speech iep goals for down syndrome

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This advice-column-style blog for SLPs was authored by Pam  Marshalla  from 2006 to 2015, the archives of which can be explored here. Use the extensive keywords list found in the right-hand column (on mobile: at the bottom of the page) to browse specific topics, or use the search feature to locate specific words or phrases throughout the entire blog.

Down Syndrome Goals

By Pam Marshalla

Q: My two-year-old client with Down syndrome has dysphasia and the classic forward tongue posture.  Which of your books will guide me to work on oral-motor skills so I can strengthen the oral structure for swallowing and speech?  

Therapy is rarely about “strengthening” oral movements.  Therapy for developing expressive speech in a toddler with Down syndrome usually includes the following:

• Activities to encourage a wide variety of oral movement through feeding and oral play activities.
• Activities to get the jaw to move up-and-down to encourage the CV.
• Activities for increasing breath support for speech to encourage syllable prolongation and sequencing.
• Activities for developing better oral awareness and discrimination.
• Activities for stabilizing the tongue at the back lateral margins so that it stays inside the mouth.

These are subjects that I currently teach in my seminars, and some of this is in my classic book called Oral-Motor Techniques in Articulation and Phonological Therapy .

My next book called The Marshalla Guide (webpage coming later) will have chapters about each of these topics.

I know Sara Rosenfeld John has new DVD seminar on Down Syndrome that you might want to check out.

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Improving speech and language development for children and young people with Down syndrome

This online course provides in-depth guidance on evidence-based speech and language therapy, offering practical recommendations and strategies based on a detailed review of the scientific research into speech, language and working memory development for children and young people with Down syndrome.

On this page:

Designed for speech and language therapists/pathologists working with young people with Down syndrome, the course offers comprehensive practical guidance for assessment and planning, developing communication, vocabulary, grammar and speech from the early steps in infancy through to early adulthood.

Presented and led by Professor Sue Buckley OBE , the course covers working with young people with Down syndrome from infancy, considering the wide variability in development seen, and also addressing the needs of children with more complex needs, including dual diagnoses. Although the course focuses on learning English, most of the principles and practical advice can be applied to any language. Available research examining how individuals with Down syndrome learn other languages or become bilingual is discussed.

The following modules are included in this course:

