using both papers write me my own. use both as a reference. This is my friend's papers. use the same evidence with video evidence (master Clinician) but throw in evidence from different sources abo

Both the clients in this week's videos presented with this disorder which af fects dif ferent aspects of their language and other daily functions. There are three distinct types of down syndrome that one can have, and many other health problems that can occur simultaneously with someone with down syndrome. When it comes to speech and language, those with down syndrome can have a wide array of issues when it comes to staying on task/paying attention, vocabulary skills being impaired, and a dif ference in social and emotional skills, phonological awareness, and more ( Martin GE., 2010). There are many other characteristics, signs and symptoms of down syndrome but they might present dif ferently in dif ferent individuals. For this week’ s videos, we observed two clients, Anna and Abigail, both young children who present with down syndrome. In the first video with clinician Susie Stewart, there were many attempts to expand Anna’ s vocabulary , and repeating when speaking in sentences. Oftentimes the clinician would prompt with a sentence, and Anna would only respond with one or two words and not a complete sentence. For example the clinician Susie sait to repeat “ you ate a donut”, Anna responded saying “I ate a e-e-e donut”, Anna couldn't repeat many of the sentences that the clinician asked (15:52, 17:02, 23:45, etc). One of the many speech and Gooden 2 language issues that people with down syndrome have is the ability of understanding receptive vocabulary . The research is indicative that older people with down syndrome have productives vocabularies of that of younger “typically” developing children ( Martin GE., 2010) .

During the therapy sessions there were many times when Anna would often seem emotional and social skills were not intact. Many times Anna seemed annoyed or withdrawn, she said to the clinician “please do you stop please”, “you go first” “I can't hold this today” (39:10, 39:39, 40:45, etc). All of these dif ferent observations seen in the clinical videos drawback to the presenting disorder , and how it might come across in certain people. In the second video for this week, we see another young child who presents with having down syndrome, her name is Abigail. The clinician works with her on dif ferent strategies in terms of her language abilities. Some issues that arise with Abigail are her coarticulation, understanding the dif ference with past tense, and narrative story-telling. During the therapy session, clinician Sussie would ask Abigail questions to elicit responses in these aspects. For example, the clinician asked “do you have a lot of stuf f to do?”, and Abigail responded “I have lotsof stufto do'' where her words would be so close together that the wouldn’ t sound like there are standing alone, there were many other instances in the session where this occurred (24:29, 24:40, 38:29, 50:09, etc). One of the first things we see the clinician work on is the /er/ sound. Some words that Abigail struggled with were “remembered”, “pasture”, “feather ’’, “bird”, “boulder” etc (26:58, 38:01, 34:44, etc.). Lastly , there were some issues with Abbigail's narrative speaking. Many items she would be asked to explain something and the conversations would not be complete. For example the conversation about the candy store, Abigail would start the sentence and her ideas wouldn’ t flow into one another (33:03, 43:49, etc.). All of these are some things that can be af fected with those with down syndrome.

Gooden 3 One clinical question that I had when watching the clinical videos was “ what do people with down syndrome have issues with phonology and, is that because of their facial deformities, and articulators?”. One article that helped me understand this question more was “ Short-term memory in Down syndrome: Applying the working memory model”. This article talked about the phonological deficits in those with down syndrome. It states, “ The claim of a phonological loop deficit in Down syndrome amounts to more than a restatement of the data reviewed above, because it has, at least, two important implications. Also, individuals with Down syndrome actually employ rehearsal to aid their verbal short-term memory . ” (Jarrold., et al, 2002). This goes to show the dif ficulties that those with down syndrome have as they have issues with short term working memory , and phonological processing. Part of this is due to the articulators being af fected due to facial features in people with down syndrome.

Gooden 4 W orks Cited Jarrold, C., & Baddeley , A. (2001). Short-term memory in Down syndrome: Applying the working memory model. Down Syndr ome Resear ch and Practice , 7 (1), 17-23. Martin GE, Klusek J, Estigarribia B, Roberts JE. Language Characteristics of Individuals with Down Syndrome. T op Lang Disord. 2009 Apr;29(2):1 12-132. doi: 10.1097/tld.0b013e3181a71fe1. PMID: 20428477; PMCID: PMC2860304. Stewart, S. (n.d). (Abigail session #1). [V ideo File]. Master Clinician Network. Retrieved from, https://app.mcnslp.com/videos/clinical/105618660 Stewart, S. (2014). (Anna session #1). [V ideo File]. Master Clinician Network. Retrieved from, https://app.mcnslp.com/videos/clinical/106022707 American Speech-Language-Hearing Association. (n.d.). Cleft lip and palate .

American Speech-Language-Hearing Association. Retrieved April 28, 2023, from https://www .asha.org/practice-portal/clinical-topics/cleft-lip-and-palate/#collapse_2