-90%) have separate targets for the four
delayed development of vocabulary suffer from conductive hearing loss components of speech and language
in infancy, with comprehension and auditory discrimination difficul- skill - communication, vocabulary,
ahead of production, but by the ties which will compound the pho- grammar and speech work, for each
teenage years, vocabulary is a rela- nological loop difficulties. However, child.
tive strength with vocabulary ‘ages’ the phonological loop difficulties are Targets for comprehension
ahead of grammar ‘ages’. In gram- thought to exist independently of
any hearing impairment. [6]
and production
mar, there is evidence of specific
difficulties in both comprehension Speech-motor difficulties - speech In addition, for vocabulary and
and production. [1-3] sound and word production difficul- grammar separate targets will be
In speech, there is considerable ties also have physical causes. These needed for comprehension and for
difficulty at all levels from planning are linked to the motor skill difficul- production. [3]
to articulation and phonology. Most ties associated with Down syndrome Use of signing - There is agree-
teenagers still have significant intel- and the oral-motor difficulties ment on the use of sign systems
ligibility problems. [4,5] demonstrated from the first year of to promote spoken language with
Individual differences are seen life, which affect feeding and chew- benefits for both comprehension and
within the typical profile, with some ing patterns. For all children, first production.
children having more speech difficul- words can be predicted from the Use of reading - There is agree-
ties than others, relative to language speech sounds that they can make in ment on the importance of using
comprehension and some children babble – in other words early spoken reading activities to teach spoken
having larger differences between vocabulary is influenced by existing language for those of all ages. In
comprehension and production than articulation and phonological skills, particular, the benefits of using early
others, for example. Therefore, each not the reverse. [8] reading in preschool years as an
child with Down syndrome should explicit language teaching activity
receive an individualised therapy Possible secondary are recognised.
programme but the principles for Parents are the main
effective practice upon which this
causes
Slow vocabulary acquisition
therapists
should be based is the same for all
- The development of early gram- All experts identify that language is
children with Down syndrome.
mar has been shown to be linked learned all day, every day, as children
are involved in communication
Possible primary causes to total productive vocabulary for
with their families and friends
typically developing children as well
Research is beginning to provide and therefore the focus of effective
as for children with Down syndrome.
some useful information on the therapy must be to share skills with
Therefore, the very slow rate of
underlying causes of the speech parents because they will be their
productive vocabulary development
and language profile associated with child’s best therapist.
that is typical for children with
Down syndrome.
Down syndrome may mean that the
Working memory - Children
development of grammar is delayed Implications for a
with Down syndrome have specific
impairment in the phonological
beyond the optimal period for gram- comprehensive therapy
matical acquisition (1-6 years) – for a
loop component of working memory programme
full discussion of this issue see[24].
relative to their non-verbal abilities,
Speech-motor effects - Delayed
and this is now thought to be a major
output of first words and unintelligi-
Preschool services
cause of their speech and language Specialist training for work with
ble utterances may reduce or change
difficulties.[6] For all children, the children with Down syndrome will
the language input to the children.
phonological loop is thought to play be helpful and up-to-date knowledge
Difficulties with speech production
a critical role in learning a spoken of the research literature is essential.
probably compound the grammar
language as it holds the sound pat- The needs of children with Down
learning and grammar production
tern of the word to enable the child syndrome tend to be different from
difficulties.[2]
to both link this with meaning and the needs of other children with
to store it to support production learning difficulties. Their hearing,
of the spoken word. Phonological phonological loop impairment and

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/
 Down Syndrome News and Update 2(2), 70-76
72
Speech and language therapy for children with Down syndrome

