A short speech chart of a speech therapist sample. Active vocabulary exploration

As you know, speech cards usually contain all tasks and a place for recording the results of the examination - on several pages. At work, the flow of people examined is several times greater than in educational institutions, and funding for stationery is not very important. Therefore, a directive came from the authorities: to reduce paper consumption. The search began. However, the speech therapy sheets that came into view did not fully correspond to the functionality and content of the speech cards. My task was to accommodate all necessary information on the examination of speech on one sheet. I succeeded! When using this form of a speech card, it is necessary to have a clear knowledge of all tasks in a particular block, or better, the presence of well-chosen visual materials for all tasks by age and your impeccable orientation in them. Based on the speech map of Nishcheva N.V. with the addition of tasks from the maps of other authors, I made materials and schemes for examining the speech of children separately by age. This, within the framework of my work, is much more convenient than the materials presented in the literature, where, in order to find pictures for the next task, you need to constantly scroll through the pictures in the album to other ages. The results of the examination of the speech of children from 4 to 15 years old are entered in the appropriate columns. If by age the skill should not be formed yet, the column is not filled. Based on the results of the examination, a form of a descriptive speech therapy conclusion is filled in, which indicates the same sequence of components of the speech examination as in the speech map.

As part of educational institution in addition to the card form, you will need an anamnesis sheet.

I assure you, it is more convenient to store the documentation in this form, it is more convenient to use it!

speech card

Surname, name of the child ______________________age _______group/class__________

Hearing ________________________________ Vision ___________________________________

Articulatory _______________________________________________________________ apparatus _____________________________________________________________________________

Oral praxis_______________________________________________________________

Breathing (out of speech and speech) ____________________________________________________

Rhythm, tempo, intonation

Stuttering______________________________________________________________________

Sound pronunciation ___________________ intelligibility of speech ___________________________

A O U Y E Z Y Y Y E B B P P D D D T T Y Y G K K X X X V

V F F M M M N N Y S S Z Z Z Z W Y W Y L L R R R

Sound-syllabic structure of words and phrases : simple _____ multilink ____complex______

Phonemic representations: _______________________________________________

Phonemic perception : auditory-visual differentiation of words ________________

auditorily pronounces. differentiation of oppositional sounds in syllables ____ in words ______

Sound-syllabic analysis and synthesis : _________________________________________________

Impressive speech :

Passive Dictionary: volume, quality ______________________________________________

_____________________________________________________________________________

distinction: surrounding objects ____________ parts of objects __________________

actions ______________ signs ____________ generalizations ____________________________

Understanding grammar meanings changes: perfect verbs type ___________________

units - pl. number of nouns ______________ singular–pl. number of verbs ___________________

reduce-caress. form of noun-x____________________ prefixed verbs __________________

Understanding logical-grammatical constructions: inverted speech ___________________

instructions: simple social-household ________ multilink ________ complex _________

prepositional case constructions: simple _______________ complex ________________

simple comparison _______ difficult comparison ___________ inversions _______________

constructions expressing the relationship of persons and objects to each other (in Tv.p.) _______

simple questions _____________________ difficult questions ________________________

sentences similar in structure _______________________________________________

text ______ understanding of the hidden meaning _______ figurative meaning _______

expressive speech :

Active Dictionary: volume, quality _______________________________________________

_____________________________________________________________________________

Grammatical processes :

Education: adj-x from noun-x_________________ verbs perfect. type ______________

noun Im. n. pl. h __________________________ prefix. verbs _______________

noun pl. in cosv. p. or R.p. _________________ relates. attach x ________________

noun-x in diminutive-caress. form _______________ attract. attach _______________

cubs of animals _______________________ qualities. attach x_________________

agreement (in gender, number and case):

append x with nouns _________________________ of verbs with nouns ___________________

nouns with numbers ___________________________ nouns with prepositions _________________

Connected speech:

Phrase _______________________________________________________________________

Spontaneous speech _______________________________________________________________

