Dysarthria

causes of dysarthria, classification of clinical forms of dysarthria, main directions of correctional work, breathing exercises

Dysarthria is a violation of the sound-pronunciation side of speech, caused by organic insufficiency of innervation of the speech apparatus.

The term "dysarthria" is derived from the Greek words arthson - articulation and dys - particle meaning disorder. This is a neurological term because... Dysarthria occurs when the function of the cranial nerves of the lower part of the brainstem, responsible for articulation, is impaired.

The cranial nerves of the lower part of the trunk (medulla oblongata) are adjacent to the cervical spinal cord, have a similar anatomical structure and are supplied with blood from the same vertebrobasilar system.

Very often there are contradictions between neurologists and speech therapists regarding dysarthria. If a neurologist does not see obvious disturbances in the function of the cranial nerves, he cannot call the speech disorder dysarthria. This question is almost a stumbling block between neurologists and speech therapists. This is due to the fact that a neurologist, after making a diagnosis of dysarthria, is obliged to carry out serious therapy for the treatment of brainstem disorders, although such disorders (excluding dysarthria) do not seem to be noticeable.

The medulla oblongata, as well as the cervical spinal cord, often experiences hypoxia during childbirth. This leads to a sharp decrease in motor units in the nerve nuclei responsible for articulation. During a neurological examination, the child adequately performs all tests, but cannot cope properly with articulation, because it is necessary to perform complex and fast movements that are beyond the strength of weakened muscles.


Main manifestations of dysarthria consist of a disorder of articulation of sounds, disturbances in voice formation, as well as changes in the rate of speech, rhythm and intonation.

These disorders manifest themselves to varying degrees and in various combinations depending on the location of the lesion in the central or peripheral nervous system, the severity of the disorder, and the time of occurrence of the defect. Articulation and phonation disorders, which make it difficult and sometimes completely prevent articulate sonorous speech, constitute the so-called primary defect, which can lead to secondary manifestations that complicate its structure. Clinical, psychological and speech therapy studies of children with dysarthria show that this category of children is very heterogeneous in terms of motor, mental and speech disorders.

Causes of dysarthria

2. The cause of dysarthria may be Rh factor incompatibility.

3. Dysarthria occurs somewhat less frequently under the influence of infectious diseases of the nervous system in the first years of a child’s life. Dysarthria is often observed in children suffering from cerebral palsy (CP). According to E.M. Mastyukova, dysarthria with cerebral palsy manifests itself in 65-85% of cases.

Classification of clinical forms of dysarthria

Forms of dysarthria

Subcortical dysarthria occurs when the subcortical nodes of the brain are damaged. A characteristic manifestation of subcortical dysarthria is a violation of muscle tone and the presence of hyperkinesis. Hyperkinesis is violent involuntary movements (in this case in the area of ​​articulatory and facial muscles) that are not controlled by the child. These movements can be observed at rest, but usually intensify during speech.
The changing nature of muscle tone (from normal to increased) and the presence of hyperkinesis cause peculiar disturbances in phonation and articulation. A child can correctly pronounce individual sounds, words, short phrases (especially in a game, in a conversation with loved ones or in a state of emotional comfort) and after a moment he is unable to utter a single sound. An articulatory spasm occurs, the tongue becomes tense, and the voice is interrupted. Sometimes involuntary screams are observed, and guttural (pharyngeal) sounds “break through.” Children may pronounce words and phrases excessively quickly or, conversely, monotonously, with long pauses between words. Speech intelligibility suffers due to unsmooth switching of articulatory movements when pronouncing sounds, as well as due to disturbances in the timbre and strength of the voice.
A characteristic sign of subcortical dysarthria is a violation of the prosodic aspect of speech - tempo, rhythm and intonation. The combination of impaired articulatory motor skills with disorders of voice formation and speech breathing leads to specific defects in the sound aspect of speech, which manifest themselves variably depending on the child’s condition, and are reflected mainly in the communicative function of speech.
Sometimes with subcortical dysarthria in children, hearing loss is observed, complicating a speech defect.

Cerebellar dysarthria characterized by chanted “chopped” speech, sometimes accompanied by shouts of individual sounds. In its pure form, this form is rarely observed in children.

Cortical dysarthria presents great difficulties for isolation and recognition. With this form, voluntary motor skills of the articulatory apparatus are impaired. In its manifestations in the sphere of sound pronunciation, cortical dysarthria resembles motor alalia, since, first of all, the pronunciation of words with a complex sound-syllable structure is impaired. In children, the dynamics of switching from one sound to another, from one articulatory posture to another, is difficult. Children are able to clearly pronounce isolated sounds, but in the speech stream the sounds are distorted and substitutions occur. Combinations of consonant sounds are especially difficult. At an accelerated pace, hesitations appear, reminiscent of stuttering.
However, unlike children with motor alalia, children with this form of dysarthria do not experience disturbances in the development of the lexico-grammatical aspect of speech. Cortical dysarthria should also be distinguished from dyslalia. Children have difficulty reproducing articulatory posture, and it is difficult for them to move from one sound to another. During correction, attention is drawn to the fact that defective sounds are quickly corrected in isolated utterances, but are difficult to automate in speech.

Erased form. I especially want to highlight the erased (mild) form of dysarthria, since recently in the process of speech therapy practice we are increasingly encountering children whose speech disorders are similar to the manifestations of complex forms of dyslalia, but with longer and more complex dynamics of learning and speech correction. A thorough speech therapy examination and observation reveals a number of specific disorders in them (disorders of the motor sphere, spatial gnosis, phonetic aspects of speech (in particular, prosodic characteristics of speech), phonation, breathing, and others), which allows us to conclude that there are organic lesions of the central nervous system.

The experience of practical and research work shows that it is very often difficult to diagnose mild forms of dysarthria, differentiate it from other speech disorders, in particular dyslalia, in determining the ways of correction and the amount of necessary speech therapy assistance for children with an erased form of dysarthria. Considering the prevalence of this speech disorder among preschool children, we can conclude that at present a very urgent problem has arisen - the problem of providing qualified speech therapy assistance to children with an erased form of dysarthria.

Mild (erased) forms of dysarthria can be observed in children without obvious movement disorders who have been exposed to various unfavorable factors during the prenatal, natal and early postnatal periods of development. Among these unfavorable factors are:
- toxicosis of pregnancy;
- chronic fetal hypoxia;
- acute and chronic diseases of the mother during pregnancy;
- minimal damage to the nervous system in Rh-conflict situations between mother and fetus;
- mild asphyxia;
- birth injuries;
- acute infectious diseases of children in infancy, etc.

The impact of these unfavorable factors leads to the emergence of a number of specific features in the development of children. IN early period development in children with an erased form of dysarthria, motor restlessness, sleep disturbances, and frequent, causeless crying are noted. Feeding such children has a number of peculiarities: there is difficulty in holding the nipple, rapid fatigue when sucking, babies refuse the breast early, and burp frequently and profusely. In the future, they become poorly accustomed to complementary feeding and are reluctant to try new foods. At lunch, such a child sits for a long time with his mouth full, chews poorly and reluctantly swallows food, hence frequent choking while eating. Parents of children with mild forms of dysarthric disorders note that in preschool age children prefer cereals, broths, and purees to solid foods, so feeding such a child becomes a real problem.

A number of features can also be noted in early psychomotor development: the formation of static-dynamic functions may be somewhat delayed or remain within the age norm. Children, as a rule, are somatically weakened and often suffer from colds.

The anamnesis of children with an erased form of dysarthria is burdened. Most children under 1-2 years of age were observed by a neurologist, but later this diagnosis was removed.

Early speech development in a significant proportion of children with mild manifestations of dysarthria is slightly delayed. The first words appear by 1 year, phrasal speech is formed by 2-3 years. At the same time, for quite a long time, children’s speech remains illegible, unclear, understandable only to parents. Thus, by the age of 3-4 years, the phonetic aspect of speech in preschoolers with an erased form of dysarthria remains unformed.

In speech therapy practice, we often encounter children with sound pronunciation disorders who, in the conclusion of a neurologist, have evidence of the absence of focal microsymptoms in their neurological status. However, correction of speech disorders in such children using conventional methods and techniques does not bring effective results. Consequently, the question arises of further examination and a more detailed study of the causes and mechanisms of occurrence of these violations.

With a thorough neurological examination of children with such speech disorders with the use of functional loads, mildly expressed microsymptoms of organic damage to the nervous system are revealed. These symptoms manifest themselves in the form of motor disorders and extrapyramidal insufficiency and are reflected in the state of general, fine and articulatory motor skills, as well as facial muscles.

The general motor sphere of children with an erased form of dysarthria is characterized by awkward, constrained, undifferentiated movements. There may be a slight limitation in the range of movements of the upper and lower extremities; with functional load, conjugate movements (syncenesis) and disturbances in muscle tone are possible. Often, with pronounced general mobility, the movements of a child with an erased form of dysarthria remain awkward and unproductive.

Insufficiency of general motor skills is most clearly manifested in preschoolers with this disorder when performing complex movements that require precise control of movements, precise work of various muscle groups, and correct spatial organization of movements. For example, a child with an erased form of dysarthria, somewhat later than his peers, begins to grasp and hold objects, sit, walk, jump on one or two legs, runs awkwardly, and climbs on a wall bars. In middle and senior preschool age, it takes a long time for a child to learn to ride a bicycle, ski and skate.

In children with an erased form of dysarthria, disturbances in fine motor skills of the fingers are also observed, which are manifested in impaired accuracy of movements, a decrease in the speed of execution and switching from one pose to another, slow initiation of movement, and insufficient coordination. Finger tests are performed imperfectly, and significant difficulties are observed. These features are manifested in the child’s play and learning activities. A preschooler with mild manifestations of dysarthria is reluctant to draw, sculpt, or play ineptly with mosaics.

Features of the state of general and fine motor skills are also manifested in articulation, since there is a direct relationship between the level of formation of fine and articulatory motor skills. Disturbances in speech motor skills in preschool children with this type of speech pathology are caused by the organic nature of the damage to the nervous system and depend on the nature and degree of dysfunction of the motor nerves that ensure the process of articulation. It is the mosaic nature of the damage to the motor conducting cortical-nuclear pathways that determines the greater combinability of speech disorders in the erased form of dysarthria, the correction of which requires careful and detailed development from the speech therapist individual plan speech therapy work with such a child. And of course, such work seems impossible without the support and close cooperation with parents interested in correcting their child’s speech disorders.

Pseudobulbar dysarthria- the most common form of childhood dysarthria. Pseudobulbar dysarthria is a consequence of organic brain damage suffered in early childhood, during childbirth or in the prenatal period as a result of encephalitis, birth injuries, tumors, intoxication, etc. The child experiences pseudobulbar paralysis or paresis caused by damage to the pathways coming from the cerebral cortex to the nuclei of the glossopharyngeal, vagus and hypoglossal nerves. According to the clinical manifestations of disorders in the area of ​​facial and articulatory muscles, it is close to bulbar. However, the possibilities of correction and full mastery of the sound-pronunciation side of speech with pseudobulbar dysarthria are much higher.
As a result of pseudobulbar palsy, the child's general and speech motor skills are impaired. The baby sucks poorly, chokes, chokes, and swallows poorly. Saliva flows from the mouth, facial muscles are disturbed.

The degree of impairment of speech or articulatory motor skills may vary. Conventionally, there are three degrees of pseudobulbar dysarthria: mild, moderate, severe.

1. A mild degree of pseudobulbar dysarthria is characterized by the absence of gross disturbances in the motor skills of the articulatory apparatus. Difficulties in articulation lie in slow, insufficiently precise movements of the tongue and lips. Chewing and swallowing disorders are revealed faintly, with rare choking. Pronunciation in such children is impaired due to insufficiently clear articulatory motor skills, speech is somewhat slow, and blurred pronunciation of sounds is characteristic. The pronunciation of complex sounds is more likely to suffer. according to the articulation of sounds: zh, sh, r, ts, ch. Voiced sounds are pronounced with insufficient participation of the voice. Soft sounds are difficult to pronounce, requiring the addition to the main articulation of raising the middle part of the back of the tongue to the hard palate.
Pronunciation deficiencies have an adverse effect on phonemic development. Most children with mild dysarthria experience some difficulty in auditory processing. When writing, they encounter specific errors in replacing sounds (t-d, t-ts, etc.). There is almost no violation of the structure of the word: the same applies to grammatical structure and vocabulary. Some uniqueness can only be revealed through a very careful examination of children, and it is not typical. So, the main defect in children suffering from mild pseudobulbar dysarthria is a violation of the phonetic aspect of speech.
Children with a similar disorder, who have normal hearing and good mental development, attend speech therapy classes at the regional children's clinic, and at school age - a speech therapy center at a comprehensive school. Parents can play a significant role in eliminating this defect.

2. Children with moderate dysarthria make up the largest group. They are characterized by amicity: lack of movement of the facial muscles. The child cannot puff out his cheeks, stretch out his lips, or close them tightly. Tongue movements are limited. The child cannot lift the tip of his tongue up, turn it to the right, left, or hold it in this position. Switching from one movement to another is a significant difficulty. The soft palate is often inactive, and the voice has a nasal tone. Characterized by profuse salivation. The acts of chewing and swallowing are difficult. The consequence of dysfunction of the articulatory apparatus is a severe pronunciation defect. The speech of such children is usually very slurred, slurred, and quiet. The articulation of vowels, usually pronounced with a strong nasal exhalation, is characteristic due to the inactivity of the lips and tongue. The sounds "a" and "u" are not clear enough, the sounds "i" and "s" are usually mixed. Of the consonants, p, t, m, n, k, x are most often preserved. The sounds ch and ts, r and l are pronounced approximately, like a nasal exhalation with an unpleasant “squelching” sound. The exhaled mouth stream is felt very weakly. More often, voiced consonants are replaced by voiceless ones. Often sounds at the end of words and in combinations of consonants are omitted. As a result, the speech of children suffering from pseudobulbar dysarthria is so incomprehensible that they prefer to remain silent. Along with the usually late development of speech (at the age of 5-6 years), this circumstance sharply limits the child’s experience of verbal communication.
Children with such a disorder cannot study successfully in a comprehensive school. The most favorable conditions for their education and upbringing are created in special schools for children with severe speech impairments, where these students receive an individual approach.

