Speech card for a child of level 1 onr. Sample of filling out a speech card

Survey speech chart

non-speaking child

1. Surname, name of the child _____________________________

2. Date of birth, age _______________________________________________________________

3. Nationality (bilingualism) _____________________________________________________________ _

4. Home address ________________________________________________________________________

5. Where did you come from ________________________________________________________________________

6. Date of receipt in speech therapy group _______________

7. Conclusion of the PMPK dated ______________

8. Psychoneurological status _______________________________________________________________

9. Hearing condition _____________________________________________________________________________

10. State of vision _____________________________________________________________________________

11. Date of completion speech card ____________________________________________________________

Speech therapist ___________________________________

I . The study of non-verbal components of communication

Establishing contact with the child (productive, unproductive) __________________________________

Manifestation of motor and speech negativism _____________________________________________

Demonstration of the ability to imitate:

- “Do as I do” (instruction, negative gesture, etc.) _________________________________________________________

- “Fly like a bird”, “Jump like a bunny”, “Stomp like a bear” ___________________________

The manifestation of fixation of the gaze of the child (the eyes of the speaker, the organs of articulation, the picture) ______________________

________________________________________________________________________________________________

II . The study auditory perception

Define e Decreasing the number of non-speech sounds _________________________________________________

Discrimination and reproduction by ear of a 2-complex rhythm ______________________________________

Determination of direction non-speech sound __________________________________________________

Distinguishing onomatopoeia by ear ____________________________________________________________

III . The study of motor development

1. The state of general motor skills:

(gait - confident, uncertain, with a waddle; walking on toes in straight lines; jumping on one or two legs)

coordination ____________________________________________________________________________

2. Fine motor skills:

(trials: repeat sequentially the poses “cam”, “roof”, “boat”, “goat”, “circle”, “glasses”; alternating two poses: “fist / palm”, “fist / goat”, “palms / boat", "glasses / fist; lacing)

accuracy of movements _____________________________________________________________________________

switching ___________________________________________________________________________

pace _________________________________________________________________________________

3. The state of mimic muscles:

Face (meaningful, the presence of facial expressions, indifferent, asymmetrical, nasolabial fold) ___________

_______________________________________________________________________________________

The ability to perform mimic movements to imitate (trials: raise eyebrows up (“surprise”),

frown ("get angry"), squint your eyes, puff out your cheeks ("fatty")) ____________________________________

__________________________________________________________________________________________________________

(shows negativity; visually perceives, tries to repeat, but unsuccessfully; tries to repeat, but the pose

does not hold; moves independently)

IV . Examination of the articulatory apparatus

1. The structure of the articulatory apparatus:

lips ____________________________ muscle tone of the lips _______________________________

teeth ____________________________________________________________________________________

bite _________________________________________________________________________________

tongue (shape; position, muscle tone at rest, condition of the hyoid ligament) _________________

_________________________________________________________________________________________

solid sky ___________________________________________________________________________

2. The state of motor skills of the articulatory apparatus:

lips ______________________________________________________________________________

lower jaw __________________________________________________________________________

language ____________________________________________________________________________________

soft sky _____________________________________________________________________________

V . Exploring Impressive Speech:

1. State of the nominative dictionary

Correlation of own name with personality

(knows his name, responds to it)

________________________________________________________________________________________

Correlation of objects with their name

Show where the doll, ball, watch, book, table

________________________________________________________________________________________

Show parts of the body (arm, nose, knee, elbow, forehead, fingers, neck)

________________________________________________________________________________________

Show parts of objects (house, car, plane, doll, watch)

________________________________________________________________________________________

Show animals (cat, dog, hare, wolf, fox, horse, goat)

________________________________________________________________________________________

Correlation of objects with their purpose (objects, pictures)

Show: what do you play with, what do you brush your teeth with, what do you eat, etc.

________________________________________________________________________________________

Understanding generalizing words

Show (take, give) dishes (clothing, etc.)

________________________________________________________________________________________

2. State of the predictive vocabulary

(plot pictures in which one object performs various actions)

Show where the girl is going (standing, running, eating, sleeping, playing, washing)

________________________________________________________________________________________

(plot pictures in which different objects perform different actions)

Show who is washing (standing, running, etc.)

_______________________________________________________________________________________________

3. The state of the attribute dictionary

Understanding the names of the attributes of objects

Show me where the big table is? where is the little one? (thick/thin stick, long/short ribbon, high/low house) ____________________________________________________________________

Show which cube is bigger? which cube is smaller? (pencil longer/shorter, pyramid higher/lower) _____________________________________________________________________________

Show where is the red (yellow, blue) ball? _______________________________________________

________________________________________________________________________________________

4. The state of the grammatical structure of speech:

Understanding the forms of the singular and plural noun

Where is the doll? where are the dolls? (pyramid/pyramids, car/cars, book/books)

________________________________________________________________________________________

Understanding the meanings of prepositions reflecting spatial relationships

Put the toy in the box (on the box, behind the box, under the box, in front of the box)

________________________________________________________________________________________

Understanding nouns with diminutive suffixes

Show me where the table is. where is the table? (book / little book, doll / doll, box / box) ________________________________________________________________________________________

Understanding the prepositional case construction (2-complex instruction)

Take a bear and put it on a chair; come to the table and take a pencil; take the cubes from the table and take them to the box

________________________________________________________________________________________

Understanding the content of a text told from a series of plot pictures

________________________________________________________________________________________

VI . Learning Expressive Speech

1. General sound of speech

Breath (volume, expiratory duration, smoothness) _____________________________________

________________________________________________________________________________________

Pace (bradilalia, takhilalia, moderate) ___________________________________________________

legibility (give reason) __________________________________________________________

2. The state of speech activity

Sound unconditioned reflex reactions ( grunting, smacking, squealing, whimpering,

shouts of joy, laughter, crying, shouting) _______________________________________________

______________________________

Possibilities of pronunciation of words (babble, onomatopoeia, amorphous words, individual words, safety syllabic structure)__________________________________________________________ ________________________________________________________________________________________

Phrase options (nature of pronunciation: conjugated, reflected, arbitrary; phrase structure, the presence of agrammatisms) ________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________

Possibilities of pronunciation and differentiation of individual sounds

(sound pronunciation)

(differentiation of sounds)

