Consultation on speech therapy on the topic: Methodology "Speech therapy examination of children" V. Akimenko. Diagnostics of sound pronunciation, phonemic perception, syllabic structure of preschoolers with speech disorders (V.M.
The computer program for testing and processing data "Speech therapy examination of children" is designed to diagnose the speech development of children from 4 to 8 years old. This is a unique innovative product developed by the manufacturer of computer training technologies “LLC Studio ViEl” together with the author of the methodology V.M. Akimenko, candidate pedagogical sciences, associate professor of the department special pedagogy and subject methods of the Stavropol State Pedagogical Institute. The methodology was awarded an international diploma from the British Academy of Education, published in a computer version for the first time, updated and supplemented by the author.
"Speech therapy examination of children" is a complex that includes computer program and set teaching materials. The examination procedure is carried out on a computer. The tasks presented to the child on the screen, made in the original color and design, with the simultaneous possibility of fixing the answers by the specialist and making the necessary comments, create the maximum comfortable conditions for the work of a specialist and the success of the examination by the child.
At his own discretion, the specialist can use materials from the methodological set for the examination, while fixing the answers in the program. All information is stored and processed automatically.
Survey structure.
The survey is conducted in 15 sections. Each section consists of a series of tasks, containing both instructions for the specialist, and tasks, pictures and sound bites for children.
Sections:
1. Sound pronunciation.
2. General motor skills.
3. Fine motor skills.
4. Articulatory motility.
5. Dynamic organization articulation apparatus in the course of speech.
6. Mimic muscles.
7. The structure of the articulatory apparatus.
8. Phonemic perception.
9. Respiratory and voice functions.
10. Prosodic components of speech.
11. Syllabic structure of the word.
12. Understanding speech.
13. Vocabulary.
14. Grammar structure.
15. Coherent speech.
After the child completes each task, the specialist can note the necessary signs, enter his own comments on each exercise and evaluate its performance.
Results.
The level approach implemented by the methodology greatly simplifies the procedure for examination and formulation of a speech therapy conclusion. During the analysis of the results obtained, the specialist has the opportunity to substantiate the conclusion within the framework of the psychological and pedagogical classification (NPZ, FNR, FFNR, LGNR, ONR (I - IV levels)) and draw up a scheme of individual correctional work. Specially designed tables for fixing the results and the ability to print them greatly simplify reporting and allow you to track the dynamics of corrective work.
Software"Speech therapy examination of children" provides an opportunity to:
- Maintaining individual cards containing anamnestic data, examination results, as well as the dynamics of the correction process
- Automatic formation of a database, sorting and searching for cards according to specified parameters
- Carrying out phased speech therapy diagnostics
- Fixing, saving and analyzing the received data
- Formations speech cards
- Formation of graphs of individual dynamics of speech development
- Creation of group protocols based on the results of the examination
- Printing of speech cards, graphs of individual dynamics of speech development, protocols with group data.
Software "Speech therapy examination of children" recommended for speech therapists, psychologists, defectologists, specialists in psychological, medical and pedagogical consultations (PMPC), educators of preschool educational and special institutions.
Set: Software, Manual, User Manual, set of teaching materials, microphone.
Price: 33 700 rub.
n1.doc
V.M. AkimenkoDevelopmental technologies in speech therapy
Akimenko V.M.
A39
Developing technologies in speech therapy / V. M. Akimenko. - Rostov n / a: Phoenix, 2011. - 109, p. : ill. - (I give my heart to children).
ISBN 978-5-222-18343-4
The proposed manual presents a system for examining children with speech disorders.
When using survey methods Special attention was given to the simplicity and reliability of their application, and the presented level approach to diagnostics speech underdevelopment can significantly simplify the very mechanism of examination of children and the formulation of a speech therapy conclusion. For the reliability of fixing the results of the examination, tables have been developed, which can significantly simplify the reporting of a speech therapist, as well as trace the dynamics of corrective work.
The proposed manual may be of interest to students of defectological faculties pedagogical universities, speech therapists, educators, parents and everyone raising children with speech disorders.
Introduction
In speech therapy practice, a sufficient number of methods have been accumulated, scientific papers, articles on the correction of speech disorders in preschoolers (R.E. Levina, V.K. Orfinskaya, O.V. Pravdina, T.V. Tumanova, T.B. Filicheva, M.E. Khvattsev, G.V. Chirkina , S.N. Shakhovskaya, A.V. Yastrebova and others). But, nevertheless, another attempt was made to develop practical material aimed at helping this category of children. This is explained by:
firstly, today is characterized by the active growth of new developing technologies, many of which can be successfully used in the correction of speech disorders;
secondly, in order for the work to be successful, the impact must be systemic, describing and covering the entire correctional process, which is provided by this manual;
thirdly, any specialist working with children with speech disorders should be able to quickly and effectively choose a method for a particular child, a large number of which speech therapists can find in the manual.
The manual may be of interest to students of defectological faculties of pedagogical universities, speech therapists, educators, parents and all raising children with speech disorders.
Chapter 1 Technology Development fine motor skills
The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy, while the development of finger motor skills paves the way for the subsequent formation of speech. The researches of scientists of the Institute of Physiology of Children and Adolescents of the APN (M.M. Koltsova, E.I. Isenina,JI. B. Antakova-Fomina and others) confirmed and substantiated the relationship between speech and finger motor skills. Since there is strong relationship and the interdependence of speech and motor activity, then in the presence of a speech defect in a child, special attention should be paid to training his fingers. The development of fine motor skills of the hands has a beneficial effect not only on the formation of active children's speech, but also on the correction of its shortcomings. Systematic exercises for training the movements of the fingers, along with a stimulating effect on the development of speech, are, according to M.M. Koltsova, and "a powerful tool to increase the efficiency of the brain."
