Types of work of a speech therapist. Stages and directions of speech therapy work
The purpose of individual lessons is
formation of primary skills of correct articulation,
voice correction, elimination of defective sounds, their combinations,
shortcomings in word reproduction.
In individual classes, a speech therapist solves a number of tasks:
1. Development of phonemic hearing, formation phonemic perception.
This task may be a top priority if
if the defects in sound pronunciation are due to
unformed operations of distinguishing phonemes by their
acoustic parameters, when disturbed or difficult
distinguishing the phonemes that make up the word.
Tasks for the development of skills to hear, recognize sound,
distinguish it from the flow of speech, distinguish between similar acoustic
and articulatory signs of sounds, exercises on
the formation of skills in elementary sound analysis and
synthesis is an integral part of corrective work on
elimination of sound defects. From the very first lessons, children are taught to recognize the sound, even if the child cannot still make this sound on his own.
2. Clarification correct pronunciation sounds,
available in the expressive speech of children. wording and
the implementation of this task is due to the fact that the formulation
enough a large number speech sounds possible
the basis of preserved sounds. Thus, the necessary
base for staging missing sounds. An example would be
to serve as the setting of the sound R from the sound Zh, the sound W from the sound C. 3. Preparation of the organs of articulation for the production of sounds (development of articulatory motor skills). 4. Staging missing sounds.
5. Automation of delivered sounds in syllables, words, available phrases. 6. Differentiation of mixed sounds.
If defects in sound pronunciation manifested themselves in the form of substitutions
or mixing sounds, it is necessary to work on
differentiation of the newly developed sound with the sound that is used as its substitute. Work on differentiation can only be started when both sounds can be correctly pronounced in
any sound combination. Consistency and gradual
complication speech exercises with differentiation, the same as with the automation of sounds: differentiation in syllables, then
in words, phrases and various types of extended speech. In those
cases where the child has a distorted pronunciation
sound, and not its replacement by another sound, differentiation is not needed.
7. Strengthening the skills of correct, clear
reproduction of words of various syllabic structure.
Work to overcome violations of the syllabic structure of words consists of the development of speech and auditory perception and
speech motor skills, is carried out in stages and includes:
- Preparatory stage (the work is carried out on non-verbal and verbal material; the purpose of this stage is to prepare the child for mastering the rhythmic structure of the words of the native language);
- Actually corrective (work is carried out on verbal material; the purpose of this stage is direct correction
defects in the syllabic structure of words in a particular child-logopath).
Methods and techniques of work are varied and depend on
individual characteristics of the child.
8. Development fine motor skills fingers. The speech therapist should include
exercises aimed at developing fine motor skills, which, on the one hand, can play the role of physical exercises, and on the other hand, will contribute to more effective automation of sound when combined with speech
work.
The next 2 tasks are related to working with children with ASD.
9. Improvement of lexical and grammatical constructions. In children with OHP, a violation of pronunciation in a "pure form"
does not occur. Therefore, the content of individual
speech therapy classes with children with OHP should
be much wider.
In the classroom, a speech therapist should pay great attention to enrichment, activation of the dictionary, development of inflection and word formation skills, formation
grammatical structure. At the initial stages, this work is carried out on the material of preserved sounds. Later in lexical and grammar exercises words are entered with a set and automated sound.
10. Development of non-speech mental processes.
Activation of mental activity of children, development
attention and memory the necessary conditions for successful and
versatile education of preschoolers. And by force
of a specific state of mental processes in children with OHP, the development of memory, attention, thinking, imagination is an obligatory component of an individual speech therapy
lessons.
When preparing and conducting an individual lesson
speech pathologist should:
- to formulate the topic and purpose of the lesson;
- determine the stages of the lesson, their interdependence and
subsequence;
- gradually complicate lexical and grammatical
material presented to children;
- to diversify the lesson with the help of games and game techniques;
- take into account the zone of proximal development of the child;
- to carry out a differentiated approach to each child, taking into account the structure of the speech defect, age and individual characteristics;
- concise, clear, accessible to formulate instructions,
given to children;
- use a variety and colorful visual material;
- be able to create a positive emotional background for the lesson, planning emotional upsurges, taking into account the increase in the complexity of the material presented.
It should be noted that private lessons
carried out 2-3 times a week for 15-20 minutes with each
child.
MAIN DIRECTIONS OF SPEECH THERAPY WITH CHILDREN OF EARLY AGE
AT last decade one of topical issues theory and practice of children's speech therapy is the development of the content of a complex propaedeutic impact on deviations in the development of speech function in the sensitive period of its formation.
Speech is a subtle psychological process that is laid down and most actively formed in the first years of a person's life. Many psychologists, teachers and linguists dealt with the problem of the development of children's speech: L.S. Vygotsky, A.N. Gvozdev, N.S. Zhukova, A.V. Zaporozhets, M.I. Lisina, F.A. Sokhin, O.S. Ushakova, K.D. Ushinsky, S.N. Zeitlin, D.B. Elkonin and others. It is important to note that foreign researchers do not disregard this problem. The largest number works on speech development are found in L. Bloom, K. Buhler, J. Bruner, D. Slobin and others.
Domestic pedagogical science has long recognized that the most sensitive stage in the development of a child's speech is the age from one and a half to three years (S.A. Mironova). Many pedagogical studies emphasize the importance of the purposeful development of all aspects of speech during this period of a baby's life (N.M. Aksarina, V.V. Gerbova, G.M. Lyamina, E.I. Tikheeva, etc.).
Authoritative experts in the field of children's speech therapy believe that some children who at a certain age have the unformedness of all components of the speech system can completely overcome their defect when conducting systematic speech therapy classes (N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, 1990). positive effect from speech therapy work increases many times with the early onset of a corrective and stimulating effect on the child's speech development (O.E. Gromova, G.V. Chirkina, 2003).
Numerous Scientific research specialists in the field of correctional pedagogyconfirm that training started in more than late dates, much less efficient(IN AND. Lubovsky, N.N. Malofeev,Yu.A. Razenkova, E.A. Strebeleva and others).
Currently, in the domestic scientific and practical literature, the author's methods of correctional and speech therapy work for different categories of young children are quite widely represented: with motor disorders and cerebral palsy (E.F. Arkhipova, O.G. Prikhodko, etc.), with deviations in development of speech (O.E. Gromova, O.E. Gribova, G.N. Solomatina, E.A. Yanushko), brought up in conditions of social deprivation (O.V. Zakrevskaya, S.A. Mironova, Yu.A. Razenkov).
Modern methodological approaches to the issue of propaedeutic speech therapy impact on the speech of young children are based on an analysis of the regularities of the formation of speech function in the norm and the specifics of the manifestation of deviations in its development in cases of speech dysontogenesis (L.S. Vygotsky, E.N. Vinarskaya, A.N. Gvozdev, O.E. Gromova, N. I. Zhinkin, I. E. Isenina, R. E. Levina, N. I. Lepskaya, T. N. Ushakova, A. M. Shakhnarovich, N. Kh. Shvachkin, S. N. Zeitlin and others. ) .
In children's speech therapy, speech deviations in early age denoted by the term "delayed speech development" (O.E. Gromova, G.V. Chirkina). The main indicators of speech dysontogenesis are the insufficient formation of the initial children's vocabulary and the late appearance of the phrase, which determine the direction of differential diagnosis and corrective action (O.E. Gromova, E.V. Sheremetyeva).