3. A severe degree of pseudobulbar dysarthria - anarthria - is characterized by deep muscle damage and complete inactivity of the speech apparatus. The face of a child suffering from anarthria is mask-like, the lower jaw droops, and the mouth is constantly open. The tongue lies motionless on the floor of the oral cavity, lip movements are sharply limited. The acts of chewing and swallowing are difficult. Speech is completely absent, sometimes there are individual inarticulate sounds. Children with anarthria with good mental development They can also study in special schools for children with severe speech impairments, where, thanks to special speech therapy methods, they successfully master writing skills and a curriculum in general education subjects.

A characteristic feature of all children with pseudobulbar dysarthria is that with distorted pronunciation of the sounds that make up a word, they usually retain the rhythmic contour of the word, i.e., the number of syllables and stress. As a rule, they know the pronunciation of two- and three-syllable words; four-syllable words are often reproduced reflectively. It is difficult for a child to pronounce consonant clusters: in this case, one consonant is dropped (squirrel - “beka”) or both (snake - “iya”). Due to the motor difficulty of switching from one syllable to another, there are cases of likening syllables (dishes - “posyusya”, scissors - “noses”).

Impaired motor skills of the articulatory apparatus leads to improper development of the perception of speech sounds. Deviations in auditory perception caused by insufficient articulatory experience and the lack of a clear kinesthetic image of sound lead to noticeable difficulties in mastering sound analysis. Depending on the degree of speech motor impairment, variously expressed difficulties in sound analysis are observed.

Most special tests that reveal the level of sound analysis are not available to dysarthric children. They cannot correctly select pictures whose names begin with a given sound, come up with a word containing a certain sound, or analyze the sound composition of a word. For example, a twelve-year-old child who has studied for three years in a public school, answering the question what sounds in the words of the regiment, cat, names p, a, k, a; k, a, t, a. When completing the task of selecting pictures whose names contain the sound b, the boy puts aside a jar, a drum, a pillow, a scarf, a saw, and a squirrel.
Children with better preserved pronunciation make fewer mistakes; for example, they select the following pictures based on the sound “s”: bag, wasp, plane, ball.
For children suffering from anarthria, such forms of sound analysis are not available.

Literacy acquisition for dysarthria

I will give a sample letter from a boy who studied for three years in a public school: house - “ladies”, fly - “muaho”, nose - “ouch”, chair - “oo”, eyes - “naka”, etc.

Another boy, after a year at a public school, writes instead of “Dima goes for a walk” - “Dima dapet gul ts”; “There are wasps in the forest” - “Lusu wasps”; “The boy feeds the cat milk” - “Malkin lali kashko maloko.”

The largest number of errors in the writing of children suffering from dysarthria occur in letter substitutions. There are often vowel replacements: children - “detu”, teeth - “zubi”, bots - “buti”, bridge - “muta”, etc. Inaccurate, nasal pronunciation of vowel sounds leads to the fact that they hardly differ in sound.

Consonant substitutions are numerous and varied:
l-r: squirrel - "berka"; h-ch: fur - “sword”; b-t: duck - “ubka”; g-d: gudok - “dudok”; s-ch: geese - "guchi"; b-p: watermelon - "arpus".

Typical cases are cases of violation of the syllabic structure of a word due to the rearrangement of letters (book - “kinga”), omission of letters (cap - “shapa”), reduction of the syllable structure due to underwriting of syllables (dog - “soba”, scissors - “knives” and etc.).

There are frequent cases of complete distortion of words: bed - “damla”, pyramid - “makte”, iron - “neaki”, etc. Such errors are most typical for children with profound articulation disorders, in whom the lack of differentiation of the sound composition of speech is associated with distorted sound pronunciation.

In addition, in the writing of dysarthric children, errors such as incorrect use of prepositions, incorrect syntactic connections of words in a sentence (coordination, control), etc. are common. These non-phonetic errors are closely related to the learning characteristics of dysarthric children orally, grammatical structure, vocabulary.

Children's independent writing is characterized by a poor composition of sentences, their incorrect construction, omission of sentence parts and function words. For some children, even small-scale presentations are completely inaccessible.

Lexico- grammatical structure speech of dysarthric children

Many words are used inaccurately; instead of the desired name, the child uses one that denotes a similar object (loop - hole, vase - jug, acorn - nut, hammock - net) or is situationally related to this word (rails - sleepers, thimble - finger).

Characteristic features of dysarthric children are a fairly good orientation in the environment and a stock of everyday information and ideas. For example, children know and can find objects in the picture such as a swing, a well, a buffet, a carriage; determine the profession (pilot, teacher, driver, etc.); understand the actions of the persons depicted in the picture; show objects painted in one color or another. However, the absence of speech or limited use of it leads to a discrepancy between active and passive vocabulary.

The level of vocabulary acquisition depends not only on the degree of impairment of the sound-pronunciation side of speech, but also on the child’s intellectual capabilities, social experience, the environment in which he is brought up. For dysarthric children, as well as for children with disabilities in general general underdevelopment speech, characterized by insufficient command of the grammatical means of the language.

Main directions of correctional work

Preschool children with dysarthria need targeted speech therapy sessions to develop the phonetic and lexical-grammatical structure of speech. Such classes are conducted in special preschool institutions for children with speech disorders.

Speech therapy work with dysarthric children is based on knowledge of the structure of speech defects in various forms of dysarthria, mechanisms of violation of general and speech motor skills, and taking into account the personal characteristics of children. Particular attention is paid to the state of children's speech development in the field of vocabulary and grammatical structure, as well as the peculiarities of the communicative function of speech. For school-age children, the state of written speech is taken into account.

Positive results of speech therapy work are achieved subject to the following principles:
gradual interconnected formation of all components of speech;
systematic approach to the analysis of speech defects;
regulation of mental activity of children through the development of communicative and generalizing functions of speech.

In the process of systematic and, in most cases, long-term training, a gradual normalization of the motor skills of the articulatory apparatus, the development of articulatory movements, the formation of the ability to voluntarily switch the movable organs of articulation from one movement to another at a given pace, overcoming monotony and disturbances in the tempo of speech are achieved; full development of phonemic perception. This prepares the basis for the development and correction of the sound side of speech and creates the prerequisites for mastering the skills of oral and written speech.

Speech therapy work must begin in early preschool age, thereby creating conditions for the full development of more complex aspects of speech activity and optimal social adaptation. The combination of speech therapy with therapeutic measures and overcoming deviations in general motor skills is also of great importance.

Preschool children with dysarthria, who do not have gross deviations in the development of the musculoskeletal system, have self-care skills and have normal hearing and full intelligence, are educated in special kindergartens for children with speech impairments. At school age, children with severe dysarthria are educated in special schools for children with severe speech impairments, where they receive education equivalent to a nine-year school with simultaneous correction of speech defects. For children with dysarthria and severe musculoskeletal disorders, the country has specialized kindergartens and schools, where much attention is paid to therapeutic and physiotherapeutic measures.

When correcting dysarthria in practice, as a rule, regulation of speech breathing is used as one of the leading methods for establishing fluency of speech.

Breathing exercises by A. N. Strelnikova

This gymnastics is the only one in the world in which a short and sharp breath is taken through the nose using movements that compress the chest.

Exercises actively involve all parts of the body (arms, legs, head, hip girdle, abdominals, shoulder girdle, etc.) and cause a general physiological reaction of the whole body, an increased need for oxygen. All exercises are performed simultaneously with a short and sharp inhalation through the nose (with absolutely passive exhalation), which enhances internal tissue respiration and increases the absorption of oxygen by tissues, and also irritates that extensive area of ​​receptors on the nasal mucosa, which provides reflex communication between the nasal cavity and almost all organs.

That is why this breathing exercise has such a wide range of effects and helps with a lot of different diseases of organs and systems. It is useful for everyone and at any age.

In gymnastics, the focus is on inhalation. The inhalation is very short, instantaneous, emotional and active. The main thing, according to A. N. Strelnikova, is to be able to hold, “hide” your breath. Don't think about exhaling at all. The exhalation goes away spontaneously.

When teaching gymnastics, A. N. Strelnikova advises following four basic rules.

Rule 1. “It smells like burning! Alarm!” And sharply, noisily, throughout the entire apartment, sniff the air like a dog trail. The more natural the better. The biggest mistake is to pull the air to get more air. The inhalation is short, like an injection, active and the more natural the better. Just think about inhaling. The feeling of anxiety organizes active inhalation better than reasoning about it. Therefore, without hesitation, sniff the air furiously, to the point of rudeness.

Rule 2 Exhalation is the result of inhalation. Do not prevent the exhalation from leaving after each inhalation as much as you like - but better through your mouth than through your nose. Don't help him. Just think: “It smells like burning! Alarm!” And just make sure that the inhalation occurs simultaneously with the movement. The exhalation will go away spontaneously. During gymnastics, the mouth should be slightly open. Get carried away with inhalation and movement, do not be boring and indifferent. Play savage like children play, and everything will work out. The movements create sufficient volume and depth for short inhalations without much effort.

Rule 3. Repeat the breaths as if you were inflating a tire at the tempo of a song and dance. And, training movements and breaths, count by 2, 4 and 8. Tempo: 60-72 breaths per minute. Inhalations are louder than exhalations. Lesson norm: 1000-1200 breaths, more is possible - 2000 breaths. Pauses between doses of breaths are 1-3 seconds.

Rule 4. Take as many breaths in a row as you can easily do at the moment. The whole complex consists of 8 exercises. First - warm-up. Stand up straight. Hands at your sides. Feet shoulder width apart. Take short, injection-like breaths, sniffing loudly through your nose. Do not be shy. Force the wings of the nose to connect as you inhale, rather than widening them. Train 2 or 4 breaths in a row at a walking pace of “a hundred” breaths. You can do more to feel that the nostrils are moving and listening to you. Inhale, like an injection, instantaneous. Think: “It smells like burning! Where does it come from?” To understand gymnastics, take a step in place and simultaneously inhale with each step. Right-left, right-left, inhale-inhale, inhale-inhale. And not inhale and exhale, as in regular gymnastics.
Take 96 (hundred) steps-breaths at a walking pace. You can stand still, you can while walking around the room, you can shift from foot to foot: back and forth, back and forth, the weight of the body is either on the leg standing in front, or on the leg standing behind. It is impossible to take long breaths at the pace of your steps. Think: “My legs are pumping air into me.” It helps. With every step - a breath, short, like an injection, and noisy.
Having mastered the movement, lifting your right leg, squat a little on your left, lifting your left - on your right. The result is a rock and roll dance. Make sure that the movements and breaths go at the same time. Do not interfere or help the exhalations to come out after each inhalation. Repeat the breaths rhythmically and often. Do as many of them as you can easily do.

Head movements.
- Turns. Turn your head left and right, sharply, at the pace of your steps. And at the same time with each turn, inhale through your nose. Short, like an injection, noisy. 96 breaths. Think: “It smells like burning! Where does it come from? On the left? On the right?” Sniff the air...
- "Ears". Shake your head as if you were saying to someone: “Ah-ay-ay, what a shame!” Make sure your body doesn't turn. The right ear goes to the right shoulder, the left ear goes to the left. Shoulders are motionless. Simultaneously with each sway, inhale.
- "Small pendulum". Nod your head back and forth, inhale and inhale. Think: “Where does the burning smell come from? From below? From above?”

Main movements.
- "Cat". Feet shoulder width apart. Remember the cat that sneaks up on the sparrow. Repeat her movements - squat a little, turn first to the right, then to the left. Shift the weight of your body either to your right leg or to your left. To the direction you turned. And noisily sniff the air to the right, to the left, at the pace of your steps.
- "Pump". Hold a rolled-up newspaper or stick in your hands like a pump handle and think that you are inflating a car tire. Inhale - at the extreme point of the inclination. When the tilt ends, the breath ends. Do not pull it while unbending, and do not unbend all the way. You need to quickly inflate the tire and move on. Repeat the inhalations and bending movements frequently, rhythmically and easily. Don't raise your head. Look down at an imaginary pump. Inhale, like an injection, instantaneous. Of all our inhalation movements, this is the most effective.
- “Hug your shoulders.” Raise your arms to shoulder level. Bend your elbows. Turn your palms towards you and place them in front of your chest, just below your neck. Throw your hands towards each other so that the left one hugs the right shoulder, and the right one hugs the left armpit, that is, so that the arms go parallel to each other. Step pace. Simultaneously with each throw, when your hands are closest to each other, repeat short, noisy breaths. Think: "The shoulders help the air." Do not move your hands far from your body. They are close. Don't straighten your elbows.
- "Big Pendulum". This movement is continuous, similar to a pendulum: “pump” - “hug your shoulders”, “pump” - “hug your shoulders”. Step pace. Bend forward, hands reaching towards the ground - inhale, bend back, hands hug your shoulders - also inhale. Forward - back, inhale, inhale, tick-tock, tick-tock, like a pendulum.
- "Half squats." One leg is in front, the other is behind. The weight of the body is on the leg standing in front, the leg behind just touches the floor, as before the start. Perform a light, barely noticeable squat, as if dancing in place, and at the same time with each squat, repeat a short, light breath. Having mastered the movement, add simultaneous counter movements of the arms.

This is followed by a special training of “latent” breathing: a short inhalation with a tilt, the breath is held as much as possible without straightening, you need to count out loud to eight, gradually the number of “eights” pronounced on one exhalation increases. With one tightly held breath, you need to collect as many “eights” as possible. From the third or fourth training, the utterance of “eights” by stutterers is combined not only with bending, but also with “half squats” exercises. The main thing, according to A. N. Strelnikova, is to feel the breath “caught in a fist” and show restraint, repeating out loud the maximum number of eights while holding your breath tightly. Of course, the “eights” in each workout are preceded by the entire complex of exercises listed above.

Exercises for developing speech breathing

Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower chest. Take a deep breath through your nose (this pushes your stomach forward and expands your lower chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).

Take a short, calm breath through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.

Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).