Dialogic speech ____________________________________________________________

Automated Speech: Poems______ count_______ days of the week_______ months_______

Deautomated speech: counting _______ days of the week _______ months _______

Conjugated speech ________________________________________________________________

Reflected speech _______________________________________________________________

Nominative speech _____________________________________________________________

Composing a phrase: a) according to the picture _______________________________________________

b) with the given word ________________________________________________________________

monologue speech:

Isolation of causal relationships:

Types of monologue statements	retelling	Composing a story for a series plot pictures OK	Compiling a story plot picture	Writing a story on a given topic (from experience)
Text structure (parts)
The sequence of disclosure of microthemes
Completeness of opening
Semantic accuracy
Phrase type, word matching
Using expressive means

The state of general and fine motor skills ____________________________________________

Optical-spatial gnosis and praxis ______________________________________

Letter: type of lateralization, tempo, copying, independent writing, dictation _____________________________________________________________________________

_____________________________________________________________________________

Reading : words, sentences, text; pace; reading to yourself understanding of meaning; retelling _______________________________________________________________________________

_____________________________________________________________________________

Conclusion :__________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Speech therapist:_____________________________________________Date:____________________

Below you can download a sample form of a speech card

(font 12, on 2 A4 pages).

speech therapy conclusion.

In the course of a speech therapy examination ___________________________________ (____________ year of birth)

the following was revealed:

According to experts:

In the building articulation apparatus:

In the state of oral praxis:

In the state of prosodic and dynamic side of speech:

In the state of sound pronunciation:

In the state of the sound-syllabic structure of words and phrases:

In the state of phonemic perception:

In the state of sound-syllabic analysis and synthesis:

In a state of impressive speech:

* passive vocabulary

* understanding change grammatical meanings words

* understanding of logical and grammatical constructions

In condition expressive speech:

* active dictionary:

* grammar processes:

Word formation:

Approval:

* phrase

* monologue speech:

In the state of general and fine motor skills:

In the state of optical-spatial gnosis and praxis:

In the state of the letter:

Reading state:

Conclusion :

Speech therapist:

The date:

Below you can download the form of speech therapy conclusion in A4 format (font 12).

Anamnesis

1. Surname, name of the child _________________________________________________________

2. Date of birth ____________________________________ Age ______________________

3. Visited institution, group, class ____________________________________________

4. Full name of the mother, age, place of work, position _____________________________________

5. Full name of the father, age, place of work, position _______________________________________

6. Nationality, mother tongue, what language is spoken in the family ______________________

_______________________________________________________________________________

7. Data on the presence of neuropsychic, somatic disorders in parents and relatives

diseases, speech disorders especially dyslexia and dysgraphia _____________________

_______________________________________________________________________________

8. The course of pregnancy. (To identify if there were any injuries, Rhesus conflict, exposure

chemical, physical - especially radiation - factors, infectious diseases -

especially rubella, influenza, etc., - toxoplasmosis, cardiovascular diseases,

diseases of the liver, kidneys, toxicosis in the 1st and 2nd half of pregnancy, symptoms

threatened miscarriage.) 1st half _____________________________________________

2nd half __________________________________________________________________________

9. The course of childbirth (at term, early: at 8, 7 months; normally proceeding, protracted,

swift, dehydrated, etc.; the use of stimulation during childbirth, its nature;

duration of labor) _____________________________________________________________

________________________________________________________________________________

10. The state of the child at the time of birth. The presence of trauma during childbirth: fractures,

hemorrhages, tumors, asphyxia (blue, white) ____________________________________

when he screamed (immediately, after a few seconds, after a few minutes)

________________________________________________________________________________

the presence of congenital malformations

Weight and height of the child at birth _________________________________________________

When they brought to feed, how he sucked (well, sluggishly) ________________________________________________________________________________

11. Data on somatic, neuropsychic and psychomotor development child

(write out from medical card). Holds head with ________________

sits with ________________ walks with ___________________

Past diseases up to a year _________________________________________________ ________________________________________________________________________________