VII . Study of nonverbal mental functions

1. Thinking:

Séguin board ownership __________________________________________________________________

Pyramid folding _________________________________________________________________

Classification _________________________________________________________________________

Selection of 4-odd ____________________________________________________________________

2. Account:

Direct mechanical count: ______________________________________________________________

Correlation of the number with the number of objects (“give 2 pencils, 3 cubes, 5 pictures”) _________

_______________________________________________________________________________________ _

Naming numbers ____________________________________________________________

3. Optical-spatial gnosis:

Distinguish between top/bottom, right/left, front/rear ___________________________________

________________________________________________________________________________________

4. Optical-spatial praxis:

Folding split pictures from 2 - Z - 4 parts _______________________________________

________________________________________________________________________________________

Folding figures from sticks according to the pattern (3-6 sticks) ______________________________________

________________________________________________________________________________________

Logopedic conclusion: _______________________________________

__________________________________________________________________

speech card

1. Last name, first name, age _____________________________________________________________

2. School __________________________________ class _________________________________

3. Nationality __________________________________________________________________

4. Home address__________________________________________________________________

5. Date of enrollment at the speech therapy center ____________________________________________

6. Progress in mother tongue __________________________________________________________

7. Conclusion of a psychoneurologist ____________________________________________________________

8. Data on the course of speech development. Anamnesis.______________________________________________

__________________________________________________________________________________

9. The state of hearing, vision _________________________________________________________

10. State of the articulatory apparatus (structure, mobility) ________________________

__________________________________________________________________________________

11. General characteristics of speech _____________________________________________________________

__________________________________________________________________________________

a) vocabulary __________________________________________________________________

B) grammatical structure ____________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c) the state of sound pronunciation ____________________________________________________________

d) phonemic perception

e) the syllabic structure of the word __________________________________________________________

f) the pace and intelligibility of speech _____________________________________________________________

__________________________________________________________________________________

12. The level of formation of the skills of analysis and synthesis of the sound composition of the word __________

__________________________________________________________________________________

13. Letter. Presence and nature of specific errors.__________________________________

14.Reading:

a) characteristics of possession of reading technique ____________________________________________

b) errors in reading _______________________________________________________________

c) reading comprehension

____________________________________________________________________________________________________________________________________________________________________

15. Manifestation of stuttering:

a) the alleged cause; the severity of stuttering; situations that exacerbate it

____________________________________________________________________________________________________________________________________________________________________

b) formation language tools(pronunciation, vocabulary, grammar structure) ______

____________________________________________________________________________________________________________________________________________________________________

c) features of general and speech behavior (organization, sociability, isolation, impulsiveness) _________________________________________________________________________________________________________________________________________________________________

16. A brief description of the child according to pedagogical observations (organization, independence, stability of attention, working capacity, observation, attitude towards his defect) __________________________________________________________________

17. The conclusion of the teacher-speech therapist ____________________________________________________________

18. The results of speech correction (marked on the map by the time students leave the speech therapy center) _________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________

speech card

1. Last name, first name, age _____________________________________________________________

2. School - ____________________ Class ___

3. Home address

4. Date of enrollment at the speech therapy center – 09/15/2014

5. Progress in mother tongue – Start school year

6. Conclusion of a psychoneurologist – not registered / ___________________________________________

Data on the course of speech development. Anamnesis

A) Hereditary, neuropsychic, somatic, chronic diseases in parents:data: from words; according to documents (underline); No data; heredity is burdened with neuropsychiatric diseases (specify): neuroses, psychoses, logoneuroses, etc .; heredity is burdened with chronic diseases (specify): cardiovascular, endocrine and other diseases; heredity is burdened with somatic diseases (specify); the presence of alcoholism in parents; characteristics of mother and father _______________________________________________________________________________

B) Speech environment:prosperous; accelerated speech rate of parents or close relatives; delay speech development from parents; stuttering in parents, sisters, brothers; contact with stutterers or persons with other speech pathologies; violation of sound pronunciation in parents or close relatives; the presence of bilingualism - which language prevails in communication _________________________________________________________________________________

8. The state of hearing, vision - correspond to the norm / do not correspond to the norm ______________________________________

9. The state of the articulatory apparatus (structure, mobility):

A) building:

B) Mobility:

function preservation;

10. Vocabulary:

11. Grammar structure:

State of sound pronunciation

the phonetic system is formed sufficiently / in isolation pronounces all sounds correctly, but with an increase in speech load, there is a general blurring of speech / phonetic (anthropophonic) defects in sound pronunciation - distortions: average vowels; lack of pronunciation of whistlers; lack of pronunciation of hissing; lack of pronunciation of sonorants; lack of pronunciation of labials; lack of pronunciation of labio-dental; lack of pronunciation of the midpalates; lack of pronunciation of back-lingual; lack of pronunciation of hard consonants; lack of pronunciation of voiced consonants / phonological defects (impaired differentiation of sounds) - their replacements.

The syllable structure of the word

14. The level of formation of the skills of analysis and synthesis of the sound composition of the word

15. Letter. Presence and nature of specific errors .____________________________________________________

16.Reading:

a) characteristics of possession of reading technique _________________________________________________________________

________________________________________________________________________________________________________

b) errors in reading ___________________________________________________________________________________________

c) reading comprehension ________________________________________________________________________________

17. Manifestation of stuttering:

a) the alleged cause; the severity of stuttering; situations that exacerbate it

b) features of general and speech behavior (organization, sociability, isolation, impulsiveness) ________________________________________________________________________________________________________________________________________________________________________________________________________________

18 .A brief description of the child according to pedagogical observations

Attention:

Thinking:

Memory:

19. Conclusion of a speech therapist __________________________________________________________________________

20 .Speech correction results (marked on the map by the time students graduate from speech therapy center) ________________________________________________________________________________________________________

speech card

Surname, name _________________________________________________

Age _______________________________________________________

Date of examination _____________________________________________

Anamnesis

Hereditary, neuropsychic, somatic, chronic diseases in parents: data: from words; according to documents (underline); No data; heredity is burdened with neuropsychiatric diseases (specify): neuroses, psychoses, logoneuroses, etc .; heredity is burdened with chronic diseases (specify): cardiovascular, endocrine and other diseases; heredity is burdened with somatic diseases (specify); the presence of alcoholism in parents; characterological features of mother and father _____________________________________________________________________________