Smoothly pronounce several sounds on one exhalation: aaaaa aaaaaooooooo aaaaauuuuuu.

Count on one exhalation up to 3-5 (one, two, three...), trying to gradually increase the count to 10-15. Make sure you exhale smoothly. Count down (ten, nine, eight...).

Ask your child to repeat after you proverbs, sayings, and tongue twisters in one breath. Be sure to follow the instructions given in the first exercise.

The drop and the stone are chiseling.
They build with their right hand and break with their left.
Whoever lied yesterday will not be believed tomorrow.
Toma cried all day on a bench near the house.
Don't spit in the well - you'll need to drink the water.
There is grass in the yard, there is firewood on the grass: one firewood, two firewood - do not cut wood on the grass of the yard.
Like thirty-three Egorkas lived on a hillock: one Egorka, two Egorkas, three Egorkas...

Turnip.
Grandfather planted a turnip. The turnip grew very, very big.
Grandfather went to pick turnips. He pulls and pulls, but he can’t pull it out.
Grandfather called grandma. Grandma for grandpa, grandpa for the turnip, they pull and pull, but they can’t pull it out!
The grandmother called her granddaughter. Granddaughter for grandma, grandma for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out!
The granddaughter called Zhuchka. The bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull and pull, they can’t pull it out!
Bug called the cat. Cat for Bug, Bug for granddaughter, granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out!
The cat called the mouse. Mouse for the cat, cat for the Bug, Bug for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip, pull and pull - they pulled out the turnip!

* "Whose steamer sounds better?"
Take a glass vial approximately 7 cm high, neck diameter 1-1.5 cm, or any other suitable object. Bring it to your lips and blow. “Listen to how the bubble hums. Like a real steamboat. Will you make a steamboat? I wonder whose steamer will hum louder, yours or mine? And whose will take longer?” It should be remembered: for the bubble to buzz, the lower lip must lightly touch the edge of its neck. The air stream should be strong and come out in the middle. Just don’t blow for too long (more than 2-3 seconds), otherwise you’ll get dizzy.

* "Captains".
Place paper boats in a bowl of water and invite your child to ride on a boat from one city to another. In order for the boat to move, you need to blow on it slowly, pursing your lips like a tube. But then a gusty wind blows in - the lips fold as if to make the sound p.

Whistles, toy pipes, harmonicas, inflating balloons and rubber toys also contribute to the development of speech breathing.

The tasks become more complex gradually: first, long speech exhalation training is carried out on individual sounds, then on words, then on a short phrase, when reading poetry, etc.

In each exercise, the child’s attention is directed to a calm, relaxed exhalation, to the duration and volume of the pronounced sounds.

The full course of correction and treatment of dysarthria takes several months. As a rule, children with dysarthria are in a day hospital for 2-4 weeks, then continue the course of treatment on an outpatient basis. In a day hospital, patients undergo restorative physiotherapy, massage, exercise therapy, and breathing exercises. This allows you to reduce the time to achieve maximum effect and makes it more sustainable.

Treatment of dysarthria using hirudotherapy

Why did interest in the leech begin to increase? The reasons for this are the insufficient therapeutic effectiveness of pharmaceuticals. funds, an increase in the number of drug-allergic people, a huge number (40-60%) of counterfeit pharmaceuticals in the pharmacy chain.

To understand the mechanisms of the therapeutic effect of a medicinal leech (ML), it is necessary to study the biologically active substances (BAS) of the secretion of the salivary glands (SSG). The secretion of the leech salivary glands contains a set of compounds of protein (peptide), lipid and carbohydrate nature. Reports by I. I. Artamonova, L. L. Zavalova and I. P. Baskova indicate the presence of more than 20 components in the low molecular weight fraction of leech SSG (molecular weight less than 500 D) and more than 80 in the fraction with a molecular weight of more than 500 D.

The most studied components of SSF: hirudin, a histamine-like substance, prostacyclins, prostaglandins, hyaluronidase, lipase, apyrase, collogenase, viburnum and saratin - platelet adhesion inhibitors, platelet activating factor inhibitor, destabilase, destabilase-lysozyme (destobilase - L), bdellins-trypsin inhibitors and plasmin, eglins - inhibitors of chymotryptosin, subtilisin, elastase and cathepsin G, neurotrophic factors, blood plasma kallikrein inhibitor. The intestinal canal of the leech contains the symbiont bacterium Aeromonas hidrophilia, which provides a bacteriostatic effect and is a source of some components of the SSF. One of the elements of MP contained in saliva is hyaluronidase. It is believed that with the help of this substance, toxic (endo- or exogenous origin) products that have not undergone metabolic transformations are removed from the matrix space (Pischinger’s space), which allows them to be removed from the body by the MP using excretory organs. They can cause vomiting or death in MPs.

Neurotrophic factors (NTFs) MP. This aspect is associated with the effect of SSG on nerve endings and neurons. This problem was first raised in our research. The idea arose as a result of the results of treatment of children with cerebral palsy and myopathy. Patients showed significant positive changes in the treatment of spastic tension in skeletal muscles. A child who, before treatment, could only move on all fours, could move on his own legs several months after MP treatment.

Neurotrophic factors are low molecular weight proteins that are secreted by target tissues, participate in the differentiation of nerve cells and are responsible for the growth of their processes. NTFs play an important role not only in the processes of embryonic development of the nervous system, but also in the adult body. They are necessary to maintain the viability of neurons.

To assess the neurite-stimulating effect, a morphometric method is used, which makes it possible to measure the area of ​​the ganglion along with the growth zone, consisting of neurites and glial elements, after adding drugs to the nutrient medium that stimulate neurite growth in comparison with control explants.

The results obtained on the treatment of alalia and dysarthria in children using the method of herudotherapy, as well as the results of superposition brain scanning, made it possible to record the accelerated maturation of neurons in the speech motor cortex of the brain in such children.

Data on the high neurite-stimulating activity of the components of the salivary glands (secretion of the salivary glands) explain the specific effectiveness of gerudotherapy in neurological patients. Moreover, the ability of leech proteinase inhibitors to modulate neurotrophic effects enriches the arsenal of proteolytic enzyme inhibitors, which are currently considered promising therapeutic agents for a wide range of neurodegenerative diseases

So, the biologically active substances produced by MP provide the currently known biological effects:
1. thrombolytic effect,
2. hypotensive effect,
3. reparative effect on the damaged wall of the blood vessel,
4. antiatherogenic effect of biologically active substances actively influence the processes of lipid metabolism, leading it to normal functioning conditions; lower cholesterol levels,
5. antihypoxic effect - increasing the percentage of survival of laboratory animals under conditions of low oxygen content,
6. immunomodulating effect - activation of the body’s protective functions at the level of the macrophage link, the compliment system and other levels of the immune system of humans and animals,
7. neurotrophic effect.

To specific technical means include: Derazhne corrector, "Echo" (AIR) apparatus, sound amplification apparatus, tape recorder.

The Derazhne device (like the Barany ratchet) is built on the sound dampening effect. Various strengths noise (in a corrective recorder it is adjusted using a special screw) is fed through rubber tubes ending in olives directly into the ear canal, drowning out one’s own speech. But the sound dampening method may not be applicable in all cases. The Echo device, designed by B. Adamczyk, consists of two tape recorders with an attachment. The recorded sound is played back after a split second, creating an echo effect. Domestic designers have created a portable device "Echo" (AIR) for individual use.

A unique apparatus was proposed by V. A. Razdolsky. The principle of its operation is based on sound amplification of speech through loudspeakers or air telephones to the Crystal hearing aid. Perceiving their speech as sound-amplified, dysarthric people strain their speech muscles less and more often begin to use a soft attack of sounds, which has a beneficial effect on their speech. Another positive fact is that when using sound amplification, patients hear their correct speech from the very first lessons, and this accelerates the development of positive reflexes and free, relaxed speech. A number of researchers use in practice various variants of delayed speech ("white noise", sound deadening, etc.).

During speech therapy sessions, sound recording equipment can be used for psychotherapeutic purposes. During a tape lesson followed by a conversation with a speech therapist, dysarthric people’s mood improves, a desire to achieve success in speech classes appears, confidence in the positive outcome of the classes is developed, and trust in the speech therapist grows. During the first tape lessons, material for the performance is selected and carefully rehearsed.

Tape training sessions help develop correct speech skills. The purpose of these classes is to draw the patient’s attention to the pace and smoothness of his speech, sonority, expressiveness, and grammatical correctness of the phrase. After preliminary conversations about the qualities of correct speech, listening to appropriate speech samples, and after repeated rehearsals, the dysarthric person speaks in front of the microphone with his text, depending on the stage of the lesson. The task is to monitor and manage your behavior, pace, smoothness, sonority of speech, and to avoid grammatical errors in it. The manager records in his notebook the state of speech and behavior of the patient at the time of speaking in front of the microphone. Having finished the speech, the dysarthric person evaluates his speech himself (speaking quietly - loudly, quickly - slowly, expressively - monotonously, etc.). Then, after listening to the speech recorded on tape, the patient evaluates it again. After this, the speech therapist analyzes the speech of the stutterer, his ability to give a correct assessment of his speech, highlights the positive in his speech, in his behavior in class, and sums up the overall result.

An option for teaching tape lessons is to imitate the performances of artists and masters of artistic expression. In this case, an artistic performance is listened to, the text is learned, reproduction is practiced, recorded on tape, and then compared with the original, similarities and differences are noted. Comparative tape sessions are useful, in which the dysarthric person is given the opportunity to compare his real speech with the one he had before. At the beginning of the speech course, with the microphone turned on, he is asked questions about household topics, plot pictures are offered to describe their content and compose a story, etc. A tape recorder records cases of convulsions in speech: their place in a phrase, frequency, duration. Subsequently, this first recording of the speech of a dysarthric person serves as a measure of the success of the ongoing speech classes: the state of speech in the future is compared with it.

Advice from a speech pathologist

Formation of spatial representations

By the end of preschool age, children with dysarthria develop such knowledge about space as: shape (rectangle, square, circle, oval, triangle, oblong, rounded, curved, pointed, curved), size (large, small, more, less, the same , equal, large, small, half, in half), length (long, short, wide, narrow, high, left, right, horizontal, straight, oblique), position in space and spatial connection(in the middle, above the middle, below the middle, on the right, on the left, on the side, closer, further, in front, behind, behind, in front).

Mastering this knowledge about space presupposes: the ability to identify and distinguish spatial features, name them correctly and include adequate verbal designations in expressive speech, orientate in spatial relationships when performing various operations associated with active actions.

The completeness of mastering knowledge about space and the ability to spatial orientation is ensured by the interaction of the motor-kinesthetic, visual and auditory analyzers during the performance of various types of child activities aimed at active cognition of the surrounding reality.

The development of spatial orientation and the idea of ​​space occurs in close connection with the formation of a sense of the diagram of one’s body, with the expansion of children’s practical experience, with a change in the structure of object-game action associated with the further improvement of motor skills. Emerging spatial concepts are reflected and further developed in children’s object-game, visual, constructive and everyday activities.

Qualitative changes in the formation of spatial perception are associated with the development of speech in children, with their understanding and active use of verbal designations of spatial relationships, expressed by prepositions and adverbs. Mastering knowledge about space presupposes the ability to identify and distinguish spatial features and relationships, the ability to correctly denote them verbally, and navigate spatial relationships when performing various labor operations based on spatial representations. A major role in the development of spatial perception is played by design and modeling, and the inclusion of verbal symbols adequate to children’s actions in expressive speech.

Methods for studying spatial thinking in primary schoolchildren with dysarthria

Goal: to identify an understanding of spatial relationships in a group of real objects and in a group of objects depicted in the picture + object-game action to differentiate spatial relationships.

Mastering left-right orientations.

Poem by V. Berestov.

There was a man standing at a fork in the road.
Where is right, where is left - he could not understand.
But suddenly the student scratched his head
With the same hand with which I wrote,
And he threw the ball and flipped through the pages,
And he held a spoon and swept the floor,
"Victory!" - there was a jubilant cry:
Where is right and where is left the student recognized.

Movement according to given instructions (mastering the left and right parts of the body, left and right sides).

We are marching bravely in the ranks.
We learn science.
We know left, we know right.
And, of course, all around.
This is the right hand.
Oh, science is not easy!

"The Steadfast Tin Soldier"

Stand on one leg
It's like you're a steadfast soldier.
Left leg to the chest,
Yes, be careful not to fall.
Now stand on the left,
If you are a brave soldier.

Clarification of spatial relationships:
* standing in a line, name the one standing on the right, on the left;
* according to the instructions, place objects to the left and right of the given one;
* determine the place of your neighbor in relation to yourself;
* determine your place in relation to your neighbor, focusing on the neighbor’s corresponding hand (“I stand to the right of Zhenya, and Zhenya is to my left.”);
* standing in pairs facing each other, determine first your own, then your friend’s, left hand, right hand, etc.

Game "Body Parts".
One of the players touches some part of his neighbor’s body, for example, his left arm. He says: “This is my left hand.” The person who starts the game agrees or refutes the neighbor’s answer. The game continues in a circle.

"Locate it by the trail."
Hand and foot prints are drawn on the piece of paper in different directions. It is necessary to determine which hand or foot (left or right) this print is from.

Determine by plot picture, in which hand the characters in the picture are holding the called object.

Mastering the concepts “Left side of the sheet - right side of the sheet.

Coloring or drawing according to instructions, for example: “Find the small triangle drawn on the left side of the sheet, color it red. Find the largest triangle among those drawn on the right side of the sheet. Color it with a green pencil. Connect the triangles with a yellow line.”

Determine left or right sleeve of a blouse, shirt, pocket of jeans. The products are in different positions in relation to the child.

Mastering the directions “up-down”, “top-bottom”.

Orientation in space:
What's above, what's below? (analysis of towers built from geometric bodies).

Orientation on a sheet of paper:
- Draw a circle at the top of the sheet and a square at the bottom.
- Put an orange triangle, put a yellow rectangle on top, and a red one below the orange one.