In children with speech disorders, special attention should be paid to the development of fine motor skills.
Work on the development of the hands is carried out systematically, for 3-5 minutes daily, in kindergarten and at home:
a) exercises for the development of fine motor skills are included in the classes of a speech therapist and educators;
b) playing with fingers - during regime moments and walks;
in) finger gymnastics carried out in conjunction with articulation, educators, at a time specially allotted in the daily routine, as well as at home with parents;
d) games and actions with objects - in physical education classes.
At the beginning school year children often have difficulty doing many hand exercises. These exercises are worked out gradually, at first they are performed passively, with the help of an adult, and as they learn, the children move on to independent performance.
1. Kinesitherapy
From Greek. kinesis - motion, therapy - treatment.
AT childhood the connection between the body and the psyche is even closer. All the experiences of the baby are immediately reflected in his well-being, appearance. Moreover, mind and body develop inseparably from each other. The movement, at first very simple, and then more and more complex, gives the child the opportunity to explore the world, communicate with others, and, consequently, learn and comprehend.
But at the same time, any developmental disorder in childhood also affects the motor sphere. Movement as a complex, multi-layered system is, on the one hand, a “mirror” of the child’s state and a “window” through which we can influence his development, on the other.
"Ring". Alternately and as quickly as possible, sort through the fingers, connecting in a ring with thumb sequentially index, middle, etc. The test is performed in the forward and reverse (from the little finger to the index finger) order. At first, the exercise is performed with each hand separately, then with both hands at once.
"Fist - rib-palm. Three positions of the hand on the plane of the table sequentially replace each other. Palm on the plane, palm clenched into a fist, palm edge on the plane of the table, straightened palm on the plane of the table. It is performed first with the right hand, then with the left, then with both hands together 8-10 times. You can give yourself commands (fist - rib - palm).
"Call". Leaning on the table with your palms, half-bend your arms at the elbows. Shake the brushes in turn.
"Edge - palm". Turn your right hand on the edge, bend your fingers into a fist, straighten, put your hand on the palm. Do the same with your left hand.
"House". Connect the end phalanges of the straightened fingers. With the fingers of the right hand, press firmly on the fingers of the left, then vice versa. Practice these movements for each pair of fingers separately.
"Lezginka". Clench your left hand into a fist, set your thumb aside, turn your fist with your fingers towards you. With your right hand, with a straight palm in a horizontal position, touch the little finger of your left. After that, simultaneously change the position of the right and left hands. Repeat 6-8 times.
"Check". Tap with each finger of your right hand on the table counting "1, 1-2, 1-2-3, etc."
"Lifting crane-1". Fix the forearm of the right hand on the table. With your index and middle fingers, take the pencil from the table, raise and lower it. Do the same with your left hand.
"Lifting crane-2". Fix your forearm on the table. Take the matches from the box on the table with the fingers of your right hand and put them side by side without moving your hand. Then put them back in the box. Do the same with your left hand.
"Carousel". Rotate the pencil first between the fingers of the right hand, then the left (between thumb and index; index and middle; middle and ring; ring and little finger; then in the opposite direction).
"Snowman". In a standing position. Imagine that you are a newly built snowman. The body should be tense like frozen snow. Spring came, the sun warmed up and the snowman began to melt. First, the head “melts” and hangs, then the shoulders drop, the arms relax, etc. At the end of the exercise, the children gently fall to the floor and lie like a puddle of water.
"Horns". Perform various facial movements: puff out your cheeks, stick out your tongue, stretch your lips with a tube, open your mouth wide.
"Washing faces." Put your palms onl boo,as you exhale, slide them with a slight pressure down to the chin. As you inhale, move your hands from the forehead through the crown to the back of the head, from the back of the head to the neck.
"Snake-1". Cross your arms with your palms facing each other, interlock your fingers, twist your arms towards you. Move the finger indicated by the presenter. The finger should move accurately and clearly. You can't touch your finger. Consistently, all fingers of both hands should participate in the exercise.
"Snake-2". Stretch your arms in front of you, bend your hands up and down. Then rotate both hands clockwise and counterclockwise (first in the same direction, then in different directions), bring the fingers of both hands together and apart. Try opening and closing your mouth as you move your hands.
"Ear - nose". Grab the tip of your nose with your left hand and the opposite ear with your right hand. Simultaneously release your ear and nose, clap your hands, change the position of your hands "exactly the opposite."
"Lumberjack". Massage with your right hand left hand from elbow to wrist and back. Then from shoulder to elbow and back. Do the same with the other hand.
"Lotus". Spread the fingers of your left hand, lightly pressing the point of concentration of attention located in the middle of the palm with the thumb of your right hand. Repeat this 5 times. When pressing, exhale, and when weakening, inhale. Then do the same for the right hand.
"Clown". Joint eye and tongue movements. With your tongue and eyes extended out of your mouth, make joint movements from side to side, rotating them in a circle, along the trajectory of a lying eight. First, unidirectional movements are practiced, then multidirectional ones.
"Naughty language". tongue movements in different sides, arching the tongue, squeezing and unclenching the tongue, rolling into a tube.
"Wizard". Clap your hands several times so that the fingers of both hands touch. Then perform clapping with fists oriented with the back surface first up and then down.
"Magician". The child closes his eyes. Instruction: "Try to identify small object, which will be given to you in your hand (key, button, paper clip, etc.). With your other hand, draw it on paper (wave in the air).”
