Articulation gymnastics according to the fairy tale kolobok. Articulation games-fairy tales

Recent times Babies often show underdevelopment of speech. It can take place in different ways and in different stages. In any case, corrective work with children is necessary, which consists in individual and group work with children. One of the most dangerous stages is OHP level 2. How to recognize this disease in a child?

Symptoms

OHP grades 1 and 2 are considered the most severe. In general, speech disorders are manifested in the inconsistency of words, sometimes the absence of sounds and meanings of speech. Subsequently, disadvantages oral speech will manifest in dysgraphia and dyslexia at school.

Underdevelopment of speech of the 2nd degree is manifested by the following symptoms:

• gestures, babble;
• sometimes simple sentences appear;
• the poverty of the dictionary, and the words that the child knows are very similar in meaning;
• difficulties with the consistency of speech, often there are no plurals, cases;
• the sound pronunciation is distorted, the child replaces sounds, pronounces them indistinctly.

What can a child who is diagnosed with underdevelopment of speech of the 2nd degree?

• pronounces simple words, similar in meaning (beetle fly, insects; tuff shoes, sneakers, boots, etc.), i.e. one word combines several concepts;
• hardly names parts of the body, objects, dishes, words with a diminutive meaning (most often such words are absent or present in a limited amount);
• with difficulty determines the signs of the object (what it is made of, color, taste, smell);
• composes a story or retells only after leading questions from an adult;
• statements are poorly understood, sounds are distorted.

The characteristic of OHP makes one think about why such violations occur. The reasons, as a rule, lie in the physiological sphere and do not always depend on the mother or her child:

• hypoxia during pregnancy or childbirth;
• asphyxia;
• rhesus conflict;
• head injury.

The correctional work ahead of the speech therapist and the baby's parents is very painstaking. It is necessary to form a speech according to the model practically from scratch. How are remedial sessions carried out?

Working with a speech therapist

If by the age of 3-4 the child’s speech is not formed, it is necessary to visit a speech therapist and a neuropathologist. Diagnosis and characterization of OHP is carried out by several specialists.

A neurologist can help determine the cause. If treatment or additional vitaminization is needed, the doctor will prescribe drugs to stimulate the speech centers and the nervous system as a whole. To determine what drugs your baby may need, you will need to do an MRI of the brain. However, such an analysis is not always required. Sometimes, after talking with the mother, it is quite clear to a neurologist why speech does not develop, and how the child and his family can be helped to cope with the disease.

After a visit to a neurologist, a consultation with a speech therapist is necessary. If possible, classes should be continued individually or in special speech correction groups. What will the teacher do with the child?

The general direction will be to develop the activity of speech and its understanding, the formation of phrases, sound pronunciation, clarification of how words are pronounced, the use of lexical and grammatical forms.

A speech therapist may need family help, as several sessions per week may not be enough to develop speech. A speech therapist can show mom the direction of work in the family circle. For example, to correct sound pronunciation, you will need to constantly ask the child to pronounce the word in a singsong voice, while everyone in the house should speak the same way.

In more detail, corrective work will consist of the following exercises:

• Pronunciation of hard-to-pronounce words in a singsong voice, drawling, so that the child hears all the sounds and can repeat them. It is desirable that everyone around the baby, and not just in the classroom, speak in this manner. This will allow the child to better capture the sound composition of words.
• Learning words by thematic groups based on images. For example, a speech therapist shows a child pictures of pets and clearly names them, forcing the baby to repeat the names. So the child gradually begins to systematize the phenomena and objects of the world around him.
• Comparison of the same grammatical forms different words belonging to the same part of speech. For example, we rode: on a sled, in a car, on a hill, etc.
• The same is done with verb forms: Kolya wrote - Kolya writes - Kolya will write.
• Working out changes of nouns by numbers. The teacher shows images of objects in the singular and plural, names them and asks the child to show them.
• Proposals are dealt with separately. The speech therapist substitutes them into phrases similar in structure, for example: goes to the forest, to visit, uphill, etc.
• Work on distinguishing voiced and deaf sounds, distinguishing them in speech.
• Determining the sound in a word by ear for the development of phonemic hearing.

It is best if classes with children with speech underdevelopment of the 2nd degree will be held individually with a speech therapist. Oh, do not deny babies communication with other children, which is extremely important for them. In this communication, speech will be formed, the desire to build a phrase and convey information to other children.

It is known that a child communicates completely differently with adults and with his peers. With the latter, he feels freer, his interests coincide with them. If your child with ONR does not attend kindergarten, the reason for poor speech development may lie, among other things, in a lack of communication. Try to enroll your child in a development group, a kids club, where they try to develop children comprehensively. A social circle will appear here, and artistic perception of the world, songs, physical exercise will create an optimal environment for improving speech.

Forecast

It is very difficult to predict how the development of speech in a baby will go. Much depends on the degree of development of the disease and the cause that provoked it.

You need to start work as early as possible. Already at the age of three, if the baby does not speak, or utters inarticulate sounds, it should be clear to parents that they need to go to see a neurologist. Without a specific diagnosis and drug treatment, even intensive sessions with a speech therapist can be powerless.

If everyone necessary measures accepted, and OHP is not running, there is hope, the child will start talking. However, his further education in a public school becomes impossible. Parents will either have to teach him at home or send him to a specialized educational institution for children with speech problems.

Much depends on the temperament and sociability of the baby. In many ways, they determine how much he will take root in the school team, find a common language with his peers, and how teachers will treat him.

Corrective work with children with speech underdevelopment of the 2nd degree should be carried out exclusively by a specialist. Parents do not need to intervene in the process or try to solve the problem on their own. All the more scary to let problems take their course. The kid needs qualified help, otherwise he will have problems with contacts in the future.