Exercises in the use of prepositions: for, because of, about, from, before, in, from.
Introduction: Once upon a time, the resourceful, smart, dexterous, cunning Puss in Boots was a little playful kitten who loved to play hide and seek.
An adult shows cards with a picture of where the kitten is hiding, and helps the children with questions like:
-Where did the kitten hide?
-Where did he jump from? etc.

TASK No. 2

Goal: verbally indicate the location of objects in the pictures.

Game "Shop" (the child, acting as a seller, placed toys on several shelves and said where and what was).

Show the actions mentioned in the poem.
I will help my mother
I will clean everywhere:
And under the closet
and behind the closet,
and in the closet
and on the closet.
I don't like dust! Ugh!

Orientation on a sheet of paper.

1. Simulation of fairy tales

"Forest School" (L. S. Gorbacheva)

Equipment: each child has a sheet of paper and a house cut out of cardboard.
“Guys, this house is not simple, it’s fabulous. Students will study in it forest animals. Each of you has the same house. I'll tell you a story. Listen carefully and place the house in the place mentioned in the fairy tale.
Animals live in a dense forest. They have their own children. And the animals decided to build a forest school for them. They gathered at the edge of the forest and began to think about where to put it. Lev suggested building in the lower left corner. The wolf wanted the school to be in the upper right corner. The fox insisted on building a school in the upper left corner, next to her hole. A squirrel intervened in the conversation. She said: “The school should be built in the clearing.” The animals listened to the squirrel’s advice and decided to build a school in a forest clearing in the middle of the forest.”

Equipment: each child has a sheet of paper, a house, a Christmas tree, a clearing (blue oval), an anthill (gray triangle).

"Winter lived in a hut at the edge of the forest. Her hut stood in the upper right corner. One day Winter woke up early, washed her face white, dressed warmly and went to look at her forest. She walked along the right side. When she reached the lower right corner, I saw a small Christmas tree, Winter waved her right sleeve and covered the Christmas tree with snow.
Winter turned to the middle of the forest. There was a large clearing here.
Winter waved her hands and covered the entire clearing with snow.
Winter turned to the lower left corner and saw an anthill.
Winter waved her left sleeve and covered the anthill with snow.
Winter went up: it turned to the right and went home to rest."

"The Bird and the Cat"

Equipment: each child has a piece of paper, a tree, a bird, a cat.

"There was a tree growing in the yard. A bird was sitting near the tree. Then the bird flew and sat on the tree above. A cat came. The cat wanted to catch the bird and climbed up the tree. The bird flew down and sat under the tree. The cat remained on the tree."

2. Graphic reproduction of directions (I. N. Sadovnikova).

Given four points, put a “+” sign from the first point from below, from the second - from above, from the third - to the left, from the fourth - to the right.

Four points are given. From each point, draw an arrow in the direction: 1 - down, 2 - right, 3 - up, 4 - left.

Given four points that can be grouped into a square:
a) Mentally group the points into a square, highlight the upper left point with a pencil, then the lower left point, and then connect them with an arrow in the direction from top to bottom. Similarly, select the upper right point and connect it with an arrow to the upper right point in the direction from bottom to top.
b) In the square, select the upper left point, then the upper right point and connect them with an arrow in the direction from left to right. Similarly, connect the lower points in the direction from right to left.
c) In the square, select the upper left point and the lower right point, connect them with an arrow directed simultaneously from left to right, top to bottom.
d) In the square, select the lower left point and the upper right one, connect them with an arrow directed simultaneously from left to right and from bottom to top.

Mastering prepositions with spatial meaning.

1. Perform various actions according to the instructions. Answer the questions.
- Put the pencil on the book. Where is the pencil?
- Take a pencil. Where did you get the pencil from?
- Put the pencil in the book. Where is he now?
- Take it. Where did you get the pencil from?
- Hide the pencil under the book. Where is he?
- Take out the pencil. Where was it taken from?

2. Line up following the directions: Sveta behind Lena, Sasha in front of Lena, Petya between Sveta and Lena, etc. Answer the questions: “Who are you behind?” (in front of whom, next to whom, ahead, behind, etc.).

3. Arrangement of geometric shapes according to these instructions: “Put a red circle on a large blue square. Place a green circle above the red circle. An orange triangle in front of the green circle, etc.”

4. "What word is missing?"
The river has reached its banks. Children run class. The path led to the field. Green onions in the garden. We reached the city. The ladder was leaned against the wall.

5. "What's mixed up?"
Grandfather in the stove, wood on the stove.
There are boots on the table, flat cakes under the table.
Sheep in the river, crucian carp by the river.
There is a portrait under the table, a stool above the table.

6. “On the contrary” (name the opposite preposition).
The adult says: “Above the window,” the child: “Under the window.”
To door - …
In the box -...
Before school - …
To the city -…
In front of the car -...
- Select pairs of pictures that correspond to opposite prepositions.

7. "Signalers".
a) For the picture, select a card diagram of the corresponding preposition.
b) An adult reads sentences and texts. Children show cards with the necessary prepositions.
c) An adult reads sentences and texts, omitting prepositions. Children show cards with diagrams of missing prepositions.
b) The child is asked to compare groups of geometric shapes of the same color and shape, but different sizes. Compare groups of geometric shapes of the same color and size, but different shapes.
c) “Which figure is extra.” Comparison is carried out according to external characteristics: size, color, shape, changes in details.
d) “Find two identical figures.” The child is offered 4-6 items that differ in one or two characteristics. He must find two identical objects. A child can find the same numbers, letters written in the same font, the same geometric shapes, and so on.
e) “Choose a suitable box for the toy.” The child must match the size of the toy and the box.
f) “Which site will the rocket land on?” The child matches the shape of the rocket base and the landing pad.

TASK No. 3

Goal: to identify spatial orientation associated with drawing and design.

1. Place geometric shapes on a sheet of paper in the indicated manner, either by drawing them or using ready-made ones.

2. Draw shapes using reference points, while having a sample drawing made using points.

3. Without reference points, reproduce the direction of the drawing using the sample. In case of difficulty - additional exercises in which you need:
A) distinguish the sides of the sheet;
B) draw straight lines from the middle of the sheet in different directions;
B) trace the outline of the drawing;
D) reproduce a drawing of greater complexity than the one proposed in the main task.

4. Tracing templates, stencils, tracing contours along a thin line, shading, dots, painting and shading along various lines.

Kern-Jirasek technique.
When using the Kern-Jirasek method (includes two tasks - copying written letters and drawing a group of dots, i.e. working according to a model), the child is given sheets of paper with samples of the tasks presented. The tasks are aimed at developing spatial relationships and concepts, developing fine motor skills of the hand and coordination of vision and hand movements. The test also allows you to identify (in general terms) the child’s developmental intelligence. Tasks on drawing written letters and drawing a group of dots reveal the children’s ability to reproduce a pattern. It also helps determine whether the child can work with concentration for a period of time without distractions.

“House” technique (N.I. Gutkina).
The technique is a task of drawing a picture depicting a house, the individual details of which are made up of capital letters. The task allows us to identify the child’s ability to focus his work on a model, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.
Instructions to the subject: “In front of you lies a sheet of paper and a pencil. On this sheet I ask you to draw exactly the same picture that you see in this drawing (a piece of paper with “House” is placed in front of the subject). Take your time, be careful, try as hard as you can "The drawing was exactly the same as this one on the sample. If you draw something wrong, then you can’t erase anything with an eraser or your finger, but you have to draw it correctly on top of the wrong one or next to it. Do you understand the task? Then get to work."

When performing the tasks of the "House" Method, the subjects made the following mistakes:
a) some details of the drawing were missing;
b) in some drawings, proportionality was not observed: an increase in individual details of the drawing while maintaining a relatively arbitrary size of the entire drawing;
c) incorrect representation of the elements of the picture;
e) deviation of lines from a given direction;
f) gaps between lines at junctions;
g) lines climbing one on top of another.

“Complete the tails for the mice” and “Draw handles for the umbrellas” by A. L. Wenger.
Both mouse tails and handles also represent letter elements.

Graphic dictation and “Sample and Rule” by D. B. Elkonin - A. L. Wenger.
When completing the first task, the child draws an ornament on a sheet of paper in a box from the pre-set dots, following the instructions of the presenter. The presenter dictates to the group of children in which direction and how many cells the lines should be drawn, and then offers to complete the “pattern” resulting from dictation to the end of the page. Graphic dictation allows you to determine how accurately a child can fulfill the requirements of an adult given orally, as well as the ability to independently perform tasks on a visually perceived model.
The more complex “Pattern and Rule” technique involves simultaneously following in your work a model (the task is given to draw exactly the same pattern as a given geometric figure point by point) and a rule (a condition is stipulated: you cannot draw a line between identical points, i.e. connect a circle with a circle, a cross with a cross and a triangle with a triangle). A child, trying to complete a task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not checking the model. Thus, the technique reveals the child’s level of orientation to a complex system of requirements.

“The car is driving along the road” (A. L. Wenger).
A road is drawn on a piece of paper, which can be straight, winding, zigzag, or with turns. There is a car drawn at one end of the road, and a house at the other. The car must drive along the path to the house. The child, without lifting the pencil from the paper and trying not to go beyond the path, connects the car with the house with a line.

You can come up with many similar games. Can be used for training and passing simple labyrinths

“Hit the circles with a pencil” (A. E. Simanovsky).
The sheet shows rows of circles with a diameter of about 3 mm. The circles are arranged in five rows of five circles in a row. The distance between the circles in all directions is 1 cm. The child must, without lifting his forearm from the table, place dots in all the circles as quickly and accurately as possible.
The movement is strictly defined.
I-option: in the first line the direction of movement is from left to right, in the second line - from right to left.
Option II: in the first column the direction of movement is from top to bottom, in the second column - from bottom to top, etc.

TASK No. 4

Target:
1. Fold the stick figures according to the pattern given in the figure.
2. Fold four parts into geometric shapes - a circle and a square. If you have difficulty, perform this task step by step:
A) Make a figure from two then three and four parts;
B) Fold a circle and a square according to the pattern of the drawing with the component parts dotted on it;
C) Fold figures by superimposing parts on a dotted drawing, followed by construction without a sample.

“Make a picture” (like E. Seguin’s board).
The child matches the tabs to the slots according to shape and size and puts together the shapes cut out on the board.

“Find the shape in the object and fold the object.”
In front of the baby are contour images of objects made up of geometric shapes. The child has an envelope with geometric shapes. You need to assemble this object from geometric shapes.

"The picture is broken."
The child must put together the pictures cut into pieces.

"Find what the artist hid."
The card contains images of objects with intersecting contours. You need to find and name all the drawn objects.

"The letter is broken."
The child must recognize the entire letter from any part.

“Fold the square” (B.P. Nikitin).
Equipment: 24 multi-colored squares of paper measuring 80x80 mm, cut into pieces, 24 samples.
You can start the game with simple tasks: “Make a square from these parts. Look carefully at the sample. Think about how to arrange the parts of the square. Try to put them on the sample.” Then the children independently select the parts by color and assemble the squares.

Montessori frames and inserts.
The game is a set of square frames, plates with cut-out holes, which are closed with an insert lid of the same shape and size, but of a different color. Insert covers and slots have the shape of a circle, square, equilateral triangle, ellipse, rectangle, rhombus, trapezoid, quadrangle, parallelogram, isosceles triangle, regular hexagon, five-pointed star, right isosceles triangle, regular pentagon, irregular hexagon, scalene triangle.
The child matches the inserts to the frames, traces the inserts or slots, and inserts the inserts into the frames by touch.

"Mailbox".
A mailbox is a box with slots of different shapes. The child places three-dimensional geometric bodies into the box, focusing on the shape of their base.

“What color is the object?”, “What shape is the object?”.
Option I: children have object pictures. The presenter takes chips of a certain color (shape) from the bag. Children cover the corresponding pictures with chips. The one who closes his pictures the fastest wins. The game is played according to the “Loto” type.
Option II: children have colored flags (flags with images of geometric shapes). The presenter shows the object, and the children show the corresponding flags.

"Assemble according to form."
The child has a card of a certain shape. He selects suitable items for it, shown in the pictures.

Games "Which form is gone?" and “What has changed?”
Geometric figures of different shapes are placed in a row. The child must remember all the figures or their sequence. Then he closes his eyes. One or two figures are removed (switched places). The child must name which figures are missing or say what has changed.

Exercises to develop ideas about size:
- Arrange the mugs from smallest to largest.
- Build the nesting dolls by height: from tallest to shortest.
- Place the narrowest strip on the left, next to the right place a slightly wider strip, etc.
- Color the tall tree with a yellow pencil, and the low tree with red.
- Circle the fat mouse, and circle the thin one.
And so on.

"Wonderful bag."
The bag contains three-dimensional and flat figures, small toys, objects, vegetables, fruits, etc. The child must determine by touch what it is. You can put plastic, cardboard letters and numbers in the bag.

"Drawing on the back."
Draw letters, numbers, geometric shapes, and simple objects on each other’s backs with your child. You need to guess what your partner drew.

Difficulties in differentiating spatial relations in object-based play activities, correct reasoning and explanations in the process of drawing with erroneous reproduction of spatial features may probably indicate a lack of generalized understanding of the formulations already developed in children for the verbalization of spatial relations, which is ahead of their practical implementation.

Literature

Passing a medical-psychological-pedagogical commission before the child enters speech group, some parents are faced with a diagnosis of dysarthria. The word is incomprehensible and even frightening. Let's try to figure out what is behind this concept.

Dysarthria – This is a violation of the pronunciation aspect of speech caused by insufficient functioning of the nerves that connect the speech apparatus with the central and peripheral nervous system. And insufficient nerve function is a consequence of organic damage to the nervous system. That is why the diagnosis of “dysarthria” is made by a neurologist and all correctional work carried out by a speech therapist must be carried out in close cooperation with the doctor! A speech therapist deals with the correction of impaired speech functions, while drug treatment is prescribed by a neurologist. Treatment of dysarthria is possible only by using a complex method that combines different types of therapeutic effects:

• Medicines.
• Physiotherapy, exercise therapy, acupuncture to normalize muscle tone and increase the range of motion of the articulation organs.
• General, supportive and hardening treatment to strengthen the body. Treatment of concomitant diseases.
• Speech therapy work on the development and correction of speech.

