Down Syndrome and Autism Spectrum Disorder Dual Diagnosis: Important Considerations for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Theresa M. Versaci ◽  
Laura J. Mattie ◽  
Laura J. Imming
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Service Delivery ◽  
Dual Diagnosis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Therapy Services

Purpose Individuals with Down syndrome (DS) often receive speech-language therapy services starting in infancy or toddlerhood. When providing speech-language therapy services for children with DS, speech-language pathologists (SLPs) need to consider the impact of other developmental and comorbid disorders that can affect language development, such as the presence of a dual diagnosis of DS and autism spectrum disorder (DS + ASD). The prevalence rate of ASD in DS is ~20%, which is higher than in the general population. Method This clinical focus article aims to provide SLPs with additional knowledge about DS + ASD to improve service delivery and support parents' ability to advocate for their child with confirmed or suspected DS + ASD. This is accomplished by summarizing the current evidence base on the presence of ASD in DS and discussing implications of a DS + ASD diagnosis for clinical practice with SLPs. Conclusions SLPs play a key role in supporting families of those with DS + ASD by advocating and educating. By understanding the unique profiles of strengths and weaknesses of individuals with DS + ASD, SLPs can provide appropriate service delivery (i.e., treatment and intervention approaches) and advocacy for their clients and their families.

Introduction to the Forum: Literacy in Autism—Across the Spectrum

2021 ◽  
Vol 52 (1) ◽  
pp. 149-152
Author(s):  
Marleen F. Westerveld ◽  
Jessica Paynter
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Clinical Implications ◽  
Literacy Assessment ◽  
Speech Language Pathologists ◽  
Children With Asd

Purpose The purpose of this article is to introduce the LSHSS Forum: Literacy in Autism—Across the Spectrum. The articles in this forum provide an overview of the current evidence related to literacy in autism spectrum disorder (ASD) from preschool to adolescence and highlight the high literacy needs of this population. Method This introduction provides an overview of some of the reasons why children with ASD are at risk of persistent literacy difficulties and a summary of the six articles included in this forum. Conclusion More research is clearly needed to better understand which factors contribute to the high literacy needs in this population. For now, based on the best available evidence, the authors in this forum provide clear clinical implications that should be highly useful for speech-language pathologists and other professionals involved in literacy assessment and intervention for children and adolescents on the autism spectrum.

Co-occurrence of Autism Spectrum Disorder and Down Syndrome

2021 ◽  
Author(s):  
Cory Shulman
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Dual Diagnosis ◽  
Combined Treatment ◽  
Autism Spectrum ◽  
Research Literature ◽  
Spectrum Disorder ◽  
Therapeutic Interventions ◽  
Incidental Teaching ◽  
Underlying Mechanisms

Autism spectrum disorder (ASD) refers to a heterogeneous condition characterized by deficits in social communication and the presence of restricted, repetitive, and stereotypic behaviors, interests, or activities. While some neurodevelopmental disorders have a well-established correlation with ASD, people continue to believe that because individuals with Down syndrome are characteristically perceived as affectionate and engaging, a diagnosis of ASD is contradictory. However, some people with Down syndrome indeed do meet diagnostic criteria for ASD and this chapter examines the research literature regarding Down syndrome and ASD, presenting information regarding the establishment of a diagnosis of ASD in individuals with Down syndrome and research techniques to understand the dual diagnosis of ASD and Down syndrome. Behavioral manifestations of ASD in Down syndrome are presented and research methodologies which address possible underlying mechanisms in Down syndrome and ASD are surveyed. Finally, the need for specification of behavioral profiles for individuals with a dual diagnosis of Down syndrome and ASD, in order to design and implement appropriate therapeutic interventions, is highlighted. Once a person with Down syndrome is diagnosed with ASD, he or she should automatically receive a combined treatment approach incorporating direct instruction, natural environment teaching, and incidental teaching. The manifestation of ASD in individuals with Down syndrome can shed light on our understanding of how ASD and intellectual disability are associated and what impact these diagnoses have on individuals and their families. This knowledge can help shape public policy and our research agenda in the areas of ASD, intellectual impairment, and Down syndrome.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

Co-occurring Down Syndrome and Autism Spectrum Disorder: Cognitive, Adaptive, and Behavioral Characteristics

2021 ◽  
Author(s):  
Kathryn R. Bradbury ◽  
Emily I. Anderberg ◽  
Lark Huang-Storms ◽  
Iulia Vasile ◽  
Rachel K. Greene ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Characteristics

Dance, functioning and quality of life in children with Down syndrome and autism spectrum disorder dance, functioning and quality of life in Down syndrome and autism spectrum disorder

2021 ◽  
pp. 135910452110617
Author(s):  
Evanilza T. Adorno ◽  
Daiany C de J. Dos Santos ◽  
Beatriz M. DeJesus ◽  
Adrielle A. Passos ◽  
Lavínia Teixeira-Machado
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Rating Scale ◽  
Functional Independence Measure ◽  
Functional Independence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Down Syndrome

This study investigated dance practice in psychosocial and functional aspects, and quality of life in children with Down syndrome and autism spectrum disorder. Children with DS and ASD, between 3 and 12 years old, attended a dance program during 16 sessions/lessons, lasting 60 min, twice a week, in suitable place. Functional Independence Measure (FIM), Childhood Autism Rating Scale SF-36 quality of life survey, and Knowledge, Attitude and Practice Inquiry (KAP Inquiry) were applied before and after dance classes. Eleven participants concluded the study. Functional independence changes were observed in relation to self-care, sphincter control, locomotion, and communication domains. Children’ “quality of life” reported by parents showed changes in functional capacity, vitality, mental health, physical and social aspects, and general state of health domains. These findings suggest that regular dance practice can underlie psychosocial adjustments in children with DS and ASD.

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