Speech environment : safe; accelerated speech rate of parents or close relatives; delayed speech development in parents; stuttering in parents, sisters, brothers; contact with stutterers or persons with other speech pathologies; violation of sound pronunciation in parents or close relatives; the presence of bilingualism - which language prevails in communication _________________________________________________________________

Pregnancy by account ____________________________________________________________

How did ___________________________________________________________________

Childbirth ___________________________________________________________________________

When screamed __________________________________________________________________

Physical development:

He began to hold his head ____________________________________________________________

Sit _________________________________________________________________________

Get up _______________________________________________________________________

Walk _________________________________________________________________________

Early speech development:

Cooing ________________________________________________________________________

Babble ________________________________________________________________________________

First words ___________________________________________________________________

Phrase __________________________________________________________________________

Was speech development interrupted _______________________________________________

Past illnesses:

up to 1 year

after 1 year ________________________________________________________________________________________________________________________________________________________________

The state of hearing and vision of the child (according to the data of the medical record) - correspond to the norm / do not correspond to the norm __________________________

Attention:

attention stable (unstable)

gaze fixes (does not fix);

switching from one object to another is easy (slow, fast, difficult, stuck);

general level of development of voluntary attention (corresponding to age; low; not formed);

poor concentration of attention;

general level of voluntary attention (corresponding to age, low; voluntary attention is not formed).

Thinking:

cognitive activity - high, reduced, low, requires development;

formation of mental operations (analysis, synthesis, generalization, classification, comparison, cause-and-effect relationships, abstraction) - formed, insufficiently formed, difficulties in formation, require correction);

the predominance of the form of thinking - visual-effective thinking, visual-figurative, logical, verbal-logical.

Memory:

voluntary / involuntary memorization;

fast memorization / slow, with difficulty;

memory reduction/limitation; long-term memorization / quick forgetting; difficulties in memorization (new words, phrases, syntactic constructions, textual material);

fragile preservation; inaccurate reproduction (accurate).

Voluntary facial motor skills:

features of natural facial expressions are noted: facial expressions are lively, expressive, reflective emotional condition child; facial expressions are inexpressive;

the face is hypomimic, "masklike", neurological symptoms in the facial muscles are noted.

state of tone facial muscles(spasticity, hypotonia, dystonia, normal; hypomimia (lack of facial motor skills);

smoothness of the nasolabial folds;

oral synkinesis; facial asymmetry;

face hyperkinesis;

function preservation.

Articulatory motility:

function preservation;

the state of muscle tone of the organs of articulation (normal, dystonia, hypotension, spasticity);

mobility of articulatory organs (normal, insufficient, severely limited);

neurological syndrome in articulatory motility (absent, spastic paresis, tonic control disorders speech activity such as rigidity, hyperkinesis, ataxia, apraxia);

the state of the pharyngeal and palatine reflexes (normal, increased, decreased);

the presence / absence of pathological reflexes of oral automatism (hypersalivation, salivation is normal; increases under certain conditions; constant);

mobility of the lower jaw (strictly limited; not enough - the volume of articulatory movements is incomplete, the amplitude of movements is reduced; normal), there is a displacement of the lower jaw at rest, with the mouth closed and jaws closed, with the mouth wide open in motion

movements and tone of the lingual muscles (spasticity, hypotonia, dystonia, normal), mobility (strictly limited; insufficient - the volume of articulatory movements is incomplete, the amplitude of movements is reduced; normal), the presence of hyperkinesis, tremor, deviation (deviations to the side) of the tongue is noted

tone of the soft palate (spasticity, hypotension, dystonia, norm) and mobility (strictly limited, insufficient, norm), there is a deviation of the entire soft palate or its uvula to the side, absence or insufficient closure of the soft palate with the back wall of the pharynx.

16. General voluntary motor skills:

range of motion (full/incomplete);

accuracy of execution (inaccurate /accurate);

independence of performing movements (complete / incomplete / with the help of adults);

coordination of movements (normal / lack of coordination / absent);

movement pace (normal/fast/slow);

activity (normal/lethargy/motor restlessness/increased motor activity/disinhibition);

quality of movements (motor tension, stiffness);

switchability (low / stuck / switching with unnecessary movements (accompanying).

features of general voluntary motor skills: obsessive movements (perseverations - stereotypical repetition of actions); awkwardness; motor clumsiness; poor orientation; the presence of unnecessary movements; jams; slippage.

Manual motility:

range of motion (full, incomplete),

coordination (normal, uncoordinated),

the presence of synkinesis in the general skeletal, mimic, articulatory muscles,

tempo (slow, fast, normal),

switching from one movement to another (low, insufficient, normal),

activity (normal, restlessness, lethargy),

perseverations (repetition) on exhaustion: pronounced perseverations (stuck on certain poses); deautomatization of movements on exhaustion,

leading hand: graphic functional superiority (graphic right-handed, graphic left-handed), household functional superiority (household left-handed, household right-handed), the child is ambidexter (he is equally good at both right and left hands in everyday and graphic actions).

The anatomical structure of the organs of articulation:

Jaws: features of size and shape, the presence of narrowing and expansion of the upper and lower jaws; the presence or absence of displacement of the lower jaw - at rest or during movement; shift direction: forward, backward, sideways - left or right shift,

Teeth: features of the structure, shape, size and location of teeth in the dentition, while their inclination and rotation around its axis is noted: for example, a double row of teeth; rare, very small teeth - macrognathia; irregular shape and the location of the teeth, teeth outside the dental arch; supernumerary teeth, absence of teeth in accordance with the age norm - adentia; diastemas, tremas, etc. ,

Tongue: normal structure and size of the tongue, folded, forked tip of macroglossia, microglossia;

Hyoid ligament: normal length and structure of the frenulum of the tongue, short / shortened, thick / thickened hyoid ligament; the presence of a postoperative site,

Hard palate: normal, domed; high, "Gothic"; low, flat; the presence of clefts and their nature: cleft through/non-through, unilateral/bilateral, complete/incomplete, sumbucous,

Soft palate: normal or short; absence, shortening, bifurcation of a small tongue; cicatricial changes in the soft palate and lateral walls of the pharynx; the presence of postoperative gaps; fusion of the soft palate with the arches, tonsils or posterior pharyngeal wall,

Nasopharynx, oral cavity and pharynx: nasal polyps; adenoids; tumors of the nasal cavity; curvature of the nasal septum; turbinate hypertrophy; enlargement of the paired palatine tonsil, unpaired lingual tonsil, unpaired pharyngeal tonsil, etc. ,

Lips: normal structure, thin, thickened; shortening of the upper lip, cleft lip: partial / complete, unilateral / bilateral; the presence of postoperative scars; short / shortened frenulum of the upper / lower lip, the presence of a postoperative node after plastic surgery of the frenulum of the lip.