Hello! Tell me, what should we do with such a conclusion, is it possible to cure this, if so, where to start? “Gradually comes into contact, the contact is stable. Emotionally calm. Attention is depleted by the end of the task. The pace is moderate. Sound pronunciation is impaired replacement set, m-n, t-d, Mr. Gross errors in use grammatical constructions. Limited possibilities of using the subject dictionary, dictionary of actions, signs. The assimilation of the sound-syllabic structure of the word is hampered. Difficulty changing articulatory movements of the tongue. Erased form of dysarthria. General underdevelopment of speech of the 2nd level r.R.” The boy is 4 years old.

Every day more and more parents turn to speech therapists for help in dealing with speech defects in their children, most often the reason is general speech underdevelopment (OHP). ONR is subdivided into several levels according to the characteristics of pathologies. The most common is general underdevelopment of speech of the 2nd level (OHP 2nd level).

General concept of OHP

OHP is a speech disorder that belongs to the pedagogical and psychological classification. Such children have completely normal hearing and intellectual abilities, but there is a clear violation in the speech system. Children with OHP include both a completely silent child, and babies who are prone to babbling pronunciation of words, as well as children who have understandable phrasal speech, but the phonetic direction of the word is poorly developed.

The manifestation of various speech defects has very standard manifestations. In such children, the first words are formed by about three or four years, in rare cases by five. Speech is characterized by agrammatic sound and incorrect phonetic design. Such children are very difficult to understand, although often they perfectly understand the questions asked of them.

Due to the fact that such a child develops complexes, from a psychological point of view, it is necessary to eliminate such defects at the first manifestations.

These speech defects negatively affect the sensory, intellectual and volitional aspects of the child's character. Such children cannot fully concentrate their attention on a particular subject, and their normal ability to memorize is also affected. They cannot remember the instructions received, as well as sequential tasks.

Correctional work with children with OHP is aimed at developing analysis, comparison and generalization. Somatic weakness is reinforced by defects in motor activity, which is manifested by impaired coordination, reduced speed of movement and insufficient dexterity.

Key Features of OHP Level 2

The main difference between OHP 2nd degree and OHP 1st degree is the use in communication by the child not only of characteristic babble, gestures and very simple word forms, but also of elementary words that are used in everyday life. However, all phrases can be distorted, so not everyone will be able to catch the exact wording, for example, "matik" most often means the word "boy", but you can think of "ball" as well.

When placing emphasis positive result observed only in those words in which the stress falls on the last syllable. All other attempts to build a competent speech fail.

Most often, from such a baby, you can hear a simple enumeration of objects that are around him, and he can also explain his simple actions. If you ask him to compose a story from a picture, then this will only be possible with the help of leading questions. In the end, you will get a simple answer, which consists of two or three words, but the construction of the sentence will be more correct form than a child with a first level of OHP.

At this level of development, children use personal pronouns, as well as simple prepositions and conjunctions. Children with second-level ONR are able to tell short story about yourself, your family or friends. However, some words will be misused in pronunciation. If the correct name of an object or action is not known, the child will try to replace it with an explanation.

If the baby cannot replace the word with a synonym, then he will turn to the help of gestures.

On the questions asked such children respond with nouns in the nominative case, that is, when asked “Who did you go shopping with today?” You can hear a short "Mom or Dad."

OHP 2nd degree is also manifested by the lack of recognition of the middle gender, as well as a small number of adjectives.

With OHP level 2, the baby is trying to find the correct grammatical form, so he can try to find the correct structure of the word several times: "It was not ... it was ... rain ... rain."

At this level, children are most often able to distinguish between a single and plural form nouns, tenses of verbs. With a late onset of speech, the replacement of consonants is characteristic: soft to hard - “mol” - “mol”.

Level 2 ONR is usually not diagnosed in children younger than 4 years of age.

Children with the second level of OHP by the school period have almost formed simple speech, poor vocabulary and agrammatism in pronunciation.

Characteristics of OHP 2 degrees:

• there is an expansion of the vocabulary not only due to new nouns and simple verbs, but also due to the use of adjectives and adverbs;
• enrichment of speech is observed due to the introduction of modified forms of the word, for example, the child makes attempts to change the word by gender, case, but in most cases the pronunciation sounds wrong;
• children use simple phrases in communication;
• there is an expansion not only of the passive, but also active dictionary so that the child understands more information;
• sounds and many words still sound wrong and harsh.

The main grammatical errors that children make:

• Incorrect use of endings when declining a word by case, for example, "silt at a grandmother" - "was at my grandmother's."
• No difference between singular and plural, e.g. "pizza ate" - "birds ate".
• Lack of practice in changing the noun when changing the number of items, for example, “ti yoke” - “three books”.
• Incorrect use of prepositions in a conversation or their complete absence, for example, “daddy went to the store” - “dad went to the store” or replacing one preposition with another “mother ate from kuni” - “mother sang in the kitchen”.

Correctional work

A visit to a speech therapist is necessary if by the age of three or four the baby does not develop speech. In this case, the diagnosis, detailed characterization and correction of OHP is formed by more than one specialist.

With the help of a neurologist, the cause is determined. If it is necessary to carry out treatment or prescribe vitamins, a specialist can prescribe special drugs that will have a stimulating effect on the child's speech centers and nervous system. Most often, an MRI of the brain is recommended. In some cases, the doctor will be enough to talk with the parents.

After a consultation with a neurologist, it is necessary to visit a speech therapist. Most often, the specialist assigns the child to a special group, but under certain circumstances, individual lessons can be used.

main goal corrective work is the development of active speech, improving its understanding, as well as the formation of phrases and their correct pronunciation. As a reinforcer, some speech therapists turn to parents with a request for additional classes in the family circle, because two or three classes per week may not be enough.

An example is a simple exercise in which the child needs to sing certain words, and the parents then have to answer him in the same way. This exercise will not only help to get rid of speech defects, but also bring the family closer.