• Speech and language development for individuals with Down syndrome - the challenges and reasons for optimism - In this module we examine the typical speech, language and communication profile of individuals with Down syndrome and what research tells us about the factors that influence their progress. Some of these factors are associated with having Down syndrome - such as hearing loss and verbal short-term memory issues. Other factors are changes to the language learning environment at home and at school that may reduce opportunities to learn and develop spoken language. We also consider what we can learn from research into factors influencing progress in typically developing children, and in children with specific language impairment (SLI) who exhibit a similar language and working memory profile to children with Down syndrome. This review of the available research highlights the issues that we need to address and identifies some key points for developing effective and comprehensive interventions.
• Understanding and improving working memory - Speech, language and working memory development are closely interrelated. This module outlines the working memory system, its components and development. It reviews the research investigating working memory and interventions in individuals with Down syndrome and individuals with hearing loss, SLI and typical development. This module ends by drawing out the practical implications for effective practice to both improve working memory and speech and language development.
• What can we learn from intervention research? - In this unit we review the published speech and language intervention studies involving children and young people with Down syndrome. These include studies aiming to improve communication skills, vocabulary development, sentence and grammar development and speech. We consider the evidence of outcomes, the processes which may explain these outcomes, the intensity of interventions, and who delivers interventions - therapists, researchers, parents, assistants. We identify what this research suggests about the characteristics of effective interventions.
• Effective training for parents, carers and educators - A number of studies have identified the benefits of involving parents or educators in delivering or supporting interventions. In this module we consider the extent and types of training and support that parents and educators received and how we can take this from research to practice. The greatest opportunities for children to develop their speech, language and communication skills occur in everyday situations where they want to talk. We consider how to train and support parents and educators successfully.
• Assessments, planning and monitoring interventions - This module starts by summarizing what we have learned from the first four modules and draws out the principles that should underpin effective interventions. It then discusses expert guidance on assessments, including ways in which parents and educators as well as therapists can assess individual progress and identify targets. It includes information on how children develop their skills across communication, vocabulary, grammar and speech, and how an effective intervention plan needs to consider targets in each domain. It considers how progress in one domain may influence progress in another and discusses ways to continuously monitor and record progress. It also considers the needs of bilingual children.
• Developing communication and social use of language - This unit looks at communication from infancy to adult life - how to get your message across effectively using non-verbal communications, gestures and pointing to holding a conversation or telling a story (narrative). It provides some norms on expected rates of communication development into the school years. It also reviews relevant research and its implications for the use of signing and other augmentative and alternative communication (AAC) approaches. It then reviews the research into the diagnosis and needs of individuals with a dual diagnosis of autism and Down syndrome and provides some guidance on interventions for those with more complex needs.
• Teaching and extending vocabulary - This module begins with a review of the research into vocabulary development for children and young people with Down syndrome and provides some norms for expected rates of vocabulary development. It provides practical guidance and example activities to teach comprehension and the production of vocabulary from first words. We discuss ways to develop the number of different words that a child knows, their understanding of how these words may vary in meaning when used in different contexts, knowledge networks of words with related meanings and category knowledge. We discuss opportunities to learn new vocabulary linked to the school curriculum and the vocabulary needs of teenagers and young adults.
• Teaching and extending sentences and grammar - This module begins with a review of the research into grammar and sentence development in children and young people with Down syndrome. It outlines the way in which grammar develops in spoken language and provides some norms on expected development. It discusses strategies that can be used during everyday conversations to help children and young people develop more complex sentences as well as specific teaching activities. It considers the ways in which sentence and grammar learning can be embedded in the school curriculum and how reading activities can be used with both independent readers and non-readers to help them progress.
• Supporting speech development and improving intelligibility - This unit begins with a review of the research into speech development for children and young people with Down syndrome. It provides some norms on how speech production develops. It discusses the ways to support children and young adults to develop clear speech from the first year of life, through school to adult years. It stresses the need to ensure that they can hear, produce and discriminate between the speech sounds in their language. It provides guidance for improving the clarity of word and sentence production based on published studies. It highlights ways in which phonics instruction for reading can also support speech development. It also considers other aspects of spoken production including prosody and dysfluencies.
• Next steps - developing better services and resources - The final module recaps on what has been learned on the course and the issues it highlights. It considers the challenges we face in putting what we know into practice in ways that therapists, parents and educators can implement. It considers the gaps in our knowledge and how researchers and practitioners might work together to address them. It also considers the challenges for service development and the different ways in which these might be addressed.

This course features:

• Video presentations - lasting between one and two hours, available to course participants for streaming on-demand
• Handouts - download copies of the slides in the presentation to work through
• Assessments - check your learning with online assessments
• 'In practice' checklists - guidance and checklists to assist course participants to identify how to apply what they have learned for each child that they work with
• Further reading, references and resources - references to research discussed in each module, together with further reading and recommended resources are provided for those wishing to develop their knowledge further
• Certificates of achievement - certificates for participants who successfully complete each module and assessment in this course

Course duration

We recommend setting aside around 4 hours per week for 10 weeks (or 2 hours per week for 20 weeks) to study this course and to gain the most from it.

Access to the course is available as a monthly subscription or a single purchase of 12 months.

Participants must successfully complete each module and all assessments to receive a certificate of achievement.

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Home » Blog » General » Supporting Achievement and Growth: How to Develop Appropriate IEP Goals for Down Syndrome Students

Supporting Achievement and Growth: How to Develop Appropriate IEP Goals for Down Syndrome Students

Individualized Education Program (IEP) goals play a crucial role in supporting the academic and personal growth of students with Down Syndrome. By setting specific, measurable, attainable, relevant, and time-bound goals, educators and parents can create a roadmap for success tailored to the unique needs and abilities of each student. In this blog post, we will explore the importance of developing appropriate IEP goals for Down Syndrome students and provide strategies for creating effective goals that promote achievement and growth.