speech-motor difficulties make them (or in intensive care if baby is children is motivating for parents of
different and therapists need to be sick) for several months from younger ones.
skilled in auditory discrimination, birth on at least a monthly basis • parents should be able to choose
oral-motor function and speech • in the second to fourth years the delivery models that suit
work as well as language work. various models can be effec- them as some parents will prefer
Knowledge and skills tive, including group sessions individual home visits to groups
to ensure families know about • any model used should offer
• to have up-to-date knowledge of
speech and language development continuous support throughout
the specific research literature
and at which individual targets this vital period for speech and
on speech and language develop-
can be set for them and their language development and no
ment, working memory and effec-
infant. family should receive less than
tive therapies for children with
Group activities can be started monthly contact with a therapist
Down syndrome
with babies from about 18 months
• to understand the significance and they usually enjoy learning in First year of life
of the specific impairment in the this way, with the opportunity to 1. Encourage a good communica-
phonological loop component of copy and learn from other children. tion environment at home and
working memory for the speech Group activities can also develop ensure that parents understand
and language profile associated attention and the ability to take the speech and language needs of
with Down syndrome turns. In the groups, activities their child, and how speech and
language develops.
2. Provide support for feeding and
activities for oral-motor develop-
ment.
3. Encourage all communication
skills, eye-contact, turn-taking,
pointing and joint-referencing by
the end of the first year.
4. Target auditory discrimination
for speech sounds to improve
auditory discrimination in the
phonological loop.
5. Target auditory discrimination for
speech sounds in order to support
the development of babble (typical
babies tune their babble to the
language they are hearing by 12
months – in other words they are
setting up the speech-motor skills
for talking).
6. Encourage the use of gesture and
sign primarily to aid comprehen-
sion.
The Swedish therapist Irene
Johansson has evaluated and
promoted this type of programme
for infants with Down syndrome
for a number of years and others
• to understand the importance can be modelled by the therapist have stressed the need for speech
of reading work to support the to increase parent’s confidence at as well as language work to begin
development of vocabulary, gram- carrying them on at home. Parents early. [4,5,9]
mar and speech clarity, using frequently report that children are Second year
strengths in visual memory often more willing to show what they
can do in groups than when asked to 1. Encourage a good communica-
• to understand the importance
do the same things at home! Groups tion environment at home and
of auditory discrimination for
may reduce the individual pressure ensure parents understand the
speech sounds, phonics activities,
on children, though sometimes speech and language needs of
phonological awareness train-
children do not enjoy groups and their child, and how speech and
ing and speech work in order to
can become resistant to group language develops.
improve working memory func-
tion as well as speech. activities. Groups are a cost effective 2. Continue with targeted work in
way to offer services and also provide support of hearing and produc-
Models of delivery ing speech sounds – single
general parent support. Parents
• in the first year of life families often have effective tips to share with sounds and reduplicated babble
should receive a service at home each other and the progress of older (for speech and for auditory

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/
Down Syndrome News and Update 2(2), 70-76
73
Speech and language therapy for children with Down syndrome

