Language Development in Children with Down syndrome 1

Language Development in Children with Down syndrome

Lily Kanefield

SERP434

The University of Arizona

Language Development in Children with Down syndrome 2

Language development is a natural process by which we communicate,

express ourselves, grow mentally, and learn, however, for some people

learning language is more difficult. Students with Down syndrome develop

language very differently than typically developing students, and because

of this as educators we must teach them differently, and develop adaptive

clinical and educational interventions for them so these students can express

themselves, learn, and grow in educational and social situations in our world.

Children with Down syndrome, develop quite differently than typical

children, in physical, emotional, and intellectual ways. Individuals with Down

syndrome are often times characterized based on their broad hands, low

muscle tone, delayed growth, and facial features. Individuals with Down

syndrome often have no impairment in their social skills and are typically

extremely social, engaging, and loving. According to Roizen (2007),

approximately 80% of persons with Down syndrome have severe intellectual

disabilities, while others have IQ scores in the average range, this statistic

means that many of these individuals also have delayed or no growth in

language development and other cognitive tasks and developments.

Language development for typically developing students starts with

the pre-linguistic stage. In this stage the children are making gestures to

express themselves and to vocalize desires, however, they dont use any

words. This is typically happening before 12 months for children. Following

this stage is the Linguistic stage, which generally happens between 18 and

36 months. During this stage the typically developing child is producing

Language Development in Children with Down syndrome 3

single word utterances, which toward the end of the stage lead to two-word

combinations and eventually short sentences. After these stages are met

childrens speech rapidly increases and become more and more advanced as

they begin school are exposed to more language opportunities.

When looking at language development in students with Down

syndrome, like that of typically developing students the first stage that is

assessed is the pre-linguistic stage. This stage for typically developing

students is a short stage, however, for individuals with Down syndrome this

stage is longer and there are slight delays in the transition from unintentional

to intentional communication, as well as a delay in the introduction of

babbling. It is also observed that students with Down syndrome typically use

communicative gestures for a longer period than then other children. The

linguistic stage this is where the largest disconnect occurs between persons

with Down syndrome and like age peers. Children with Down syndrome have

delays and deficits in their phonology, vocabulary, syntax, and pragmatic

characteristics. When looking at phonology it is shown that many errors

made my students with Down syndrome are similar to those made by

younger typically developing peers; these often include systematic sound

errors as well as simplification patterns. It is also shown that students with

Down syndrome have a lower range of vocabulary. They not only have a

lower number of words in their total vocabulary, but they also seem to use a

much smaller number of different words during connected speech, and many

of the words they use have been found to be much more similar than
Language Development in Children with Down syndrome 4

younger typical students. Syntax, seems to present a big challenge for

students with Down syndrome. It is shown that syntax comprehension for

these students is much lower than their non-verbal cognitive abilities.

Specifically, these students perform dramatically lower in grammatical

morphemes, different tenses, as well as articles and present progressive

morphemes. Children with Down syndrome also seem to have a delayed

emergence of two-word combinations (Iverson et al., 2003). When looking at

pragmatic aspects of language students with Down syndrome display

multiple challenges, including difficulty with the elaboration of topics,

weakness of communicative repairs, as well as trouble with linguistic parts of

narratives.

According to Kumin (2008), another factor that is often forgotten about

when assessing students with Down syndromes speech is that due to lack of

strength, low facial muscle tone, articulation difficulties, and timing

coordinating students with Down syndrome often experience problems in

speech intelligibility, or the ability to understand speech. In general the

language development for students with Down syndrome, like everything

else, is very specific to each student, it is important to remember that

although there are common difficulties among many of these individuals

there are also some students whose language development may just be

delayed, stunted, or very similar to age like peers.

Language is one of the most important aspects in our world because it

allows us to communicate, increases and promotes our cognitive functions,

Language Development in Children with Down syndrome 5

encourages social development, and allows us to further our learning

(Buckley & Prevost, 2000). When language is not developed individuals

struggle with human contact as well as daily life tasks. As we know, no two

people are alike, likewise no two students learn the same, so when looking

into the techniques and skills that must be developed in order to not only

teach students with Down syndrome, but all students, it is a very specified

road with many pieces that must be put into action together in order to

successfully develop language skills.

Before looking at how to modify instruction for students with Down

syndrome first we must first look at what are some of the most widely used

and accepted techniques for developing language for all students. When

starting to teach language the most important thing one can do for a student

is taken into account all factors that may influence their language

development in both a positive and negative way. This includes, but is not

limited to, biological differences, gender differences, social conditions, and

other environmental differences. Once all these factors are considered

students language development can begin starting with the introduction of

language through modeling and conversation and moving toward

development of all the different aspects of language, combined with

grammatical introduction and other language rules.