Understanding Down Syndrome

Before delving into the process of developing IEP goals, it is essential to have a solid understanding of Down Syndrome. Down Syndrome is a genetic disorder caused by the presence of an extra copy of chromosome 21. Individuals with Down Syndrome typically exhibit certain physical characteristics, such as almond-shaped eyes and a flattened facial profile. They may also experience cognitive delays and have unique learning styles.

Students with Down Syndrome often face challenges in various areas, including communication, social interaction, and academic skills. However, it is important to recognize that each student is unique and may have different strengths and needs. When developing IEP goals, it is crucial to consider these individual differences and create goals that are tailored to the specific student.

Components of Effective IEP Goals

Effective IEP goals share several key components that contribute to their success. These components include specificity, measurability, attainability, relevance, and time-bound nature.

Specificity

Specificity refers to clearly defining the desired outcome of the goal. Instead of setting a vague goal like “improve reading skills,” a specific goal would be “increase reading fluency by reading aloud for 10 minutes daily.” By clearly defining the desired outcome, educators and parents can focus their efforts on specific areas of growth.

Measurability

Measurability involves establishing criteria for progress monitoring. Goals should be measurable so that progress can be tracked and evaluated. For example, a measurable goal for a student with Down Syndrome could be “increase vocabulary by learning and correctly using five new words per week.” This allows educators and parents to track the student’s progress and make adjustments as needed.

Attainability

Setting realistic and achievable goals is crucial for maintaining motivation and promoting success. Goals should be challenging but within the student’s reach. It is important to consider the student’s current abilities and provide appropriate support and resources to help them achieve their goals.

Relevance refers to aligning goals with the student’s unique needs and abilities. Goals should be meaningful and address areas of growth that are essential for the student’s overall development. By focusing on relevant goals, educators and parents can maximize the impact of interventions and support.

Establishing a timeline for goal achievement is essential for creating a sense of urgency and accountability. Goals should have a specific timeframe, such as “improve handwriting skills by the end of the semester.” This helps educators and parents track progress and make necessary adjustments if the student is not making sufficient progress within the specified timeframe.

Strategies for Developing Appropriate IEP Goals

Developing appropriate IEP goals requires a collaborative approach that involves parents, teachers, and other professionals. By working together, a comprehensive understanding of the student’s strengths and needs can be gained, leading to the development of effective goals. Here are some strategies to consider:

Collaborative Approach

Involve parents, teachers, and other professionals in the goal-setting process. Each stakeholder brings valuable insights and perspectives that can contribute to the development of well-rounded goals. By collaborating, a holistic approach to goal-setting can be achieved.

Assessing Current Skills

Conduct comprehensive assessments to identify the student’s current skills and areas needing improvement. This can include academic assessments, speech and language assessments, and social-emotional assessments. By understanding the student’s strengths and weaknesses, goals can be tailored to address specific areas of need.

Prioritizing Goals

Determine the most critical areas for intervention and growth. It is important to prioritize goals based on the student’s individual needs and the areas that will have the greatest impact on their overall development. By focusing on the most critical goals, educators and parents can allocate resources and support effectively.

Breaking Down Goals

Break larger goals into smaller, manageable steps. This allows for incremental progress and provides opportunities for success along the way. Breaking down goals also helps students stay motivated and engaged as they can see their progress more clearly.

Incorporating Social Emotional Learning (SEL)

Integrate Social Emotional Learning (SEL) strategies into IEP goals to support overall development. SEL skills, such as self-awareness, self-regulation, and social skills, are essential for students with Down Syndrome to thrive academically and socially. By incorporating SEL into IEP goals, educators and parents can address the holistic needs of the student.