________________________________________________________________________________

Past diseases from 1 to 3 years ___________________________________________

_________________________________________________________________________________

Postponed diseases after 3 years ______________________________________________ ________________________________________________________________________________

12. Data on the development of the child's speech: the time of the appearance of cooing __________ babbling __________

character of babbling ______________ time of appearance of words _______ phrasal speech __________________

did the child have any violations of the syllabic structure of words _____________________________ agrammatisms _____________________________________ what sounds were pronounced incorrectly for a long time ___________________________________________________________________________

the nature of the incorrect pronunciation of sounds (distortions, substitutions, lack of sounds)

up to 4 years _______________________________ after 4 years _______________________________

whether correction of sound pronunciation disorders and other speech disorders was made,

during what period, its result ______________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

characteristic features of understanding the speech of others _________________________________________________________________________________

_________________________________________________________________________________

13. Data of examinations of doctors - specialists ________________________________________________________________________________ Share with a colleague!

(for children with OHP who are engaged in a speech center for two years of study,
highlighted font - second year of study)

1. Surname, name. Age

2. Home address.

_________________________________________________________________________________

3. Date of enrollment.

4. Full name parents, place of work, position.

_________________________________________________________________________________

5. Anamnesis. Speech development child (features of speech development).

Cooing _________________________________________________________________________

Babble ________________________________________________________________________________

First words __________________________________________________________________________

Phrasal speech ___________________________________________________________________

6. Hearing.

8. Intelligence.

9. The general sound of speech.

10. Examination of the articulatory apparatus.

Bite (normal, open anterior, open lateral, progenia, prognathia).

Structure of the sky (normal, high, low, ___________________________________________)

Condition of the hyoid frenulum (normal, short, long,

increment., _____________________________________________________________________)

Lips (normal, thick, narrow, inactive, _______________________________________)

Mobility of the tongue (mobile, inactive, ____________________________________________)

11. The state of general motor skills.

Coordination of movements - _________________________________________________

Fine motor skills - ______________________________________________________________

Prefers to work with the right/left hand.

12. Sound pronunciation.

S ____________ S ____________ Z ____________ Z __________ C __________

W____________W____________SCH____________H___________

L_____________L ____________ R ____________ R ___________

K_____________G______X____________Yot____________

T______D______N____________ ______________

______________ ______________ _____________ ______________

13. Phonemic hearing.

14. Pronunciation of words of complex syllabic composition

Repeat: The pharmacist has prepared a medicine.

The guide conducts the tour.

15. Analysis of the sound composition of the word.

a) highlighting the first sound in a word.

b) highlighting the last sound in the word.

c) determining the sequence of sounds in a word.

b) level of generalizations:
sweater, dress, shorts, skirt, tights
saucer, frying pan, spoon, plate
tomato, turnip, carrot, cabbage
apple, peach, pear, lemon
cow, dog, wolf, hedgehog

sparrow, duck, dove, turkey
bus, train, trolleybus, plane
trees, shrubs, flowers, grass
bread, sausage, cheese, cookies
bee, fly, ant, beetle

Feature Dictionary:

a) selection of adjectives for nouns:
fox (what?) -
dress (what?) -

b) selection of antonyms:

Verb Dictionary:
a) what do they do?

b) the formation of a diminutive - affectionate form:

c) agreement of adjectives with nouns:

d) formation of adjectives from nouns:

e) the formation of possessive adjectives:

f) agreement of nouns with numerals:
(one table, two tables, five tables)

g) the use of prepositions:

AT	ON THE	UNDER	ABOVE	With
FROM	THROUGH	FROM UNDER	DUE TO

18. Coherent speech. Retelling. "Bathing the cubs"
The hunter was walking along the bank of a forest river and suddenly heard a loud crackling of branches. He got scared and climbed a tree. Came out of the forest to the shore Big Dipper and two funny teddy bears.
The bear grabbed one cub with her teeth by the collar and let's dip into the river. Another cub was frightened of a cold bath and started to run away into the forest. The she-bear caught up with him, slapped him, and then - into the water, like the first one. The water refreshed them well. After bathing, the bears again hid in the forest, and the hunter got down from the tree and went home.

compiling a story based on a series of plot paintings "Bunny and Carrot".

