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Down syndrome is a genetic disorder that affects child development. When compared to neurotypical children, children with this syndrome have a delay in the process of language acquisition and cognitive development. Joint attention is a skill related to linguistic and cognitive development that reflects a movement of attentional engagement between a child, a couple and an object or event. In this sense, this study aimed to investigate the insertion in joint attention situations and the use of the multimodal linguistic matrix by children with Down syndrome, through a Children's Multimodal Assessment Protocol (PAMI), which was developed to this end. Thus, the study selected videos from six children, three of whom had Down syndrome and three had a typical development. These videos were shown to three judges specialized in studies of multimodal language acquisition, who evaluated the performance of both groups a priori. Then, the judges evaluated the videos of the three children with Down syndrome, after a certain period of speech-language pathology stimulation. The PAMI protocol for joint engagement analysis was developed for this analysis based on the studies of Carpenter et al (1998) and Tomasello (2003), and on the children's multimodal linguistic matrix, including prosodic-gestural elements (MCNEILL, 1992; 1998; CAVALCANTE, 2018). Finally, descriptive quantitative statistical analyzes and inferences were performed in order to observe the data. From the evaluations it was possible to notice that children with Down syndrome and neurotypical children have similar insertion in joint attention situations. On the one hand, neurotypical children have a greater insertion in direct attention situations and also have a greater amount of prosodic-vocal productions (p=0.028); on the other hand, there was a greater amount of gestures, absence of speech (p=0.001) and follow-up care in Down syndrome (p=