Sound pronunciation:

Phonetic system: the phonetic system is formed sufficiently / pronounces all sounds correctly in isolation, but with an increase in speech load, there is a general blurring of speech / phonetic (anthropophonic) defects in sound pronunciation - distortions: average vowels; lack of pronunciation of whistlers; lack of pronunciation of hissing; lack of pronunciation of sonorants; lack of pronunciation of labials; lack of pronunciation of labio-dental; lack of pronunciation of the midpalates; lack of pronunciation of back-lingual; lack of pronunciation of hard consonants; lack of pronunciation of voiced consonants / phonological defects (impaired differentiation of sounds) - their replacements.

The degree of speech intelligibility: speech intelligibility is not impaired; speech intelligibility is somewhat reduced, speech is not clear; speech is slurred, slurred, obscure to others.

Melody-intonation side of speech: not broken; weak expressiveness of voice modulations (the voice is monotonous, slightly modulated); lack of voice modulations (voice not modulated); violation of the intonation of speech.

Speech rate: normal (N); accelerated (takhilalia); slow (bradilalia); hesitation; stuttering.

Speech rhythm: normal (N); dysrhythmia; stretched, scanned, depends on the manifestation of hyperkinesis.

Pauses (correct placement of pauses in the speech stream): correct; disturbed (division of words by a pause into syllables, division of syllables into sounds; excessively frequent pause, excessively rare).

Expressiveness: timbre (emotional coloring of the statement); intonation (the ability to use the main types of intonation: narrative, exclamatory, interrogative); the use of stress (verbal, logical).

Phonemic processes:

Phonemic perception: the ability to distinguish and recognize phonemes by ear - preserved / impaired; auditory differentiation of speech sounds: immiscible in pronunciation, mixed in pronunciation - preserved / violated; auditory differentiation of correctly and distortedly pronounced sounds - preserved / impaired.

Phonemic analysis: (formed; insufficient; not formed).

Phonemic synthesis: (formed; insufficient; not formed).

Phonemic representations: (formed; insufficient; not formed

The state of the syllabic structure of the word

Rhythmic pattern of the word: reproduces correctly / reproduces with errors.

Vocabulary:

volume of the dictionary (limitation, poverty, compliance of the dictionary with the age norm);

a sharp discrepancy between the volume of the passive and active vocabulary;

inaccuracy in the use of words, numerous verbal paraphasias (mixing words according to generic relations, replacing generalizing concepts with words of a specific meaning);

unformed semantic fields;

difficulties in updating words (especially predicative - verbs, adjectives);

difficulties in classifying words based on semantic features (semantically distant and close).

The grammatical structure of speech:

morphological and syntactic agrammatisms;

possession of syntactic constructions does not correspond to the age norm;

limited understanding and transmission of the semantic connection of words in independent speech;

violations in mastering morphological and syntactic units(omission of members of a sentence; violation of the order of words in a sentence; violation of grammatical relationships between words; difficulties in word formation; difficulties in inflection);

peculiar usage grammatical categories(substitutions of endings; their irregular use; incorrect reproduction of the phonetic composition of grammatical morphemes).

Impressive speech:

able to listen and understand addressed speech / inattentive;

makes contact easily/difficult to contact;

participates in communication on the initiative of others;

activity in communication / active; inactive.

speech therapy conclusion

phonetic speech disorder (FNR) or violation of the pronunciation of individual sounds (NPZ ). With FNR, the phonetic side of speech (sound pronunciation, sound-syllabic structure of a word, prosody) in a complex or any individual components of the phonetic structure of speech (for example, only sound pronunciation or sound pronunciation and sound-syllabic structure of a word) are violated.

phonetic-phonemic speech disorder (FFNR). With FFNR, along with a violation of the phonetic side of speech, there is also an underdevelopment of phonemic processes: phonemic perception(auditory differentiation of sounds), phonemic analysis and synthesis, phonemic representations.

lexico-grammatical underdevelopment of speech (LGR). With LGNR, children have normal sound pronunciation, relatively intact phonemic processes(most often as a result speech therapy impact), however, there is a limited vocabulary, a violation of the grammatical structure of speech.

general underdevelopment speech (OHP I, II and Level III), as well as unsharply expressed general underdevelopment of speech (HOHP). With OHP, all components of the language (speech) system are violated in children: the phonetic-phonemic side of speech, vocabulary, and grammatical structure.

Approximate formulations of speech therapy characteristics

Polymorphic violation of sound pronunciation, lack of both complex and simple forms of phonemic analysis, limited vocabulary (up to 10-15 words). Phrasal speech is represented by one-word and two-word sentences, consisting of amorphous root words. Forms of inflection and word formation are absent. Connected speech is not formed. Severe impairment of speech comprehension.

Polymorphic violation of sound pronunciation, gross underdevelopment of phonemic perception and phonemic analysis and synthesis (both complex and simple forms); limited vocabulary; pronounced agrammatisms, manifested in the incorrect use of noun endings in prepositional and non-prepositional syntactic constructions, in violation of the agreement of an adjective and a noun, a verb and a noun; unformed word-formation processes (nouns, adjectives and verbs); absence or gross underdevelopment of coherent speech (1-2 sentences instead of retelling).

Polymorphic violation of sound pronunciation, underdevelopment of phonemic perception and phonemic analysis and synthesis; agrammatisms, manifested in complex forms of inflection (in prepositional-case constructions when agreeing on an adjective and a noun of the middle gender and nominative case, as well as in indirect cases); violation of word formation, insufficient formation of coherent speech, omissions and distortions of semantic links are observed in retellings, violation of the transmission of the sequence of events.

Memo for a speech therapist

by filling out a speech card

Anamnestic data

Past illnesses- pneumonia, colds, influenza, measles, scarlet fever, whooping cough, dysentery, head injuries, infectious and somatic, long-term and causing exhaustion of the nervous system.

