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Introduction: what if you could prevent crises?
Imagine being able to anticipate the crises of your child with Down syndrome. Imagine spotting the warning signs early enough to intervene, defuse, calm — before the situation escalates. Does that seem like a dream? It is indeed possible, for the most part.
Because crises do not come out of nowhere. They are generally preceded by signals — sometimes subtle, sometimes obvious — that indicate that your child’s nervous system is nearing its limits. The rising agitation, the intensifying screams, the hardening opposition are all indicators that something is building up.
The problem is that we often miss these signals. Caught up in the rhythm of daily life, we do not see them, or we downplay them, until it is too late. The crisis erupts, and we find ourselves managing a situation that is already out of control.
This article aims to teach you how to read these warning signals. We will explore the different forms they can take — agitation, vocalizations, opposition, subtle changes — and especially how to respond to avoid escalation.
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Understanding the escalation towards the crisis
The escalation model
Crises are generally not sudden events. They follow a pattern of escalation that involves several phases:
Phase 1: The calm
The child is in a baseline state, functional, able to cooperate and manage ordinary demands.
Phase 2: Early signals
Subtle signs indicate that something is starting to change. The child is a little more agitated, a little less attentive, slightly irritable. These signals are often missed.
Phase 3: Increasing agitation
The signs become more obvious. Agitation increases, vocalizations intensify, opposition manifests. It is still the time to intervene effectively.
Phase 4: The acceleration
The child gradually loses control. Behaviors intensify rapidly. Intervention becomes more difficult but remains possible.
Phase 5: The crisis
The point of no return is reached. The child is overwhelmed, they can no longer self-regulate. The crisis must be accompanied to its conclusion.
Phase 6: The recovery
After the crisis, the child is exhausted and vulnerable. They need time to return to baseline.
The importance of intervening early
The earlier you intervene in this pattern, the more effective the intervention will be and the less costly it will be — for the child as well as for you. In phases 2 and 3, simple actions may be enough to bring the child back to calm. By phase 5, you can only contain and wait.
That is why learning to recognize early signals is so valuable.
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The warning signals to recognize
The bodily signals
The body speaks before words. Observe:
Changes in posture
- The child stiffens, their muscles tense
- They fidget, move more and more
- They adopt closed postures (arms crossed, body hunched)
- They seek support, slump (sign of fatigue)
Changes in the face
- The eyebrows furrow
- The jaw tightens
- The complexion changes (turns red or pale)
- The gaze becomes fixed or, on the contrary, evasive
- The eyes rub (fatigue)
Changes in breathing
- Breathing accelerates
- Frequent sighs
- A noisier breathing
Repetitive movements
- Rocking intensifies
- Movements of the hands or feet
- Frenzied manipulation of objects
- More frequent or intense self-stimulatory behaviors
The vocal signals
Your child’s vocalizations are a barometer of their state:
Changes in tone
- The voice becomes higher or louder
- Moans appear
- Grunts, exasperated huffs
Intensification of vocalizations
- Sounds become more frequent
- Screams begin, initially brief
- Cries threaten
Changes in language
- If the child speaks, they may become less understandable
- They may repeat the same words or sounds
- They may stop responding or communicating
The behavioral signals
Behaviors change before the crisis:
Motor agitation
- The child can no longer stay still
- They run, jump, climb
- They have difficulty sitting still
- Their movements become chaotic
Increasing opposition
- The “no’s” multiply
- They refuse things they usually accept
- They ignore instructions
- They do the opposite of what is asked
Withdrawal
- Conversely, some children withdraw
- They become passive, unresponsive
- They seek to isolate themselves
- They avoid eye contact
Avoidance behaviors
- The child flees certain situations
- They hide
- They cling to a parent
- They refuse to move forward, to move
Sensory behaviors
- They cover their ears
- They close their eyes
- They avoid certain textures or contacts
- They seek intense sensations (bumping, pressing hard)
The emotional signals
Emotions are apparent:
Irritability
- The child reacts strongly to minor frustrations
- He gets easily upset
- His tolerance visibly decreases
Anxiety
- He shows signs of stress
- He asks repetitive questions
- He seeks reassurance
- He clings to his references, his objects
Sadness or discouragement
- The child seems downcast
- He easily gives up on activities
- He cries for reasons that seem minimal
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Learning to read your child
Every child is unique
Warning signals vary from child to child. Some become hyperactive before a crisis, others freeze. Some vocalize loudly, others remain silent. Your child has their own “signature” of escalation.