Speech therapy for dysarthria is aimed at developing the organs of articulation. It includes:

• massage of articulation organs;
• articulation gymnastics;
• correcting the pronunciation of speech sounds;
• correction of speech breathing and voice;
• work on expressiveness of speech.

In all types of treatment for a child with dysarthria, parents play an extremely important role. First of all, this applies to speech therapy classes. Parents should know why certain exercises are being done, understand their meaning and imagine the expected results.

How does dysarthria manifest? Firstly, this is a violation of sound pronunciation. In the case of an erased form (degree) of dysarthria, the speech of sick children does not differ sharply from their peers. Well, somewhat poor diction and inexpressive speech.

A child with dysarthria most often defectively pronounces all whistling and hissing sounds. To this may be added a distorted pronunciation of the sound [p], or the absence of sounds [p] and [l]. And even if the child’s speech is understandable to others, it is unclear, blurry, as if there is porridge in the mouth. Dysarthria is characterized by a longer period of correction of sound pronunciation. Very often, children with dysarthria do not speak clearly and eat poorly. Usually they do not like solid food - meat, bread crusts, carrots, apples, because... they find it difficult to chew. After chewing a little, the child may hold food in his cheek, may eat sloppily, or rinse his mouth poorly, because... his muscles of the cheeks, tongue, and lips are poorly developed. Secondly, there is insufficiency of vocal reactions (the voice is quiet, weak or, on the contrary, sharp), the rhythm of breathing is disturbed (speech is inhaled, the duration of exhalation is not enough to pronounce a phrase and breathing is interrupted), the pace of speech can be accelerated or slowed down. Very often speech is not emotionally charged. Thirdly, children with dysarthria have poorly developed gross and fine motor skills. Children do not like and do not want to fasten their own buttons, lace up their shoes, roll up their sleeves, or tuck their shirt into their pants. They do not know how to hold a pencil correctly, use scissors, or regulate the pressure on a pencil and brush. Anything that needs to be done with the hands, especially where small, precise movements of the fingers are required (modeling, working with counting sticks, sorting through cereals and seeds) is a real punishment for them. Children with dysarthria may be motorically awkward, slow, and fatigued with complex movements. It is difficult for them to maintain balance while standing on one leg, and they often do not know how to jump on one leg. Children with dysarthria may have difficulties with orientation in space: they confuse right - left, up - down. Fourthly, in children with dysarthria, not only sound pronunciation is impaired, but also other aspects of speech - the lexical and grammatical structure of speech, the syllabic structure of words, and coherent speech.

In practice, dysarthria most often occurs in an erased form with a not clearly pronounced clinical form.

A thorough speech therapy examination and observation reveals a number of specific disorders in them: disorders of the motor sphere, spatial gnosis, phonetic aspects of speech (in particular prosodic characteristics of speech), phonation, breathing and others, which allows us to conclude that there are organic lesions of the central nervous system, which indicates about the erased form of dysarthria.

Mild (erased) forms of dysarthria can be observed in children without obvious movement disorders who have been exposed to various unfavorable factors during the prenatal (before childbirth), natal (childbirth) and early postnatal (after childbirth) periods of development. Among these unfavorable factors are:

- toxicosis of pregnancy;

— chronic fetal hypoxia;

- acute and chronic diseases of the mother during pregnancy;

- minimal damage to the nervous system in Rhesus conflict situations - mother and fetus;

- mild asphyxia;

- birth injuries;

- acute infectious diseases of children in infancy, etc.

The impact of these unfavorable factors leads to the emergence of a number of specific features in the development of children.

In the early period of development, children with an erased form of dysarthria experience motor restlessness, sleep disturbances, and frequent, causeless crying.

Feeding such children has a number of peculiarities: there is difficulty in holding the nipple, rapid fatigue when sucking, babies refuse the breast early, and burp frequently and profusely.

A number of features can also be noted in early psychomotor development: the formation of static-dynamic functions may be somewhat delayed or remain within the age norm. Children, as a rule, are somatically weakened and often suffer from colds.

The anamnesis of children with an erased form of dysarthria is burdened. Most children under 1-2 years of age were observed by a neurologist, but later this diagnosis was removed.

Early speech development in a significant proportion of children with mild manifestations of dysarthria is slightly delayed.

The first words appear by 1 year

phrasal speech is formed by 2 - 3 years.

At the same time, for quite a long time, children’s speech remains illegible, unclear, understandable only to parents. Thus, by the age of 3–4 years, the phonetic aspect of speech in preschool children with an erased form of dysarthria remains unformed.

A thorough neurological examination of children with similar speech disorders using functional loads reveals mild microsymptoms of organic damage to the nervous system. These symptoms manifest themselves in the form of motor disorders and extrapyramidal insufficiency and are reflected in the state of general, fine and articulatory motor skills, as well as facial muscles.

Violations of fine motor skills of the fingers are manifested in impaired accuracy of movements, a decrease in the speed of execution and switching from one pose to another, slow initiation of movement, and insufficient coordination. Finger tests are performed imperfectly, and significant difficulties are observed. These features are manifested in the child’s play and learning activities. A preschooler with mild manifestations of dysarthria is reluctant to draw, sculpt, or play ineptly with mosaics. The general motor sphere of children with an erased form of dysarthria is characterized by awkward, constrained, undifferentiated movements. There may be a slight limitation in the range of movements of the upper and lower extremities; with functional load, friendly movements (syncenesis) and disturbances in muscle tone are possible. Often, with pronounced general mobility, the movements of a child with an erased form of dysarthria remain awkward and unproductive.

Insufficiency of general motor skills is most clearly manifested in preschoolers with this disorder when performing complex movements that require precise control of movements, precise work of various muscle groups, and correct spatial organization of movements. Such children are also characterized by difficulties in performing physical activities.

exercises and dancing. It is not easy for them to learn to correlate their movements with

the beginning and end of a musical phrase, change the nature of movements on the percussion

tact. They say about such children that they are clumsy because they cannot

perform various motor exercises clearly and accurately. It's difficult for them

maintain balance while standing on one leg; they often do not know how to jump on

left or right leg. Usually an adult helps a child jump on one

leg, first supporting him by the waist, and then in front by both hands, until

he will not learn to do it on his own.

For example, a child with an erased form of dysarthria, somewhat later than his peers, begins to grasp and hold objects, sit, walk, jump on one or two legs, runs awkwardly, and climbs on a wall bars.

Dysarthric children also experience difficulties in visual arts.

activities. They cannot hold a pencil correctly or use

scissors, adjust the pressure on the pencil and brush. In order to

teach a child to use scissors faster and better, you need to invest him

fingers together with yours in the rings of scissors and perform joint actions,

consistently practicing all the necessary movements. Gradually, developing

fine motor skills of the hands, the child is taught the ability to regulate strength and

precision of your movements.

Features of the state of general and fine motor skills are also manifested in articulation, since there is a direct relationship between the level of formation of fine and articulatory motor skills. Disturbances in speech motor skills in preschool children with this type of speech pathology are caused by the organic nature of the damage to the nervous system and depend on the nature and degree of dysfunction of the motor nerves that ensure the process of articulation. Correction of disorders seems impossible without the support and close cooperation of parents interested in correcting their child’s speech disorders with a neurologist, a thorough neurological examination of children, regular counseling and comprehensive treatment.

Of course, dysarthria is a complex disorder, but with the joint work of a speech therapist, a neurologist and parents, everything can be corrected! So, what needs to be done if your child is diagnosed with dysarthria:

— Visit a neurologist once a year. If necessary, he will prescribe massage, exercise therapy, medication or physiotherapeutic treatment to maintain the functioning of the nervous system;

— involve children in physical education and sports;

- develop fine motor skills - give your child plasticine, pencils, scissors, lacing, shading more often.

Teacher-defectologist Tatyana Romanovna Barkovskaya.

COURSE WORK

Subject: relationship between a speech therapist and parents in the correction of sound pronunciation in children of senior preschool age with erased dysarthria

Novokuznetsk 2015

Introduction

Increasing the effectiveness of correctional speech therapy work to eliminate speech disorders in preschoolers with a clinical diagnosis of “erased dysarthria” is currently one of the pressing problems of speech therapy. The number of children suffering from dysarthria and having speech disorders is increasing (L.T. Zhurba, E.M. Mastyukova, M.B. Eidinova, E.N. Pravdina-Vinarskaya, etc.). However, the successful education and upbringing of children of this category in preschool age is a prerequisite for their full preparation for mastering school skills and successful adaptation at school.

Currently, according to foreign and domestic researchers, the number of children with erased dysarthria has increased significantly.

In children with erased dysarthria, due to organic damage to the central nervous system, motor mechanisms are disrupted, general and fine motor skills suffer, which aggravates speech disorders in this pathology. Impaired sound pronunciation is difficult to correct and negatively affects the formation of phonemic processes and the lexico-grammatical aspect of speech.

Practice shows that achieving a correctional effect in the system of special classes in preschool educational institutions does not in itself guarantee the transfer of positive changes to the real life activities of the child. A necessary condition for consolidating what has been achieved is to actively influence adults close to the child in order to change their position and attitude towards the child, and to equip parents with adequate methods of communication. Therefore, great importance is attached to parents in correctional work.

The system of relationships of a child with close adults, features of communication, methods and forms of joint activities constitute the most important component of the child’s social development and determine the zone of his proximal development. Full implementation of correction goals is achieved only through changing the child’s life relationships, which requires targeted and conscious efforts from adults.

The purpose of the study is to theoretically study the research problem, identify the features of impaired sound pronunciation of children of senior preschool age with erased dysarthria, carry out work to increase the level of competence of parents in this matter, and experimentally identify the effectiveness of interaction between a speech therapist and parents of children with erased dysarthria.

Research objectives:

1. Study and analyze scientific and methodological literature on this problem;

2. Characterize sound pronunciation disorders in dysarthria;

3. Consider the directions of correctional work with children with sound pronunciation disorders;

4. Develop forms of work between a speech therapist and parents to correct the sound pronunciation of preschoolers with dysarthria.

5. Conducting practical exercises with parents

6. Summarize.

The object of the study is the correction of sound pronunciation in preschool children with erased dysarthria.

The subject of the study is the interaction between a speech therapist and parents in overcoming sound pronunciation in preschool children with erased dysarthria.

Hypothesis: we assume that targeted work on the formation of correct sound pronunciation in children of senior preschool age with erased dysarthria will be more effective provided that the speech therapist interacts with the parents of these children.

Research methods:

1. theoretical analysis of literature on the research problem;

2. observation;

3. conversation;

4. experiment.

Chapter I. Theoretical issues of studying the relationship between a speech therapist and parents in the process of correcting sound pronunciation in children with erased dysarthria

1.1. The concept of dysarthria and features of sound pronunciation with erased dysarthria

Dysarthria is a Latin term and in translation means a disorder of articulate speech pronunciation (“dis” is a violation of a sign or function, “artron” is an articulation). When defining dysarthria, most authors do not proceed from the exact meaning of this term, but interpret it more broadly, referring to dysarthria as disorders of articulation, voice production, tempo, rhythm and intonation of speech.

Dysarthria is a violation of the pronunciation aspect of speech caused by insufficient innervation of the speech apparatus. The leading defect in dysarthria is a violation of the sound pronunciation and prosodic aspects of speech associated with organic damage to the central and peripheral nervous systems.

Sound pronunciation is the process of formation of speech sounds, carried out by the energetic (respiratory), generator (voice-producing) and resonator (sound-producing) departments of the speech apparatus under regulation by the central nervous system.

Sound pronunciation disturbances in dysarthria manifest themselves to varying degrees and depend on the nature and severity of damage to the nervous system. In mild cases, there are individual distortions of sounds, “blurred speech”; in more severe cases, distortions, substitutions and omissions of sounds are observed, tempo, expressiveness, modulation suffer, and in general the pronunciation becomes slurred.

With severe damage to the central nervous system, speech becomes impossible due to complete paralysis of the speech motor muscles. Such disorders are called anarthria.

Dysarthric speech disorders are observed with various organic brain lesions, which in adults have a more pronounced focal nature.

It is based on the principle of localization, syndromological approach, and the degree of intelligibility of speech for others. The most common classification in domestic speech therapy was created taking into account the neurological approach based on the level of localization of damage to the motor apparatus of speech (O. V. Pravdiva et al.).

The following forms of dysarthria are distinguished: bulbar, pseudobulbar, extrapyramidal (or subcortical), cerebellar, cortical.

The term “erased dysarthria” was first proposed by O.A. Tokareva, who characterizes the manifestations of “erased dysarthria” as mild (erased) manifestations of “pseudobulbar dysarthria”, which are particularly difficult to overcome. In her opinion, usually these children can pronounce most isolated sounds correctly, but in the speech stream they weakly automate them and do not differentiate them enough.

Erased dysarthria occurs very often in speech therapy practice. The main complaints with erased dysarthria: slurred, inexpressive speech, poor diction, distortion and replacement of sounds in words with complex syllable structure, etc.

Erased dysarthria is a speech pathology that manifests itself in disorders of the phonetic and prosodic components of the speech functional system and arises as a result of unexpressed micro-organic damage to the brain (L.V. Lopatina).

Diagnosis of erased dysarthria and methods of correction work have not yet been sufficiently developed. In the works of G.G. Gutzman, O.V. Pravdina, L.V. Melekhova, O.A. Tokareva, I.I. Danchenko, R.I. Martynova discusses the symptoms of dysarthric speech disorders, in which there is a “washed out”, “erased” articulation. The authors note that erased dysarthria is very similar in its manifestations to complex dyslalia. In the works of L.V. Lopatina, N.V. Serebryakova, E.Ya. Sizova, E.K. Makarova and E.F. Sobotovich raises issues of diagnosis, differentiation of training and speech therapy work in groups of preschool children with erased dysarthria.

The erased form of dysarthria is most often diagnosed after five years. All children whose symptoms correspond to erased dysarthria are sent for consultation to a neurologist to clarify or confirm the diagnosis and to prescribe adequate treatment, because for erased dysarthria, the method of correctional work should be comprehensive and include:

· medical impact;

· psychological and pedagogical assistance;

· speech therapy work.