Hearing- normal, hearing loss.

Formed, correspond to the age norm, in the formation stage, not formed

Conclusions:

Correct independent performance of all tasks; Single errors are corrected independently or with the help of a clarifying question; Most of the tasks are performed with the help of (stimulation, extensions of instructions, clarification of the question, hint); Most tasks are not completed; Not fulfillment.

Connected speech

Corresponds to the age norm, in the formation stage, requires further development, not formed.

Retelling:

There was a puddle at the house. The geese sat on the puddle. The geese were grey. ()

Nanny cooked porridge and gave it to Natasha. Natasha ate, collected the crumbs and poured out the window. The birds flew in and began to peck at the porridge. Natasha is full and the birds are full (Po)

They threw the cat at the barn. The cat meowed: “Meow! Meow!" Tanya and Kolya walked past the barn and found a cat. They fed the cat with milk and meat. And the cat became fat, like Sharik. ()

The hare said to the hedgehog: “What an ugly, prickly dress you have, brother!” “True,” answered the hedgehog, “but my thorns save me from the teeth of a dog and a wolf. Does your pretty skin serve you the same way?”

Instead of answering, the bunny just sighed. ()

Varya had Chizh in a cage and never sang. Varya came to the chizh

It's time for you, siskin, to sing.

Let me go free, I will sing all day long. ()

The red sun rose up into the sky. It began to send its rays - to wake the earth. The first beam fell on the lark. The lark rose high, high. There he sang his song. The second beam hit the bunny. The hare jumped across the meadow. I ran to look for juicy grass for breakfast. (By)

Conclusion:

grammatical norms

Story based on a series of paintings

Conclusion:

lexical means

SPEECH CARD

Examinations of children studying for diagnostic purposes in SKOU 5 TYPES
FOR CHILDREN WITH SEVERE SPEECH DISORDERS
Surname, name, patronymic of the student ____________________________________________
Year of birth____________________________________________________
Home address_________________________________________________
PRE-SPEECH DEVELOPMENT.
Shout Coo Babble First words First phrases
BREATH.
Inhalation: deep, shallow.
Exhalation: long, short.
PROnunciation side of speech.
Speech: intelligible, illegible, accelerated, slow, rhythmic, non-rhythmic.
Voice: strong, weak, high, low, hoarse, sonorous, modulated, unmodulated, expressive, inexpressive. STRUCTURE AND MOBILITY OF ARTICULATION BODIES.
Facial muscles. Hypomimia, smoothness of the nasolabial folds, asymmetry (left-sided, right-sided), hyperkinesis.
Muscle tone (increased, decreased, normal)
Lips: thick, thin, normal, cleft (left-sided, right-sided), scars, muscle tone (higher, lowered, normal), asymmetry of movements (right-sided, left-sided). Teeth: Large, small, frequent, rare, two-row (top row, bottom row), curvature.
Sky:
Hard palate: normal, wide, narrow, high, low, cleft (absent, open, submucosal).
Soft palate: normal, short, long, cleft, mobile, slightly mobile.
Uvula: long, short, normal, bifurcated, mobile, immobile, deviation (to the right, to the left).
Jaws:
Cleft: unilateral, bilateral.
Bite: open anterior, open lateral (bilateral, right-sided, left-sided), deep anterior, progeny, prognathia.
Tongue: Long, narrow, wide, thin, large, thick, normal, deviation (to the right, to the left), muscle tone (increased, decreased, normal), tremor, hyperkinesis, range of motion (normal, decreased, excessively expressed), movement accuracy (normal, inaccurate), asymmetry (right-sided, left-sided), discoloration during exercise, salivation.
Hyoid ligament: normal, short, thick.
STUDY OF NON-SPEECH FUNCTIONS.
Contact: Makes contact easily, makes contact difficult, does not make contact.
Communication is stable, unstable, initiative in communication.
PSYCHOMOTORICS.
Counting fingers.
fingers No errors
0 Omission of a finger 2 Violation of order 2 Synkinesis one 1
Many synkinesias. four
1-2 1-3 1-4 1-5 1-5 1-4 1-3 1-2
Finger gnosis.
fingers Not done 1 Inaccurate
0.5 Slow
1 Slow
2 Very slow
3
All fingers are straightened and closed. Palm forward 1st raised up the rest - into a fist 2nd straightened, the rest into a fist 2 and 3, like Y 2 and 5 straightened, the rest into a fist 2 and 3 crossed, the rest into a fist 2 and 3 like Y, the rest into a pinch 1 and 2 in a ring, the rest straightened. GNOSIS RESEARCH.
Recognition of images of objects with missing details.
pictures answer Name missing parts
saucepan armchair watch house chair machine table Recognition of the object depicted in outline
outline dotted pictures
horse cow cup kettle
Correlation of contour and real image of an object.
Ribbon Strawberry Shark Tulip Scoop Sugar Bowl
Recognition of objects superimposed on each other.
picture answer Show the subject (for non-speaking children)
Telephone
Alarm
pear doll
Bowl
A circle
apple Leaf
Guitar
Mushroom
shovel Recognition inscribed in each other geometric shapes
Square, triangle, circle.
Rectangle, oval, square.
Three circles of different diameters, a triangle.
Letter Gnosis.
Finding a letter among a number of others according to the model:
A M H O I W T U S N
Finding a letter by verbal instruction:
A P R M U E W C B D K O S G G K
Recognition of letters incorrectly located on a sheet of paper.
Recognition of letters superimposed on each other.
Differentiation of correct and mirror letters.
Naming and comparing letters similar graphically:
WHAT ARE THE LETTERS LIKE? WHAT IS THE DIFFERENCE?
P N
b rv f
S E
Z E
SIMULTANEOUS AND SUCCESSIVE GNOSIS.
Understanding the meaning of the plot picture.
Understanding the meaning of the plot of successive paintings.
parts unfolding narration
2nd
3rd
4th
5
7th
OPTICAL SPATIAL GNOSIS.
Finding and displaying right and left parts own body
Left eye Right leg Right ear Left hand left ear
Head's test for the spatial organization of movements.
Visual option.