2. hydro gymnastics
Rolling,rolling, shifting in warm water various items e.g. rubber ball,
one or two beads, massagemoat,small figurines, sticks, pencils, etc.
3. Su-jok therapy
This healing system was created not by man - he just discovered it - but by Nature itself. This is the reason for its strength and security.
On the hands and feet there are systems of highly active points of correspondence to all organs and parts of the body. Their stimulation has a pronounced therapeutic and prophylactic effect. Points on the hands and feet are located in strict order, reflecting in a reduced form anatomical structure organism (Fig. 1).
When walking, running, working with hands, the points of correspondence are naturally stimulated and the body is protected from diseases. Therefore, everyone knows that the best cure for diseases is movement and work.
Of all the parts of the human body, the hand is the most similar in shape to it. When searching for matching points, the brush is placed palm forward. The index finger of the right hand and the little finger of the left hand correspond to the right hand. The middle finger of the right hand and the ring finger of the left hand correspond to the right foot. The ring finger of the right hand and the middle finger of the left hand correspond to the left foot. The little finger of the right hand and the index finger of the left hand correspond to the left hand. The elevation of the palm at the base of the thumb corresponds to the chest, and the palm as a whole corresponds to the abdomen.
Stimulation of correspondence points leads to healing. Misapplication never harms a person - it's just ineffective
On the supposed points of correspondence, you need to press with equal force and not too much from the start.
The healing point manifests itself in that at the moment of pressure on it, a motor reaction appearsinvoluntary movement due to sharp pain). To achieve a therapeutic effect, it must be stimulated. This can be done in different ways.
For example, a diagnostic wand. massage points to carry out rotational movements clockwise and counterclockwise, pressing the wand a little harder. It is necessary to completely massage the treatment point until the residual pain disappears and a feeling of warmth appears in it.
In the case of chronic diseases, a single exposure to the points is not enough. Correctly found pointsyou need to massage with force for 3-5 minutes every 3-4 hours daily, until the condition improves.
Repeated massage of the correspondence zones leads to an improvement in the condition.
Massage can be done with seeds, massagers (sold in pharmacies, for example, Miracle Finger, Chestnut, metal rings, etc.).
Since the whole human body is projected onto the hand and foot, as well as each finger of the hand and foot, an effective way to prevent and treat diseases is to massage the fingers, hands and feet with an elastic ring.
The ring should be put on the finger and the area corresponding to the affected part of the body should be massaged until it turns red and feels warm. This procedure must be repeated several times a day.
When manually massaging with the index or thumb, it is necessary to massage the correspondence points well until a feeling of warmth appears in them, the pain and hardening disappear.
Very useful massage of the fingertips and nail plates of the hands and feet. These areas correspond to the brain. In addition, the entire human body is projected onto them in the form of mini-correspondence systems. Therefore, the fingertips must be massaged until a persistent sensation of warmth. This has a healing effect on the entire body. Self-massage of hands is one of the types of passive gymnastics. The following self-massage techniques can be recommended: stroking, rubbing, kneading, squeezing, active and passive movements. Good performance is shown by the useusing hand massagers. The complex may include three types of exercises: self-massage of the back of the hands, self-massage of the palms, self-massage of the fingers.
"Scout". Place the pads of the four fingers of the right hand at the bases of the fingers of the left hand on the back of the hand. With dotted movements, move the skin 1 cm back and forth, gradually moving towards the wrist joint (“dotted” movement). Do the same for the other hand.
"Saw". Place the hand and forearm of the left hand on the table. With the edge of the palm of the right hand, imitate "sawing" in all directions of the back of the left palm ("rectilinear" movement). Do the same for the other hand.
"Spiral". small pillow thumb put the right hand on the back of the massaged phalanx of the finger of the left hand. The remaining four fingers of the right hand cover and support the finger from below. Massage with "spiral" movements. Do the same for the right hand.
"Run by stones." With the knuckles of the fingers of the right hand clenched into a fist, move up and down the palm of the left hand (“rectilinear” movement). Do the same for the right hand.
"Gimlet". With phalanxes of fingers clenched into a fist, make movements according to the “gimlet” principle on the palm of the massaged hand. Change hands.
"Self-massage". Self-massage of the fingers. Place the hand and forearm of the left hand on the table. With bent index and middle fingers of the right hand, make grasping movements on the fingers of the left hand (“rectilinear” movement). Do the same for the right hand.
"Let's warm up pens". Movement as if rubbing frozen hands.
"Binoculars". Making ovals from fingers. The teacher tells the children that binoculars are different. In turn, each finger on the hand is in contact with the thumb pad - an oval is obtained. Children look through binoculars formed.
4. Japanese finger massage technique
This technique is used in all preschool institutions Japan, starting at 2 years of age.
Japanese scientist Namikoshi Tokuhiro believes that massaging each finger has a positive effect on a specific organ:
thumb massage increases brain activity;
massage of the index finger stimulates the stomach and pancreas;
massage of the middle finger improves bowel function;
massage of the ring finger stimulates the liver;
massage of the little finger improves cardiac activity, relieves mental and nervous tension.
Japanese scientist Yoshiro Tsutsumi developed a system of exercises for self-massage.
Massage fingers, from thumb to little finger. Rub the fingertip first, and then slowly rise to the base. It is desirable to accompany such a massage with cheerful rhymes.
Massage palmar surfaces stone, metal or glass colored marbles. They need:
twirl in the hands;
click on them with your fingers;
"fire";
direct into special grooves and holes-holes, compete in accuracy of hitting.Massage walnuts:
roll two nuts between the palms;
roll one nut between fingers;
hold a few nuts between the spread fingers of the dominant hand and both hands.
skip a pencil between one and two-threefingers;
hold in a certain position in the right andleft hand.