For early detection of erased dysarthria and proper organization of complex effects, it is necessary to know the symptoms that characterize these disorders. The examination of the child begins with a conversation with the mother and study of the child’s outpatient development chart. Analysis of anamnestic information shows that there are: deviations in intrauterine development (toxicosis, hypertension, nephropathy, etc.); asphyxia of newborns; rapid or prolonged labor. According to the mother, “the child did not cry right away; the child was brought in to be fed later than everyone else.” In the first year of life, many were observed by a neurologist and prescribed medication and massage. The diagnosis for up to a year was NEP (perinatal encephalopathy). The development of a child after one year, as a rule, is successful for everyone, the neurologist no longer observes these children, and the child is considered healthy.

Many researchers note that phonetic disorders are common, leading in the structure of speech defects in children with erased dysarthria.

Disorders of the pronunciation side of speech, including sound pronunciation, are persistent, similar in their manifestations to other articulatory disorders and present significant difficulties for differential diagnosis and correction.

Secondarily, due to violations of the pronunciation aspect of speech, the formation and development of other aspects of speech (phonemic, lexical, grammatical) suffers. During the school period, these disorders complicate the process of school learning, causing specific errors in writing and reading.

Violations of the sound pronunciation side of speech in children with an erased form of dysarthria are expressed in distortion, confusion, replacement, and omission of sounds, which brings it closer to dyslalia.

Most authors studying the problem of sound pronunciation in erased dysarthria indicate that all children are characterized by polymorphic sound pronunciation disorders. The prevalence of impaired pronunciation of various groups of sounds in children is characterized by certain features that are determined by the complex interaction of the speech-auditory and speech-motor analyzers and the acoustic proximity of sounds.

The mechanism of sound pronunciation is considered from perceptual and articulatory positions. The perceptual base is the perception of phonetic units, their comparison with standards and differentiation. The articulatory base is the readiness of the articulatory apparatus to perform subtle differentiated movements necessary to pronounce sounds - units of the language system.

Thus, normally, in order for a child to master correct sound pronunciation by the age of five, he must be able to clearly perceive and differentiate speech sounds by ear, and in order to reproduce them correctly, have a sufficiently prepared articulatory base:

ü be able to perform subtle differentiated movements with the organs of articulation;

ü have no pathological symptoms: hypertonicity, hypotonicity, hyperkinesis, deviation and other neurological symptoms.

Disturbances that occur during the articulation of sounds do not allow the formation of clear and correct kinesthesia, which is necessary for the development of sound pronunciation. This entails underdevelopment of phonemic hearing, which, in turn, inhibits the process of formation of correct pronunciation of sounds in children with erased dysarthria. The interdependence of these processes is the cause of persistent disturbances in sound pronunciation in children with erased dysarthria.

In the studies of L.V. Lopatina, devoted to the study of the sound pronunciation of children with an erased form of dysarthria, provides statistical data. Polymorphic disorders are presented as follows:

ü violation of two phonetic groups of sounds - 16.7%;

ü violation of three phonetic groups of sounds - 43.3%;

ü violation of four or more phonetic groups of sounds - 40%.

The most preserved are the posterior linguals and the sound [j].

The most common problems in preschoolers with erased dysarthria are violations of the pronunciation of whistling sounds. They are followed by disturbances in the pronunciation of hissing sounds. Less common are violations of the pronunciation of sonors [r] and [l].

The nature of disturbances in the pronunciation of sounds in children with erased dysarthria, according to Lopatina, is determined by the ratio of the acoustic and articulatory characteristics of various groups of sounds. Groups of acoustically close sounds are learned worse than groups of sounds that are acoustically more distant, although more complex in articulation. This is confirmed by the presence in children with erased dysarthria of certain impairments in auditory perception of speech and phonemic hearing, and therefore the acoustic proximity of sounds has a negative impact on the acquisition of correct pronunciation.

Violations in the pronunciation of sounds manifest themselves as follows:

· violations of sound pronunciation, characterized by the same type of distortion of various groups of sounds (23.3%) (interdental and lateral pronunciation of various groups of sounds);

· disorders of sound pronunciation, characterized by various types of distortion of sounds (33.3%) (interdental sigmatism and lateral rotacism);

· distortion and absence of various groups of sounds (33.7%) (interdental sigmatism and absence of sounds [r], [l];

· distortion and replacement of various groups of sounds (6.7%) (interdental sigmatism and replacement of the sound [h] with the sound [t"]).

Research by O.Yu. Fedosova (2005) are devoted to the study of the features of sound pronunciation in children with erased dysarthria. A specific examination system was used, taking into account the increasingly complex phonetic context. A specific sound is examined in the following sequence:

isolated;

· as part of a syllable: SG, GS;

· syllables with a combination of consonants: SSG, GSS;

· words with different syllable structure (13 classes);

· coherent speech.

In this case, the phonetic context is taken into account, i.e. position of sound in a word: at the beginning, at the end, in the middle of the word; compatibility with neighboring sounds; word length (number of syllables), key word structure, different word frequencies.

Fedosova O.Yu. The following features of sound pronunciation were identified in children with erased dysarthria. Violations of sound pronunciation manifest themselves depending on phonetic conditions and are in some cases of a variable nature. Depending on phonetic conditions, a sound can be pronounced differently: in some cases the sound is pronounced correctly, in others it is distorted or even replaced. The nature of pronunciation depends on the place of the sound in the word, on the length of the word and on the syllabic structure of the word, on the expansion of the context.

The most favorable for the correct pronunciation of sounds is the strong (stressed) position of the sound, its location at the beginning of the word, in short words and in words of a simple syllabic structure. And, on the contrary, the sound quality deteriorates in a weak position (unstressed), as the word lengthens, as the syllable structure becomes more complex and the context expands.

In early studies Gurovets G.V., Mayevskoy N.V. The following typical sound disorders in erased dysarthria are indicated:

1. Interdental pronunciation of anterior lingual sounds [t], [d], [n], [l], [s], [z] is combined with the absence or guttural pronunciation of the sound [r].

2. Lateral pronunciation of whistling, hissing sounds [r]-[r"], replacing [r]-[r"] with [d]-[d"].

3. The softening of consonant sounds is caused by spastic tension in the middle part of the back of the tongue.

4. Hissing sounds are formalized in a simpler, lower pronunciation and replace whistling sounds.

5. Defects in voicing, which are considered as one of the manifestations of a voice disorder.

In the studies of Fedosova O.Yu. The following features of sound pronunciation in children with erased dysarthria are indicated:

· anthropophonic (distortion, omissions);

· phonological (replacement, confusion).

These violations of sound pronunciation are of a variable nature and depend on phonetic conditions. In addition, a correlation dependence of these inconsistent violations on linguistic factors can be traced: the place of the sound in the word, the syllabic structure of the word, and others.

Sound pronunciation disorders in children with erased dysarthria are stable and depend, for example, on the position of the sound in the word. The greatest difficulties arise when the sound is positioned in the middle of a word and in an unstressed syllable. If there is a pronounced violation of sound pronunciation, the rhythmic outline (drawing) of the word is preserved, i.e. number of syllables and stress.

Words with a combination of consonants are difficult for children. More often in these cases one consonant sound is dropped. Due to the difficulties that arise when switching from one articulatory structure to another (kinetic dyspraxia), there are cases of violation of the syllabic structure of a word. In the studies of A.M. Piskunova notes that in some cases, during pronunciation, articulation is sluggish, without activity and clarity. The motor act is not completed, as if it “freezes” halfway, then the sound is replaced by a vowel or a pause.

In other cases, the articulation is unregulated, the style approximately corresponds to the phoneme, while the tongue may move excessively close to the hard palate and deviate to the side, the tip may pass into the interdental gap, and the root may rise excessively to the soft palate, resulting in distortion (hissing and whistling sigmatisms, guttural [r], softening) and replacement with other (usually oppositional) sounds.

Insufficiently fine differentiation of articulatory movements of the lower jaw, tongue, lips leads to unclear sound of vowels. So, for example, the sound [y] approaches [o], the sound [i] approaches [e]. There may be replacements with vowels that are similar in articulation [a = o], [o = y], [e = i]. Vowels are sometimes “softened”, pronounced reduced (briefly), averaged.

Consonants are violated in different ways, for example, when pronouncing [t], [d], the tip of the tongue is between the teeth (uneven damage to the cranial nerves), the front part of the back of the tongue closes with the hard palate.

With spastic paresis, the root of the tongue touches the tonically tense soft palate and uvula, under the influence of an air stream the uvula vibrates, the body of the tongue, lowered to the bottom of the mouth, remains motionless during pronunciation, which leads to a distorted pronunciation of [r]. The posterior region of the oral cavity is narrowed by the raised root of the tongue and the sound produced is close to [i, j, ы, e]; possible close substitutions with [d, l], distant substitutions with [v, g, k] (for spasticity). Spastic paresis or paralysis lead mainly to defects in the formation of proto-slit sounds. The massive root of the tongue and its tension lead to a posterior palatal (nasal) shade when pronouncing [l], similar to [g, x], [n, g]; with intense motor activity in the organs of articulation, the tip of the tongue may adhere to the hard palate over a significant area, resulting in a sound similar to soft [l "] or French [L]. When pronouncing [s], [z], [sh], [zh] the root of the tongue is raised towards the soft palate, which leads to nasal sigmatism (A.M. Piskunov).

1.2. Correction of sound pronunciation in children with erased dysarthria

Correction of the sound-pronunciation aspect of speech consists of five stages: production of impaired sounds, automation and introduction of sounds into speech, differentiation of delivered sounds, elimination of anomic manifestations in speech.

I. Normalization of muscle tone of the organs of articulation.

For this purpose, speech therapy massage is performed.

Speech therapy massage is a method of treatment and prevention, which is a set of techniques of mechanical influence on various areas of the surface of the human body. Mechanical impact changes the condition of the muscles, creates positive kinesthesia necessary for normalizing the pronunciation side of speech.

In the course of correcting erased dysarthria in older preschoolers, the following main types of speech therapy massage are used:

· Classic manual massage.

Therapeutic classical massage is used without taking into account reflex effects and is carried out close to the damaged area of ​​​​the body or directly on it. The main techniques used in manual classical massage are: stroking, rubbing, kneading and vibration.

To perform these techniques when massaging the tongue, toothbrushes with soft bristles, spatulas, pacifiers, etc. are used.

· Acupressure.

Acupressure is a type of therapeutic massage, when locally a relaxing or stimulating effect is applied to biologically active points (zones) according to the indications for a disease or dysfunction.

· Probe massage (according to the method of Novikova E.V.)

Novikova E.V. created her own set of probes and developed a special massage of the tongue, lips, cheeks, cheekbones, and soft palate with their help. The purpose of probe massage is to normalize speech motor skills. The method is simple and effective. It makes it possible to purposefully influence the affected areas of the articulatory organs, activating and restoring their activity. Normalization of sound pronunciation is faster. Due to its advantages, the technique received a patent and was included in the international register of complementary medicine.

· Self-massage.

The definition of massage follows from its name. The child does the massage himself. This was both a facial massage with hands and, for example, a tongue massage with the help of teeth (the articulation exercise “Brush the tongue,” when the child forcefully pushes the tongue through closed teeth).

Self-massage of the face is performed based on diagrams accompanied by poetry:

Autumn has come to visit us,

I took bright colors.

The grass turned yellow.

Multi-colored foliage.

(stroking the face in the main massage directions: from the middle of the forehead to the temples, from the wings of the nose to the auricle, from the middle of the chin to the earlobe)

Autumn has come to visit us,

Brought a strong wind.

Variegated leaves are flying...

Autumn loves leaf fall!

(spiral-shaped rubbing of the face in the main massage directions)

Autumn has come to visit us,

She brought the rain with her.

A light rain is drizzling,

The trees look sad.

(vibration - puncturing the face with fingertips in the main massage directions).

II. Production of disturbed sounds.

It is known that in children with an erased form of dysarthria, the production and automation of sounds causes significant difficulties. The process of sound pronunciation includes complex brain systems and periphery (speech apparatus). To form correct sound pronunciation and especially automation and introduction of sounds into speech, certain conditions are required, such as:

· correct breathing,

· developed articulatory apparatus,

· ability to identify phonemes by distinctive features.

Thus, having gone through all the previous stages of work and at the same time completing exercises for producing sounds at home, we have created a basis for quickly, easily producing sounds and introducing them into speech. Note that many children develop sounds spontaneously. In this case, we consolidate the result obtained by performing work in other sections. The order of sounds is not important. We begin work with the sounds that are easiest for the child, with the goal of correcting all the disturbed sounds.

Arranging sounds in sequence:

Whistling [s], [z], [ts], [s"], [z"];

Hissing [w];

Sonorant [l];

Hissing [f];

Sonorous [р], [р"];

Hissing [h], [sch].

The method of production is mixed.

Preparatory exercises for making sounds:

For whistling: “Smile”, “Fence”, “Shovel”, “Groove”, “Brush”, “Football”, “Focus”;

For those sizzling: “Tube”, “Delicious jam”, “Cup”, “Mushroom”, “Let’s warm our hands”;

For [p], [p"]: “Chatterer”, “Painter”, “Turkey”, “Horse”, “Mushroom”, “Drummer”, “Accordion”, “Machine Gun”;

For [l]: “Smile”, “Shovel”, “Let’s punish the tongue”. Sound production work is carried out only individually.

III. Automation and introduction of sounds into speech.

A significant difference between the automation of sounds in children with an erased form of dysarthria is their fixation first on the material in the position of a closed syllable, then an open one. This is explained by the fact that in a closed position, on the one hand, it is easier for the child to switch articulatory patterns, and on the other hand, to recognize the desired phoneme (except for voiced sounds).

Automation of voiced sounds is carried out traditionally, in the position of an open syllable, after a paired unvoiced sound has been fixed. When preparing a lesson, it is necessary to take into account that it must be visual and contain a large amount of presented material - 25-30 words (pictures) are used in one lesson. It is necessary to avoid mechanical repetition of words by the child. To do this, we reinforce the words with pictures, make sentences with them, and analyze the words.