According to O.E. Gromova, young children with normal hearing and intact prerequisites for intellectual development, who in the third year of life have a pronounced lag in the formation of verbal means of communication, represent a special prenosological category: "children at risk for general underdevelopment of speech" in connection with signs of manifestation in them in preschool age of speech pathology by the type of OHP. Accordingly, when developing a system of speech therapy intervention aimed at overcoming speech underdevelopment at an early age, it is necessary to focus on the works of N.S. Zhukova, R.E. Levina, S.A. Mironova, G.V. Chirkina, S.N. Shakhovskaya.
Currently, scientists and practitioners have identified the main directions of propaedeutic influence for children with deviant speech development in the first years of life (O.E. Gromova, Yu.A. Razenkova, O.G. Prikhodko, G.V. Chirkina, etc.) . In their opinion, the system of correctional speech therapy work should include the following sections:
- development of understanding of speech and the formation of the prerequisites for speech thinking,
- development of active speech and formation of speech communication skills,
- propaedeutics of disorders of phonemic hearing, syllabic structure and sound-producing skills,
- development of fine (fine) motor skills and functionality of the hands and fingers.
- The development of speech understanding and the formation of the prerequisites for speech thinkingoccurs in close unity on one cognitive material. Attention to addressed speech and its understanding allows children to develop the ability to navigate in the environment, highlight significant and non-essential connections and establish cause-and-effect relationships.
This area of work includes: the development of auditory attention to non-verbal and verbal stimuli, the formation in children of the ability to correlate sounds with certain objects of wildlife or objects of the surrounding reality; development of visual attention, skills of directed observation of named objects and performance of imitation actions, memory training (visual, auditory, tactile); activation of gestural means of communication, teaching children the basic conventional gestures (“first gestures”); familiarization of children with the names of objects of the surrounding reality, the names of the main actions and words indicating a change in the position of an object in space; teaching children to follow verbal instructions with visual support (pointing gesture, demonstration of action, etc.) and without visual support (O.E. Gromova).
- The development of active speech and the formation of speech communication skills,which are aimed at activating the dictionary and mastering phrasal speech.
It is known that the main indicator of correct speech development is not a well-formed sound pronunciation, but the timely development of a child's ability to use his vocabulary in various combinations (T.B. Filicheva, T.V. Tumanova, G.V. Chirkina). Therefore, as soon as a certain minimum vocabulary is accumulated in children, they are taught to combine these words into sentences, phrases.
Mastering phrasal speech is carried out in stages, in accordance with the systemic process of children's speech development (A.N. Gvozdev, N.S. Zhukova). Children are taught to build sentences in the following sequence:
- Single sentence. Sentences from amorphous root words.
- Double sentence. The first forms of inflection.
- A simple two-part uncommon sentence.
- A simple general suggestion.
- Difficult sentence.
At the first stage, the child is evoked a desire to imitate the word of an adult, as well as the cries of animals, sounds musical instruments and others. During this period, speech reactions are permissible, which can be expressed by any sound complexes, including amorphous words.
The activation of the dictionary occurs according to the sound-syllabic structure in the following order: babbling and onomatopoeic words from repeating syllables (la-la, uncle-dya, bi-bi, af-af); two-syllable words with open syllables (go, cotton wool, leg); three-syllable words with open syllables (cow, dog, milk).
At the second stage, the child's initiative speech is stimulated in a specially organized communication situation. First, the baby is taught to turn to the interlocutor (toy) with a request: “Give me the ball! Misha, sleep! Aunt, let me lie. During this period, the child must learn to build syntactically and grammatically correct two-word sentences of the type: imperative mood of the verb singular + accusative noun.
Then the child is taught to make a proposal of cooperation: "Let's play!". And, finally, with a message like: “Lalya is sleeping” and the question: “Where is Lyalya?”.
By the end of the third stage of learning, children should learn to agree on the subject and predicate in the 3rd person singular and plural present tense indicative.
- Propaedeutics of disorders of phonemic hearing, syllabic structure and sound pronunciation skillsprovides for: development of auditory attention; stimulating effect on the formation of motor functions of the articulatory apparatus; development of a long physiological exhalation and correct speech breathing; development of voice and sound pronunciation. Of particular importance is the development of auditory attention, since under its control the formation of the pronunciation side of speech is carried out.
According to O.S. Ushakova, the education of the sound culture of speech in domestic preschool pedagogy has always been considered one of the leading tasks of the speech development of young children. Numerous pedagogical and linguistic studies confirm this position of the author (A.N. Gvozdev, M.F. Fomicheva, N.Kh. Shvachkin, etc.). The development of sound pronunciation skills must necessarily combine not only work on the correct sound pronunciation, but also on all elements of the sound design of the statement - tempo, diction, strength and pitch of voice, intonation.
Work to improve pronunciation can be carried out by evoking vowels and consonants of early ontogenesis and clarifying their pronunciation in various onomatopoeia: first, in open syllables (mu-mu, ku-ku); then in closed ones (af-af, cap-cap, bul-bul); and then in syllables of different structure and sound content (tick-tock, ding-dong, ku-ka-river). (O.E. Gromova, M.F. Fomicheva).
In parallel with the kids, work is being carried out aimed at developing the mobility of the organs of the speech apparatus, developing correct articulation patterns and clear kinesthesia. For this purpose, techniques of passive and active articulation gymnastics are used both with visual control in front of a mirror and without it.
- Development of fine (fine) motor skills and functionality of the hands and fingersstimulates not only the speech, but also the thinking of the child. Numerous studies have found that the level of speech development is directly dependent on the degree of development of fine finger movements. Work on the development of fine motor skills of the hands stimulates the maturation of the central nervous system, which is manifested, in particular, in the acceleration of the development of the child's speech (V.M. Bekhterev, M.M. Koltsova, L.V. Fomina).
In this direction, the following methods and techniques are used: finger games and special exercises ("Magpie", "Ladushki", etc.); massage of the hands and fingers (including brushes, prickly balls, Su-jok massagers, etc.); various simulators (inserts, laces, keyboards, mosaics, clothespins, etc.).
At present, in children's speech therapy practice in educational institutions, the most famous of all systems of correctional and speech therapy work with young children is the “Methodology for the formation of an initial children's lexicon” by O.E. Gromovoi for children of the 2nd and 3rd year of life (2003). It is based on the modified methods of overcoming the general underdevelopment of speech (OHP, level I) by R.E. Levina, N.S. Zhukova, S.A. Mironova, T.B. Filicheva. The program also contains special exercises aimed at developing the prerequisites for phonemic perception and eliminating pronounced violations of the sound-syllabic structure of G.V. Chirkina and A.K. Markova.
In addition, in speech therapy work with young children with problems in the formation of the initial children's lexicon, O.E. Grinshpun, V.K. Vorobieva, E.F. Sobotovich, V.A. Kovshikov, and methodological developments V.V. Armorial, S.N. Teplyuk, V.A. Petrova to classes on the development of speech and familiarization with the surrounding reality of young children.
The author notes the possibility of partial use in working with children methodological support and speech development techniques developed in preschool education, and emphasizes the specifics of the use of traditional methods of speech development in speech therapy classes(N.M. Aksarina, V.V. Gerbova, G.M. Lyamina, V.I. Loginova, N.B. Kupriyanova, O.S. Ushakova, T.N. Fedoseeva, A.I. Maksakov, L N. Pavlova, V. A. Petrova, S. N. Teplyuk, E. I. Tikheeva and others).
REFERENCES
- Gromova O.E. Methodology for the formation of the initial children's vocabulary in the conditions of directed correctional and developmental education. Dis. cand. ped. Sciences: 13.00.03. - M., 2003.