Touch your right ear with your left hand Right hand left eye Left hand of the right eye Right hand of the left ear Speech variant.
assignment correct mirrored incorrect
Touch the left hand of the right ear With the right hand of the left eye The left hand of the right eye The right hand of the left ear Indicate the direction with the hand (relative to one's own body).
Determine your position among objects.
OPTICAL SPATIAL PRAXIS.
Reproducing from memory the location of geometric shapes Compiling pictures from parts
2 3 4 6 9 Goldstein-Shearer stick test.
Figure number correct score Error in size score Other errors score
1 2 1 0
2 1 0 3 1 0 4 2 1 0
5 1 0 6 2 1 0
7 2 1 0
8 1 0 0
9 1 0 0
10 2 1 0
Make a letter out of sticks.
M A K W G E P T H Y Y
STUDY OF DYNAMIC PRAXIS.
Perception and reproduction of rhythms
Sample Execution Note
I I I I I II II II II I II I II I II II I II I II I III III III III I III I III I III III I III I III I II III II III II III Fist Rib Palm Fist Rib Palm Fist Rib Palm
A lion. rights STUDY OF IMPRESSIVE SPEECH.
Understanding instructions
steps instruction execution
simple Take a toy 2 steps.

3 steps.
4-spupen.
Understanding various grammatical forms.
Understanding constructions with different case forms.
Understanding prepositional structures.
prepositions on in under for n
a
d s from due from under to about
Execution of instructions Use in speech Differentiation units. and many others. number of nouns.
pictures answers
bag candy spider hat owl window egg letter leaf banner chair Differentiation of verbs with various prefixes
Differentiation of diminutive suffixes of entities.
Differentiation of generic endings of adjectives
red yellow blue red yellow blue red yellow blue Differentiation of the generic endings of past tense verbs.
Zhenya fell Zhenya cried. Zhenya fell. Zhenya cried. Differentiation of endings units. and many others. number of present tense verbs.
Understanding the relationship between the members of the sentence (on the material of the plot picture).
UNDERSTANDING WORDS.
Show named items.
Match items to qualities.
quality Show item Name item of quality Show item Name item
Wet
Joyful Fast
heavy hard
thick Match the name of the whole with the name of the part.
item Show parts Name parts item Show parts Name parts
Dress
house book
door chair
car Pick up the name of the items on the named actions.
name show name show name
shines
writes swims sews
hanging flying
Match to title general concept private.
name show name name show name
animals Plants
insects Furniture
fruits vegetables
transport clothing
shoes Flowers
Choose antonyms.
presentation response presentation response
big truthful narrow sour brave empty cheerful elder Finish the sentence.
offer answer
Plasticine is soft, and the stone The sofa is soft, and the bench Porridge is boiled thick and the Forest is thick and Strawberries are small, and strawberries Replace the adjective with a close value
Fearless pilot Entertaining story Dense forest Choose an adjective for a noun.
Dress, eyes, suit (brown, hazel)
Forest, fog (dense, dense)
Summer, water, hello (hot, sultry)
Hair, face, sky (dark, dark)
Man, textbook (elderly, old)

Choose words that make sense.
In the morning, a (flock, flock, flock) of sparrows flew to the house.
They sat on the roof and had fun (sang, chirped, tweeted).
Nina (came out, ran away) onto the porch and poured bread crumbs on the ground.
Sparrows quickly (ran, walked, jumped, jumped) and (ate, swallowed, ate, pecked) crumbs. Suddenly, imperceptibly (came, ran, crept, crawled) a cat.
She (caught, took, grabbed, bitten) one sparrow and ran away.
PHONEMATIC PERCEPTION.
Isolation of sound on the background of the word. Show picture with sound.
pictures sound answer sound pictures answer
flag o
L w Hammer
Balalay-
ka RL
J l Cherries
pear Oh
ShS
RrKomar
mushroom G
And a Crow
ax D
B
About m Hedgehog
needle T
To
BUT
G in poppy k Pencil
Hear a word with a given sound.
sounds phrase answer
A crow sits on the fence.
Vova has new boots.
n Natasha sings well.
Nastya's leg hurts.
m Masha ate porridge.
The boy drinks milk.
Ira saw a beetle.
Bear cubs live in the forest.
h There is a hare in the clearing.
Zoya has a pink bow.
Mom is cooking soup.
Pasha drew a palm tree.
b Borya is eating soup.
Mushrooms grow under the oak.
to Nina's sock.
The picture shows a poppy.