memory development). [4,5,12,24] the most effective interventions

Keep a record of speech sound for speech, language and working
progress. [23] memory development for children
3. Teach comprehension and pro- with Down syndrome is to place
duction of early vocabulary with them in mainstream preschools and
games using objects, pictures schools, and to teach them to read.
and actions to supplement the This leads to very significant gains
daily language exposure of the in expressive language structure,
child. This approach is currently speech intelligibility and verbal and
recommended by the Hanen pro- visual short-term memory spans by
gramme for children with Down the teenage years. Significant gains
syndrome. [10,11] They recommend are seen by 10 years of age. [15-21]
targeted teaching and practice of The benefits of reading may
words, then two and three word come initially from the ability to
constructions, as they do not store the whole printed word image
believe that the quality language more accurately than the spoken
immersion approach is sufficient form – and the former then sup-
for children with Down syndrome. ports the learning of the latter. As 5. Address communication skills
They advise that the words letter sounds are learned, auditory if necessary (3-5% have autistic
chosen for imitation are chosen discrimination for speech sounds spectrum difficulties).
with initial consonant sounds will improve and then phonologi-
that the child can already make, cal awareness – the ability to hear Primary school years
highlighting the need to address sounds in words. Longitudinal stud- Ideally all children with Down
speech sound production skills ies demonstrate this happening for syndrome should receive speech
in advance of vocabulary and children with Down syndrome as and language therapy in school
language progress. Keep a record they learn to read and to spell. [19] but access to this service will vary
of words understood and words All reading activities are planned to considerably from place to place.
signed or spoken. ensure the children understand, or Progress at five years will vary
4. Teach two and three words are taught to understand, what they widely between children, with some
constructions through play and are reading otherwise no language having quite clear production of
encourage imitation by child. benefits would be seen. If observers 3 or 4 word sentences but with
complain that children with Down grammatical markers missing, the
5. Address communication skills
syndrome read but do not under- majority at a 2 or 3 word stage in
if necessary (3-5% have autistic
stand what they are reading, this is production, much of this difficult to
spectrum difficulties).
the fault of the teacher not the child. understand, and some with very few
Third to fifth years [see 25]
words or signs. Most children will
1. Encourage a good communica- 4. Records of vocabulary compre- have significantly better comprehen-
tion environment at home and hension and production should sion than production.
ensure parents understand the be kept [23] and therapists should Reading activities will be an
speech and language needs of be aware of the important link important support for speech and
their child, and how speech and between productive vocabulary language development throughout
language develops. size and the development of the school years.
2. Continue with targeted work in grammar in production, which Detailed information on the range
support of hearing and produc- has been demonstrated for of progress of children can be found
ing speech sounds – as single typically developing children and in the books in the DSii series on
sounds and in whole words (for children with Down syndrome. [see Development and Education – see
speech and for auditory memory
24]
This means that at least some Resources.
development). [13,14] Keep a record of the grammar delay seen in chil- Goals for speech and
of speech sound progress. [see 23] dren with Down syndrome is the
result of delay in learning vocabu-
language therapists working
3. Continue to teach vocabulary
and develop early grammar and lary. Further there is evidence with 5-11 year olds with
syntax. This can be done through of a critical period for learning Down syndrome
play and by making books with grammar (to about 6 years) when
Knowledge and skills
the language to be learned in the brain is maximally recep-
tive and there is evidence that • to have up-to-date knowledge of
print. [see 25]
mastering grammar significantly the specific research literature
These reading activities will be
effects phonological development on speech and language develop-
an aid to parents to support the
in children. All these findings ment, working memory and effec-
teaching and practice of vocabulary
have significant implications for tive therapies for children with
and grammar, but there is also
our understanding of the speech Down syndrome
increasing evidence that seeing
words as well as hearing them is a and language profile usually seen • to understand the significance