- Zhukova N.S. etc. Overcoming the general underdevelopment of speech in preschoolers: Book. for a speech therapist / N.S. Zhukova, E.M. Mastyukova, T.B. Filichev. M.: Enlightenment, 1990. - 239 p.
- Methods for examining the speech of children: A manual for the diagnosis of speech disorders / ed. G.V. Chirkina. - M.: ARKTI, 2003. - 240 p.
- Prikhodko O.G. Education and training of children of early age with disorders of the musculoskeletal system / O.G. Prikhodko. Special preschool pedagogy / ed. E.A. Strebeleva. M.: Academy, 2002. - 256 p.
- Ushakova O.S. The development of speech of preschoolers. M.: Publishing House of the Institute of Psychotherapy, 2001. - 240 p.
- Filicheva T.B. and others. Upbringing and education of children preschool age With general underdevelopment speech. Program and methodological recommendations / Filicheva T.B., T.V. Tumanova, G.V. Chirkin. M.: Bustard, 2009. - 2009. - 189 p.
Makarova Natalya Viktorovna – Candidate of Pedagogical Sciences,
Senior Lecturer, Department of the Russian Language, Culture and Speech Correction, A.P. Chekhov.
Types of professional activity of a teacher - speech therapist
| Activities | Typical tasks |
|---|---|
| Educational and educational activities | Implementation of the learning process in accordance with the educational program. Planning and conducting training sessions, taking into account the specifics of the topics and sections of the program and in accordance with the curriculum. The use of modern science-based and most adequate techniques, methods and teaching aids, including technical means training, information and computer technologies. Application modern means evaluation of learning outcomes. Formation of spiritual, moral values and patriotic beliefs based on an individual approach. Application of modern pedagogical technologies. Organization and holding of extracurricular activities. |
| Diagnostic and analytical activities | Conducting differential diagnostics to determine the type of speech disorder. Conducting a psychological and pedagogical examination in order to determine the level of mental development, its compliance with age norms. |
| Correction and development activities | Remedial education for students primary school with speech disorders. Implementation of a personality-oriented approach to the education, upbringing and development of students with speech disorders. Implementation of the prevention of speech disorders. |
| Social - pedagogical activity | Planning and carrying out activities for social prevention in the process of training and education. Establishing contact with parents of students, assisting them in further automation of acquired communication skills. Assistance in the socialization of students. |
| Scientific - methodical activity | Implementation of scientific - methodological work, participation in the work of scientific - methodological associations. Analysis own activities in order to improve and improve their skills. |
| Advisory activities | Counseling students with handicapped health ((hereinafter HIA)) (severe speech disorders) ((hereinafter TNR)), their parents and teachers on the problems of education, development, life self-determination. Carrying out preventive work aimed at creating a favorable psychological climate in an educational institution (hereinafter EI), a family. |
| Cultural and educational activities | Formation of a common culture of students. |
| Organizational and managerial activity | Rational organization of the educational and correctional process in order to strengthen and maintain health junior schoolchildren. Introduction of school and classroom documentation, speech cards. Organization of control over the results of training and education. Management of the teaching staff in order to ensure the implementation of educational programs. Organization of extracurricular activities. Compliance with the rules and regulations of ore protection, safety and fire protection. |
Download:
Preview:
on interaction with subjects
correctional - pedagogical process
for 2017 – 2018 academic year
Interaction of subjects of the correctional-pedagogical process |
|
Work form | Subject |
September |
|
Consultation for teachers | "Development of the motivational sphere of education as one of the most important areas of correctional work of a special educational institution" |
Master class for educators | "Organization and conduction of logohour in primary school for children with severe speech disorders. Rules for filling out a notebook for the relationship of a teacher - a speech therapist with an educator " |
Performances at MO and PMPK | “Medical-psychological analysis of documents (PMPC protocols, medical records). results speech therapy examination 1st grade students" |
October |
|
"Peculiarities of speech development of junior schoolchildren with severe speech disorders" |
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"Psychological and intellectual readiness of students for schooling" |
|
Performances at MO and PMPK | “The results of a speech therapy examination of students in grades 2-4. Directions of correctional work for the 1st trimester. |
November |
|
Workshop for teachers | "Exercises aimed at developing interhemispheric interaction and correcting reading deficiencies in primary school students with speech disorders" |
Seminar for educators | The development of graphomotor skills in schoolchildren with underdevelopment of speech and intelligence " |
Performances at MO and PMPK | “The level of speech development of students at the end of the 1st quarter and the results of correctional and developmental speech therapy work. Directions of correctional work for the 2nd trimester. |
December |
|
Seminar for Primary School Teachers | « Correctional work aimed at correcting deficiencies in diction in children with dysarthria" |
Consultation for educators | Causes of underachievement of primary school students at school. The role of educators in the education of correct speech " |
January |
|
Individual conversation with a teacher-psychologist | "Dynamics of the development of mental processes in primary school students with speech disorders" |
Individual | "Dynamics of the development of general motor skills in primary school students with speech disorders" |
Performances at MO and PMPK | “Results of the 1st half of the year. Organization of speech therapy work in primary school. The level of speech development of students at the end of the 1st half of the year and the results of correctional and developmental speech therapy work. Directions of correctional work for the 3rd trimester. |
February |
|
Round table for teachers | "Innovations in work on the development of speech: acquaintance with computer speech therapy games" |
"Conducting a complex of exercise therapy for primary school students with speech disorders" |
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March |
|
"Using logorhythmics in music lessons: Merry logorhythms" |
|
Conversation with educators | “The need to control the correct sound pronunciation of students in the classroom, during regime moments and in spontaneous speech |
Performances at MO and PMPK | “Results of the 3rd quarter. Organization of speech therapy work in primary school. The level of speech development of students at the end of the 3rd quarter and the results of correctional and developmental speech therapy work. |
April |
|
Seminar - workshop for primary school teachers and educators | "Peculiarities of working with specialized systematized cards for analyzing the sound, syllabic composition of a word and analyzing sentences" |
Conversations with primary school teachers | "Assimilation of the syllabic structure of the word: the reception of Cats - dogs" |
May |
|
"Health-saving technologies in correctional work in the conditions of work of a special educational institution" |
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Round table for primary school teachers and educators | "Results of correctional - developing and educational work: successes and difficulties" |
Questioning of teachers | |
Performances at MO and PMPK | “Results of the academic year. Organization of speech therapy work in primary school. The level of speech development of students at the end of the academic year and the results of correctional and developmental speech therapy work for ... the academic year. |
Preview:
Perspective plan of the teacher - speech therapist
on education of the pedagogical culture of parents of primary school students for the 2017-2018 academic year
Work form | Subject |
September |
|
"The results of speech therapy diagnostics at the beginning of the school year" |
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Parent survey | "Speech History" |
"Speech and Fine Motor Skills", "Exercises to develop the flexibility of the articulatory apparatus and synchronize its movements with the movements of the hands - bioenergy plastics" |
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"Speech corner" equipment | "Games and exercises for the development of articulation and fine motor skills" |
"Gymnastics and massage as effective methods of corrective work" |
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October |
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"Speech readiness for school", "Advice to parents on the formation of correct speech" |
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Production of information folders - movers | "O correct breathing", "Breathing exercises" |
November |
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Production of information folders - movers | “In order to speak better, you need to be friends with your fingers”, “To write beautifully for us, we learn to start up the top” |
December |
|
Practical parent-teacher meetings as part of the "School for Parents" | “Peculiarities of speech development in boys and girls”, “Speech breathing is the basis of life!” |
Production of information folders - movers | "Automating Sounds with Game Techniques", "Automating Sounds: How to Make the Boring Interesting?" |
"Speech corner" equipment | "Games for the development of phonemic hearing" |
Publishing house of the school correctional and speech therapy magazine "Advice of a speech therapist" | "Speech therapy self-massage of the muscles of the face and lips" |