Examples of Appropriate IEP Goals for Down Syndrome Students

When developing IEP goals for students with Down Syndrome, it is important to consider their unique needs and abilities. Here are some examples of appropriate IEP goals across different domains:

Communication and Language Skills

• Improve expressive language skills by using three-word phrases to communicate needs and wants.
• Increase receptive language skills by following two-step directions with visual supports.
• Enhance social communication skills by initiating and maintaining a conversation with a peer for five minutes.

Social Skills and Emotional Regulation

• Develop self-regulation skills by using a calm-down strategy when feeling overwhelmed or frustrated.
• Improve perspective-taking skills by considering others’ feelings and thoughts during social interactions.
• Enhance problem-solving skills by independently resolving conflicts with peers using appropriate strategies.

Academic Skills

• Increase reading fluency by reading aloud for 15 minutes daily with minimal errors.
• Improve math skills by solving multi-step word problems with 80% accuracy.
• Enhance writing skills by independently writing a paragraph with a clear topic sentence and supporting details.

Independent Living Skills

• Develop self-care skills by independently dressing and grooming oneself.
• Enhance daily living skills by independently preparing a simple meal or snack.
• Improve money management skills by counting and making correct change for small purchases.

Monitoring and Evaluating Progress

Monitoring and evaluating progress is a crucial part of the goal-setting process. Ongoing progress monitoring allows educators and parents to track the student’s growth and make necessary adjustments to goals and interventions. Here are some strategies for monitoring progress:

Importance of ongoing progress monitoring

Regularly monitor the student’s progress to ensure that goals are being met and interventions are effective. Ongoing progress monitoring provides valuable data that can inform decision-making and guide instructional practices.

Strategies for tracking and documenting progress

Use a variety of assessment tools and strategies to track and document progress. This can include informal observations, checklists, rubrics, and standardized assessments. By using multiple sources of data, a comprehensive picture of the student’s progress can be obtained.

Making necessary adjustments to goals as needed

If a student is not making sufficient progress towards their goals, it may be necessary to make adjustments. This could involve modifying the goal, changing instructional strategies, or providing additional support. Regularly reviewing and adjusting goals ensures that they remain relevant and attainable.

Developing appropriate IEP goals for students with Down Syndrome is a collaborative process that requires careful consideration of the student’s unique needs and abilities. By setting specific, measurable, attainable, relevant, and time-bound goals, educators and parents can create a roadmap for success that promotes achievement and growth. Remember to involve all stakeholders, assess current skills, prioritize goals, break them down into manageable steps, and incorporate Social Emotional Learning strategies. By monitoring progress and making necessary adjustments, students with Down Syndrome can reach their full potential.

Start your EverydaySpeech Free trial today and discover a comprehensive platform that supports social-emotional learning and communication skills development for students with Down Syndrome and other special needs.

Related Blog Posts:

Implementing Effective SEL Programs for Schools: Best Practices and Strategies

Understanding Teacher Burnout: Key Causes and Statistics Behind Teachers Quitting

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Speech Therapy Goals for Down Syndrome

Updated: Jun 20

What Is Down Syndrome?

Down syndrome is a genetic condition that affects many aspects of development, including speech and language skills. For individuals with  Down syndrome , speech therapy plays a crucial role in enhancing communication abilities, thereby improving their overall quality of life. This blog post delves into the key goals of speech therapy for individuals with Down syndrome, offering insight into the strategies  used and the significant impact these therapies can have.

Understanding Speech and Language Challenges in Down Syndrome

Individuals with Down syndrome often face unique challenges in speech and language development. These can range from articulation disorders , where the clarity of speech is affected, to broader language comprehension and expression difficulties. Cognitive development also plays a significant role in the acquisition of speech and language skills, influencing how individuals with Down syndrome understand and participate in social communication. Recognizing these challenges is the first step toward addressing them through targeted speech therapy.