significant aid for many children in children with Down syndrome of the specific impairment in the
with Down syndrome. Indeed, the and significant implications for phonological loop component of
research evidence indicates that early and continued therapy. working memory for the speech

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/
 Down Syndrome News and Update 2(2), 70-76
74
Speech and language therapy for children with Down syndrome

and language profile associated rate speech and language targets vocabularies (800 words or even less)
with Down syndrome into literacy activities and limited productive grammar.
• to understand the importance 5. to review oral-motor function, Reading activities will still be an
of reading work to support the feeding, chewing and drinking important way to help all teenagers.
development of vocabulary, gram- patterns and advise accordingly Most will still have phonological and
mar and speech clarity, using 6. all targets should be shared with intelligibility difficulties that should
strengths in visual memory parents, teachers and assistants be targeted, and the social use of
• to understand the importance 7. encourage a good communica- language, particularly the ability to
of auditory discrimination for tion environment at home and initiate and maintain conversations,
speech sounds, phonics activities, at school, and ensure parents, may need addressing.
phonological awareness train- teachers and learning support Goals for speech and
ing and speech work in order to assistants understand the speech language therapists working
improve working memory func- and language needs of their child,
tion as well as speech. and how speech and language
with 11-16 year olds with
Therapy plans develops. Down syndrome
1. to have clear targets for 4 areas of 8. address communication skills if Knowledge and skills
work, speech, vocabulary, gram- necessary (3-5% have autistic • to have up-to-date knowledge of
mar and communication skills spectrum difficulties). the specific research literature
and to keep detailed records of Models of delivery on speech and language develop-
progress • children with Down syndrome ment, working memory and effec-
2. for vocabulary and grammar, to should be seen at least monthly tive therapies for children and
have separate targets for compre- in school, targets reviewed and teenagers with Down syndrome
hension and for production, as activities set for parents, teachers • to understand the significance
comprehension in both domains and assistants to include in their of the specific impairment in the
is typically significantly ahead of daily routines phonological loop component of
production • these activities should be mod- working memory for the speech
3. for speech work, separate targets elled with the child by the speech and language profile associated
may be needed for articulation, and language therapist, so that with Down syndrome
phonology and intelligibility parents and assistants can confi- • to understand the importance
(pacing, voice etc) dently enable the child to practice of reading work to support the
4. to assist teachers in using reading daily. Therapy sessions will not development of vocabulary, gram-
to teach language and to incorpo- change speech and language mar and speech clarity, using
development unless they lead strengths in visual memory
to an increase in daily teaching • to understand the importance
activities and appropriate styles of auditory discrimination for
of communication at home and at speech sounds, phonics activities,
school. phonological awareness train-
• some children with Down syn- ing and speech work in order to
drome of primary school age may improve working memory func-
need weekly individual or group tion as well as speech.
sessions of speech and language Therapy plans
therapy with a therapist who has
1. to have clear targets for 4 areas of
the specialist knowledge and the
work, speech, vocabulary, gram-
skills to address their profile of
mar and communication skills
difficulties, particularly for speech
and to keep detailed records of
and intelligibility work.
progress
Secondary school years 2. for vocabulary and grammar, to
Speech and language therapy have separate targets for compre-
should continue for all teenagers hension and for production, as
with the same list of key objectives comprehension in both domains
and targets as for the primary age is typically significantly ahead of
group, but adapted to focus on age production
appropriate language needs and 3. for speech work, separate targets
activities. may be needed for articulation,
Some teenagers with Down syn- phonology and intelligibility
drome will be making good progress (pacing, voice etc)
and talking in reasonable sentences, 4. to assist teachers in using reading
others will still have fairly limited to teach language and to incorpo-
spoken language. The range of indi- rate speech and language targets
vidual differences is very wide. Many into literacy activities
secondary school pupils with Down
syndrome will have small productive