The main directions of corrective work:

• pronunciation improvement difficult words for a child in a drawling manner, for the best sounding of all letters and sounds;
• the need to distribute words into groups that are combined depending on the subject, for example, when demonstrating a picture with pets, the child must clearly name everyone. This approach helps children to systematize;
• comparative forms of different forms that belong to the same part of speech, for example, we walked: in the park, in the field, in the garden, and so on;
• the same approach with a verb, for example, mom painted - mom draws - mom will draw;
• practicing understanding the difference between singular and plural;
• improving the perception of the difference between voiceless and voiced sounds.

There is a huge difference in the manner in which children communicate with adults and with their peers. And if, when talking with an adult, a baby may feel squeezed, then when talking with a child, he will be more calm and open, especially if their interests coincide.

However, with enough great development defect at the beginning of correctional work, individual lessons are used, which eventually flow into group ones, thereby slowly preparing the child for entering society.

In some cases, the development of grade 2 OHP is observed in children who do not attend kindergarten, due to a lack of communication. In such cases, it is recommended to enroll the baby in various circles, in which not only his social circle will increase, but also the artistic perception of the world around him will begin to develop, which will entail an improvement in speech.

Forecast

It is almost impossible to accurately predict a violation in the development of speech in children. Most often it depends on what caused the development of the disease and the degree of its development.

That is why, with incomprehensible babble or the complete absence of speech at the age of three, it is necessary to contact a neurologist. Indeed, in the presence of disorders of the nervous system, even everyday classes with a speech therapist may not give the desired result, because the baby will need drug therapy.

With the timely adoption of all necessary measures, the child will begin to speak. But often such children are not able to study in a regular school, so parents will have to choose between home schooling or special school designed for children with speech impairments.

The most important thing is to remember that the child needs support in the process of corrective work, which he must receive from each family member. This will help not only get rid of emerging complexes, but also speed up the process of eliminating defects, because the baby will see approval from close people, which means he will begin to strive for a better result.

General speech underdevelopment (OHP) is a deviation in the development of children, which manifests itself in the unformedness of the sound and semantic aspects of speech. At the same time, underdevelopment of lexico-grammatical and phonetic-phonemic processes is observed, there is no coherent pronunciation. ONR in children preschool age occurs more often (40% of the total) than other speech pathologies. The general underdevelopment of speech should be taken very seriously, since without correction it is fraught with consequences such as dysgraphia and dyslexia (various writing disorders).

The symptoms of ONR in a child should be taken seriously, as it can lead to a whole range of problems. Classification

Underdevelopment of speech can be of varying degrees. Stand out:

• OHP level 1 - the complete absence of coherent speech.
• Level 2 OHP - the child has initial elements common speech, but the vocabulary is very poor, the child makes many mistakes in the use of words.
• OHP level 3 - the child can build sentences, but the sound and semantic sides are not yet sufficiently developed.
• Level 4 OHP - the child speaks well, allowing only some shortcomings in the pronunciation and construction of phrases.

In children with general underdevelopment speech, most often pathologies obtained in fetal development or during childbirth are detected: hypoxia, asphyxia, trauma during childbirth, Rhesus conflict. In early childhood, underdevelopment of speech can be the result of traumatic brain injuries, often occurring infections, or any diseases in a chronic form.

ONR is diagnosed by the age of 3, although the “prerequisites” for speech underdevelopment can form even at the stage of pregnancy and childbirth.

When a baby has a general underdevelopment of speech of any degree, he starts talking quite late - at 3 years old, some - only by 5 years old. Even when the child begins to pronounce the first words, he pronounces many sounds indistinctly, the words have an irregular shape, he speaks indistinctly, and even close people hardly understand him. Such a speech cannot be called connected. Since the formation of pronunciation occurs incorrectly, this negatively affects other aspects of development - memory, attention, thought processes, cognitive activity and even coordination of movements.

Underdevelopment of speech is corrected after determining the level. It directly depends on its characteristics and diagnosis, what measures will need to be taken. Now we give a more detailed description of each level.

Level 1 OHP

OHP level 1 children are not able to form phrases and build sentences:

• They use a very limited vocabulary, and the bulk of such a lexicon is only individual sounds and onomatopoeic words, as well as some of the simplest, most frequently heard words.
• The sentences they can use are one word, and most of the words are babble like a baby's.
• They accompany their conversation with facial expressions and gestures that are understandable only in this situation.
• Such children do not understand the meanings of many words, they often rearrange syllables in words and instead of the full word, they pronounce only its part, consisting of 1-2 syllables.
• The child pronounces sounds very indistinctly and indistinctly, and some of them are not able to reproduce at all. Other processes associated with working with sounds are also difficult for him: to distinguish sounds and single out individual ones, combine them into a word, recognize sounds in words.

The speech development program for the first stage of OHP should include an integrated approach aimed at developing the speech centers of the brain

At level 1 OHP in a child, first of all it is necessary to develop an understanding of what he hears. It is equally important to stimulate the skills and desire to independently build a monologue and dialogue, as well as develop other mental processes that are directly related to speech activity (memory, logical thinking, attention, observation). correct sound pronunciation at this stage, it is not as important as grammar, that is, the construction of words, word forms, endings, the use of prepositions.

Level 2 OHP

At the 2nd level of OHP, in addition to incoherent speech babble and gesticulation, children already show the ability to build simple sentences from 2-3 words, although their meaning is primitive and expresses, most often, only a description of an object or action.

• Many words are replaced by synonyms, as the child does not determine their meaning well.
• He also experiences certain difficulties with grammar - he pronounces endings incorrectly, inserts prepositions inappropriately, poorly coordinates words with each other, confuses the singular and plural, and makes other grammatical errors.
• The child still pronounces sounds indistinctly, distorts, mixes, replaces one with another. The child still practically does not know how to distinguish individual sounds and determine the sound composition of a word, as well as combine them into whole words.