19. Reading:
Letters - knows, does not know.
Reads - by letters, by syllables, by words.

_________________________________________________________________________________

20. Speech therapy conclusion:

_________________________________________________________________________________

Dear speech therapists, you can copy the page to Microsoft office Word and fix page margins!

Last name, first name:

Class:

Date of birth, age:

Home address, phone:

Enrollment Date:

Date of Birth:

Complaints of teachers and parents: does not pronounce the sound [r], fuzzy speech, does not want to learn to read, does not learn poetry well.

Have you previously consulted a speech therapist, the effectiveness of thety: attended speech therapy classes in the clinic (sounds [s], [s], [ts], in speech therapy group missed, sick).

Real performance in the Russian language (by the timeexaminations): unsatisfactory (grade 2).

Anamnesis: a child from the 2nd pregnancy, on time (40 weeks), toxicosis of the 1st sex., the mother was preserved, caesarean section, asphyxia, screamed after 2 minutes, Apgar score 8-9, gr. healthy

School lumber station: organization and content of work

5. Data on the course of speech development: delayed speech development:

babble - in 6 months; first words to 2 years; phrasal speech - after 3 years; speech environment - satisfactory.

Hearing status: fine.

Vision condition: fine.

The conclusion of the psychiatrist: delayed speech development.

The state of general motor skills: motor awkwardness, slowness, impaired coordination of movement, sense of rhythm.

Fine motor skills: hand movements are inaccurate, Kheda almost does not perform tests, the tone of the hands is reduced, the lines in the drawings are uneven, intermittent.

Leading hand: right.

The state of the articulatory apparatus (structure and mobility):

lips - large size, does not perform lip movements in full;

teeth - large, uneven, replaceable, large upper incisors, overlapping the lower ones;

bite - prognathia;

language - massive, fuzzy movements, incomplete range of motion (lifting up is limited), switchability of movements is impaired. In a static position, there is a slight tremor of the tip of the tongue, deviation of the tongue to the left, hypersalivation;

sublingual ligament - shortened;

solid sky - high, gothic form;

soft sky - mobile.

12. Characteristics of speech.

Speech comprehension: understands addressed speech, performs tasks according to verbal instructions.

General characteristics of speech (recording of the conversation): calls the names of the mother, father, does not know his patronymic and patronymic of his parents. Home address: "102 - 7" (does not know the name of the street, city). Finds it difficult to talk about the house and about their homework. He talks with interest about the types of transport, brands of cars. The answers are monosyllabic, the topic is not developed independently. Shows no interest in conversation.

Vocabulary (quantitative and qualitative hacharacteristics): vocabulary volume does not match

Library of the journal "Speech therapist"

age level (reduced). Names simple generalizing concepts, does not know the concepts of "wild and domestic animals, birds, tools, insects, shoes, hats, furniture, professions." The seasons and days of the week are listed mechanically. He does not answer questions about the calendar structure of the year. Inadequately uses adjectives, verbs, adverbs in speech, inadequately uses pronouns. The story is not compiled according to the plot picture, the series of plot pictures is laid out correctly, the story is compiled only with the help of a speech therapist.

The grammatical structure of speech: insufficiently formed.

Type of offers used: simple, uncommon.

Number of words in a sentence: 2-3.

The presence of agrammatisms: errors in the use of nouns plural("windows" - windows, "catfish" - catfish, "ears", "ears" - ears, ears, “belts, belts” - belts, etc.). Violation of the agreement of numerals with nouns; errors in the case endings of singular and plural nouns and adjectives, in the use of prepositions.

Sound characteristic: violation of the sound pronunciation of a polymorphic character - rotacism (velar [p], [p "], hissing sigmatism [w], [g] in the lower position of the tongue), fuzzy pronunciation of affricates ([h], [u]), mixing [ s] - [w], [h] - [w].