5. Gaming exercises
The development of fine motor skills is facilitated by playing with various small objects: with buttons, counting sticks, matches, cereals, legumes, beads, clothespins, wire, etc., for example:
Equipment:
buttons.
Content
actions performed:
string buttons on wires or threads; choose by touch from the bag all the buttons with "ears"; hanging one large button on a dense thread, unwind it so that you get a sound; count buttons by touch; search among a large number various buttons hidden there is a pebble.
Equipment:
colorful paper clips.
Content
actions performed:
string paper clips one on top of the other, alternating in color or size; unbend them, collect a chain from them; pick up scattered paper clips with tweezers, a magnet; catch rings from the water with a paper clip tied to a thread.
Equipment:
used film.
Content
actions performed:
roll film into a roll and release; thread soft wire, threads in perforations; look at fingerprints on film.
Equipment:
cotton wool
Content
actions performed:
pinch cotton wool, roll balls, sausages out of it; try to stretch a piece of cotton wool as long as possible and not break it; stretch a piece of cotton wool in width; try to twist a thread from a piece of cotton; wind cotton wool on matches or sticks.
Equipment:
threads, laces, braid.
Content
actions performed:
wind threads on a finger, a pencil; tie different knots on the laces; unravel them; twist the tape into rolls; look at objects through ribbons different color; “draw” with threads of different colors and textures on a flannel basis; make puppets out of yarn.
Equipment:
empty wooden reels.
Content
actions performed:
string coils on wire; examine objects through a hole in the coil; roll coils between fingers; putting the coil on a stick, roll it on the table; drive a fluff across the table, blowing through a hole in the coil; winding multi-colored threads on spools.
Equipment:
screws, screws, nuts.
Content
actions performed:
select the nut to the screw in size; arrange screws or screws in boxes according to size: small and large, long and short, thin and thick; string nuts on wire; lay out a chain of nuts - from smallest to largest; lay out figures from nuts.
Material:
bean seeds of different colors, beans, peas.
Content
actions performed:
describe the similarities and differences of seeds; disassemble mixed peas and beans with a spoon; lay out beads from different seeds; make compositions from all types of seeds on a sheet with a plasticine base.
Equipment:
clothespins, hairpins, etc.
Content
actions performed:
to pick up and carry light objects with clothespins (a piece of paper, a shred, cotton wool); build various structures by attaching clothespins one to another; make toys.
Equipment:
game dough, clay, sand.
Content
actions performed:
make dough from flour, water, salt and food coloring; sculpt various figures and structures from dough, clay, wet sand; compare the properties of these materials.
Equipment:
"dry pools" - a container filled with peas.
The content of the actions performed:
finding hidden toys.
Equipment:
braided kapron ropes.
Content
actions performed:
tying knots and with knots already tied - for sorting knots with your fingers.
Equipment:
50 ml pear, a vessel with water, sandbox molds.
Content actions performed: filling molds for sandboxes with water from a pear.
Purpose: diagnostics of sound pronunciation, articulatory motility and articulatory apparatus, phonemic perception, the syllabic structure of the word.
Source: Akimenko V. M. Logopedic examination of children with speech disorders / V. M. Akimenko. - Rostov n / a: Phoenix, 2015. - 45 p.
The author noted that when selecting methods for speech therapy examination, recommendations were used for examining preschool children, proposed in the studies of R.I. Lalaeva, E.N. Russian, N.V. Serebryakova, L.S. Solomakha, E.F. Sobotovich, M.F. Fomicheva, T.B. Filicheva, G. V. Cheveleva and others.
- Examination of sound pronunciation
In a child, a violation of sound pronunciation can affect all groups of sounds, including vowels. Vowels are examined in the following order: [a], [e], [o], [s], [y], [and]. It is noted whether the child opens his mouth well, whether his articulations are expressive during the pronunciation of vowel sounds. Examination of consonant sounds is carried out in the following sequence: labial-labial and labial-dental, posterior-lingual, lingual-dental, lingual-alveolar (sonor), lingual-anteropalatal (hissing and whistling). To examine the sound pronunciation, a set of drawings and pictures is used. The objects in the pictures are selected so that the studied sounds are in three positions: at the beginning, in the middle and at the end of the word. voiced consonants in final position are not offered, as they are stunned when spoken.
An approximate list of words for which you can pick up pictures:
(c) - sled, wasp, nose;
[c '] - seven, orange, goose;
|h] - castle, goat;
[U] - winter, shop;
[c| - heron, sheep, finger;
[w] - hat, car, mouse;
[g] - beetle, skis;
[h] - kettle, swing, ball;
[w] - pike, vegetables, raincoat;
[l] - lamp, balalaika, woodpecker;
[l'| - lemon, palm, beans;
(p) - rocket, potato, mosquito;
[r "| - turnip, carriage, door;
[k] - cat, window, pilot;
[g] - city, garden, dog;
(x) - bread, hunting, ah.
The nature of the violation is fixed: the complete absence of sound, its replacement by another, distorted pronunciation (nasal, softened, labial, interdental, lateral, velar, uvular).
The survey results should reflect:
- form of impaired pronunciation (with isolated pronunciation): norm, absent, replaced, distorted;
- the position of the disturbed sound: at the beginning, in the middle, at the end of the word;
- the presence of synkinesis, hyperkinesis of the facial, facial muscles and wings of the nose during articulation.
Based on the results of the examination of all sounds, the level of impaired sound pronunciation is determined.