Features of corrective work at level 2, OHP consists in the development of speech activity and meaningful perception of what is heard. Much attention is paid to the rules of grammar and vocabulary - vocabulary replenishment, compliance with the norms of the language, the correct use of words. The child learns to correctly build phrases. Work is also underway on the correct pronunciation of sounds, various errors and shortcomings are being corrected - rearranging sounds, replacing one with another, learning to pronounce missing sounds and other nuances.

At the second level of OHP, it is also important to connect phonetics, that is, work with sounds and their correct pronunciation3 OHP level

Children of the 3rd level of OHP can already speak in extended phrases, but basically they build only simple sentences, not yet coping with complex ones.

• Such children understand well what others are talking about, but still find it difficult to perceive complex speech turns (for example, participles and participles) and logical connections (causal relationships, spatial and temporal relationships).
• The lexicon in children of the 3rd level of speech underdevelopment is significantly expanded. They know and use all the main parts of speech, although nouns and verbs prevail over adjectives and adverbs in their conversation. At the same time, the child may still make mistakes when naming objects.
• There is also an incorrect use of prepositions and endings, stress, incorrect agreement of words with each other.
• The rearrangement of syllables in words and the replacement of some sounds by others are already extremely rare, only in the most severe cases.
• The pronunciation of sounds and their distinction in words, although broken, but in a simpler form.

Level 3 speech underdevelopment suggests classes that develop connected speech. The vocabulary and grammar of oral speech are being improved, the mastered principles of phonetics are being consolidated. Now the children are already preparing for the study of literacy. You can use special educational games.

Level 4 OHP

Level 4 OHP or mild general underdevelopment of speech is already characterized by a rather large and diverse vocabulary, although the child has difficulty understanding the meanings of rare words.

• Children cannot always understand the meaning of a proverb or the essence of an antonym. The problem can also be created by the repetition of words that are complex in composition, as well as the pronunciation of some difficult-to-pronounce combinations of sounds.
• Children with unsharply expressed general underdevelopment of speech still poorly determine the sound composition of a word and make mistakes in the formation of words and word forms.
• They get confused when they have to state events on their own, they can skip the main thing and pay too much attention to the secondary, or repeat what has already been said.

Level 4, characterized by a mildly pronounced general underdevelopment of speech, is the final stage of correction classes, after which children reach the required norm of speech development of preschool age and are ready to enter school. All skills and abilities still need to be developed and improved. This also applies to the rules of phonetics, and grammar, and vocabulary. The ability to build phrases and sentences is actively developing. Underdevelopment of speech at this stage should no longer be, and children begin to master reading and writing.

The first two forms of speech underdevelopment are considered severe, so they are corrected in specialized children's institutions. Children who have speech underdevelopment of level 3 attend classes in remedial education classes, and from the last level onr - general education classes.

What is the examination?

Speech underdevelopment is diagnosed in preschool children, and the sooner this happens, the easier it will be to correct given deviation. First of all, the speech therapist conducts preliminary diagnostics, that is, he gets acquainted with the results of the examination of the child by other children's specialists (pediatrician, neurologist, neuropathologist, psychologist, etc.). After that, he clarifies in detail with the parents how the speech development of the child proceeds.

The next step in the examination is oral speech diagnostics. Here, the speech therapist clarifies how the various language components have formed:

1. The degree of development of coherent speech (for example, the ability to compose a story from illustrations, retell).
2. The level of grammatical processes (the formation of various word forms, agreement of words, building sentences).

Further study sound side of speech: what features does the speech apparatus have, what is the sound pronunciation, how developed is the sound filling of words and syllabic structure, how does the child reproduce sounds. Since underdevelopment of speech is a very difficult diagnosis to correct, children with ONR undergo a complete examination of all mental processes (including auditory-speech memory).

Identification of OHP requires a highly qualified specialist, as well as the availability of examination results by other children's specialists.

According to the examination, the speech therapist makes a final conclusion about the level of speech development in the child and other mental processes that are closely related to it. It is important to accurately diagnose, since underdevelopment of speech is very similar in terms of signs to another deviation - a delay in speech development, when only the pace is not sufficiently developed, and the formation language tools proceeds within the normal range.

Preventive actions

The general underdevelopment of speech is corrected, although this is not so simple and takes a long time. Begin classes from early preschool age, preferably from 3-4 years. Correctional and developmental work is carried out in special institutions and has a different direction depending on the degree of speech development of the child and individual characteristics.

To prevent underdevelopment of speech, the same techniques are used as for deviations that cause it (dysarthria, alalia, aphasia, rhinolalia). The role of the family is also important. Parents need to contribute as actively as possible to speech and common development of your child, so that even the unsharply expressed development of speech does not manifest itself and does not become an obstacle to the full development school curriculum in future.

Recently, children often show underdevelopment of speech. It can take place in different ways and in different stages. In any case, corrective work with children is necessary, which consists in individual and group work with children. One of the most dangerous stages is OHP level 2. How to recognize this disease in a child?

Symptoms

OHP grades 1 and 2 are considered the most severe. In general, speech disorders are manifested in the inconsistency of words, sometimes the absence of sounds and meanings of speech. Subsequently, the shortcomings of oral speech will manifest themselves in dysgraphia and dyslexia at school.

Underdevelopment of speech of the 2nd degree is manifested by the following symptoms:

• gestures, babble;
• sometimes simple sentences appear;
• the poverty of the dictionary, and the words that the child knows are very similar in meaning;
• difficulties with the consistency of speech, often there are no plurals, cases;
• the sound pronunciation is distorted, the child replaces sounds, pronounces them indistinctly.

What can a child who is diagnosed with underdevelopment of speech of the 2nd degree?

