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KRBrander Seminar Norfil 02162021
KRBrander Seminar Norfil 02162021
Objectives
⚫ To know what SLPs do in the team managing people with down syndrome
⚫ To identify communication models
⚫ To understand how home logistics affects communication
⚫ To understand communication, speech, language and feeding challenges of infants and
individuals with down syndrome
⚫ To understand how to better facilitate communication at home
⚫ To identify hindrances that would maximize the child’s communication skills
Who are the SLPs? What do they do? (owens, 2011, paul et. al, 2012, singleton et al, 2014,
bernstein et al 2002)
Typical Children learn communication (owens, 2011, paul et. al, 2012, singleton et al, 2014,
bernstein et al 2002):
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⚫ play
⚫ social interaction with peers
⚫ observation of environment
When Children with Down Syndrome are younger (NYDOH, 2006; Paul et al, 2012)
Physical Characteristics Developmental Characteristics
Implication in life….
As the child is growing up, communication becomes more integrated to social settings…
(owens, 2011, paul et. al, 2012, singleton et al, 2014, bernstein et al 2002)
Stages What happens
Toddler stage
Pre-school stage
School age stage
Adulthood
What is the importance of communication models? (owens, 2011, singleton et al, 2014,
bernstein et al 2002)
⚫ Teaches the child how
⚫ To say or communicate what he needs
⚫ He would approach others
⚫ Listen to the people around him
⚫ Memorize interaction
⚫ Recall how to respond to a situation
⚫ Regulate actions of adults, often misunderstood and labeled as MANIPULATION
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Issues of Adults with Down Syndrome [Jackson et al (2014)]
● Learning disability
● Stuttering
● Self esteem issues (social comparison)
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6. Ask clinicians to give you home work
7. Do home work diligently
Younger kids
Physical Environment
⚫ Things are arranged (or for that matter un arranged)
⚫ How toys are being circulated
⚫ How we interact with our children
⚫ Ease of reach
⚫ Synchrony of activities
⚫ Flow of traffic inside the house
Language (owens, 2011, paul et. al, 2012, singleton et al, 2014, bernstein et al 2002)
● Model actual sentences and words
● Speech recasting
● Play
● Toys should be within in visual field but not always within reach
● Make a rule on toy at a time for a specific time
● Child has a designated areas to play, work etc
● Parents should be “monitoring” people
● Specific activity- not repetitive or aimless
● A child needs to hear a specific word or concept at least 250 times before he could
memorize it?
● Most children are ATYPICAL learners because they have a different way or learning?
● Children learn better if there is a theme
Tasks
⚫ Would need to allot a specific number of hours vs. number of trials
⚫ Discrete trial training- concepts/vocabulary
⚫ For long term learning, consider THEMATIC APPROACH
⚫ Daily activities
⚫ Table and chair
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● Support system
● Integration
● Being heard
● Other modes of communication
● Independent living
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⚫ Empathy
⚫ Time given/allotted
⚫ Discipline
⚫ Define fairness
⚫ Loving an individual
⚫ Issue three: skill
⚫ Competency vs. urgency
⚫ Ignorance vs. denial
⚫ Motivation vs. hopelessness
⚫ Passion vs. responsibility
⚫ Therapist vs. parent
References:
• Lahey, M., & Bloom, L. (1988). Language disorders and language development /
Margaret Lahey. New York : Macmillan ; London : Collier Macmillan, c1988.
• Jackson, C., Cavenagh, P., & Clibbens, J. (2014). Communication and self-esteem in
adults with Down syndrome. International Journal of Language & Communication
Disorders, 49(3), 275–287. https://doi.org/10.1111/1460-6984.12060
• New York State Department of Health (2006). “QUICK REFERENCE GUIDE FOR PARENTS
AND PROFESSIONALS DOWN SYNDROME ASSESSMENT AND INTERVENTION FOR YOUNG
CHILDREN (AGE 0-3 YEARS).” New York State Department of Health, Division of Family
Health, Bureau of Early Intervention
• Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence :
listening, speaking, reading, writing, and communicating / Rhea Paul, Courtenay
Norbury. St. Louis, Mo. : Elsevier.
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• Roberts, J. E., Price, J., & Malkin, C. (2007). Language and Communication Development
in Down Syndrome. Mental Retardation and Developmental Disabilities Research
Reviews, 13(1), 26–35.
Thank you!
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