Puberty Slides - English

Puberty SELPA presentation

Diapositivas sobre la Pubertad - Espanol

Copy of No photos - DS puberty NDSC Spanish.pptx

Speech and language therapy goals that can be helpful

Has the teen had social communication goals as advocated by groups like the Therapist Neurodiversity Collective (quoted below); does she have access to augmentative and alternative communication (AAC) strategies as appropriate to support her receptive and expressive language in meeting these goals?

    • "student will describe what personal boundaries may look like when they do not conflict with her boundaries or others (such as what kinds of information to share with other people, phone safety, physical touching, friendships, peer pressure to do things that are against the rules, morally or ethically wrong, or harmful, bullying)

      • a) Describe her own personal boundaries (physical and emotional)

      • b) Describe what other's boundaries may look like

      • c) Describe "safe people" when it comes to sharing personal or confidential information" (note: a cool way to represent this visually is with something like the Circles Program!)

    • "After watching a video or listening to a passage, the student will

      • a) predict or anticipate the reaction of the character independently, using emotion words to describe

      • b) state how she might feel in a similar situation

      • c) state how she might react, or what she might say in a similar situation and why."

    • "When provided with hypothetical social situations as encountered in role-playing with speech services, in videos, movies, short stories, and literature sources, the student will:

      • a) Identify the social problem (breakdown in communication, misunderstanding, conflicting communication styles, disagreement, etc.)

      • b) Self-identify how they feel about the situation (label emotions and accompanying physical sensations)

      • c) generate a communication response to solve the problem which would be socially acceptable to most audiences, without sacrificing self-determination and self-advocacy (a socially acceptable response could include not engaging at all until the student is in a self-regulated sate, and then, only if or until the student feels safe)"

    • "In order to develop perspective-taking skills, student will self-generate possible responses or outcomes to a social situation or problem and consider:

      • a) which response or outcome may be most positively received for the situation, and state why

      • b) which response or outcome may be most negatively received for the situation, and state why

      • c) state certain situations when generating a negatively received outcome might be appropriate (turning down a dance, a date, compliance with something that makes her feel uncomfortable, infantilized, or unsafe)"

Good Books and Resources


A great resource for families of young men going through puberty. Written by a leading expert on Down syndrome

A great resource for families of young women going through puberty. Written by a leading expert on Down syndrome

A great resource for parents and professionals working with an adolescent going through puberty. Lots of helpful worksheets! Written by a leading expert on Down syndrome

Written by leading expert in the care of adults with Down syndrome, this book is key for the families of teenagers and adults with Down syndrome. The second edition will be coming out this year

Healthy Bodies Guide for Boys - Visuals in the Appendix


Healthy Bodies Guide for Girls - Visuals in the Appendix


Marsh Media - Booklets and Videos in English and Spanish - for purchase

Marsh Media has booklets AND videos that explain puberty to the child with special needs. These resources are for purchase and range from $50-90.

Consider asking your school/school district if they have already purchased these resources, and encourage them to purchase it to support your child's education.

Videos on Relationships