• pronounces simple words that are similar in meaning (fly beetle, insects; tufi shoes, sneakers, boots, etc.), i.e. one word combines several concepts;
• hardly names parts of the body, objects, dishes, words with a diminutive meaning (most often such words are absent or present in a limited amount);
• with difficulty determines the signs of the object (what it is made of, color, taste, smell);
• composes a story or retells only after leading questions from an adult;
• statements are poorly understood, sounds are distorted.

The characteristic of OHP makes one think about why such violations occur. The reasons, as a rule, lie in the physiological sphere and do not always depend on the mother or her child:

• hypoxia during pregnancy or childbirth;
• asphyxia;
• rhesus conflict;
• head injury.

The correctional work ahead of the speech therapist and the baby's parents is very painstaking. It is necessary to form a speech according to the model practically from scratch. How are remedial sessions carried out?

Working with a speech therapist

If by the age of 3-4 the child’s speech is not formed, it is necessary to visit a speech therapist and a neuropathologist. Diagnosis and characterization of OHP is carried out by several specialists.

A neurologist can help determine the cause. If treatment or additional vitaminization is needed, the doctor will prescribe drugs to stimulate the speech centers and the nervous system as a whole. To determine what drugs your baby may need, you will need to do an MRI of the brain. However, such an analysis is not always required. Sometimes, after talking with the mother, it is quite clear to a neurologist why speech does not develop, and how the child and his family can be helped to cope with the disease.

After a visit to a neurologist, a consultation with a speech therapist is necessary. If possible, classes should be continued individually or in special speech correction groups. What will the teacher do with the child?

The general direction will be to develop the activity of speech and its understanding, the formation of phrases, sound pronunciation, clarification of how words are pronounced, the use of lexical and grammatical forms.

A speech therapist may need family help, as several sessions per week may not be enough to develop speech. A speech therapist can show mom the direction of work in the family circle. For example, to correct sound pronunciation, you will need to constantly ask the child to pronounce the word in a singsong voice, while everyone in the house should speak the same way.

In more detail, corrective work will consist of the following exercises:

• Pronunciation of hard-to-pronounce words in a singsong voice, drawling, so that the child hears all the sounds and can repeat them. It is desirable that everyone around the baby, and not just in the classroom, speak in this manner. This will allow the child to better capture the sound composition of words.
• Learning words by thematic groups based on images. For example, a speech therapist shows a child pictures of pets and clearly names them, forcing the baby to repeat the names. So the child gradually begins to systematize the phenomena and objects of the world around him.
• Comparison of the same grammatical forms of different words belonging to the same part of speech. For example, we rode: on a sled, in a car, on a hill, etc.
• The same is done with verb forms: Kolya wrote - Kolya writes - Kolya will write.
• Working out changes of nouns by numbers. The teacher shows images of objects in the singular and plural, names them and asks the child to show them.
• Proposals are dealt with separately. The speech therapist substitutes them into phrases similar in structure, for example: goes to the forest, to visit, uphill, etc.
• Work on distinguishing voiced and deaf sounds, distinguishing them in speech.
• Determining the sound in a word by ear for the development of phonemic hearing.

It is best if classes with children with speech underdevelopment of the 2nd degree will be held individually with a speech therapist. Oh, do not deny babies communication with other children, which is extremely important for them. In this communication, speech will be formed, the desire to build a phrase and convey information to other children.

It is known that a child communicates completely differently with adults and with his peers. With the latter, he feels freer, his interests coincide with them. If your child with ONR does not attend kindergarten, the reason for poor speech development may lie, among other things, in a lack of communication. Try to enroll your child in a development group, a kids club, where they try to develop children comprehensively. A social circle will appear here, and artistic perception of the world, songs, physical activity will create an optimal environment for improving speech.

Forecast

It is very difficult to predict how the development of speech in a baby will go. Much depends on the degree of development of the disease and the cause that provoked it.

You need to start work as early as possible. Already at the age of three, if the baby does not speak, or utters inarticulate sounds, it should be clear to parents that they need to go to see a neurologist. Without a specific diagnosis and drug treatment, even intensive sessions with a speech therapist can be powerless.

If all necessary measures are taken and OHP is not started, there is hope that the child will start talking. However, his further education in a public school becomes impossible. Parents will either have to teach him at home or send him to a specialized educational institution for children with speech problems.

Much depends on the temperament and sociability of the baby. In many ways, they determine how much he will take root in the school team, find a common language with his peers, and how teachers will treat him.

Corrective work with children with speech underdevelopment of the 2nd degree should be carried out exclusively by a specialist. Parents do not need to intervene in the process or try to solve the problem on their own. All the more scary to let problems take their course. The kid needs qualified help, otherwise he will have problems with contacts in the future.

Explanatory note.

Work program developed in accordance with the Law Russian Federation"On Education". The content of the work program corresponds to federal state educational standards established in accordance with paragraph 2 of Art. 7 of the Law of the Russian Federation “On Education”, educational standards and requirements; goals and objectives of the educational program of the institution.

The creation of this program is based on the experience of working at a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations:

G.V. Chirkin. Programs of preschool educational institutions of a compensatory type for children with speech disorders. - M .: Education, 2009;

Filicheva T.B., Chirkina G.V. Correctional education and upbringing of 5-year-old children with general underdevelopment of speech. - M., 1991;

T.B. Filichev, G.V. Chirkin. Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 pm M .: Alfa, 1993.

These programs are designed to work in the conditions of kindergarten speech therapy groups, and therefore, they are not quite suitable for use on speech therapy center kindergarten. This is the reason for the importance of writing a work program, the use of which will help children with speech development disorders master the main educational program; will allow in a timely manner, that is, even before entering school, to help children overcome all the difficulties that are the cause of school maladaptation.

Characteristics of the speech of children with OHP II level of speech development.