January |
|
Thematic parent meeting | "Monitoring of speech development in the middle of the school year" |
Parent survey | "Efficiency and effectiveness of the work of a teacher - a speech therapist in the middle of the school year" |
Production of information folders - movers | "Didactic games and exercises for the development of auditory perception", "Speech games with children (development of phonemic hearing)" |
February |
|
Production of information folders - movers | "Formation of the syllabic structure of the word", "Some methods of formation of the syllabic structure of the word in children with motor alalia" |
March |
|
Practical parent-teacher meetings as part of the "School for Parents" | "Factors that influence the development of children's speech", "The word is the main meaningful unit of language" |
Production of information folders - movers | "Enrichment of the vocabulary of younger students", "Practical mastery of logical and grammatical relations by younger students with developmental disabilities" |
"Speech corner" equipment | "Exercises with a pencil for the development of fine motor skills" |
Publishing house of the school correctional and speech therapy magazine "Advice of a speech therapist" | Exercises to relax the organs of articulation, self-massage of the tongue " |
April |
|
Production of information folders - movers | "Speech and its types", "Development speech activity younger student" |
May |
|
Thematic parent meeting | "The results of speech therapy diagnostics at the end of the academic year" |
Parent survey | "Efficiency and effectiveness of the work of a teacher - a speech therapist for the past academic year" |
Production of information folders - movers | "Peculiarities of the work of a teacher - a speech therapist to overcome writing disorders in primary school students", "Prevention of writing and reading disorders at the initial stage of their formation in primary school students" |
Preview:
A possible plan of educational and sports activities conducted by a speech therapist teacher
September |
Solemn line "Journey to the Land of Knowledge" |
October |
Holiday "Correct speech" |
November |
Matinee "World Day of Speech Therapist" |
December - January |
Photo contest "How I spent my winter holidays" |
February |
Defender of the Fatherland Day Holiday "All professions are needed, all professions are important" |
March |
Reading competition "Favorite corner of the native land" |
April |
Health Day "April Competitions" |
May |
Fairy tale - theatricalization "The fairy tale is a lie, but there is a hint in it" |
Preview:
Teacher-speech therapist interaction plan
with the subjects of the correctional-pedagogical process
for 2018 - 2019 academic year
September |
|
Consultation for teachers “Prevention of Violations writing in elementary school students." |
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Making a memo "A letter without errors." |
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Conversation with the teacher “Organization and holding of a logo hour in primary school for children with disabilities (TNR). Rules for filling out a notebook for the relationship of a teacher - a speech therapist with an educator. |
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October |
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Individual conversation with a teacher-psychologist "Psychological and intellectual readiness of students for schooling." |
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Speech at Moscow Region “The results of a speech therapy examination of 3rd grade students. Directions of correctional work for the 1st trimester. |
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November |
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Seminar - workshop for primary school teachers "Peculiarities of teaching younger schoolchildren with specific writing and reading disorders of various etiologies and symptoms." |
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Performances at MO and PMPK “The level of speech development of 3rd grade students at the end of the 1st quarter and the results of correctional and developmental speech therapy work. Directions of correctional work for the 2nd trimester. |
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December |
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Seminar for teachers "Using a complex of educational methods for the effective formation of reading and writing skills in students with speech disorders." |
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January |
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Interview with a teacher-psychologist "The dynamics of the development of mental processes in primary school students with speech disorders." |
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Conversation with a physical education instructor "The dynamics of the development of general motor skills in primary school students with speech disorders." |
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Performances at MO and PMPK “Results of the 1st half of the year. Organization of speech therapy work in elementary school. The level of speech development of 3rd grade students at the end of the 1st half of the year and the results of correctional and developmental speech therapy work. Directions of correctional work for the 3rd trimester. |
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February |
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Round table for teachers “Ability to master reading skills. Dysgraphia correction. |
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Conversation with a physical education instructor "Conducting a complex of exercise therapy for primary school students with speech disorders." |
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March |
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Music director advice "The use of logorhythmics in music lessons: speech therapy chants." |
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Performances at MO and PMPK “Results of the 3rd quarter. Organization of speech therapy work in elementary school. The level of speech development of 3rd grade students at the end of the 3rd quarter and the results of correctional and developmental speech therapy work. |
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April |
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Seminar - workshop for teachers “Correction of reading disorders in primary schoolchildren (tables by M.L. Lukashenko)” |
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May |
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Questioning of teachers "Efficiency and effectiveness of the work of a teacher - a speech therapist for the past academic year." |
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Performances at MO and PMPK “Results of the academic year. The level of speech development of 3rd grade students at the end of the academic year and the results of correctional and developmental speech therapy work for the 2018-2019 academic year. |
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Preview:
A long-term plan of a speech therapist teacher to educate the pedagogical culture of parents whose children attend grade 3 for the 2018-2019 academic year
Forms of work with parents | September | October | November | December | January | February | March | April | May |
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Collective | ||||||||||
Practical parent-teacher meetings as part of the "School for Parents" | ||||||||||
Individual | Questionnaire | |||||||||
Individual conversations - workshops and consultations | Conducted at the request of the parents and at the discretion of the teacher - speech therapist |
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Homework notebook | Throughout the school year |
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visual | Production of information folders | |||||||||
"Speech corner" equipment | ||||||||||
Introduction of the "Pronunciation Screen" | Throughout the school year |
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Publishing house of the school correctional and speech therapy magazine "Advice of a speech therapist" | ||||||||||
Thematic parent meetings
Topic: Results of speech therapy diagnosis at the beginning of the school year.
Target: Characteristics of students' speech at the beginning of the school year based on the results of diagnostics; familiarization of parents with the plan of correctional and developmental speech therapy work for a year.
Topic: Monitoring of speech development in the middle of the school year.
Target: Summing up the results of correctional and developmental speech therapy work for the first half of the year; difficulty analysis.
Topic: The results of speech therapy diagnostics at the end of the academic year.
Target:
Practical parent-teacher meetings as part of the "School for Parents"
Topic: Mom is a speech therapist: the rules for conducting classes.
Target: To increase the efficiency of conducting home speech therapy classes.
Goal: Refine directions of the organization of corrective work at home.
Topic: Joint creative activity parents and children with systemic speech disorders.
Target: To enrich the pedagogical knowledge and skills of parents through joint creative activity.
Parent survey
- "Determining the rating of a teacher - a speech therapist among parents."
- "The development of fine motor skills."
- "The development of phonemic hearing in the system of work on the correction of writing disorders in younger schoolchildren."
- "Voice Development Exercises"
- "The development of word formation in primary schoolchildren with OHP".
- "Types of speech activity".
- "Development of reading technique in schoolchildren with TNR".
- "The use of visual-motor coordination of students with disabilities."
Publishing house of the school correctional and speech therapy magazine "Advice of a speech therapist"
- “What should parents do if their child has a stutter, hesitation?”.
- “Physiological iterations. Similarities and differences between non-convulsive and convulsive hesitation.
- How can parents help their child overcome stuttering?