First level(low, 1 point) - the child has more than 5 groups of sounds, including vowels. In addition to the absence, substitutions and distortions of sounds, there are synkinesis, hyperkinesis of the facial and mimic muscles. There is a lack of expressiveness of articulation during the pronunciation of vowels and broken consonants.
Second level(below average, 2 points) - the child has 3-4 groups of sounds, including vowels. In addition to the absence, substitutions and distortions of sounds, there are synkinesias, hylerkinesis of the facial, mimic muscles. There is a lack of expressiveness of articulation during the pronunciation of vowels and broken consonants.
Third level(average, 3 points) - the child has 7–11 sounds that are disturbed, "related to two groups of sounds that may be absent, replaced and distorted. The child articulates vowels and other consonant sounds correctly. There are no synkinesis during the pronunciation of sounds, repetition of words, hyperkinesis-facial, mimic muscles.
Fourth level(above average, 4 points) - the child has 1-6 sounds that belong to one group of sounds, which may be absent, replaced and distorted. The child articulates vowels and other consonants correctly. During the pronunciation of sounds, the repetition of words, there are no synkinesis, hyperkinesis of the facial, mimic muscles.
Fifth level(high, 5 points) - the child articulates all sounds correctly. During the pronunciation of sounds, the repetition of words, there are no synkinesis, hyperkinesis of the facial, mimic muscles.
- Examination of articulatory motility
Identification of the features of articulatory motility is carried out in the process of the child performing certain actions at the direction of the speech therapist.
- Study of lip mobility.
To identify the mobility of the lips, the child is asked to imitate the following movements:
- stretch the lips forward and round;
- take their corner of the ki to the sides;
- raise the upper lip
- lower the lower lip;
- lick your lips;
- exhaling forcefully, cause vibration of the lips;
- puff out your cheeks - pull them in.
- The study of the mobility of the language.
To identify the mobility of the language, the child is offered by imitation:
- make the tongue narrow first and then wide;
- raise the tip of the tongue to the upper incisors and lower to the lower ones;
- move the tongue like a "pendulum".
- Mobility study mandible.
To identify the mobility of the lower jaw, the child is offered by imitation:
- lower the jaw
- push the jaw forward;
- determine if there is a contracture.
- Examination of the mobility of the soft palate.
To identify the mobility of the soft palate, the child is asked to pronounce the sound [a]. This determines the presence or absence of active closure of the soft palate with the posterior pharyngeal wall. Passive closure is determined with a spatula or finger by stretching the soft palate to the posterior pharyngeal wall, while the presence or absence of reflexes of the posterior pharyngeal wall is noted. When performing tasks, difficulties in the movements of the articulatory organs are diagnosed: a clear impossibility, a significant limitation of the range of motion, a tendency to constantly hold the tongue “lump” in the depths of the mouth, difficulties in changing the set position speech organs, tremor, hyperkinesis, synkinesis, slowing down with repeated movements. When analyzing the state of articulatory motility, the following parameters can be taken as a basis.
5. Movements of the articulatory apparatus: active, passive.
- Range of motion: full, incomplete.
- Muscle tone: normal, sluggish, overly tense.
- Accuracy of movements: accurate, consistent, inaccurate, no sequence of movements.
- The presence of concomitant and violent movements (specify which ones).
- The pace of movement: normal, slow, fast.
- The duration of holding the articulators in a certain position.
According to the results of the examination of articulatory motility, the level is determined.
First level(low, 1 point) - the child finds it difficult to move the articulatory organs, there is an impossibility to perform most movements with the lips and tongue. Cannot, by imitation, stretch the lips forward, take their corners to the sides, lift the upper lip, lower lower lip, lick them, cause the lips to vibrate, puff out the cheeks, pull them in. When performing a movement with the tongue, there is an inability to perform an exercise for a sequence of movements, on the flattening of the tongue (“lump tongue”) with increased tone. With reduced tone (tongue-tongued, sluggish), there may be tremor, hyperkinesis, synkinesis, hypersalivation. There is a lack of active closure of the soft palate with the posterior pharyngeal wall, the absence of reflexes of the posterior pharyngeal wall.
Second level(below average, 2 points) - there is an impossibility to perform many movements by the organs of the articulatory apparatus, an incomplete range of movements, muscle tone is tense or sluggish, movements are inaccurate, there is no sequence of movements, there are concomitant, violent movements, salivation is noted, the pace of movements is either slow or fast . In this case, the child does not sufficiently hold the articulators in a certain position.
Third level(average, 3 points) - when performing tasks, difficulties in the movements of the articulatory organs are diagnosed, but no obvious violations are noted. During the examination, a limitation in the range of motions, difficulties in changing the given position of the speech organs, a decrease in muscle tone, and their insufficient accuracy are recorded. There may be a tremor, slowing down with repeated movements.
Fourth level(above average, 4 points) – articulatory motility is formed, range of motion is complete, but they are slow, awkward, undifferentiated. Movements are characterized by insufficient coordination of activity. During the execution of movements by the organs of the articulatory apparatus, there are no synkinesis, hyperkinesis, salivation.
Fifth level(high, 5 points) articulatory motility is fully formed. The movements of the articulatory apparatus are active, the range of motion is complete, the muscle tone is normal, the movements are accurate, the pace is normal, there are no accompanying movements.
3. Examination of the structure of the articulatory apparatus
Identification of structural features of the articulatory apparatus is carried out in the process of observation.
- Lip study.
Narrow, fleshy, acheilia (absence of lips), syncheilia (fusion of the lateral parts of the lips), brachycheilia (short middle part upper lip), thickening and shortening of the frenulum of the upper lip, within the normal range.
- Study of the dentition.