Sasha bought bread.
Lena has a big ball.
with an owl flying.
Sonya eats a bun.
Match the pictures to the paronyms.
pictures answer
Roof - rat
Barrel - kidney
Goat - braid
Horns - spoons
Firewood - grass
Luke is a hatch.
Sofa - owl
Mouse - bear
Choir - choir
Separation of sound from a word.
pictures Sound at the beginning Sound at the middle Sound at the end
cloud needles stork fishing rod cancer house bow whale cheese saw mushrooms kangaroo ring glasses cat beetle bus ball chair tank sleigh mouse Determine the place of the sound in the word. Determine the sequence of sounds in a word
pictures sound answer pictures answer
fish RB poppy hat A
Psuk cabinet F
HK
House
vase plate L
To
T
Tank
raspberry ball
To
Oh Fish
ball of samovar C
RM
AT
Cupboard
samovar Finding a phonetic error in a phrase.
phrase answer
Z-S The hostess welded a tooth. The kid climbed over the sapor and climbed into the garden. The girl's soup is sick. A scythe grazed in the meadow. P-Bwater was stored in the kidney. Daddy was sitting on a flower. The kid beat water from a glass. From the kettle came a bar. D-TV this volume I live. I have an adult point. Thick firewood grew in the meadow. At the end of the sentence, you need to put a daughter. G-KFootball player scored a stake. The dog chewed on the guests. In this house I live the third cat. The teacher gave the boy a goal. F-Sh Air heat in the boy's hand. After the rain, a large mud formed. In the summer I sewed with my grandmother. The red-hot stove gave a strong ball. Sh-S A rat was repaired in our house. I love to drink tomato shock. A large black roof ran out of the hole. The seller took a sharp nose and cut off a piece of sausage. Choose a word that will begin with the same sound as the one named.
Word Answer
Table
Winter
Hat
Gull
Hand
Turnip
Puddle
Shelf
Barrel
Cloud
House
Porridge
Slide
cotton wool
PHONEMATIC SYNTHESIS.
Make a word out of sounds.
Serial data In broken sequence
By ear With the alphabet By ear With the alphabet
k, o, ta, r, k s, o, k m, s, j, y, k o, s, n m, a, k x, o, m k, a, w, a f, n, o p, y, k, a s, o, k, a y, t, k, a d, o, c, a p, o, l, k, a s, o, r, a s, y, m, k, a, m, k, s, t, o, l, b s, l, t, o p, o, p, t, o h,a,l,g,a STATE PRONUNCIATIONS.
Isolated pronunciation of sounds.
Vowels.
A O U E I Y Consonants.
hissing hissing affricates
S S ZZShZH SCCH Solid
PB T D V F G K
Soft.
PB B T D D V F G G K
Sonora.
hard soft
M N L R M N L L R
Pronunciation of sounds in syllables.
Soft syllables.
ya sleep vpe pe pyu ba va ba ba ba
ta bird te te tu da di where are you du
fya fi fe fe fyu vya dvi ve tvyo vu
xia xi psese syu vzya zi ze ze zyu
me mi me me me me nya stump gn not nu
la influence le ple lu rya ri dre prere ryu
kya ki ke ke kyu gya gi ge ge gyu
hyahi hehe scha schi sche sche cha che che chu Solid syllables.
direct reverse
sa vsu pso xy ask clear us es os is
for za vozy ach uchchich och tsu tso tsy ats yats uts sha sho sho lice ish ash osh yash esh
zha zhu zho kzhi ash u u u u u u
la lu clo pla al yal yul el ol il
ra vru ro pry r ar yar er ur ir
ma mu mo we am yam om em mind im
na vnu a lot of us ahn yoon yong woon on in
yes dy to du ta tu then you at yat itut from et
ga gu go gy tka vku ko ky ok ik uk ek yuk ek
ha hoo ho hy ooh ooh ah them yah ex
rva wu two kwy fa fu fo phy of uf ef if af uf
Pronunciation of sounds in words.
Sounds Syllabic structure Pictures Answer according to the picture Reflected Note
With a simple dog
Mustache
nose complex bag
Bus
snowman c` simple web
Blue
goose complex Seven
Letters
Orange Simple Teeth
Goat
complex vase Castle
Umbrella
star Z` simple Knot
Newspaper
green complex zebra
A monkey
strawberry
Simple Chain
Egg
cucumber complex Flowers
Button
Indian Simple Machine
Shower
bag complex Hat
Cone
Chess
W simple beetle
Knives
acorn complex Hedgehog
Giraffe
Scissors
H Simple Points
Kettle
key complicated suitcase
Butterfly
Simple Pike
Vegetables
wood chips Rsimple Fish
Cow
ax complex Bucket
Tomato
Tractor R` Simple Turnip
Lanterns
door complex Belt
Rope
pants L simple bow
Saw
woodpecker complex lamp
A hammer
squirrel L` simple Lion
Coat
lemon complex phone
Watering can
Snail Y Plain Skirt
T-shirt
dress elaborate Tram
Leaves
apple M simple soap
Raspberry
complex catfish Carrot
Costume
mosquito h simple sheet music
Window
Sofa Sophisticated Socks
Elephant
tank B simple bow
Banana
barrel complex tangle
Bottle
drum in plain wadding
Owl
wolf complex Savok
Bath
nails d simple house
Smoke
melon complex
rainbow k simple cat
Spider
jar complex Candy
Turkey
cube K` simple Sneakers
Whale
package complex felt boots
Cap
boots G simple Lips
Horns
wagon complex Dove
Needle
parrot G` simple Kettlebell
Guitar
boots complex Hippo
Flags
garland X simple Robe
Ear
cock complex Bread
Trunk
refrigerator X` simple Flies
nuts
spirits Pronunciation of oppositional syllables.
syllables answer syllables answer
Sa-sa-sha Shu-shu-zhu Sa-za-sa Jo-zo-jo Za-za-sa bo-po-po Pu-bu-pu Fa-wa-wa Wa-fa-fa Pronunciation of sounds in phrases.
phrases answer
whistling Airplane flies over a pine forest.
Sasha gave way to the old woman.
Sasha walked along the highway.
hissing The cat has a fluffy tail.
The bear cub climbed a pine tree.
The mother hen has five fluffy chickens.
Pine cones, checkers on the table.
affricates In more often birds chirp.
A black puppy drags a brush.
Four grimy little imps were drawing a blueprint. Sonora Lara broke the plate.
The painter paints the stall.
The ship is decorated with flags.
Pavka on the bench weaves bast shoes to Klavka.
Little Mana was given socks.
Stunning, voicing. A squirrel jumps on an oak tree.
The children saw a woodpecker in the forest.
Zina has a toothache.
Sonya ties a blue bow.
The beetle buzzes and cannot get up.
iotation Spruce looks like a hedgehog. Little Julia has a big apple.
Petya drinks bitter medicine.
Violation of the syllabic structure. There is a policeman at the crossroads.
astronaut controls spaceship. STUDY OF THE VOCABULARY COMPOSITION OF THE LANGUAGE.
Name of unfamiliar objects
pictures answer pictures answer
monument fountain waterfall apiary flower bed cuffs Naming actions.
Picture
(action) response Picture
(action) response
flies runs hammering draws washes washes sews knits embroiders cooks fries bakes sparkles shines floats drips goes go Addition of a thematic series of words.
Given words Continued by a child Given words Continued by a child
Table chair…. Tomato, cucumber... Apple, pear... Bus, plane, ship. Shoes, boots ... Crow, chicken ... Chamomile, cornflower .... Hat, kerchief… Raspberries, gooseberries… Name the item according to the description.
description answer
Fluffy, with sharp claws, meows Covered with feathers flies Upholstered furniture used for seated relaxation A building where people watch performances A path in a park lined with trees Outerwear worn in severe frosts Selection of synonyms.
nouns adjectives verbs
labour, sad, rejoice, courage, slow, win sadness, courageous Identification of common categorical names.
concept According to pictures According to verbal presentation
pictures By verbal presentation vegetables fruit furniture transportation Wild animals Pets tableware clothes toys shoes trees flowers products Tool El. devices accessories berries poultry mushrooms fish Heads. headwear Professions insects weapons GRAMMAR STRUCTURE OF SPEECH.
Write a sentence from the picture.
picture phrase note
Compose a sentence using three subject pictures.
clip art phrase note
Making phrases with prepositions from pictures.
preposition phrase preposition phrase
AT
on from out
under For
cat
From under
Substitute the missing preposition in the text.
The lamp hangs... table. .... home fence. The carpet lies .....on the floor. The cat sleeps…..bench.
The dress hangs…..in the closet.
Compose a phrase using 3 subject pictures.
Make a sentence using this word:
word phrase
morning sun sister snow Make a sentence from these words.
words phrases
In, live, forest, animals, different. Winter will come, soon, real. Masha, let's go, Seryozha, and, to the meadow. C, jumped, on, branches, squirrel, branch. In, let's go, early, berries, guys, morning, behind, forest. Schoolchildren decided to plant trees, street, native, village. Some dug, shovels, a pit, others planted, guys, and, young, a tree, water, they were watered. Making compound sentences:
From these simple sentences
simple sentences complex sentences
The sun has gone behind the mountains
It was still light, the sky was overcast
It's raining, the sea is raging
Rybakov is still not visible UNIONS: a, but, and.
Making complex sentences.
Simple sentences prepositions Complex sentences.
I will go to camp
The doctor will allow Which, although, I will go to the camp
The holidays are coming because
if when we didn't go for a walk
Shel heavy rain so we went for a walk
It was snowing heavily Finish the sentence on this main topic
start of sentence end
The birds flew south because the lesson at school starts when the use of a noun in various cases
case noun
genitive dative accusative instrumental prepositional singular nouns into plural (im. pad.)
Unit number. ending pl. numbers. Unit number. ending pl. numbers.
bag leaf hat cat egg window banner owl Converting singular nouns into plural in the genitive case.
Agreement of nouns with numerals.
picture answer
3 chickens 5 chickens 1 chicken 4 mugs 1 mug 5 mugs 1 goose 2 geese 5 geese 1 apple 3 apples 5 apples 1 car 4 cars 5 cars WORD FORMATION.
The formation of nouns with the help of diminutive suffixes.
Formation of names of young animals.
animal cub animal cub
chicken duck dog cat wolf bear horse cow sheep goat fox lion elephant tiger Formation of adjectives from nouns
noun adjective noun adjective
bear glass tree snow rain fur iron plastic dog silk wool skin Formation of verbs using prefixes (from pictures)
initial form Derived forms Initial form Derived forms
walks runs
jumping rides
SURVEY OF WRITTEN AND COMMUNICATE SPEECH. Reading letters.
Print font.
Capital letters.
PC ZE G T S O
YUYO A L M N I K
RZH SHCHTSB F RU Lowercase letters.
e e c o e u f
pH and pb yes
Letter font.
Capital letters.
Lower case.
Writing letters.
Print font.
Letter font.
Writing down words.
Error analysis.