Preview:
No. p / p | Work form | Subject |
September |
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Consultation for teachers | "Why do students know the rules, but write with errors." |
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Making a memo | How to teach a child to write correctly? |
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Conversation with the teacher | “Organization and holding of a speech hour in the 4th grade for children with disabilities (TNR). Rules for filling out a notebook for the relationship of a teacher - a speech therapist with an educator. |
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October |
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Consultation for teachers | "Formation of spelling skills in students with dysorphography". |
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Speech at Moscow Region | “The results of a speech therapy examination of 4th grade students. Directions of corrective work for the 1st trimester. |
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November |
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Interview with school teachers | "On the initial stage of the formation of spelling vigilance in primary schoolchildren with OHP". |
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Performances at MO and PMPK | “The level of speech development of 4th grade students at the end of the 1st quarter and the results of correctional and developmental speech therapy work. Directions of correctional work for the 2nd trimester. |
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December |
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Seminar - workshop | "Formation of the spelling skill of an unstressed vowel at the root of a word in schoolchildren with writing disorders." |
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January |
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Open speech therapy lesson for 4th grade students | "Capital letter in proper names and titles". |
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Consultation for teachers | "Formation of control operations in the correction of dysgraphia". |
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Performances at MO and PMPK | “Results of the 1st half of the year. Organization of speech therapy work in elementary school. The level of speech development of 4th grade students at the end of the 1st half of the year and the results of correctional and developmental speech therapy work. Directions of correctional work for the 3rd trimester. |
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February |
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Round table for teachers | "On some types of speech therapy work in the correction of mixed dysgraphia in younger schoolchildren." |
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Conversation with a physical education instructor | "Conducting a complex of exercise therapy for students of grade 4 with disabilities (TNR)". |
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March |
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Music director advice | "The use of elements of speech therapy rhythm in individual speech therapy classes." |
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Performances at MO and PMPK | “Results of the 3rd quarter. Organization of speech therapy work in elementary school. The level of speech development of 4th grade students at the end of the 3rd quarter and the results of correctional and developmental speech therapy work. |
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April |
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Seminar - workshop for teachers | "Teaching junior schoolchildren with dysgraphia to write age-related verbs." |
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May |
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Questioning of teachers | "Efficiency and effectiveness of the work of a teacher - a speech therapist for the past academic year." |
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Performances at MO and PMPK | “Results of the academic year. The level of speech development of 4th grade students at the end of the academic year and the results of correctional and developmental speech therapy work for the 2019-2020 academic year. May Topic: The results of speech therapy diagnostics of speech development of 4th grade students at the end of the school year. Target: Summing up the results of correctional and developmental speech therapy work for the past academic year; recommendations for the summer. Practical parent-teacher meetings as part of the "School for Parents" October Topic: Taking into account the peculiarities of perception of information by younger students in the learning process. Purpose: To determine the leading channel of perception of the information received by the younger student. December Topic: Features of arbitrary memorization of verbal material in younger students with OHP. Purpose: To determine the most optimal and effective way of remedial education for students with OHP. March Topic: Development of attention of younger schoolchildren in speech therapy classes. Target: Acquaintance of parents with the most effective methods development of attention, which were used in correctional work with children with writing disorders. Parent survey "Efficiency and effectiveness of the work of a teacher - a speech therapist for the past academic year." Information folders - movers September "Games for children with TNR". October "Exercises for the maximum development of unused or little used channels of perception." December "Development visual memory in speech therapy classes at home and at school. "Exercises and games for the development of speech breathing." March "Speech games for the development of attention." May "Games that develop speech and thinking." "Speech corner" equipment November "Attention Deficit Hyperactivity Disorder in Children". January "Left Handed Child" February "Development of visual perception and recognition in a left-handed child". April "The use of the vector in speech therapy classes with left-handed children." Publishing house of the school correctional and speech therapy magazine "Advice of a speech therapist" September "Violation of the ontogeny of speech fluency". December "Basic speech therapy technologies for the formation of smooth speech in stutterers." March "The use of sand and water in individual work with a stuttering schoolboy. Preview:Report "Early detection of prerequisites for reading disorders in younger students" Psychologists and teachers have revealed a pattern: if a child reads fluently by the end of grade 1, then he has time in all subjects, and vice versa. The reading speed of lagging, underachieving children is much lower than the norm, and this causes a negative attitude towards the reading process itself, since information is poorly absorbed, reading becomes mechanical with multiple errors, without understanding the material read. Violations of the reading process negatively affect not only the learning process, but also the mental development of the child as a whole. When developing the program, the methods of A.N. Kornev, T.A. Fotekova, I.F. Markovskaya were used. The survey program includes several stages: Stage 1 - identifying children predisposed to dyslexia; Stage 2 - identifying the features of speech development; Stage 3 - the study of higher mental functions. The results of the study of oral speech and mental processes will make it possible to draw a conclusion about the presence or absence of a child's predisposition to the occurrence of dyslexia, the structure of a speech defect, and the features of HMF. Stage I - identifying children predisposed to dyslexia The examination does not require special equipment and does not take much time, approximately 5-8 minutes.
Instruction: "List in order the seasons and (after answering this question) the days of the week." Note: with insufficient understanding of their temporary concepts, help in the form of leading questions or a hint that does not contain an ordinal enumeration is acceptable.
Instruction: "Listen when I knock, and after I'm done, knock the same way." After that, a series of blows on the table (with a pencil or stick) is presented once with long and short intervals. Note: if the task is completed correctly, then they move on to a more difficult one; if more than one mistake is made, then stop.
Instruction: "Look carefully at what I'm about to do and repeat exactly the same." Note: the experimenter demonstrates to the child three times in a row a sequence of three hand movements: hit the table with the fist, put the palm on the edge, slam the palm on the table. The child, like the experimenter, must reproduce this sequence three times without errors. If the child violated the sequence of movements no more than once, you need to indicate that a mistake was made and give him another try. In case of a clear erroneous reproduction, the demonstration of the sample is repeated. No more than five demonstrations are allowed in total.
Instruction: “Now I will give you a few numbers, and you, as soon as I finish speaking, repeat them in exactly the same order. Attention!". Note: In case of erroneous reproduction, another row of three digits is presented. When played correctly, it moves to a row of four numbers and so on up to a row of five numbers. The experimenter fixes the number of digits in the largest correctly reproduced row. This is a preliminary estimate for the first half of the assignment.
Instruction: "Raise left hand“Show me your right eye, your left leg.” Note: if the task is completed correctly, they move on to the next one, if not, they stop.
Instruction: "Look! These pictures show a little story. Tell me about what is drawn here? Write a story about these pictures. Note: it is possible to use leading questions. Stage II - identifying the features of the speech development of children The method uses speech tests proposed by R.I. Lalaeva (1988) and E.V. Maltseva (1991). The methodology includes four series of tasks. Serie I. - The study of the sensorimotor level of speech includes four groups of tasks:
Series II. – Study of the grammatical structure of speech. Series III. – Study of vocabulary and word formation skills. Series IV. – Study of coherent speech. Summarizing the results of using the methodology, we can say that the highest fourth level of success occurs in children with normal speech and intellectual development. The success of the third level indicates a mild systemic speech defect or a pronounced lack of formation of certain aspects of speech. Such performance is typical for children with mental retardation or with mild general underdevelopment of speech. The success of speech tests, corresponding to the second level, indicates the presence pronounced underdevelopment speech. In addition to a speech defect, they usually have insufficiency cognitive activity Therefore, they need a comprehensive correction, both speech therapy and psychological, and, if possible, neuropsychological. Second-level success occurs in children with mental retardation. The lowest first level of success in the implementation of the technique indicates a gross underdevelopment of all aspects of speech. Children with such indicators are often diagnosed with motor alalia or a complex defect that combines mental retardation and severe speech pathology. Stage III - the study of higher mental functions Reading disorders are usually accompanied by a lag in a number of mental functions. With great constancy in children with dyslexia, symptom complexes are detected that include three deficient functions, which manifests itself in the inability to perform the corresponding tasks or the low quality of their performance. The detection of these symptom complexes before the start of schooling can be regarded as reliable evidence of a high risk of dyslexic disorders in children. Tasks that reveal the inferiority of mental functions included in symptom complexes can be used as the basis for creating a screening technique. For the study of mental processes, the following tasks were taken:
Target: identification of the level of perception. The child is shown a table with the image of 10 quadrangles, among them 5 identical squares and 5 quadrangles that are slightly different from them. The child is invited to find all the squares on the table.