12.9. Phonemic awareness: insufficiently formed. Mix of whistlers - hissing, hard - soft sounds. Mistakes in repeating a series of syllables: sa-sa-za - “sa-sa-sa”, sa-sa-sha - “usa-sha-sha”, pa-ba-pa - “pa-pa-pa”, yes-da-ta-ta - “ta-ta-da " etc. Mistakes in the use of catch-paronyms.

The level of formation of skills of sound-letteranalysis and synthesis: short. Emphasizes only the first vowel in words, the first consonant - names the entire first syllable; does not analyze the sound-letter composition of simple words such as SGS, SG-SG.

Reproduction of words of a complex sound-syllabicstave: with mistakes. When repeating words that are complex in structurere, reduces the number of sounds, syllables, rearranges syllables;likeness is noted:"Akvurum", "frying pan", "popeel" - aquarium, frying pan, propeller.

School lumber station: organization andThe content of the work

Speech rate: delayed.

Speech intelligibility: illegible, pronounces sounds indistinctly.

Breath characteristic: chest type breathing, superficial. With an increase the rate of speech is marked by discoordination of speech and breathing.

Manifestation of stuttering: doesn't stutter. Sometimes repeats the first syllable in words that are complex in structure or semantics.

Letter (presence and nature of specific errorsside) - Grade 2: skipping, rearranging and likening letters andsyllables: t (r) ava, d (e) vochka, from the box (o) bki, m (a) tire, went out (-la), spelling of two words above, on the edge of the forest, smthe formation of labialized vowels: air (y) x, Le (yu) sya, on the pu- (o) lu, cherry (e) vyy, mixing of voiced-voiced consonants: usad (t) th, but (d) et, t (d) octor, in gazed (t) e, on the cabinet (f), skav (f) andr, mixing sounds (letters) according to articulatory-acu-static similarity:“bees” - - birds, “star” - - color, optically and kinetically similar letters: d (b) olyii, grit (p), hedgehog (s) to, stom (l), cup (a) s. Grammatical errors: to the dacha(s), to the factory(s), at the mountain ash(s) etc.

Reading (level of formation of reading skill):1 class - does not read; Grade 2 - way of reading letter-syllabic, stress - with mistakes.

Reading pace - short; reading comprehension - incomplete.

Presence of specific errors: mechanical reading. Doesn't answer questions about the text, can't find it in the text right word. When reading, omissions of letters and syllables, word truncation, guessing the ending, mixing of optically similar letters, and agrammatisms are noted.

13. Brief psychological and pedagogical characteristics of teachingcurrent: contact is available.

Emotions adequate to the situation, critical; visual perception not violated; auditory perception not in full; Attention unstable; auditory memory reduced. The level of development of mental operations average; supply of lightreality below the age level; performance low.

14. The conclusion of the speech therapist.

Library magazine "Speech therapist"

class: dysarthria (minimal manifestations), general notdevelopment of speechIIIur.).

class: impaired reading and writing due tounderdevelopment of speech (IIIur.) in a child with dysarthria(minimal manifestations).

Date of examination Signature

Appendix 4

The occupancy of groups of students with disabilities in the development of oral and writing

Groups of students	Maximum occupancy (persons)
Groups of students	Educational institution located in the city	Educational institution located in a rural area
With general underdevelopment speech (ONR)
With unsharply expressed general underdevelopment of speech (NVONR)
With phonetic-phonemic (FFN) and phonemic underdevelopment of speech (FN)
With deficiencies in reading and writing due to general underdevelopment of speech
With shortcomings in reading and writing, due to a not pronounced general underdevelopment of speech
With shortcomings in reading and writing, due to phonetic-phonemic (phonemic) underdevelopment of speech
stutterers
With shortcomings in the pronunciation of individual sounds

Note: the minimum size of the group is 3 students.

Appendix 5

Approximate thematic planning of speech therapy classes

Continuation of the table.

The end of the table.

