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Speech and Language Therapy
Children with fragile X syndrome have unique speech and language disorders. Boys with fragile X often have particular problems with pragmatics (conversational skills). Their speech and language are affected by physical, oral-motor, attention, and behavioral characteristics, such that an integrated approach to treatment is necessary. Girls with fragile X often have many good verbal skills, but have difficulty in pragmatic speech, with anxiety and shyness affecting their social interactions. They, too, may benefit from the services of a speech-language pathologist (SLP). Speech-language pathologists may find themselves working in new settings and with new partners, as children with fragile X require the services of occupational therapists and special educators, and as they have many of their difficulties in social situations. Rather than offering a child individual therapy in the "speech room", SLPs may design goals that are carried out in the classroom, lunchroom, and on the playground, with a variety of other professionals. What issues should be considered when assessing the speech and language of children with fragile X syndrome? What medical intervention needs to be sought for children with fragile X syndrome to help speech and language development? What can be done to help the issues of low muscle tone and oral-motor problems for persons with fragile X syndrome? What are augmentative devices, and how can they be used with children who are not speaking? How might speech-language pathologists provide services to children with fragile X? What kinds of goals and strategies are most important in speech and language therapy for children with fragile X syndrome? Gail Harris-Schmidt, Ph.D., CCC-SLP
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© copyright 1998-2008 NFXF |
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Intervention by a speech-language pathologist (SLP) is essential for boys with
fragile X syndrome. Often delayed speech is the first sign that something is wrong with a young child, and the speech pathologist is the first person to
evaluate the child. SLPs are integral people on the multidisciplinary team that sees a child, whether in early intervention, early childhood, or school age programs.
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