This level is defined as the beginnings of common speech, hallmark which is the presence of a two-, three-, and sometimes even a four-word phrase: “Yes, drink moco” - let me drink milk; "Baska atat nika" - grandmother reads a book; "Dadáy gat" - to let play; “In easy asanya meat” - here lies a big ball. Combining words into phrases and a phrase, the same child can both correctly use the methods of coordination and control, and break them: “ti yoza” - three hedgehogs, “moga kukaf” - many dolls, “sinya kadasy” - blue pencils, “Let badika” - pours water, “tasin petakok” - a red cockerel, etc. In the independent speech of children, simple prepositions or their babbled variants sometimes appear (“tidit a tue” - sits on a chair, “shield a toy” - lies on the table); no complex prepositions.

The lack of practical assimilation of the morphological system of the language, in particular word-formation operations of varying degrees of complexity, significantly limits the speech capabilities of children, leading to gross errors in the understanding and use of prefixed verbs, relative and possessive adjectives, nouns with the meaning of the character ("Valya papa" - Valin papa , "alil" - poured, poured, poured out, "giby soup" - mushroom soup, "dayka tails" - hare tail, etc.). Along with the indicated errors, there are significant difficulties in the assimilation of generalizing and abstract concepts, the system of antonyms and synonyms. As at the previous level, the polysemantic use of words and various semantic substitutions are preserved.

The use of words in a narrow sense is characteristic. With the same word, a child can name objects that are similar in form, purpose, function, etc. (“fly” - an ant, beetle, spider; “tufi” - shoes, slippers, boots, sneakers, sneakers). The limited vocabulary is also manifested in ignorance of many words denoting parts of the body, parts of an object, dishes, vehicles, baby animals, etc. ; "bowl" - a plate, saucer, dish, vase; "liska" - a fox cub, "mánka voik" - a cub, etc.). Difficulties in understanding and using in speech words denoting signs of objects, shape, color, material are noticeable.

Connected speech is characterized by insufficient transmission of some semantic relationships and can be reduced to a simple enumeration of events, actions or objects. It is extremely difficult for children with the II level of speech development to compose stories, retellings without the help of an adult. Even if there are clues, leading questions, children cannot convey the content of the storyline. This is most often manifested in the enumeration of objects, actions with them, without establishing temporal and causal relationships.

The sound side of children's speech is not fully formed and is significantly behind the age norm: there are multiple violations in the pronunciation of 16-20 sounds. The utterances of preschoolers are difficult to understand due to pronounced violations of the syllabic structure of words and their sound filling: “Dandas” is a pencil, “akváya” is an aquarium, “vipised” is a bicycle, “misanéy” is a policeman, “hadika” is a refrigerator.

The purpose of the program is to form a full-fledged phonetic system of the language, to develop phonemic perception and skills of initial sound analysis and synthesis, to automate auditory pronunciation skills in various situations, to develop lexical and grammatical means of the language and coherent speech.

Program objectives - development of speech understanding; activation of speech activity and development of lexical and grammatical means of the language; development of the pronunciation side of speech; development of independent phrasal speech.

Planning activities for children with a diagnosis ONR (II level) divided into 3 training periods:

I period - 2 half september- november, 11 weeks, 29 lessons - 3 lessons per week.

II period- December-February, 13 weeks, 34 lessons - 3 lessons per week.

III period- March-May, 14 weeks, 36 lessons - 3 lessons per week.

Total 99 lessons per year.

1st half of September - examination of children, filling out speech cards, paperwork.

Form of organization of training- subgroup and individual.

On the individual lessons work is being done on:

1.Activation and development of differentiated movements of the organs of the articulatory apparatus;

2. Preparation of the articulatory base for the assimilation of missing sounds;

3. Staging of missing sounds, their discrimination by ear and the initial stage of automation at the level of syllables, words.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children, the duration of individual lessons is 20 minutes.

The purpose of individual lessons consists in the choice and application of the complex articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual classes, a speech therapist has the opportunity to establish emotional contact with the child, activate control over the quality of sounding speech, correct a speech defect, and smooth out neurotic reactions.

In these classes, a preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in direct and reverse syllables, words of a simple syllabic structure.

On the subgroup lessons work is being done on:

1. Development of lexical and grammatical means of the language (development of speech understanding, clarification and expansion of vocabulary, the formation of generalizing concepts, practical skills of word formation and inflection, the ability to use simple common sentences).

2. The development of coherent speech (teaching children to express themselves independently, developing the ability to convey the impression of what they saw, about the events of the surrounding reality, in a logical sequence to state the content of paintings or their series, to compose a story-description).

For subgroup classes, children of the same age category are united, having speech disorders similar in nature and severity, 2-3 people each, the frequency of subgroup classes is 3 times a week, individual - 2 times a week.

Target subgroup lessons- development of speech understanding; activation of speech activity and development of lexical and grammatical means of the language; development of independent phrasal speech.

In these classes, children should learn to adequately assess the quality of speech statements. The composition of the subgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of the achievements of preschoolers in correcting pronunciation.

Directions of correctional and developmental work:

the formation of full-fledged pronunciation skills;

development of phonemic perception, phonemic representations, age-friendly forms of sound analysis and synthesis;

development of attention to the morphological composition of words and the change of words and their combinations in a sentence;

enrichment of the dictionary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

educating the ability to correctly compose a simple and complex common sentence; use different constructions of sentences in independent connected speech;

the development of coherent speech in the process of working on the retelling, with the formulation of a certain correctional task of automating the phonemes specified in the pronunciation in speech;

formation of preparation for teaching literacy and mastering the elements of literacy

Educational and thematic plan of the correctional and developmental program:

Planned results speech therapy work:

correctly articulate the set speech sounds in various phonetic positions and forms of speech;

differentiate learned sounds;

find words with a given sound in a sentence;

correlate objects with their qualitative characteristics and functional purpose;

recognize familiar objects by verbal description;

compare familiar objects according to individual, most clearly distinguished features;

understand simple grammatical categories: singular and plural nouns, imperative and indicative moods of verbs, nominative, genitive, dative and accusative cases, some simple prepositions;

reproduce reflected and independently the rhythmic-intonational structure of two- and three-syllable words from preserved and learned sounds;

to use individual words correctly in independent speech case endings words used in prepositional constructions;

use phrases and simple non-common sentences in independent speech (“My bear”, “Masha, sing”, “Masha, give me a doll”, etc.).