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/
Down Syndrome News and Update 2(2), 70-76
75
Speech and language therapy for children with Down syndrome

5. to review oral-motor function, retardation and Developmental nal of Clinical speech and Language
feeding, chewing and drinking Disabilities Research Reviews, 3, 307- Studies, 1,14-35.
patterns and advise accordingly 312. 14. Dodd, B., McCormack, P. & Woody-
2. Miller, J.F., Leddy, M. & Leavitt, L.A. att, G. (1994) Evaluation of an inter-
6. all targets should be shared with
(Eds.) (1999) Improving the Commu- vention program: relation between
parents, teachers and assistants nication of People with Down Syn- children’s phonology and parent’s
7. encourage a good communica- drome. Baltimore: Paul H Brookes communicative behaviour. American
tion environment at home and at Publishing. Journal on Mental Retardation. 98
school, and ensure parents, teach- 3. Chapman, R.S. (2001) Language, (5) 632-645.
ers and learning support assist- cognition and short-term memory 15. Laws, G., MacDonald, J., Buckley,
ants understand the speech and in individuals with Down syndrome. S.J. & Broadley, I. (1995). Long-term
language needs of their teenager, Down Syndrome Research and Prac- maintenance of memory skills taught
tice, 7 (1), 1-8. to children with Down syndrome.
and how speech and language
4. Stoel-Gammon, C. (2001) Down Down Syndrome Research and Prac-
develops tice, 3, 103-109.
syndrome phonology: Developmental
8. address communication skills if progress and intervention strate- 16. Laws, G., Byrne, A. & Buckley, S.J.
necessary (3-5% have autistic gies. Down Syndrome Research and (2000). Language and Memory
spectrum difficulties). Practice, 7 (3), 93-100. Development in children with Down
5. Stoel-Gammon, C (in press) Speech syndrome at mainstream and special
Models of delivery schools: A comparison. Educational
acquisition and approaches to inter-
• teenagers with Down syndrome vention. In J.A. Rondal & S.J.Buckley Psychology, 20(4), 447-457.
should be seen at least monthly (Eds) Speech and Language Inter- 17. Buckley, S.J., Bird, G., Sacks, B. &
in school, targets reviewed and vention in Down Syndrome. London: Archer, T. (in press). A comparison
activities set for parents, teachers Colin Whurr. of mainstream and special school
and assistants to include in their 6. Jarrold, C. & Baddeley, A. (2001) education for teenagers with Down
Short-term memory in Down syndrome: Effects on social and aca-
daily routines
syndrome: Applying the working demic development. Down Syndrome
• these activities should be mod- memory model. Down Syndrome Research and Practice, 8.
elled with the teenager by the Research and Practice, 7 (1), 17-24. 18. Laws, G., Buckley, S.J., Bird, G., Mac-
speech and language therapist, 7. Broadley, I., MacDonald, J. & Donald, J. & Broadley, I. (1995). The
so that parents and assistants Buckley, S.J. (1995). Working influence of reading instruction on
can confidently enable the young memory in children with Down language and memory development
person to practice daily. Therapy syndrome. Down Syndrome in children with Down syndrome.
sessions will not change speech Research and Practice, 3(1), 3-8. Down Syndrome Research and Prac-
[Online] Available:http://www.down- tice, 3, 59-64.
and language development unless
they lead to an increase in daily syndrome.net/library/periodicals/ 19. Byrne, A. (1997) Teaching reading
dsrp/03/1/003/ to children with Down syndrome.
teaching activities and appropri- Unpublished PhD Thesis. University
8. Stoel-Gammon, C. (1998). Sounds
ate styles of communication at of Portsmouth.
and words in early language acquisi-
home and at school. tion: The relationship between lexi- 20. See parents’ accounts and research
• some teenagers with Down cal and phonological development. In on early reading in DSNU 2 (1).
syndrome of secondary school R. Paul (Ed.) Exploring the Speech- 21. Buckley, S. (in press). Literacy and
age may need weekly individual language Connection (pp.25-52). language. In J.A. Rondal & S.J.
or group sessions of speech and Baltimore: Paul H. Brookes. Buckley (Eds) Speech and Language
language therapy with a therapist 9. Johansson, I. (1994). Language Intervention in Down syndrome.
who has the specialist knowledge Development in Children with Spe- London: Colin Whurr.
cial Needs - Performative Commu- 22. Jenkins, C. (2001). Adults with Down
and the skills to address their
nication (2nd Ed.). London: Jessica syndrome: an investigation of the
profile of difficulties, particularly Kingsley. effects of reading on language skills.
for speech and intelligibility work. 10. Weitzman, E. & Clements-Baartman, Unpublished PhD Thesis. University
Adult life J. (1998) Vocabulary intervention of Portsmouth.
for children with Down syndrome: 23. See Record Keeping checklists in
A recent study in the UK and work Parent training using focused stimu- Resources list.
in the USA has indicated that lation. Infant Toddler Intervention, 8 24. Buckley, S. (2000). Speech and
speech and language skills can be (2), 109-125. language for individuals with Down
improved with therapy during the 11. Clements-Baartman, J. & Giro- syndrome – an overview. Port-
adult years. [2,22] However, speech lametto, L. (1995) Facilitating the smouth, UK: The Down Syndrome
and language therapy services for acquisition of two-word semantic Educational Trust.
adults are even scarcer than those relations by preschoolers with Down 25. Buckley, S. (2000). Reading and
for children. This is an area for syndrome: Efficacy of interactive writing for individuals with Down
further work and an article on work versus didactic therapy. Canadian syndrome – an overview. Port-
Journal of Speech-Language Pathol- smouth, UK: The Down Syndrome
with adults will be published in next ogy, 19, 103-111.
year’s issue of this journal written by Educational Trust.
12. Hart, B (1996) The initial growth of 26. Buckley, S. & Bird, G. (2001).
a practitioner in this field. expressive vocabulary among chil- Memory development for indi-
dren with Down syndrome. Journal viduals with Down syndrome. Port-
References of Early Intervention, 20, 211-221. smouth, UK: The Down Syndrome
1. Chapman, R.S. (1997) Language 13. Cholmain, C.N. (1994) Working on Educational Trust.
development in children and adoles- phonology with young children with
cents with Down syndrome. Mental Down syndrome – a pilot study. Jour-

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/
 Down Syndrome News and Update 2(2), 70-76
76
Speech and language therapy for children with Down syndrome