Giant (with disproportionately large crowns), mesio-distal displacement (outside the jaw arch), adentia (missing one or more teeth), supernumerary, deformed, crooked, small (with disproportionately small crowns), rare, spiny, malformed.
Vestibular deviation (mixing of teeth outward from the dentition), oral tilt (mixing of teeth inward from the dentition), supraocclusion (high position of the tooth, not reaching the plane of closure of the dentition), infraocclusion (advanced, low position of the tooth relative to the occlusal plane) , trema, diastema, rotation of the tooth around the longitudinal axis, crowded arrangement of teeth.
- bite study.
Prognathia (protruding forward upper jaw), progeny (protruding lower jaw), open anterior bite (curved jaws in the anterior part due to rickets or due to improperly grown front teeth), open lateral bite, transversal narrowed dentition (discrepancy between the width of the upper and lower dentition), straight, floating, deep.
- Language research.
Narrow, fleshy, ankyloglossia (short hyoid ligament), microglossia (small), macroglossia (large), glossotomy (partial or complete removal of the tongue), glossoptosis (developmental anomaly).
- Examination of the hard and soft palate.
Hard palate: Gothic, domed, narrow, low, flattened. Soft palate: short, congenital isolated underdevelopment.
- Examination of the lower jaw.
Deformed, micrognathia (small size of the upper jaw), macrognathia (large size of the upper jaw), microgenia (small size of the lower jaw), macrogeny (large size of the lower jaw). The examination reflects the structural features of the articulatory apparatus: normal, non-rough deviations (indicate which ones), gross deviations (indicate which ones).
According to the results of the examination of the structure of the articulatory apparatus, the level is determined.
First level(low, 1 point) - the child has gross deviations in the structure of the articulatory apparatus, for example, a short hyoid ligament, big tongue, small or large sizes of the upper or lower jaw, gothic palate, prognathia, progenia, open anterior bite, mesio-distal displacement of the dentition, etc. The identified disorders exacerbate speech underdevelopment caused by dysarthria.
Second level(below average, 2 points) - the child has gross and non-rough deviations in the structure of the articulatory apparatus, for example, the hard palate is narrow, low, flattened, the dentition is crooked, small, rare, spiny, ugly; bite - straight, floating, deep, etc. The identified disorders exacerbate speech underdevelopment caused by dysarthria.
Third level(medium, 3 points) - the child has minor deviations in the structure of the articulatory apparatus, for example, the hard palate is narrow, low, flattened; dentition - crooked, small, rare, subulate, ugly; bite - straight, floating, deep, etc.
Fourth level(above average, 4 points) - the child has a violation in the structure of the articulatory apparatus, but it is not rough.
Fifth level(high, 5 points) - the child has no disorders in the structure of the articulatory apparatus.
4. Survey of phonemic perception
- Study of the state of physiological hearing.
The study of hearing is carried out in a whisper. It is recommended to use two groups of words: the first group has a low frequency response and is heard with normal hearing at an average distance of 5 m; the second one has a high frequency response and is heard at an average distance of 20 m. The first group includes words that include vowels |у|, |o], from consonants - [m], |n], [v], [ p], for example: raven, yard, sea, number, hole, etc.; the second group includes words that include hissing and whistling sounds from consonants, and from vowels - [a], | and], [e |: hour, shi, cup, siskin, hare, wool, etc.
- Study of the differentiation of non-speech sounds.
To do this, the child must answer the questions: “What is buzzing?” (car), “What passed?” (tram), "Who's laughing?" (girl), "Guess what it sounds like?" (trumpet, whistle, water pours, paper rustles).
- Study of auditory memory and understanding of speech.
To do this, the child must complete various tasks in given sequence. For example, “Give me a cube, and take the ball on the table”, “Put the gun on the table, and put the hare on a chair and come to me.”
- The study of the distinction between syllables, words with oppositional sounds.
To do this, the child must repeat after the researcher:
- ba - pa, yes - that, ka - ha - ka, sa - xia, zha - sha, sa - for;
- mouse - bear, coil - tub, rose - vine;
- seven cars on the highway;
- the shepherd walked quickly;
- hung an iron lock;
- the hand mirror fell.
- Study of phonemic analysis and synthesis (in children older than four years).
To do this, the child must complete the following tasks:
- determine if there is a sound [s] in the words: plane, lamp, bowl, napkin;
- determine the number of sounds in a word and the place of the sound [s| in words: juice, wasp, nose;
- make a word from sounds: [l], [o), [t], [s]; [k|, [a], [p]; |p|, [w];
- come up with a word for a given sound: [s], [w], |l], |p];
- from total select only those pictures whose names begin with a certain sound.
First level(low, less than I point) - the child's phonemic perception is not formed. Phonemic hearing is impaired.
Second level(below average, 2 points) - the child's phonemic perception is not formed. The child makes mistakes when performing tasks to distinguish between syllables, words with oppositional sounds. When performing tasks for the study of phonemic analysis and synthesis, the child finds it difficult to determine the presence of sound and the number of sounds in words, to compose a word from sounds, to come up with a word for a given sound, to select pictures whose names begin with a certain sound. Phonemic hearing is impaired.
Third level(average, 3 points) - the child's phonemic perception is not sufficiently formed. The child makes mistakes when performing tasks to distinguish between syllables, words with oppositional sounds. When performing tasks for the study of phonemic analysis and synthesis, the child sometimes finds it difficult to determine the presence of a sound and the number of sounds in words, to compose a word from sounds, to come up with a word for a given sound, to select pictures whose names begin with a certain sound. Phonemic hearing is impaired.