To discover it, systematically observe:
- What happens just BEFORE their crises?
- What are the first signs you notice (in hindsight)?
- Is there a repeating pattern?
Keeping an observation journal
For one to two weeks, note each difficult episode:
- The time and context
- The signs you observed beforehand
- What triggered the crisis (if identifiable)
- How the crisis unfolded
This journal will help you spot patterns unique to your child.
Involving those around
Other adults who care for your child (partner, grandparents, teachers, caregivers) also have valuable observations. Share your findings and gather theirs.
The training Supporting a child with Down syndrome: keys and solutions for daily life will provide you with tools to better observe and understand your child as a whole.
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Contexts to watch particularly
Transition moments
Changes in activity, location, or person are high-risk moments. Be particularly vigilant:
- At waking and bedtime
- At departures and arrivals
- At the end of enjoyable activities
- At the beginning of demanding activities
Periods of fatigue
Fatigue amplifies all signals. At the end of the day, after school, after intense activity, your child is more vulnerable. Adjust your expectations and vigilance.
Stimulating environments
Noisy, crowded, bright places are conducive to overload. In these environments, watch for signs more closely.
New situations
In the face of the unknown, anxiety can rise. First visit somewhere, new person, change in routine: pay extra attention.
Moments of demand
When you ask something of your child — especially something they don’t like — observe how they react. Warning signals can appear quickly.
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How to respond to warning signals
The basic principle: reduce pressure
As soon as you spot warning signals, the goal is to reduce pressure on your child’s nervous system:
- Decrease demands
- Reduce stimulation
- Provide calm and safety
- Give time
Interventions in early phases
When signals are subtle (phase 2):
- Suggest a break: “Shall we take a little break?”
- Offer a change of environment: “What if we went to your room for a while?”
- Reduce stimulation: lower the sound, dim the light
- Offer reassuring physical contact if the child accepts it
- Speak less, more softly
- Temporarily abandon non-essential requests
When agitation rises (phase 3):
- Verbalize what you observe: “I see that this is difficult for you right now.”
- Actively propose regulation strategies: breathing, quiet space, calming object
- Redirect to a calming activity
- Stay calm yourself — your emotional state influences theirs
- Simplify instructions radically
When acceleration begins (phase 4):
- Now is the time to remove the child from the situation if possible
- Limit words to the bare minimum
- Ensure safety (remove dangerous objects)
- Stay present but non-intrusive
- Don’t try to reason — the brain is no longer available for that
Regulation tools to offer
Having “ready-to-use” regulation tools allows for quick intervention:
Sensory tools:
- A calm space set up (corner with cushions, weighted blanket)
- Manipulable objects (stress ball, modeling clay, fidget)
- A noise-canceling headset
- Soothing music
- A comfort object (stuffed animal, blanket)
Body tools:
- Simple breathing techniques (blowing on a pinwheel, making bubbles)
- Calming movements (rocking, squeezing tightly, wrapping in a blanket)
- Physical contact (hug, hand massage)
Visual tools:
- Emotion images to help the child identify what they feel
- An emotional “thermometer”
- Pictograms of regulation strategies
The training Helping your child with Down syndrome manage their emotions will teach you how to implement these tools and guide your child towards self-regulation.