Target: identification of volume, concentration and stability of attention. The child is given a form with some text, where 2 any letters are marked (one is crossed out, the other is circled). The child is also invited to cross out and circle the given letters, looking through each line from left to right. You have 5 minutes to complete the task.
Target: checking the level of development of auditory memory. The child is invited to listen to the words, and then repeat those that he remembered.
Target: assessment of the formation of operations of visual-spatial analysis and synthesis, the level of development of visual-figurative thinking. 18 cards are given, 9 of them are half white, half shaded, 9 cards are completely shaded. The child is offered pictures with patterns in turn, he must fold the given pattern in a certain time. A survey conducted using the method of early detection of predisposition to the onset of dyslexia made it possible to identify 46.6% of first-graders in the primary grades who experience various difficulties in completing the tasks proposed to them. Thus, on the basis of the survey conducted according to the program we proposed, the teacher-speech therapist has the opportunity to predict the occurrence of dyslexia in a child and develop an adequate program of correctional and developmental education to prevent reading disorders. Corrective and preventive work should include the following areas:
Corrective work should be carried out comprehensively, taking into account an individual, differentiated approach. Particularly relevant is Team work speech therapist and primary school teachers who should share experience, knowledge, combine all efforts to find and implement the most effective ways to overcome difficulties in acquiring literacy in children at the initial stages of education. Big role This work is played by the activity of a psychologist, who must carry out directed work on the development of HMF in children, as well as the active participation of parents in the fate of the child. | |
Sections: speech therapy
The main task of a speech therapist in a general education school is the timely identification, prevention and correction of reading and writing deficiencies caused by various disorders of oral speech.
The system of correctional and developmental work with younger schoolchildren with OHP of the III level in the conditions of a school speech center consists of 3 stages (A.V. Yastrebova
1998)
The purpose of corrective work is to create conditions for filling in the gaps:
- in the development of the sound side of speech (at stage I);
- in the development of the lexical and grammatical structure of speech (at stage II);
- in the formation of coherent speech skills (at stage III).
The purpose of this article is to determine the directions and content of speech therapy work, taking into account the tasks of the second correctional stage and taking into account the complexity of the defect in children with general speech underdevelopment of the third level of primary school age.
The Russian language program of a general education school assumes that children will master the morphological principle of writing, starting from the 2nd grade. This spelling principle assumes a uniform, identical spelling of morphemes (root, prefix, suffix, ending) regardless of phonetic changes in the sounding word that occur during the formation of related words or word forms, that is, from positional alternations, other regular or traditional inconsistencies in writing and pronunciation. In the work on orthograms written according to the morphological principle, all aspects of the language are combined - phonetics, vocabulary and word formation, morphology and syntax (M. R. Lvov).
The assimilation of spelling, the leading principle of which is the morphological principle, cannot be successful without strong speech skills of students: the choice of words, the formation of their forms, the construction of phrases and sentences.
Mastering the laws of word formation at a practical level, the ability to isolate and synthesize morphemes, determine their common meanings are necessary conditions for replenishing the vocabulary through derivative words, mastering the grammatical system of the language, and creating the prerequisites for spelling correct writing.
For students to master the morphological principle of writing great importance has the enrichment of the dictionary and the development of the grammatical structure of speech. However, the lessons of literary reading, rhetoric, natural history, history, which also contribute to the development of the semantic side of speech, for children with general speech underdevelopment of the third level do not fully compensate for the defect. Their speech remains poor both lexically and grammatically.
Features of the lexical and grammatical structure of speech junior schoolchildren with OHP (III level).
Describing the characteristic features of the speech of children with its general underdevelopment, many authors (N.S. Zhukova, R.E. Levina, L.F. Spirova, T.B. Filicheva, G.V. Chirkina, S.N. Shakhovskaya, A. .V. Yastrebova et al.) highlight the shortcomings of the lexical and grammatical components as one of the most important violations in the structure of this pathology.
According to the results of the examination, the shortcomings of the semantic side of speech are manifested in the insufficient development of the lexical stock and the grammatical structure of speech.
The dictionary is limited to the scope of everyday subjects, qualitatively incomplete. The peculiarity of the vocabulary of children with OHP manifests itself in the form of difficulties in mastering the semantics (meaning) of the word. the consequence of this are numerous errors in the use of words close in meaning, acoustic similarity (mug-cup, blouse-jacket, beard-city).
The underdevelopment of the children's vocabulary is also indicated by the difficulties that arise when performing special tasks (inflection, word formation, selection of words with the same root). The methods of selection and formation of single-root words are of a very ordinary nature: (mountain, mountains, mountains, city).
Children rarely use the suffix way of forming new words.
Difficulties arise in the selection of synonyms and antonyms. Instead of antonyms, words are used that are semantically close (day-evening); stimulus words with the particle "not" (friend - not friend, beautiful - not beautiful). A typical mistake for children in this group is the reproduction of words of a different grammatical category. They often select an adjective for a noun, an adverb for an adjective (victory - to play, light - dark, gentle - affectionately). If children with normal speech development when choosing synonyms and antonyms, they experience difficulties only with single words, then children with OHP make mistakes in most words.
It's connected:
- with difficulties in isolating the essential features of words;
- with underdevelopment of mental operations of comparison and generalization;
- with the formation of semantic fields within the lexical system of the language.
As synonyms, words are selected that are semantically close (street - road), similar in sound (park - desk), forms of the original word or related words (fight - fighter).
Children experience significant difficulties in self-formation of words. For example, the formation of qualitative, relative, possessive adjectives (cucumber, straw, fox) and professions from the names of actions (build - builder), nouns from the names of signs (red - beauty, electrician - conductor).
Children with OHP in the second year of study still have errors in the use of plural forms with the use of unproductive endings (chairs, nests).
A mixture of forms of declension is characteristic. There are especially many difficulties in mastering prepositional constructions. In active speech, only simple and previously well-developed prepositions (in, on, under) are used correctly.
Limitation speech communication, the lag in the development of cognitive activity does not allow children to independently master more complex prepositions (from under, because of, between, over). From here errors appear to replace the mixing of prepositions (pulled out of the wall).
Summarizing the materials of the survey of students in grades 2-3, it should be noted that they are characterized by the same developmental deficiencies lexical means that were noted in first-graders, of course, in a less pronounced form.
All of the above allows us to conclude that in children with ONR, even those studying in grades 2-3, lexical means are in their infancy, which is manifested in the lack of systematization of lexical means, in the insufficient organization of semantic fields.
Thus, it can be stated that the level of formation of sound morphological generalizations is lower than necessary for the productive assimilation of the program in the Russian language.
Shortcomings in the grammatical design of speech are characterized by the presence of elements of situationality, difficulties in using variants of complex syntactic constructions. This is especially evident when compiling stories based on plot pictures and in spontaneous statements.