The distribution of topics by month:

September:"Autumn".

October:"Our body" "Vegetables", "Fruits", "Vegetables-fruits", "House and its parts", "Clothes".

November:"Clothes", "Shoes", "Furniture", "Dishes".

December:"Tableware", " New Year's celebration”, “Pets”, “Winter”, “ Winter fun».

January:"Winter", "Wintering Birds", "Wild Animals", "Wild Animals in Winter", "Pets".

February:“Pets”, “Migratory birds”, “Food”, “Our army”, “Family”, “ Early spring».

March:"Early Spring", "Mother's Holiday", "Spring", "Transport", "First Spring Flowers", " Houseplants».

April:"Indoor plants", "Wild animals in spring", "Toys", "Aquarium fish", "Insects".

May:“Rules of the road”, “Mail”, “Summer. Flowers in the meadow.

Literature

1. G.V. Chirkin. Programs of preschool educational institutions of a compensating type for children with speech disorders. - M .: Education, 2009.

2. Filicheva T.B., Chirkina G.V. Correctional education and upbringing of 5-year-old children with general underdevelopment of speech. - M., 1991.

3. T.B. Filichev, G.V. Chirkin. Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 o'clock. M .: Alfa, 1993.

4. T.B. Filicheva, T.V. Tumanova. Children with general underdevelopment of speech. Education and training. Teaching aid. M .: "Publishing house GNOM and D", 2000.

5. N.V. Nishcheva. The program of correctional developmental work for children with ONR.

6. Z.E. Agranovich. Collection of homework to overcome the lexical and grammatical underdevelopment of speech in preschoolers with onr.-SP.: Detstvo-Press, 2002

7. O.I. Krupenchuk. Teach me to speak correctly.-S.P.: Litera, 2001

8. Efimenkova LN Formation of speech in preschoolers: (Children with general underdevelopment of speech). Book. for a speech therapist. 2nd ed., revised. M.: Enlightenment, 1985

9. G.S. Shvaiko. Game exercises for the development of speech. - M .: education, 1988

10. N.V. Solovyova. Preparation for teaching literacy to children with speech impediments.- M.: TC Sphere, 2009

11. N.V. Nishcheva. Multi-colored fairy tales.-S.P.: Childhood-Press, 2001

12. O. B. Inshakova. Album for a speech therapist.-M.: Vlados, 2003

13. A.V. Yastrebova. A set of classes on the formation of speech-cogitative activity in children.-M .: ARKTI, 2001

General underdevelopment of speech level 2- this is a gross form of speech impairment in children, which is characterized by low opportunities for independent speech production. The child expresses himself in a simple phrase, but makes many verbal errors, agrammatisms. The vocabulary is poor, the skills of inflection and word formation are not formed, sound pronunciation and phonemic operations are severely impaired. The degree of OHP is determined using a psychological and speech therapy examination. The main priorities of correctional work: improving speech perception, expanding vocabulary, forming a common phrase, developing grammatical language skills.

ICD-10

F80.1 F80.2

General information

The doctrine of the levels of speech in children with logopathology was put forward in the 50-60s. last century by professor of speech therapy R. E. Levina. She singled out three levels of speech underdevelopment: 1 - speechlessness, 2 - the appearance of commonly used speech, 3 - extended phrasal speech with lexico-grammatical (LG) and phonetic-phonemic (FF) errors. Thus, the second level of speech development is characterized by higher language abilities compared to level 1 OHP. However, a low degree of proficiency in speech means (grammatical, lexical, phonetic, phonemic) requires their further development by methods of special correctional training. Later, the 4th level of speech development was added to this classification, characterized by residual signs of FF and PH underdevelopment.

Causes of OHP Level 2

Gross speech defects have a polyetiological nature. The main role in their occurrence is played by biological factors: complications of pregnancy (preeclampsia, immunological conflict, intrauterine hypoxia), the consequences of difficult births (asphyxia of the newborn, birth trauma), diseases of early childhood (infections occurring with neurotoxicosis, TBI). Children with OHP level 2 are often observed by a neurologist for perinatal encephalopathy, at the age of 2-3 years they are exposed to delayed speech development. A speech therapy conclusion may sound like alalia, dysarthria, aphasia, rhinolalia.

In some cases, severe speech problems are not associated with early organic CNS damage. This group of poorly speaking children may show deficiencies in education (lack of communication, pedagogical neglect), hereditary predisposition to the late onset of speech, hospitalism syndrome, and other biosocial prerequisites. Often, OHP becomes the result of a complex of various factors, when there are both cerebral disorders and adverse conditions for the development of the child.

Pathogenesis

With OHP level 2, there is a low degree of formation of all subsystems of the language. On the lexical plane, an insufficient vocabulary base is revealed, which causes difficulties in expressing thoughts, building the syntactic structure of sentences and competent presentation. Phonetic-phonemic underdevelopment is expressed by a distortion of the sound-syllabic scheme of words, the unpreparedness of a preschooler for sound analysis and synthesis. Specific mechanisms of speech underdevelopment depend on etiological factors. So, in perinatal organic brain lesions, speech deficit may be associated with a lack of understanding of speech or the impossibility of its motor implementation. In the case of malformations of the peripheral organs of speech, one's own speech activity is primarily disturbed, and secondarily - phonemic processes.