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When the crisis arrives despite everything
Accepting that it happens
Despite your vigilance, crises will occur. You cannot see everything, anticipate everything, or defuse everything. And sometimes, the child needs to release built-up tension.
Do not blame yourself for every crisis. Learn from each one, but do not judge yourself.
Accompanying the crisis
Once the crisis is triggered:
- Ensure the safety of the child and those around
- Stay calm (as much as possible)
- Speak little, softly
- Do not try to reason, punish, or moralize
- Be present without being intrusive
- Wait for the storm to pass
The recovery phase
After the crisis, the child is exhausted and vulnerable:
- Offer comfort without necessarily using words
- Allow for a time of rest
- Do not immediately revisit the incident
- Respond to basic needs (thirst, comfort)
- Gradually resume activities
Learning from each crisis
Once calm is restored, take a moment to analyze:
- What warning signs did you see (or miss)?
- What triggered the crisis?
- Could you have intervened earlier? How?
- What can you put in place to prevent it next time?
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Building a family alert system
Sharing knowledge
All adults who care for the child should know their warning signs and how to respond. Create a simple document that summarizes:
- The specific signals for your child
- The effective interventions
- The available tools
- What not to do
Creating a preventive environment
Beyond managing signals, work to create an environment that minimizes risks:
- Stable and predictable routines
- A suitable rhythm with rest periods
- Controlled sensory stimulation
- Demands adjusted to the child’s level
- Effective means of communication
The training Facilitating daily autonomy for children with Down syndrome: routines and visual tools will guide you in creating this structured environment.
Involving the child (according to their level)
Depending on their age and abilities, the child can learn to recognize their own warning signs and ask for help:
- “My body tells me it’s too much”
- Use a pictogram “I need a break”
- Head to the calm space when they feel the need
This is a long but valuable learning process that leads to self-regulation.
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The specific case of nighttime signals
Sleep disorders as signals
Sleep difficulties are common in children with Down syndrome and can be warning signs:
- Restless sleep may indicate stress or anxiety
- Frequent nighttime awakenings may signal discomfort
- Difficulty falling asleep may reflect overexcitement or anxiety
The impact on the day
A child who has not slept well will be more vulnerable to crises the next day. If nights are difficult, adjust your expectations and vigilance for the following day.
Consult if necessary
Sleep disorders in Down syndrome can have medical causes (such as sleep apnea). Do not hesitate to consult if sleep is chronically disturbed.
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Taking care of yourself
Hypervigilance is exhausting
Being constantly attentive to your child’s warning signs requires a lot of energy. This vigilance can become exhausting if not compensated by moments of respite.
You also have your signals
Learn to recognize your own signs of stress and fatigue. When you are at the end of your rope, you are less able to read your child’s signals and respond calmly.
Asking for help
You do not have to bear this burden alone:
- Share the responsibility with your partner if possible
- Reach out to family and friends for respite times
- Seek professional help if available
- Join parent groups to share and feel less isolated
The training Managing difficult behaviors of a child with Down syndrome can also support you by providing skills and confidence in facing these situations.
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Conclusion: becoming an expert in your child’s signals
Learning to read your child’s warning signs is a process that takes time. You will not become an expert overnight. But each observation, each successful intervention, each crisis avoided strengthens your skills.
Restlessness, screaming, opposition are not problems in themselves — they are indicators. They tell you that something is building, that your child is approaching their limits, that they need your help to return to calm.
By developing this ability to read signals and intervene early, you transform your daily life. Fewer crises mean less exhaustion, less tension, more space for positive moments with your child.
Your child relies on you to understand what their body and behaviors express. With observation, practice, and support from training programs like those offered by DYNSEO, you can become the expert they need.
Crises may not completely disappear. But they can become less frequent, less intense, and better managed. And every avoided crisis is a victory — for your child, for you, for the whole family.
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This article has been written as part of an information and support initiative for families. It does not replace the advice of the healthcare professionals who support your child.