The structure of compound sentences in some cases turns out to be simplified (Natasha was reading a book, and Marina was playing with a doll.)
In addition, understanding the relationship between individual events, children do not always correctly use the form of a complex sentence (The album was torn apart, as I drew a lot. Ira woke up that the alarm clock rang.)
In the process of presenting practical material causality is not always revealed.
All of the above indicates the insufficient development of internal programming, syntactic structuring of a coherent text, as well as certain difficulties in the adequate use of the lexical and grammatical means of the language among students in grades 2-4, who have OHP level III.
Along with errors caused by the insufficient formation of the semantic side of speech in the written works of children in grades 2-3, there are single errors caused by an insufficiently formed skill of sound-letter analysis.
Based on the results of the examination, it can be concluded that children with speech pathology have an insufficient level of prerequisites for mastering the morphological principle of writing. The development of spelling cannot be successful without a solid foundation for the speech development of students, well-developed mechanisms for choosing words, forming grammatical forms, building phrases and sentences.
All these components are underdeveloped in children with ONR. Consequently, they experience difficulties in mastering the morphological principle of spelling, which entails general poor performance at school.
Main areas of work at the second stage of correction
Due to the fact that the number of schoolchildren with such systemic underdevelopment does not decrease, the problem of correcting the semantic side of speech takes important place in modern speech therapy, and the question of the methodology for their development and correction is becoming one of the most relevant for children with primary and secondary speech pathology.
The formation of a full-fledged educational activity is possible only with a sufficiently high level of speech development, which implies a certain degree of formation of the means of language (sound and semantic side of speech), as well as skills and abilities to freely and adequately use these means for communication purposes.
In order to obtain stable positive results of speech therapy work, it becomes necessary to build corrective process not only according to the tasks of a particular stage, but also taking into account the development of mental processes, filling in the gaps in the development of all components of speech to form the basis for effective work at subsequent correctional stages.
Taking into account the linguistic structure of the defect, as the main object of speech therapy influence, we determine the areas of work, which include not only the educational aspect, but also the developmental and educational.
Taking into account the results of diagnostics, we develop an algorithm for working in each of the areas of corrective work and determine approaches to building long-term planning.
The main tasks of the correctional and developmental second stage training
The purpose of stage II of correctional and developmental education: create conditions for correcting reading and writing deficiencies caused by the general underdevelopment of speech of the third level on the basis of filling gaps in the development of vocabulary and grammatical structure of speech.
Taking into account the results of diagnostics, the linguistic structure of the defect, as the main object of speech therapy influence, in order to obtain stable positive results of correctional work, we have identified the main tasks of correctional activity, which include not only the educational aspect, but also developmental and educational.
Educational aspect
- To improve (and correct) the sound side of speech on the material of words with a complex sound composition.
- To form full-fledged generalizations about the morphological composition of the word based on practical exercises.
- Clarify, enrich vocabulary through mastery of children different ways word formation.
- Correct and improve the grammatical structure of speech through the assimilation of the connection of words in a phrase and sentence, the assimilation of various syntactic constructions.
- Form generalizations about antonymy, synonymy and polysemy of words based on practical exercises.
- Correct and improve reading and writing skills based on practical exercises.
- improve language analysis based on sentences of various syntactic constructions
Developmental aspect
- Develop the ability to compare on the basis of self-selection of features for comparison.
- To form the ability to work at a given pace (the ability to switch at a given pace from oral to written speech, to work in a noisy background).
- To consolidate self-control skills based on comparison with a sample (visual, aural).
- Top up and activate vocabulary on the material
- new words related to different parts of speech,
- synonyms, antonyms, ambiguous words,
- educational terminology on the topic "Word Composition".
educational aspect
- Improve the ability to freely use verbal means communication in solving educational problems.
- To form communication skills and skills for solving problem situations in educational activities.
Perspective plan for working with children with OHP (III level) at the second correctional stage.
As a basis for determining the directions and content of correctional work at stage II, we took a long-term plan for working with first-grade students with mildly pronounced OHP, developed by Yastrebova A.V.
Many specialists dealt with the correction of dysarthria: O.V. Pravdina, E.M. Mastyukova, K.A. Semenova, L.V. Lopatina, N.V. Serebryakova, E.F. Arkhipova, G.V. Chirkina, I.I. Panchenko, E.Ya. Sizova, E.F. Sobotovich, I.B. Karelina, O.A. Tokareva, L.V. Melekhova, T.V. Sorochinskaya, O.Yu. Fedosova and others.
The founders of the doctrine of dysarthria, defining the ways of clinical and pedagogical rehabilitation, recommended an integrated approach to corrective measures.
This comprehensive approach to the elimination of dysarthria includes three blocks.
The first block is medical, which is determined by a neurologist. In addition to medications, exercise therapy, massage, reflexology, physiotherapy, etc. are prescribed.
The second block is psychological and pedagogical. The main direction of this impact will be the development of sensory functions. Developing auditory perception, forming auditory gnosis, thereby preparing the basis for the formation of phonemic hearing. Developing visual perception, differentiation and visual gnosis, thereby preventing graphic errors in writing. Realizing this direction, stereognosis is also developed. In addition to the development of sensory functions, the psychological and pedagogical block includes exercises for the development and correction of spatial representations, constructive praxis, graphic skills, memory, and thinking. This aspect of the work has been thoroughly studied and methodically provided (L.A. Danilova, N.V. Simonova, I.Yu. Levchenko and others).
The third block is speech therapy work, which is carried out mainly on an individual basis.
Given the structure of the defect in dysarthria, speech therapy work is recommended to be planned in the following stages:
6. The first stage of speech therapy, "preparatory".
Contains the following areas:
6.1. Normalization of muscle tone of mimic and articulatory muscles.
6.2. Normalization of motor skills of the articulation apparatus.
6.4. Normalization of speech breathing.
6.5. Normalization of prosodic.
6.6. Normalization of fine motor skills of hands.
1.1. Normalization of muscle tone of mimic and articulatory muscles. To this end, a speech therapist conducts a differentiated speech therapy massage.
1.2. Development of motor skills of the articulatory apparatus. To this end, the speech therapist conducts differentiated techniques of articulatory gymnastics. Passive exercises performed by the speech therapist himself are aimed at inducing kinesthesia. Active articulatory gymnastics is gradually becoming more complicated and functional loads are added. Such a plan of articulation gymnastics is aimed at consolidating kinesthesia and improving the quality of articulation movements. Such qualities of articulatory movements as accuracy, rhythm, switchability, etc. are being worked out (20 articulation exercises with functional load).
1.3. Voice development. For this purpose, voice exercises are carried out, which are aimed at inducing a stronger voice and at modulating the voice in height and strength. Interesting exercises can be borrowed from the works of I.I. Ermakova, L.V. Lopatina and others.
1.4. Normalization of speech breathing. To this end, the speech therapist conducts short-term exercises to develop a longer, smooth, economical exhalation. Then they consolidate new skills in orthophonic exercises that combine articulation, voice and breathing exercises together. Such training prepares the articulatory, vocal and respiratory apparatus for the formation of new pronunciation skills in children.
1.5. Formation of prosodic. This direction at the first stage is the least developed. In the specialized literature, there are descriptions of the prosodic side of speech in children with dysarthria: these are such disorders as a quiet and unmodulated voice, disturbances in the tempo of speech and voice timbre, poor intonation, poor speech intelligibility, lack of pauses and logical stresses, and other symptoms of prosodic. AT methodological literature these sections are presented only as declarations about the need to normalize prosodic. And only in the works of L.V. Lopatina, N.V. Serebryakova, E.Yu. Rumyantseva determined a certain sequence in the work on the formation of prosodic in dysarthria.
