Down syndrome is a developmental disability resulting from an extra copy of chromosome 21, and it affects about 5,000 newborns in the United States every year. A century ago, most children with this disability reached the age of only 9; today, they live well beyond their 50s (National Down Syndrome Society, 2003 fact sheet).
One of the biggest problems for many people with Down Syndrome is the unintelligibility of their speech to others. Ideas may not be clearly formed; the language plan and/or the speech movement plan may not be well established; the actual process of speech may be a problem.
As well as this, hearing loss, which is quite common in people with Down Syndrome, makes learning and understanding language difficult. Also, the individual may lack the social awareness needed to know when or where it is appropriate to say what is wanted.
Stuttering is a “mechanical” problem, a problem in the motor co-ordination of speech. Individuals who stutter are sensitive to stress, fatigue, emotion and excitation (National Down Syndrome Society, 2003 fact sheet).
Increasing Speech Intelligibility in Down Syndrome
There are a number of ways to help a child with Down Syndrome.
- Give the person with Down Syndrome plenty of time to speak.
- Take a slightly longer pause between what he or she has said and your reply - this slows the overall speed of the conversation down. Encourage the adult or child also to take longer pauses. This allows thinking time before speaking.
- Try to avoid finishing sentences or saying what you think he or she might be trying to get across.
- Speak a little slower yourself - this gives a model for the child or adult with Down Syndrome to follow.
- Try not to use too many long and complicated sentences.
- Give positive encouragement for the message rather than the style of delivery.
Phonological Characteristics of Children with Down Syndrome
For children, helping the language to develop and the vocabulary to expand may reduce the amount of dysfluency. Rhymes and jingles that have a strong rhythm and can be moved to or clapped out are particularly useful. Also, encouraging the use of sign language and other aids reduces the pressure on children or adults who are dysfluent and difficult to understand.
“Most children with Down syndrome will be particularly dysfluent while their language is developing and their vocabulary is expanding,” says Joanne E. Roberts, Carol Stoel-Gammon, and Elizabeth F. Barnes in the 2004 Journal of Speech, Language and Hearing Research article entitled “Phonological Characteristics of Children with Down Syndrome or Fragile X Syndrome.”
The dysfluencies may pass or reduce as they become better at planning and organizing their language. For some, however, language and speech may always be difficult. The most important thing is that they should feel that what they say has value and that others want to listen to them.
Children with Down Syndrome benefit from the same care, attention, and inclusion in community life that help every child grow. As with all children, quality education is important to provide the child with Down Syndrome the opportunities that are needed to develop strong academic skills.
Although babies and children with Down Syndrome are early customers for extensive health evaluations, infant stimulation, physical therapy, communication enhancement, developmental evaluations, and other professional intervention, it is important to keep in mind that every child deserves to be surrounded by people who love, respect and admire all children.