1. Automation of the delivered sound in syllables:

- [s], [z], [sh], [zh], [s"], [z"], [l"] are automated first in direct syllables, then in reverse syllables, and lastly in syllables with a confluence consonants;

- [d], [H], [sch], [l] are automated first in reverse syllables, then in forward syllables and with a combination of consonants;

- [р], [р"] you can start automating from the proto analogue and in parallel develop vibration of the tongue. Automation of each corrected sound as it is produced can be carried out both individually and in a subgroup of children with a similar defect.

2. Automation of sounds in words

It is carried out following traces of automation in syllables in the same sequence. As the child masters the pronunciation of each syllable with the corrected sound, it is introduced and fixed in words with this syllable.

3. Automation of supplied sounds in sentences.

Each word practiced in pronunciation is included in sentences, then in short stories, nursery rhymes, pure sayings, poetic texts with words that include corrected sounds.

IV. Differentiation of delivered sounds.

After setting and fixing the sounds, it is necessary to differentiate them. So, for example, if a child’s pronunciation of sibilants and sonorants was impaired, subsequent work can be organized as follows.

ü Differentiation of sounds [w] - [z].

ü Differentiation of sounds [s] - [w].

ü Differentiation of sounds [z] - [z].

ü Differentiation of sounds [s] - [w] - [z] - [z].

ü Differentiation of sounds [l] - [l’].

ü Differentiation of sounds [ш] - [ш].

ü Differentiation of sounds [р] - [р’]

ü Differentiation of sounds [l] - [r].

ü Differentiation of sounds [l’] - [r’].”

ü Differentiation of sounds [l], [l’] - [th] (if substitutions of these sounds were noted in the child’s speech).

ü Differentiation of sounds [р], [р’]- [й] (if substitutions of these sounds were noted in the child’s speech).

Natalia Maltseva
Consultation for parents. Dysarthria. Causes. Symptoms Correction and treatment methods

Children often distort and twist words in a funny way! However, over time, the child’s speech may not improve.

Recently, dysarthria in children is not a rare diagnosis, but it invariably frightens parents.

Dysarthria in children is a neurological disease, the essence of which is expressed in severe speech impairment, namely: the replacement of some sounds with others, impaired articulation, changes in intonation and tempo of speech. It occurs as a result of disruption of the innervation of the articulatory muscles due to lesions of the nervous system.

Dysarthric speech usually means speech that is unclear, slurred, muffled, often with a nasal tint. The expression used to characterize it is “like porridge in the mouth.”

The difference from other speech disorders is that it is not the articulation of individual sounds that suffers, but the pronunciation of words as a whole.

The main sign is that the child simply cannot speak due to paralysis of the tongue.

In addition, such children often have motor impairments, both fine and gross, as well as difficulties with chewing and swallowing movements.

The problem of dysarthria and the organization of speech therapy assistance for these children remain relevant, given the prevalence of this defect.

Causes and most common perinatal (during pregnancy) factors of dysarthria:

Fetal hypoxia (oxygen starvation of the fetus);

Toxicoses of pregnancy;

Rhesus conflict;

Somatic diseases of the mother;

Injuries during childbirth;

Pathological course of childbirth;

Asphyxia of the newborn;

Hemolytic disease of the newborn (jaundice);

Prematurity.

Chronic diseases of the mother: cardiovascular diseases, severe gastrointestinal diseases and liver diseases, genitourinary diseases, alcoholism.

Mental and physical trauma during pregnancy.

Symptoms of dysarthria in children:

The speech of a dysarthric child is unclear, slurred, and incomprehensible, which is due to a violation of the innervation of the speech organs. The disease also has characteristic non-speech abnormalities.

The main symptoms of dysarthria are:

1. Violation of articulatory motor skills:

Spasm of articulatory muscles - manifested by constant tension in the muscles of the tongue, lips, neck, face, tightly closed lips;

Hypotonia of articulatory muscles - characterized by lethargy, immobility of the tongue, half-open mouth, hypersalivation, non-closure of lips, nasalization of the voice;

2. Violation of sound pronunciation is accompanied by distortions, omissions, and replacement of sounds.

Speech may be slow, unclear, and inexpressive. Speech activity is reduced.

The pronunciation of all sounds is impaired. There is a softening of hard sounds, interdental and lateral pronunciation of whistling and hissing sounds.

4. The general motor sphere of children with an erased form of dysarthria is characterized by awkward, constrained, undifferentiated movements.

Dysarthric children have some behavioral characteristics. For example, kids don’t like to lace their shoes or fasten their own buttons. This is due to difficulties in performing fine motor skills.

Also, children cannot hold a pen or pencil correctly, cannot control the pressure, or use scissors. Most dysarthric people subsequently develop poor handwriting.

Children find it difficult to exercise and dance. Musical hearing is impaired. Children cannot accurately perform various motor exercises; they are clumsy.

How to cure dysarthria in a child

Correction, treatment methods.

The goal of correction and treatment of dysarthria is to achieve speech that is understandable to others. For a good result, a complex effect is required, combining drug therapy and speech therapy correction.

Dysarthria is a neurological diagnosis. A speech therapist deals with the correction of impaired speech functions, while drug treatment is prescribed by a neuropsychiatrist.

Treatment of dysarthria is possible only by using a complex method that combines different types of therapeutic effects:

Drug treatment.

Drug treatment of dysarthria involves the prescription of drugs such as nootropics. They influence higher brain functions, improve memory and mental activity, facilitate the learning process, stimulate cognitive functions and intellectual activity of the child. Among them may be: encephabol, pantogam, glycine, phenibut, Cerebrolysin, Cortexin, Cerepro, i.e. medications that relieve vascular spasms. Physiotherapeutic treatment, which improves the regulation of vital functions, normalizes the functioning of the neuromuscular apparatus and nervous system:

Electrophoresis;

darsonvalization,

acupressure and general massage,

sodium, iodine-bromine, radon baths.

The following are also used in the treatment of speech disorders:

Acupressure;

Therapeutic baths;

Hirudotherapy (treatment with leeches);

Acupuncture;

Sand therapy.

It is also necessary to develop gross and fine motor skills of the hands, which are closely related to speech functions. To do this, you can use finger gymnastics, sorting and sorting small objects, assembling construction sets and puzzles.

Speech therapy work.

Speech therapy work for dysarthria is very labor-intensive and multifaceted. Children with dysarthria need long-term, systematic individual speech therapy assistance.

Children with dysarthria should be sent to PMPK, and then to specialized groups in kindergarten)

The prognosis for dysarthria in childhood always remains uncertain, since the disease involves irreversible disorders of the central nervous system and parts of the brain.

Since dysarthria owes its appearance to disorders of the brain, it is difficult to predict the results of treatment. However, if you approach the process seriously and comprehensively, you can achieve excellent results.

Children aged 5-6 years with dysarthria exhibit the following symptoms:

GENERAL MOTOR SKILLS.

Children with dysarthria are motorically awkward, the range of active movements is limited, and muscles quickly tire during functional loads. They stand unsteadily on one leg, cannot jump on one leg, walk along a “bridge,” etc. They imitate movements poorly: how a soldier walks, how a bird flies, how bread is cut, etc. Particularly noticeable motor failure in physical education and music classes, where children lag behind in tempo, rhythm of movements, as well as in switching movements.

FINE MOTOR SKILLS OF HAND.

Children with dysarthria are late and have difficulty mastering self-care skills: they cannot button a button, untie a scarf, etc. During drawing classes they do not hold a pencil well and their hands are tense. Many people don't like to draw. Motor clumsiness of the hands is especially noticeable during applique classes and with plasticine. During origami classes they experience enormous difficulties and cannot perform the simplest movements, since both spatial orientation and subtle differentiated hand movements are required. According to mothers, many children under 5-6 years old are not interested in playing with construction sets, do not know how to play with small toys, and do not assemble puzzles.

FEATURES OF THE ARTICULATING APPARATUS.

In children with erased dysarthria, pathological features in the articulatory apparatus are revealed.

Hypersalivation (increased salivation) is detected only during speech. Children cannot cope with salivation and do not swallow saliva.

SOUND PRONUNCIATION IN DYSARTRIA.

When examining sound pronunciation, the following are revealed: confusion, distortion of sounds, replacement and absence of sounds. Sound pronunciation disorders affect speech intelligibility, intelligibility, and expressiveness. The most common disorder is a defect in the pronunciation of whistling, hissing and sonorous sounds, i.e. all speech sounds are affected. Interdental pronunciation is quite common.

PROSODICA.

The intonation-expressive coloring of the speech of children with dysarthria is sharply reduced. The voice suffers, and sometimes a nasal tone appears. When reciting a poem, the child’s speech is monotonous. The children's voice is quiet when speaking.

GENERAL SPEECH DEVELOPMENT.

These children have a good level of speech development, but many of them have difficulty distinguishing prepositions and have problems distinguishing and using prefixed verbs. At the same time, they speak coherently and have a rich vocabulary. In addition, many children have difficulties with spatial orientation (body diagram, concepts of “below and above,” etc.).

Children make mistakes in special tasks when listening and repeating syllables and words with oppositional sounds - for example, when asked to show the desired picture (mouse-bear, fishing rod-duck, scythe-goat, etc.).

Thus, in children, the auditory and pronunciation differentiation of sounds is unformed.

Children's vocabulary lags behind the age norm.

Many people have difficulty forming words, make mistakes in agreeing a noun with a numeral, etc.

Sound pronunciation defects are persistent and are regarded as complex, polymorphic disorders.

Children with dysarthria should be sent to PMPK, i.e. to a specialized kindergarten

INTRODUCTION

CHAPTER 1 THEORETICAL APPROACHES TO INTERACTION between Speech-Language Pathologist and Parents

1.1 Formation of parents’ readiness for correctional and speech therapy work with children with speech disorders

1.2 Forms of interaction between the speech therapist and parents

CHAPTER 2 PRACTICAL EXAMPLES OF INTERACTION between Speech-Language Pathologist TEACHER AND PARENTS

2.1 Methodological organization of the study

CONCLUSION

INTRODUCTION

Speech function is one of the most important human functions. In the process of development, a person develops higher mental forms of activity, as well as the ability to think conceptually. The ability to master speech is interconnected with the awareness of regulation and planning of behavior. Speech communication helps create conditions for the development of various forms of activity, as well as participation in work in a team.

It is believed that after the age of three, a child’s speech is practically formed. The preschooler has full command of everyday vocabulary, he easily communicates with other people around him. At this age, speech becomes the main means of communication, a tool of thinking, i.e., the basis of communication. It should be noted that not all children successfully master the lexical, grammatical and phonetic aspects of speech to the same extent; their relationship is very important for the development of coherent speech. Hence, the formation of coherent speech will be the most vulnerable link in the development of children's speech, in which there are violations on the part of formation, in children with severe speech disorders. Underdevelopment of coherent speech often poses a difficult task for such children: to correctly, accurately express their thoughts, formulate any judgment correctly, completely, and consistently convey the content of a book or film that interested the child, to understand the interlocutor’s speech. Such difficulties cannot allow children with speech pathology to fully complete the process of communication, and this, of course, negatively affects the very development of the child’s personality and does not contribute to the successful integration of the child in society and his socialization.

Currently, the role of the speech therapist teacher is becoming more significant. This is due to the fact that every year the number of children with speech disorders is increasing. For the full speech development of preschoolers with speech development disorders, close interaction between the kindergarten and the family is necessary.

The purpose of this work is to study the features of the organization of interaction between a speech therapist and parents when correcting the speech of children with speech disorders.

)to identify features of the formation of parents’ readiness for correctional and speech therapy work with children with speech disorders;

)consider the forms of interaction between the speech therapist and parents;

The subject of the study is the peculiarities of interaction between a speech therapist and parents when correcting the speech of children with speech disorders.

The relevance of research. Any disturbance in the development of a child’s speech affects his activity and behavior. Therefore, the formation of speech correction in children with speech underdevelopment is an important and relevant topic.

Research methods and methodology. In the specialized literature, the most detailed questions of the development of children with speech underdevelopment are covered in the works of O.V. Bachina, L.N. Samorodova, V.K. Vorobyova, N.S. Zhukova, T.B. Filicheva, S.A. Mironova, V.A. Kovshikova and others. They became the methodological basis of this work.

Research methods: analysis of scientific and methodological literature, comparative.

Structure of the study: the work consists of an introduction, 2 chapters, a conclusion, and a list of sources used.

CHAPTER 1. THEORETICAL APPROACHES TO INTERACTION between Speech-Language Pathologist TEACHERS AND PARENTS

1 Formation of parents’ readiness for correctional and speech therapy work with children with speech disorders

The most important social function of the family is raising the younger generation - children. Parents are responsible for organizing conditions that correspond to the age characteristics of the child at various stages of his development and provide the best opportunities for his development in front of society. Unfortunately, recently there are especially many children suffering from speech underdevelopment.

With normal speech development, children by the age of 5 can already freely use expanded phrasal speech, as well as various constructions of complex sentences. Children already have sufficient vocabulary, word formation and inflection skills. By this age, readiness for sound analysis, synthesis, and correct sound pronunciation is finally formed.

Not in all cases these processes proceed successfully, because... Some children experience a sharp delay in the formation of various components of language.

Underdevelopment of speech is the reason for a qualitatively lower level of development of all speech functions and the speech system as a whole.

The concept of “general speech underdevelopment” refers to a form of speech anomaly in which the formation of all components of speech is impaired. The concept of “general speech underdevelopment” presupposes the presence of symptoms of immaturity (or developmental delay) of all components of the speech system (its phonetic-phonemic side, lexical composition, grammatical structure). General speech underdevelopment may have a different mechanism and, accordingly, a different structure of the defect. It can be observed with alalia, dysarthria, etc. Thus, the term “general speech underdevelopment” characterizes only the symptomological level of speech impairment. In most cases, with this disorder, it is possible not so much underdevelopment as a systemic speech disorder.