1.6. Development of fine motor skills of hands. For this purpose, a speech therapist conducts finger gymnastics, aimed at developing fine differentiated movements in the fingers of both hands. From the works of N.A. Bernstein, M.A. Koltsova is aware of the relationship between manual and articulatory motility. Purposeful and consistent stimulation of fine motor skills of the hands not only improves the articulatory base, but also prepares the child's hand for mastering graphomotor skills.
All exercises of the first stage gradually become more difficult.
7. The second stage of speech therapy with dysarthria.
Development of pronunciation skills and abilities.
The directions of the second stage of speech therapy work are carried out against the background of the ongoing exercises listed in the first stage, but more complex.
The directions of the second stage are:
7.1. Determination of the sequence of work on the correction of sound pronunciation.
7.2. Clarification or development of phonemic hearing.
7.3. Development of the main articulation structures.
7.4. Directly evoking a specific sound.
7.5. Fixing the called sound, i.e. its automation.
7.6. Differentiation of the delivered sound in pronunciation with oppositional phonemes.
2.1. next direction the second stage is to determine the sequence of work to correct the sound pronunciation. For dysarthria in children
depending on the presence of pathological symptoms in the articulatory region, on the degree of its severity, the sequence of work on sounds is individually determined. In some cases, you can not follow the traditional order that recommends setting with disturbed whistling sounds. It is recommended, when working on the correction of sound pronunciation in dysarthria, to clarify or evoke that group of sounds, the articulation pattern of which is “ripe” first of all. And these can be even more difficult sounds, for example, the alveolar position - [p], [p "], and the whistling ones will be corrected later, after the "maturation" of the dorsal position (which is one of the most difficult for children).
2.2. One of the directions of the second stage is the refinement or development of phonemic hearing. Phonemic awareness refers to the child's ability to identify and distinguish between the phonemes of their native language. This ability is formed during normal ontogenesis from the age of six months to one year and 7 months. The work is carried out according to the classical scheme, which includes 6 stages.
2.3. Development of the main articulatory structures (dorsal, cacuminal, alveolar, palatine). Each of these positions determines, respectively, the articulation of whistling, hissing, sonorous and palatal sounds. Having mastered a number of articulatory movements at the first stage, at the second stage they move on to a series of successive movements performed clearly, exaggeratedly, based on visual, auditory, kinesthetic control. Such a sequence of movements is aimed at the formation of clear kinesthesias and thereby helps to reduce dyspraxic disorders that occur in some variants of dysarthria.
As a result, the child's articulatory base is being prepared to clarify or evoke disturbed sounds.
2.4. The next direction of speech therapy work is the direct evoking of a specific sound. This work with dysarthria is carried out in exactly the same way as with any other disorder, including dyslalia. This means that the speech therapist uses the classic methods of staging sounds (by imitation, mechanical, mixed ways).
2.5. The most difficult area of work at the second stage is fixing the called sound, i.e. its automation. Often in practice, speech therapists are faced with the fact that in isolation children pronounce all sounds correctly, and in the speech stream, sounds lose their differentiated features, are pronounced distortedly. In the works of L.V. Melikhova, O.V. Pravdina, R.I. Martynova and others were urged to pay careful attention to the automation of sounds in lexical material of varying complexity.
in syllables of different structure (10 modules), where all sounds are pronounced exaggerated,
in words of different syllabic structure (13 classes of words), where the fixed sound is in different positions (at the beginning, at the end, in the middle),
then it is automated in a sentence saturated with control sound.
In the lexical material, sounds that are not yet fixed in the child should be excluded. In addition, the whole lexical material, proposed to automate the sound in it, must be semantically accessible to the child.
Sound automation takes place at first based on a sample, i.e., by imitation of a speech therapist, and then based only on visualization (diagrams, pictures, symbols, etc.).
2.6. One of the significant directions of the second stage is the differentiation of the set sound in pronunciation with oppositional phonemes. The optimal set of differentiable phonemes was proposed by G.V. Chirkina.
8. The third stage of speech therapy work
8.1. Development of communication skills and abilities.
8.2. Formation of self-control skills in a child.
8.3. The introduction of sound into speech in a learning situation.
8.4. Inclusion of prosodic means in the lexical material
3.1. To develop communication skills, an active position of the child is necessary, his motivation to improve speech. In this direction of speech therapy work, a speech therapist should act as a psychologist and individually determine ways to develop a child's self-control skill.
3.2. One of the most difficult areas of work is the formation of self-control skills in a child. Often, speech therapists are faced with a situation where a child in an office, in contact with a speech therapist, demonstrates acquired skills in speech. But when the situation changes, in the presence of other people, the skill that seemed to be strong disappears, the child returns to the previous stereotypical pronunciation
3.3. A more traditional direction at this stage is the introduction of sound into speech in a learning situation (memorizing poems, making sentences, stories, retellings, etc.).
3.4. The specific direction of the stage is the inclusion of prosodic means in the lexical material: various intonations, voice modulations in height and strength, changes in the rate of speech and voice timbre, determination of logical stress, observing pauses, etc.
4. The fourth stage of speech therapy work
Prevention or overcoming secondary disorders in dysarthria. Bearing in mind the prevention of secondary disorders, it is necessary to ensure early diagnosis of dysarthria, determine the risk group for dysarthria, and organize early corrective work. (?)
Currently, the diagnostic criteria for this defect at an early age have been determined (even in infancy - E.M. Mastyukova, E.F. Arkhipova, O.G. Prikhodko, etc.). Technologies have been developed for corrective work with children at risk for dysarthria in different age periods. However, the implementation of preventive work is carried out with children with severe organic pathology in a hospital setting. The majority of children at risk for dysarthria (mild) who have a history of the diagnosis of a neuropathologist "PEP" (perinatal encephalopathy) in the first year of life are deprived of the opportunity to receive adequate corrective propaedeutic care, since they are not shown treatment in a hospital. By the end of the first year of life, the neuropathologist removes the diagnosis of PEP. And only during a dispensary examination, a speech therapist at a polyclinic, with a thorough examination, sees the symptoms of MDD (minimal dysarthric disorders). These symptoms entail secondary disturbances in the formation language tools(lexicon, grammar).
The consequence of insufficient prevention of secondary disorders is a large number of children with dysarthria, complicated by either ONR or FFN.
According to statistics in speech therapy groups DOW a very large percentage of children with dysarthria. In the OHP groups - 50-80%, in the FFN groups - 30-40%.
The elimination of OHP, FFN is carried out at the frontal and subgroup classes organized in accordance with normative documents- Programs of correctional education and upbringing of children with OHP and FFN. Normalization of the pronunciation side of speech, correction of dysarthria is carried out in individual lessons.
5. The fifth stage of speech therapy work.
Preparing a child with dysarthria for schooling.
The main areas of speech therapy work are:
1. formation of graphomotor skills,
2. psychological readiness for learning,
3. prevention of dysgraphic errors.
School-age children with dysgraphia, expressed in the omission and replacement of vowels, underwriting the endings of words, the omission of consonants during confluence, when tested for erased dysarthria, showed minimal dysarthria disorders (MDD). In most school-age children, the isolated pronunciation of sounds was correct. And only with an increase in speech load and loss of self-control did slurred speech, fatigue of the muscles of the articulatory apparatus appear, intelligibility and prosodic coloring decreased.
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