Core Goals of Speech Therapy for Down Syndrome

1. improving articulation and clarity of speech.

Speech therapists  employ a variety of techniques to help individuals with Down syndrome improve their pronunciation. This can involve exercises designed to strengthen the muscles involved in speech, as well as specific speech drills to enhance clarity and articulation. Success stories often highlight remarkable improvements in speech clarity, significantly enhancing the ability of individuals with Down syndrome to communicate effectively.

2. Enhancing Language Comprehension and Expression

Building a robust vocabulary and the ability to construct sentences are vital components of speech therapy. Through engaging activities and consistent practice, speech therapists work to expand language comprehension and expression, enabling those with Down syndrome to share their thoughts and needs more effectively.

3. Boosting Oral-Motor Skills

Oral-motor skills  are foundational for effective speech. Speech therapy often includes exercises aimed at strengthening the oral muscles, improving not only speech but also other functions such as eating and swallowing.

4. Encouraging Effective Social Communication

Social communication encompasses more than just the ability to speak. It involves understanding social cues, taking turns in conversation, and expressing oneself appropriately in social settings. Through role-playing and the use of social stories, individuals with Down syndrome can develop these crucial skills, enhancing their social interactions and relationships.

Setting Realistic and Individualized Goals

Speech therapy for individuals with Down syndrome is most effective when it is personalized. Goals are set based on each person's unique needs, abilities, and potential. These goals can be both short-term, focusing on immediate improvements, and long-term, aimed at achieving sustained progress. Regular assessments ensure that therapy remains aligned with the individual's evolving needs.

Integrating Speech Therapy into Daily Life

For speech therapy to be truly effective, it needs to extend beyond the therapist's office. Parents and caregivers play a vital role in reinforcing therapy goals, incorporating speech and language development activities into daily routines. A collaborative approach, involving educators, therapists, and family members, ensures a supportive environment conducive to learning and growth.

Frequently Asked Questions

1. what are the early signs of down syndrome in children, early signs of down syndrome include-.

Distinct facial features

Low muscle tone,

Developmental delays

Lower growth rates. Recognizing these signs early is crucial for timely intervention.

2 . What Types of Therapies are Effective for Kids with Down Syndrome?

Effective therapies include-.

Speech therapy for communication skills

Occupational therapy for daily living activities.

Behavioral therapy can also support social and emotional development.

3. What Educational Options are Available for Children with Down Syndrome?

Educational options include inclusive classrooms , special education programs , and individualized education plans (IEPs), tailored to meet the unique learning needs of children with Down syndrome .

How Our Online Speech Therapy Benefits Kids with Down Syndrome

At Sounderic , we are proud to offer online speech therapy that opens new doors for children with Down syndrome, providing them with the tools they need to thrive in communication. Our innovative approach to speech therapy brings several key advantages directly to your family:

Flexibility and Convenience : We understand how busy life can get, which is why we've made our therapy sessions as flexible and convenient as possible. You can schedule sessions at times that work best for you, all from the comfort of your home.

Comfortable Learning Environment : Our platform allows your child to engage in therapy in the most comfortable and familiar setting—your home. This comfort can significantly boost their engagement and the effectiveness of each session.

Access to Specialized Therapists : At Sounderic, we connect you with speech therapists who are not only experts in their field but also have specific experience in working with children with Down syndrome. This ensures that your child receives the best possible care tailored to their unique needs.

Innovative Therapy Tools : We leverage the latest in digital tools and applications to make our speech therapy sessions interactive, fun, and engaging. This approach helps keep children motivated and eager to learn.

Opportunity for Parental Involvement : Our platform facilitates an environment where you, as a parent, can easily participate in and observe the therapy sessions. This involvement is crucial, as it empowers you to reinforce learning and support your child's development every day.

At Sounderic , we're dedicated to making a positive impact on the lives of children with Down syndrome through our online speech therapy services. We believe that every child deserves the chance to express themselves clearly and confidently, and we're here to support your family every step of the way.

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