Appendix 6

Consultations and methodological work

speech card

1. Last name, first name, age Ivanov Ivan, 7 years old

2.School - MOU "Secondary comprehensive school No. 3"

3. Home address st. Gaidar 24-16

4. Date of admission to the speech therapy center 09/15/2017

5. Academic performance / by the time of the examination / not certified

6.Complaints of teachers and parents According to the teacher: he is inactive in the lesson, he is embarrassed to speak.

According to his mother: he speaks indistinctly, distorts words, does not remember verses.

7. Conclusion of a psychiatrist without pathology

8.Hearing condition without pathology

9. Data on the course of speech development: According to the mother: words appeared by 2 - 2.5 years, phrases by 4 - 5 years. Speech is incomprehensible to others.

10. State of the articulatory apparatus /structure, mobility/ Structure - N

Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another

11. General characteristics of speech / recording of a conversation, independent connected statements /

In a conversation about the family: mother - (Irina), I don’t know (patronymic); dad (), I don’t know (patronymic); Bran's name is (Igor); At work (about mom); What does dad do (I don’t know);

a) Vocabulary(quantitative and quality characteristic)

The dictionary is limited by the realities of everyday topics: an insufficient number of generalized words and words related to adjectives, verbs, etc. qualitative characteristic (answers to the tasks presented): lampshade (lamp), hose (water), decanter (bottle), driver (instead of a driver), watchmaker, crane operator (does not know), postal worker (instead of a postman), glazier (glazier), machine (instead of the word transport), boots (instead of shoes); brave - weak, lies - does not lie, crow - gate

b) Grammatical structure: types of sentences used, the presence of agrammatisms

The pencils are pulled out from behind a book. The boy jumped into the puddle. The first leaves appeared on the trees.

Plural Im.p. - trees, eyes, wings ...

Plural Rod.p. - notebooks, vorotknov, donkey ...

apple jam; orange water; plush bear.

c) Pronunciation and distinction of sounds

1) pronunciation of sounds: absence, distortion, replacement and mixing individual sounds

2) discrimination of oppositional sounds: yew (watchmaker), goloshina (pea), yaselsa (lizard)

pa-ba-ba (N) ta-da-da (N) ga-ka-ka (N)

for-for-for (zh-zh-za) cha-cha-cha (cha-cha-cha) cha-cha-cha (cha-cha-cha)

ra-ra-ra (ra-la-ra) for-for-for (for-zh-for) cha-cha-cha (cha-cha-cha)

cha-cha-cha (cha-cha-cha) cha-cha-cha (cha-cha-cha) la-la-la (la-ra-ra)

3) reproduction of words with different sound-syllabic composition (give examples)

ligulivat(regulates) , tlansp, stamp(transport) , tradesman(policeman)

green-green ... ( railway), fast food(guide), pussy(orange)

d) the pace and intelligibility of speech: slurred, slow speech

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

Cloak: How many sounds in total? - "2". 1st sound;? - "P"; 2nd sound? - "BUT"; 3rd sound? - "F". what is the last sound? - "BUT"; name the 1st sound? - "T!; what is the 3rd sound? - "BUT".

13. Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in written works students.

Plays individual printed letters: A, P, M -

prints individual words type MAC, MAMA-

a) the level of mastering the technique of reading (letter by letter, by syllable, by words)

- knows some letters A, P, M, T

- knows all the letters, but does not read

- reads syllable by syllable, slowly, monotonously

skips vowels, doesn't read words

-distorts syllabic structure the words

- confuses some letters

b) reading errors

leaf (leaves), on trees (trees) turned yellow and purple (turned brown)

an angry wind whirled (circled) them ... (through) the air.

c) reading comprehension

1) hardly understands what the speech therapist reads, retells only with the help of questions

2) understands the main content of the story, hidden meaning understands with difficulty

3) is experiencing some difficulties

15. Manifestation of stuttering: does not stutter

16. Brief description of the child according to pedagogical observations(organization, independence, stability of attention, efficiency, observation, attitude to one’s defect)

Attention is unstable, reduced efficiency, difficulty switching from one type of activity to another; low level self-control and independence.

17. Conclusion of a speech therapist

OHP - III level.

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