Speech and language resources

Record keeping Books
Six checklists to enable parents and therapists to plan activities and Communication skills in children with Down syndrome – A guide for
to keep a record of children’s progress in vocabulary, grammar, parents. By Libby Kumin (1994). Bethesda: Woodbine House, MD,
speech and communication are available from The Down Syndrome USA. ISBN: 0-933149-53-0.
Educational Trust: Classroom language skills for children with Down syndrome – A guide for
Vocabulary checklists and record sheets: Checklist 1 - First 120 words. parents and teachers. By Libby Kumin (2001). Bethesda: Woodbine
Portsmouth, UK: The Down Syndrome Educational Trust. ISBN: House, MD, USA. ISBN: 0-890627-11-9.
1-903806-32-1
For detailed reviews of the relevant literature see the following
Vocabulary checklists and record sheets: Checklist 2 - Second 330 words. Overview modules from the Down Syndrome Issues and Information
Portsmouth, UK: The Down Syndrome Educational Trust. ISBN: Development and Education Series:
1-903806-33-X
Reading and writing for individuals with Down syndrome – an overview.
Vocabulary checklists and record sheets: Checklist 3 - Third 280 words. By Sue Buckley (2001). Portsmouth, UK: The Down Syndrome
Portsmouth, UK: The Down Syndrome Educational Trust. ISBN: Educational Trust. ISBN: 1-903806-09-7
1-903806-34-8
Speech and language for individuals with Down syndrome – an overview.
Speech sounds checklists and record sheets. Portsmouth, UK: The By Sue Buckley (2000). Portsmouth, UK: The Down Syndrome
Down Syndrome Educational Trust. ISBN: 1-903806-35-6 Educational Trust. ISBN: 1-903806-00-3
Interactive communication and play checklists and record sheets. Memory development for individuals with Down syndrome. By Sue
Portsmouth, UK: The Down Syndrome Educational Trust. ISBN: Buckley and Gillian Bird (2001). Portsmouth, UK: The Down
1-903806-36-4 Syndrome Educational Trust. ISBN: 1-903806-08-9
Sentences and grammar checklists and record sheets. Portsmouth, UK:
The Down Syndrome Educational Trust. ISBN: 1-903806-37-2 Teaching Materials
Four early language games are available from The Down Syndrome
Practical Activities Educational Trust, sold either separately or as a set, saving 15%.
Three age specific guides to practical activities to encourage speech DownsEd picture lotto, illustrating first words with full colour
and language development are available from The Down Syndrome photographs.
Educational Trust. They should be helpful to parents and classroom
DownsEd picture dominoes, for picture matching and teaching
assistants:
vocabulary.
Speech and language development for infants with Down syndrome (0-5).
DownsEd consonant sound cards, with picture prompts for 20 English
By Sue Buckley and Gillian Bird (2000). Portsmouth, UK: The Down
consonant sounds to encourage toddlers to listen to and to imitate
Syndrome Educational Trust. ISBN: 1-903806-05-4
the sounds.
Speech and language development for children with Down syndrome
DownsEd language cards, with colour photographs illustrating a selected
(5-11). By Sue Buckley and Gillian Bird (2001). Portsmouth, UK: The
set of first words.
Down Syndrome Educational Trust. ISBN: 1-903806-06-2
Speech and language development for teenagers with Down syndrome For details of these and specialist courses for speech and language
(11-16). By Sue Buckley and Gillian Bird (2000). Portsmouth, UK: The therapists, see the websites at http://www.downsed.org
Down Syndrome Educational Trust. ISBN: 1-903806-07-0 Videos
Understanding Down syndrome (1) - learning to talk. By Sue Buckley
(1995) Portsmouth, UK: The Down Syndrome Educational Trust.
Understanding Down syndrome (2) - learning to read. By Sue Buckley
(1995) Portsmouth, UK: The Down Syndrome Educational Trust.

Acknowledgements
The authors would like to thank Leela Baksi and Margaret Wright, Speech and Language Therapists, for feedback on an earlier draft of these
guidelines. However, the opinions expressed, and any errors or omissions, are the responsibility of the authors.

Speech and Language workshops at The Sarah Duffen Centre

(autumn 2002)
Monday 11 November Speech and language development for children with Down syndrome from birth to teenage years (Day 1/2)
Tuesday 12 November Speech and language development for children with Down syndrome from birth to teenage years (Day 2/2)

See our Services brochure for details of these and other Workshops, or visit our website at: http://www.downsed.org

© 2002 The Down Syndrome Educational Trust. All Rights Reserved. Copying for personal use only is permitted. ISSN: 1463-6212
http://www.down-syndrome.net/library/periodicals/dsnu/02/02/