The Speech and Language Assessment in Down’s Syndrome
The speech and language assessment is a key process for identifying and enhancing communication, language, speech, and swallowing skills in individuals with Down’s syndrome. A paediatrician or educator often recommends this assessment to detect strengths and areas for improvement, which then allows for a personalised, timely, and appropriate intervention plan.
What is a Speech and Language Assessment?
The speech and language assessment explores various areas of communicative and linguistic development, helping to identify possible disorders related to communication, language, and swallowing. The goal is to understand the individual’s unique profile to design interventions that meet their specific needs.
Why is it important if my child isn’t speaking yet?
Even if your child is not yet speaking, the speech and language assessment is valuable. It does not focus solely on spoken words; it also examines non-verbal communication and early signs of communicative intent, allowing a tailored treatment to begin early, even before speech is fully developed.
Areas of Assessment
The assessment focuses on three key areas:
- Communication: Evaluates the ability to exchange information, which can occur through gestures, eye contact, facial expressions, and voice.
- Language: Analyses the use of symbols and codes to represent ideas and objects, whether through oral or gestural forms.
- Speech: Examines the production of meaningful sounds, that is, spoken language.
A Comprehensive Process
The assessment involves interviews with parents about the child’s history and development, as well as observations in the clinic. Topics such as pregnancy, birth, feeding, and the child’s sleep routines are explored. Standardised tests and questionnaires are also used to assess communicative behaviours, bonding styles, play, and the functional use of language. At the end, a detailed report is provided to the family with recommendations and suggestions.
Play is essential in this process, as it allows natural observation of communication. Through play, children express emotions, learn, and establish meaningful interactions.
Assessment in Babies and Pre-Verbal Children
In babies and children who have not yet developed speech, the assessment focuses on several aspects:
- Hearing: Hearing tests observe the child’s response to sound stimuli.
- Vocalisation: The child’s babbling and variety of sounds are observed.
- Interaction: Reactions to faces and voices, including gestures and smiles, are noted.
- Early communication skills: The assessment includes observing communicative intent, turn-taking, making requests or protests, and how the child engages in interactions.
These skills are essential for language development and include attention, visual and auditory perception, and the ability to imitate.
Assessment in Children
For children who have already developed some language skills, the speech and language assessment includes:
- Learning behaviours: Observing attention, concentration, resistance to fatigue, and planning skills.
- Comprehension: Assessing the child’s ability to understand commands and dialogues.
- Expression: Observing vocabulary use and sentence structure.
- Articulation: The clarity of sound production.
- Social skills: Interactions with other children, use of facial expressions, and turn-taking in conversations.
Assessment in Adults
The assessment for adults with Down’s syndrome evaluates language, communication, and cognitive skills. Fluency and clarity of speech, comprehension of spoken and written language, and the ability to express thoughts verbally and in writing are examined. This includes assessing the ability to follow conversations, respond to instructions, and articulate ideas.
Speech and Language Intervention for Adults
For adults with Down’s syndrome, speech and language intervention aims to increase communication opportunities and strengthen linguistic skills in line with their interests and needs. Activities are planned to leverage strengths in visual processing, and participation in situations that stimulate social interaction is encouraged, as well as the use of lexical and syntactic skills. It is crucial that the intervention reinforces the use of verbal expression in accordance with the adult’s personal goals and interests.