In the first and second years of life person with Down syndrome should

experience a lot of encouraging, and a language rich environment. Support

should be provided for feeding and other oral-motor functions, good

Language Development in Children with Down syndrome 6

communication (spoken and non-spoken) should be modeled, and target

sounds and gestured should be modeled. This is similar to what should

happen for typically developing students as well. Once students with Down

syndrome enter primary school, this is where direct instruction should be

implemented to increase language development. Many studies believe that if

the correct instruction and motivation is instilled in these learners there is no

reason that a language ceiling should ever be hit; these students should be

able to continue growing in their speech and language abilities as they grow

physically and cognitively as well.

What is often observed when comparing students with Down syndrome

to the typical student, is that in the very early stages of development, the

students with Down syndrome seem to just have delayed development.

When looking at students with Down syndrome versus the typical student, it

is shown that development of language in comparison to motor or cognitive

development is much more delayed and often times grows wider in students

with Down syndrome as they get older. It is also shown that Down syndrome

specifically, even when compared to other brain disorders, results in

significantly more impaired linguistic skills. Overall, the largest gap between

students with Down syndrome occurs within syntax, morphology,

comprehension, and production. Other factors such as vocabulary are more

of a delay and seem to have larger improvements with proper intervention.

However, many of these differences do not appear until much later in the
Language Development in Children with Down syndrome 7

development it isnt until after early vocabulary stage that more notable

differences between these two types of students emerge.

One of the most important things that we can do those our students

with Down syndrome is to start working with them on language and speech

at an early age. The most important thing that must be addressed with

starting intervention for students with Down syndrome is that priority for the

student and their family is addressed first. The intervention should focus on

communication, academic, and independent living skills for the student,

however, where emphasis is placed, and in what order is up to that student

and their family. One crucial technique that should be used in intervention is

the idea of generalization, which promotes multiple opportunities for

practicing skills in natural settings, like home, school, and in the community.

In order for this to happen there must be detailed collaboration between

family and school as well as continuation of services in and out of the home.

Once all these factors are discussed and figured out the specific type of

intervention can be determined and work can begin to target speech skills,

more complex language, and alternative communication. Some students

may require AAC (Augmentative or alternative communication) systems like

sign language, visual schedules, and assistive technology for/computerize

speech production devices. The use of sign language is very common for

students with Down syndrome, both before they are verbally developed, and

also once they have acquired some speech, but need assistance in certain

communicative areas. Kay-Raining Bird et al. (2000) found that students wit
Language Development in Children with Down syndrome 8

Down Syndrome were more likely to imitate words when they were paired

with signs, opposed to being one signed or only spoken. According to

research Down syndrome does significantly affect language development,

however, with AAC tools, and other evidence based approaches interventions

strategies can be formed for each student and can focus on the strengths of

each individual in order to promote growth in the weaknesses to improve

communication opportunities and overall language abilities (Millar et al.,

2006).

Language is such an important part in our world today, it is a way to

socially interact with people around us, grow internally, and develop our

mental capacity through learning. Students with Down Syndrome learn and

develop differently and typically slower than the average student, which

means that in order for them to develop language we must modify and adapt

the typical steps and processes in which we teach language, through

intervention and differentiated teaching. When provided the proper

intervention students with Down syndrome can participate in emotional,

social, and educational experiences like same age peers and can take part

equally in all aspects of life.

Language Development in Children with Down syndrome 9

Work Cited

Buckley, S., & Prvost, P. L. (n.d.). Speech and language therapy for children
with Down syndrome. PsycEXTRA Dataset.

Fowler, A. E. (n.d.). The development of Language Structure in Children with

Down syndrome. Haskins Laboratory: Status Report on Speech Research.

Martin, G. E., Klusek, J., Estigarribia, B., & Roberts, J. E. (2009). Language
Characteristics of Individuals with Down syndrome. Retrieved September 11,
2016, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2860304/

Millar, D. C., Light, J. C., & Schlosser, R. W. (2016). The Impact of

Augmentative and Alternative Communication Intervention on the Speech
Production of Individuals With Developmental Disabilities: A Research Review.
Journal of Speech Language and Hearing Research, 49(2), 248. Retrieved
December 9, 2016, from http://isaac-nf.nl/m/Millar Light Schlosser 2006.pdf

Oliver, Colleen D., "Down Syndrome And Language Development" (2012).

Research Papers. Paper 232. http://opensiuc.lib.siu.edu/gs_rp/232

Owens, R. E. (2016). Language development: An Introduction (Ninth ed.).

Boston: Pearson.

Roberts, J. E., Price, J., & Malkin, C. (2007). Language and communication
development in Down syndrome. Mental Retardation and Developmental
Disabilities Research Reviews13(1), 26-35.