Consonant substitutions
Vowel skips
Consonant omissions

Permutations
Additions
Graphic

Recovery of deformed words.
Word data Repair words Word data Repair words
Those… K..ga.otinki Conve..Honey..d Degree..kKa…dashi Chi..et.issuing Ku..etUmy..is Sa…nice..reaper Polot…e Kapu… For..ygal Rep…chik Beginning..tit Zas..tret…eny Excellent….y Copying coherent texts.
Error analysis.
Types of errors Types of errors Number of errors Examples of erroneous letters
Errors in the sound composition of the word Vowel substitutions
Consonant substitutions
Vowel skips
Consonant omissions
Omissions of syllables and parts of a word
Permutations
Additions

Disruption of control

Spelling of words
errors Replace letters: by number of elements
By spatial arrangement
Mirror writing letters Spelling errors
Dictation of letters.
Print font.
Capital letters.
PC ZE G T S O
YUE A L M N I K
RZH SHCHTSB F RU Lowercase letters.
e e c o e u f
pH and pb yes
Letter font.
Capital letters.
Lower case.
Dictation of syllables
Am, ir, mustache, oh, oh, izh, lu, fa, ek, le, nu, rya, zya. Right, dream, friend,
blah, kli, mno, past, chin,
tsva, chatter, heat, shchus.
Error analysis.
Types of errors Types of errors Number of errors Examples of erroneous letters
Errors in the sound composition of a syllable Vowel substitutions
Consonant substitutions
Vowel skips
Consonant omissions
Permutations
Additions
Word dictation.
Types of errors Types of errors Number of errors Examples of erroneous letters
Errors in the sound composition of the word Vowel substitutions
Consonant substitutions
Vowel skips
Consonant omissions
Omissions of syllables and parts of a word
Permutations
Additions
Graphic
errors Replace letters: by number of elements
By space
location
Mirror writing letters Spelling errors
Text dictation.
Types of errors Types of errors Number of errors Examples of erroneous letters
Errors in the sound composition of the word Vowel substitutions
Consonant substitutions
Vowel skips
Consonant omissions
Omissions of syllables and parts of a word
Permutations
Additions
Word substitutions based on sound similarity Lexico-grammatical errors Coordination violations
Disruption of control
Word substitutions by semantic similarity Omissions of words
Spelling of words
Separate spelling of parts of a word Graphic
errors Replace letters: by number of elements
By spatial arrangement
Mirror writing letters Spelling errors
Letter from memory. Presentation.
Types of errors Types of errors Number of errors Examples of erroneous letters
Errors in the sound composition of the word Vowel substitutions
Consonant substitutions
Vowel skips
Consonant omissions
Omissions of syllables and parts of a word
Permutations
Additions
Word substitutions based on sound similarity Lexico-grammatical errors Coordination violations
Disruption of control
Word substitutions by semantic similarity Omissions of words
Spelling of words
Separate spelling of parts of a word Graphic
errors Replace letters: by number of elements
By spatial arrangement
Mirror writing letters Spelling errors
Determining the number of words in a sentence.
sentence Word count
Has come gold autumn. Sparrows bathe in puddles. Roses and tulips in a vase. The car swerved off the road into the woods. Built for us new school with swimming pool. The morning sun was shining through a crack in the shutters. Technique for reading words of various structures.
Selection of captions for pictures.
Read the sentence and find the corresponding picture.
Reading and retelling
Continue the story.
A story from personal experience.
Analysis of the state of connected monologue speech.
Run levels
tasks Types of tasks.
retelling A story based on a series of pictures Continuation of the story A story from experience
Good
Satisfactory
Inadequate
Short
Task not completed Conclusion.