Fourth level(above average, 4 points) - the child's phonemic perception is incompletely formed. The child makes mistakes when performing tasks to distinguish between syllables, words with oppositional sounds. When performing tasks for the study of phonemic analysis and synthesis, a child may make individual mistakes when determining the presence of a sound and the number of sounds in words, when composing a word from sounds, when inventing words for a given sound, when selecting pictures whose names begin with a certain sound. Phonemic hearing is not impaired.
Fifth level(high, 5 points) - the child's phonemic perception is fully formed. Phonemic awareness is developed.
- Examination of the syllabic structure of the word
A syllable is the smallest pronunciation unit. The child learns words consisting of different quantity syllables, from syllables with confluences of consonants. Therefore, it is necessary to check how the child pronounces words of various syllabic structures - with a confluence of consonants at the beginning, middle and end of the word, polysyllabic words and words consisting of similar sounds. Subject pictures serve as the material for studying the syllabic structure of a word. In the process of presenting the pictures, the instruction is given: “Look carefully at the picture and name who or what it is.
- The study of the pronunciation of words of a complex syllabic composition.
Tram, camel, grapes, sugar bowl, basket, tablecloth, swallow, turtle, brushwood, aquarium, refrigerator, crossroads, photography, fly agaric, ballerina, policeman, traffic controller, barbershop, frying pan, from a frying pan, towel, lizard, draft, temperature, curdled milk.
- The study of the pronunciation of words of various syllabic composition.
13 series of tasks are offered, which include one-, two- and three-syllable words with closed and open syllables, with confluences of consonants:
- - two-syllable words of two open syllables(mother, ear);
- - three-syllable words from open syllables (panama, peonies);
- - monosyllabic words (poppy, lion);
- - two-syllable words with one closed syllable (skating rink, Alik);
- -two-syllable words with a confluence of consonants in the middle of the word (pumpkin, duck);
- - two-syllable words with a closed syllable and a confluence of consonants (compote, Pavlik);
- -three-syllable words with a closed syllable (kitten, machine gun);
- - three-syllable words with a confluence of consonants (candy, gate);
- -three-syllable words with a confluence of consonants and a closed syllable (monument, pendulum);
- - three-syllable words with two consonant clusters (rifle, carrot);
- - monosyllabic words with a confluence of consonants at the beginning of the word (whip, glue);
- - two-syllable words with two consonant clusters (button, cell);
- - four-syllable words from open syllables (web, battery).
- The study of the pronunciation of words of various syllabic composition in sentences.
- The boy made a snowman.
- The plumber is fixing the plumbing.
- The policeman rides a motorcycle.
- The traffic controller is at the crossroads.
Evaluated:
- features of violations of the syllabic structure of the word (the child pronounces only individual syllables, pronounces the word differently each time);
- elision of syllables, omission of consonants in confluences;
- paraphasia, permutations while maintaining the contour of words;
- iterations, perseverations, addition of sounds (syllables);
- contamination (part of one word is combined with part of another).
Based on the results of the examination of the violation of the syllabic structure of the word, the level is determined.
First level(low, 1 point) - limited ability to reproduce the syllabic structure of the word.
Second level(below average, 2 points) - there are violations of the syllabic structure of the word in sentences, when pronouncing words of a complex syllabic composition. For example, a child pronounces only individual syllables, pronounces a word differently each time, syllable elision, omission of consonants in confluences, paraphasia, rearrangements while maintaining the contour of words, iteration, perseveration, addition of sounds (syllables), contamination (part of one word is combined with part of another). When pronouncing words of different syllabic composition, there are violations of not all groups.
Third level(average, 3 points) - there are violations of the syllabic structure of the word in sentences, when pronouncing words of a complex syllabic composition. When pronouncing words of various syllabic composition, there are almost no violations.
Fourth level(above average, 4 points) - there are violations of words of a complex syllabic composition.
Fifth level(high, 5 points) - there are no violations in the syllabic structure of the word.
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The methodology for speech therapy examination of children with speech disorders was developed in accordance with the Federal State Educational Standard.
The technique allows to identify the level of speech underdevelopment and to fix the results of correctional work.
The methodology is intended for specialists in psychological, medical and pedagogical consultations, speech therapists, psychologists, speech pathologists and educators of preschool educational institutions.
"Speech therapy examination" is a complex that includes a computer program and a set of methodological materials.
A computer program consists of: software, Toolkit, user manual, set of teaching materials, microphone.
The software provides an opportunity to obtain completed speech cards for children based on the results of the survey, clearly demonstrates the dynamics of indicators individually for each child, significantly reduces the time when compiling reports, and makes it possible to export data in text and tabular form.
The examination procedure is carried out on a computer. The tasks presented to the child on the screen create the most comfortable conditions for the work of a specialist and the success of the examination of children.
The examination begins with the collection of anamnestic data, which are entered in a special form. This information is necessary for the speech pathologist to correct spelling conclusions and approximate assessment of the survey scheme.
The survey is conducted in 15 sections. Each section consists of a series of tasks, containing both instructions for the specialist, and tasks, pictures and sound bites for children. Tasks can be located on the diagnostic screen (instruction for a speech therapist), or in the form of an album with pictures that need to be shown to the child and asked to answer questions. First of all, we find out which sounds the child pronounces incorrectly and establish the nature of their violation.
The child is asked to name the objects shown in the pictures. You can use both the image on the screen and methodological material.
The set contains 3 words for each sound (the position of the sound at the beginning, middle, end of the word).
In the process of completing the task, the specialist needs to record the correctness of the task, as well as enter the necessary comments. If the task is completed correctly, it is recommended to click the "Pass" button, which will automatically lead to the accrual of a point for the task. If the child coped with the task with difficulty. Mistakes or did not cope with the task, it is recommended to click the "Not pass" button.