OHP Level 2 Symptoms

Speech develops late, the first independent phrases appear by 3-4 years or later. Sentences are short, simple, consist of 2-3 words, often denoting everyday objects and actions. Conjunctions, prepositions, adjectives are rarely used when constructing statements. Along with the phrase, the child continues to use gestures and amorphous words. Significantly improved understanding of speech. The vocabulary becomes more diverse, but still lags behind the age norm. With OHP of the 2nd level, children do not know the names of body parts, colors, details of objects, generalizing concepts. The skill of word formation and inflection is not formed, case forms are used incorrectly, there is no consistency between the members of the sentence, the singular and plural are not differentiated.

The syllabic image of the word is broken: there is a permutation and reduction of syllables, elision of consonants during their confluence. The insufficiency of phonemic perception is manifested by the inability of the child to select the desired sound and determine its position in the word, to pick up a word with a given sound. Spontaneous speech has numerous sound pronunciation defects: mixing, phoneme distortion, consonant substitutions (affricates, soft/hard, deaf/voiced, hissing/whistling). isolated sound while it can be pronounced normatively. Thus, with the second degree of OHP, the speech means used remain significantly distorted.

Children with speech underdevelopment, as a rule, have some deviations in the motor and mental spheres. They often have unformed digital praxis, clumsiness of movements, and poor coordination. There may be violations of speech motility due to undifferentiated articulation postures and changes in the tone of the muscles of the speech organs. Features of the course of mental processes are a decrease in auditory-speech memory, weakness of attention, insufficient development of verbal-logical thinking. Because of this, children are reluctant to engage in play and learning activities, are often distracted, quickly get tired, make a lot of mistakes when performing various kinds of tasks.

Complications

Without purposeful learning, children with OHP level 2 experience pronounced difficulties in mastering the school curriculum. Against the background of underdevelopment of language components, specific disorders school skills - agrammatic dysgraphia and dyslexia. Due to poor command of phrasal speech, the child cannot fully communicate with peers and establish himself in the children's team. Children with limited speech activity are aware of and hard to experience their defect, which negatively affects their personal and mental development. Despite the primary preservation of intelligence, in the absence of timely correction of OHP, borderline intellectual insufficiency may occur.

Diagnostics

Speech therapy examination includes the study of medical history, assessment of the state of all components of oral speech. At the first meeting with the child and parents, the speech therapist needs to find out probable causes speech underdevelopment, the degree of understanding and command of the child's speech, features of motor and mental development. Diagnostics of oral speech includes the study of the level of formation:

• Coherent speech. The child is asked to retell the listened text, compose a story using visual aids, and answer questions. At the same time, semantic and syntactical errors, incorrect order and connection of words in a sentence, violation of logic and sequence of presentation are revealed. Even with the help of leading questions, speech therapist tips, the child is not able to accurately convey the content of the story.
• Lexico-grammatical processes. When completing tasks, difficulties in choosing the right words, ignorance of geometric shapes, colors, generalizing categories, synonyms and antonyms are noticeable. With the same amorphous word, a child can designate a whole range of objects that are similar in purpose or function. The phrase is built agrammatically, with violations of agreement, incorrect change of words in numbers and cases.
• Syllabic structure and phonetic-phonemic processes. Words that are complex in terms of sound filling and syllabic composition are pronounced distorted. The number of syllables is reduced to two or three. The statements are difficult to understand due to multiple defects in sound pronunciation. In children with OHP level 2, up to 15-20 sounds of almost all groups can be disturbed. Tasks for sound analysis and synthesis are not available to the child.

The second level of speech development is differentiated with other degrees of speech insufficiency (OHP 1 and OHP level 3), as well as hearing loss, systemic underdevelopment of speech in mental retardation and mental retardation. When conducting a diagnosis, it is important to understand what kind of speech pathology underlies OHP - the forms and techniques will depend on this. corrective process.

OHP correction level 2

Speech therapy work should be built in close contact with medical specialists: pediatrician, pediatric neurologist, maxillofacial surgeon, rehabilitation specialist. In connection with the main neurological disorder, the child should receive courses of drug therapy, therapeutic massage, and physiotherapy. With open rhinolalia, surgical correction of facial deformities (“cleft palate”, “cleft lip”) is performed. From 3-4 years of age, children are enrolled in speech therapy group DOW for 3 years of study. During this time, the child's speech should become grammatically and phonetically correct and approach the age norm. The content of the work includes:

• Vocabulary activation and growth. In accordance with the program are studied lexical topics, subject and role-playing games are held, dramatizations are staged. The child is taught to name objects, signs and actions, to understand generalizing words, spatial relationships between objects.
• Development of lexical and grammatical means. Within the framework of the direction, work is underway to develop the skills of word formation, inflection, assimilation of such grammatical categories as number, case, gender. By the end of the training, the child must accurately use ordinal numbers, words in the genitive, dative and instrumental cases, grammatically correctly answer the questions “where?”, “Where?”, “Whose?”, “How much?” and etc.
• Formation of phrasal and connected speech. The skills of constructing simple sentences are fixed, the skills of compiling short stories are formed. The child learns nursery rhymes and couplets. He is taught to adequately and fully answer the questions posed and formulate them independently.
• Improving pronunciation skills. At the initial stage, work is carried out on the distinction between non-speech and speech sounds, the development of articulation. With dysarthria, rhinolalia, speech therapy massage is indicated. After clarifying the correct pronunciation of preserved phonemes, work begins on staging sounds in the sequence in which they appear in ontogenesis. Automation and differentiation is carried out according to generally accepted rules.

Forecast and prevention

In most cases, the speech prognosis for OHP level 2 is favorable. In the process of remedial education, there is a gradual expansion of verbal activity and an increase in the level of speech development. Upon transition to primary school children should continue to study at the school speech center, as they are at risk for the formation of writing and reading disorders. The primary prevention of OHP is to prevent early damage to the speech centers and organs, leading to severe logopathology. In order to prevent educational difficulties and lag in cognitive development timely detection of severe speech defects and their correction is necessary.