In addition to assessing the performance of the task, the specialist notes the additional parameters proposed in the task, and also has the opportunity to enter his own comment in a special field.
The material for the study of coherent speech is plot pictures, series plot pictures.
When compiling a story based on a series of plot pictures, we initially ask the child to set correct sequence pictures with buttons. Then write a short story.
After completing the tasks of all sections of the survey, we go to the "Results" section, where a table with the results of the survey is displayed.
Each line of the table presents information on the results of one section of the survey. Contains the following fields:
- № and name of the survey section
Identified violation level
Result in points
When you move the mouse to any section of the survey, we get Additional information according to the results of the task, which contains the following data:
The level of violation;
Notes and comments of a speech therapist on assignments;
Result in points;
When opening the line "Total", we can read the conclusion on the results of the survey.
Then we go to the "Dynamics" section. There is a table at the top. The heading displays the survey section numbers from 1 to 15.
The second line is with dynamics data. Each cell in this row displays the level of violation (from 1 to 5)
In the lower part there is a graph that displays information on the selected rows of the table.
The abcis-axis shows the numbers of survey sections.
On the y-axis - numbers of violation levels. Accordingly, the higher the point on the graph, the higher the result of passing the section.
That. The software "Speech therapy examination of children" provides the opportunity to:
Maintaining individual cards containing anatomical data, examination results, as well as the dynamics of the correction process.
Automatic formation of the database.
Carrying out phased speech therapy diagnostics.
Fixing, saving and analyzing the received data.
Formation of graphs of individual dynamics of speech development.
Printing speech cards, graphs of individual dynamics of development.
V. M. Akimenko
New
speech therapy
technology
Second edition
Rostov-on-Don
Akimenko V.M.
New logopedic technologies: educational method. allowance / V.M. Akimenko. - ed. 2nd. - Rostov n / a: Phoenix, 2009. - (I give my heart to children).
This manual is based on the practical work of speech therapists of school and preschool educational institutions and contains recommendations for speech therapy massage of the tongue, auricle (Auriculotherapy); hands, feet (Su-Jok therapy); massage for rhinolalia and the Japanese technique of finger massage. The manual also presents the author's method of using sound articulation models in corrective work to correct speech disorders in children.
The manual is intended for college students studying speech therapy according to the curriculum, students of defectological faculties of pedagogical universities, novice speech therapists and everyone raising children with speech disorders.
Introduction 5
1. Speech therapy massage 7
2. Tongue massage 12
3. Auriculotherapy 13
4. Japanese finger massage technique 17
5. Massage for rhinolalia 19
6. Non-traditional methods in correctional pedagogy 25
Phytotherapy 25
Aromatherapy 27
Music therapy 28
Chromotherapy 32
Lithotherapy 33
Imagotherapy 34
7. Su-Jok therapy 36
The most important zones and points in the main correspondence systems of the hands and feet 41
Treatment. Ways to stimulate points 47
8. Models of articulation of sounds in speech therapy practice 50
Playing with symbol models 77
Introduction
Good developed speech preschool child is important condition successful training at school. To date, in the arsenal of all those involved in the upbringing and education of preschool children, there is extensive practical material, the use of which contributes to effective speech development child. In our opinion, any practical material can be conditionally divided into two groups: firstly, helping the child’s direct speech development and, secondly, indirect, to which we attributed non-traditional speech therapy technologies. This is: speech therapy massage, tongue massage, auriculotherapy, Japanese finger massage technique, Su-Jok therapy, sound articulation models and other non-traditional methods in correctional pedagogy.
Massage of the articulatory apparatus has long taken a strong position in corrective work speech pathologists, so recommendations related to massage can most likely serve as a mere reminder. The development of fine motor skills in children as one of the means of speech development has also been proposed for a long time. The influence of manual manual actions on the development of the human brain was known as early as the 2nd century BC in China. Experts argued that games with the participation of hands and fingers lead to a harmonious relationship between body and mind, maintain brain systems in excellent condition. According to the famous philosopher Kant: "The hand is the protruding human brain." In senior preschool age the development of fine motor skills of the hands contributes to the development of higher cortical functions: memory, attention, thinking, optical-spatial perception, imagination, as well as working capacity, perseverance, etc. In turn, we offer some rather uncommon methods of influence, contributing to the development of motor skills of the hands: massage of the palmar surfaces with stone, metal or glass multi-colored marbles, massage with walnuts, massage with hexagonal pencils, rosaries, etc.
Further, for the development of the child's speech sphere, we suggest using Su-Jok therapy. In the studies of the South Korean scientist Professor Pak Jae Woo, who developed the Su-Jok therapy, the mutual influence of individual parts of our body is substantiated according to the principle of similarity (the similarity of the shape of the ear with the human embryo, the human hand and foot with the human body, etc.). These healing systems are not created by man - he just discovered them, but by Nature itself. This is the reason for its strength and security. Stimulation of correspondence points leads to healing. Incorrect application never harms a person - it is simply ineffective. Therefore, having determined the necessary points in the correspondence systems, it is possible to develop the speech sphere of the child.
The manual presents the author's method of using sound articulation models in corrective work with children with speech disorders. The use of sound articulation models improves the quality of education and upbringing of children, provides a visual the basis of the, which contributes to the development of phonemic hearing, mental operations and better memorization of the material.
The systematic application of the proposed methods has a stimulating effect on the development of children's speech. Unconventional methods of correction should preferably be carried out regularly, giving them 5-10 minutes daily.
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