For the first time, a theoretical justification for general speech underdevelopment was formulated as a result of multidimensional research various forms speech pathology in children of preschool and school age, conducted by R.E. Levina and a team of researchers from the Research Institute of Defectology (L.S. Volkova, N.A. Nikashina, G.A. Kashe, L.F. Spirov, T.B. Filichev, N.A. Chevelev and others) in 50-60s of the XX century. Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions. From the perspective of a systems approach, the question of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.

There are three levels of speech development, reflecting the typical state of language components in preschool and school-age children with general speech underdevelopment.

The first level of speech development.Verbal means of communication are extremely limited. Children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, using intonation and gestures to indicate the difference in meaning.

Children do not use morphological elements to convey grammatical relations. Their speech is dominated by root words, devoid of inflections. The “phrase” consists of babbling elements that consistently reproduce the situation they denote using explanatory gestures. Each word used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation.

A distinctive feature of speech development at this level is the limited ability to perceive and reproduce the syllabic structure of a word. speech therapy speech disorder

Second level of speech development.The transition to it is characterized by increased speech activity of the child. Communication is carried out through the use of a constant, although still distorted and limited, stock of common words.

The names of objects, actions, and individual characteristics are differentiated. At this level, it is possible to use pronouns, and sometimes conjunctions, simple prepositions in elementary meanings. Children can answer questions about the picture related to family and familiar events in their surrounding life.

Speech failure is clearly manifested in all components. Children use only simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their young, clothing, furniture, and professions is revealed.

Understanding of addressed speech at the second level develops significantly due to the distinction of certain grammatical forms (unlike the first level); children can focus on morphological elements that acquire a distinctive meaning for them.

Third level of speech developmentIt is characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group.

Against the background of relatively detailed speech, there is an inaccurate use of many lexical meanings. In free expressions, simple common sentences predominate; complex constructions are almost never used. Understanding of spoken speech is developing significantly and is approaching the norm. There is insufficient understanding of changes in the meaning of words expressed by prefixes and suffixes; There are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships.

A correct understanding of the structure of general speech underdevelopment, the reasons underlying it, and the various ratios of primary and secondary disorders is necessary for selecting children for special institutions, for choosing the most effective correction methods, and for preventing possible complications in school education.

General underdevelopment of speech can be observed in the most complex forms of childhood speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria - in cases where insufficient vocabulary of the grammatical structure and gaps in phonetic-phonemic development are simultaneously detected.

Despite the different nature of the defects, these children have typical manifestations indicating a systemic disorder of speech activity. One of the leading signs is the later onset of speech: the first words appear by 3-4, and sometimes by 5 years. Speech is ungrammatical and insufficiently phonetically designed. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of addressed speech.

The speech of these children is inactive. There is insufficient speech activity, which drops sharply with age, without special training. However, children are quite critical of their defect. Defective speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. There is insufficient stability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks. In the weakest children, low memory activity can be combined with disabilities development of cognitive activity. The connection between speech disorders and other aspects of mental development determines specific features of thinking. Having, in general, complete prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal and logical thinking, without special training they have difficulty mastering analysis and synthesis, comparison and generalization.

Children with general speech underdevelopment should be distinguished from children with similar conditions - temporary delay in speech development. It should be borne in mind that children with general speech underdevelopment in normal periods develop an understanding of everyday conversational speech, interest in playful and objective activities, and an emotional selective attitude towards the world around them. One of the diagnostic signs may be dissociation between speech and mental development. This is manifested in the fact that mental development proceeds more successfully than speech development. Primary speech pathology inhibits the formation of potentially intact mental abilities, preventing the normal functioning of speech intelligence. However, as verbal speech develops and speech difficulties are eliminated, their intellectual development approaches normal.

For many years, the preschool education system existed as if in isolation from the family, completely taking upon itself the problems of education and development of children. MM. Prokopyeva, G.A. Volkova, Yu.F. Garkusha emphasizes that the conscious inclusion of parents in a single process of child upbringing and development, joint with teachers, and avoidance of the practice of distancing parents from kindergarten can significantly increase its effectiveness. As noted by V.N. Gurov, the creation of a unified space for the development of a child is impossible if the efforts of teachers and parents are carried out independently of each other and both parties remain in the dark about each other’s plans and intentions.

The issue of increasing the effectiveness of the work of a speech therapist remains relevant, and one of the reserves is a closer connection between the speech therapist and parents, the creation of a system of joint work between the speech therapist and the family, which is necessary for effective correctional and speech therapy work with children. It is very important to begin raising the level of general psychological and pedagogical culture of parents, developing an adequate attitude towards a child’s speech defect, understanding the need to help their children overcome speech pathology, their activity in participating in the correctional process, from the moment their child arrives at the institution.

2 Forms of interaction between the speech therapist and parents

We can highlight the main goals of the speech therapist’s activities with parents: the formation of a motivated attitude of parents towards correctional classes preschoolers with speech impairments; development and testing of various content and structural options for interaction between the family and the speech therapist as a way to increase the effectiveness of the correctional and educational potential of the educational process.

As noted by O.V. Bachina, the main tasks of a speech therapist in working with parents are:

establishing partnerships with the child’s family;

combining the efforts of teachers and parents for the purpose of developing and educating children; - creating an atmosphere of community of interests, emotional support and mutual understanding;

increasing the psychological and pedagogical competence of parents;

assisting parents in performing educational and correctional functions, maintaining their confidence in their own capabilities;

training parents in speech therapy techniques.

The involvement of parents in the orbit of pedagogical activity, their interested participation in the correctional pedagogical process is important not because the speech therapist wants it, but because it is necessary for the development of their own child. The speech therapist teacher plays a special role in improving pedagogical culture and educating parents. The effectiveness of communication with parents largely depends on the communicative competence and personal qualities of the speech therapist teacher himself.

E. Perchatkina highlights the following areas of work of a speech therapist teacher with parents:

a) advisory and educational;

b) correctional and educational;

c) monitoring.

As part of the first direction, the speech therapist carries out:

familiarizing parents with the results of the examination;

formation of an adequate assessment by parents of the state of the child’s speech development;

increasing competence on issues of speech disorders;

familiarization with methods of correctional and developmental work;

consultation on the need for additional medical examination;

formation of positive motivation to interact with specialists.

The implementation of correctional and educational direction involves:

involving parents in taking an active part in the correction process;

training parents in speech therapy techniques;

training in all kinds of work with teaching aids

Monitoring work involves:

identifying the initiative of parents in matters of cooperation;

studying the attitude of parents towards the child and his speech disorder;

analysis of the degree to which parents have mastered correctional work techniques;

establishing the effectiveness of selected forms of work with parents;

analysis of the quality of cooperation.

The data obtained as a result of the monitoring study serves as an indicator of the effectiveness of the interaction between the speech therapist and parents, and is also used to develop effective ways of cooperation that can increase the productivity of the correction process.

The forms of interaction between a speech therapist and parents when correcting the speech of children with speech disorders include the following:

1. Individual counseling for parents.Throughout the school year, it is necessary to systematically conduct individual consultations with parents according to a specialist’s plan, at the initiative of parents (legal representatives) or employees of a preschool educational institution with the consent of the parents (legal representatives) of pupils.

It is advisable to conduct counseling together with an educational psychologist. An educational psychologist examines the personal characteristics of children; advises parents on the results of diagnostic examinations; helps to adjust the conditions of family education.

At the beginning of the year, the speech therapist teacher reports the results of a speech therapy examination, the characteristics of each child’s speech development, emphasizing strengths and weaknesses; draws the attention of parents to possible complications in the process of correctional education; shows techniques for working with a child: teaches how to correctly perform articulatory and finger exercises, and reinforce assigned sounds; highlights the child’s successes and difficulties, shows what needs to be paid attention to at home. Thus, a separate conversation is held with the parents of each child. The child’s relatives learn about gaps in his development, receive advice and recommendations. The main task is to help the family raise a child. How the first meetings between the speech therapist and parents proceed will determine whether their cooperation will improve in the future.

The tasks of preschool specialists are to help parents understand their role in the child’s development process; choose right direction homeschooling; equip with certain knowledge and skills, methods and techniques for overcoming difficulties in learning, speech development, and cognitive activity; fill with specific content recommendations for completing tasks to consolidate the acquired knowledge by children.

Individual work has the advantage over collective work that it allows you to establish closer contact with parents: questionnaires presuppose a strictly fixed order, content and form of questions, and a clear indication of answer methods. Using a survey, you can find out the composition of the family, the characteristics of family upbringing, the positive experiences of parents, their difficulties, and mistakes. By answering the questionnaire, parents begin to think about the problems of upbringing and the peculiarities of raising a child. An important question for teachers is aimed at identifying the needs of parents in pedagogical knowledge; features of family education, parents' needs for knowledge can be identified using individual conversation, the most important feature of which is bilateral activity.

The speech therapist’s main form of interaction with parents is a notebook for home recommendations - an adult can write in it any question or doubt about the quality of the child’s assignments. The notebook is filled out by a speech therapist two to three times a week, so that classes in the family are carried out systematically and not to the detriment of the child’s health. Depending on the severity of the speech disorder, tasks in the notebook are given not only on sound pronunciation, but also on the formation of vocabulary, grammatical skills and skills for the development of attention and memory.

A significant role in the effective work of parents with children is played by the library of author's manuals selected by the speech therapist, designed to correct all possible parameters of working with children; the speech therapist does not need to rewrite them for parents, they are explained in an accessible form in the manuals.

2. Group forms of work with parents.

Work with parents of children enrolled in integrated or speech therapy groups of a preschool educational institution must be built in stages, starting with the first parent-teacher meeting.

Teamwork can be represented in several forms. Group parent meetings are held three times: at the beginning, middle and end of the school year. They are the ones who help unite parents, direct them to help the kindergarten team, their group, and actively participate in the process of raising children. Parent meetings should be given Special attention, carefully prepare for their holding, analyze each meeting. It is important that parents act at the meeting and get involved in one or another work proposed to them. The meeting must be scheduled at a time convenient for the parents. The topic of the meeting is announced in advance so that they can familiarize themselves with it and discuss it with each other; It is important for a speech therapist to structure consultations and seminars so that they are not formal, but, if possible, involve parents in solving problems and develop the spirit of fruitful cooperation, since modern parent will not want to listen to long and edifying reports from the teacher.

In order for parents to be able to understand all the information offered at the seminar, at the end it is advisable to offer them various reminders that outline the key points of the seminar; For some consultations, games and exercises are selected specifically on the topic, and an exhibition of manuals is organized.

Frontal open classes for parents and with the participation of parents are also held 2-3 times a year and parents, as a rule, are very interested in attending them; Many speech therapists practice this form of work as a video library. Classes, consultations, individual workshops are filmed; a library of games and exercises is an incentive for parents to actively participate in the correction process. Parents can take advantage of a selection of practical materials. Basically, this is material united by one lexical topic, which includes lexical, grammatical, vocabulary tasks, tasks for the development of attention and memory.

Also one of the forms group work are thematic consultations. Speaking to parents, the speech therapist talks about the features of working with children in special (correctional) groups, gives advice to parents of children with speech disorders, and organizes viewing of open classes followed by discussion. At the beginning of the year, classes show techniques for developing speech and teaching literacy, and at the end, parents see what the children in the correctional group have learned. All this contributes to the formation in parents of an adequate assessment of the development of their children.

3. Visual form of work: the speech corner reflects the topic of the lesson, gives parents practical recommendations on the formation of various speech skills, such as articulation; to identify the level of development of some components of a child’s speech. A selection of thematic materials in parent corners is updated weekly, for example:

“Training the tongue”;

“Training your fingers - developing your speech”;

"Friends from a Book";

“How to learn poetry while playing”;

“I am learning to observe and remember”;

“Advice from a speech therapist”;

“What a child entering school needs to know and be able to do”;

“I am learning to tell, retell”;

“Games for teaching literacy”;

“Left-handed child”, etc.

It is advisable to work with parents in two forms: written and oral. It is necessary to emphasize the advantage of the written form. Firstly, communicating only verbally takes a lot of time. Secondly, parents are not able to retain in memory all the information that they consistently receive from teachers. And thirdly, in order for parents to be able to comprehend the recommendations received and follow them, they must first be convinced of this, offered a certain algorithm of actions and armed with a reminder that will allow these actions to be carried out consistently and accurately.

Thus, the conscious inclusion of parents in a single, joint process with teachers of the upbringing and development of a child with special needs, and avoidance of the practice of distancing parents from kindergarten can significantly increase its effectiveness. Forms of interaction between a speech therapist and parents when correcting the speech of children with speech disorders include the following: individual counseling of parents, group forms of work with parents, visual form of work .

CHAPTER 2. PRACTICAL EXAMPLES OF INTERACTION between Speech-Language Pathologist TEACHER AND PARENTS

1 Methodological organization of the study

In order to study and find optimal forms of interaction between a speech therapist and parents, a study was conducted on the basis of the State Educational Institution “Nursery-kindergarten - secondary school No. 73 in Gomel.” The study involved 12 parents and senior preschoolers with severe speech impairments.

In the course of observing the behavior of children and parents in the group, a characteristics of the group was compiled.

The group is attended by 15 children in the 2016-2017 academic year. Age 5-6 years. The group is staffed according to age, as well as based on an assessment of the psychophysical characteristics of children. Pupils of the group have the following disorders of speech and psychomotor development - OHP - 3 - 4 level of speech development (erased dysarthria).

Difficulties in establishing relationships with adults and children are observed in 2 children. They refuse to participate in collective activities and quickly get tired in the process of interaction. There is a decrease in speech activity and emotional lability. The majority of children in the group have developed phrasal speech at the level of a simple sentence, a vocabulary within the limits of everyday vocabulary, and there is a lack of mastery grammatical categories, difficulties in the formation of phonemic processes, errors in reproducing the sound-syllable structure of complex words. The correction of the phonetic aspect of speech requires consolidation. Difficulties in mastering program material that reflects the necessary knowledge, skills and abilities are associated primarily with speech difficulties. To perform adequately, children in the group require simple instructions and visual support.

All children in the group have motor difficulties associated with speech disorders: dyspraxia, imprecision of movements, impaired coordination of movements in gross and fine motor skills. Taking this into account, they need a special set of measures aimed at overcoming the corresponding movement disorders.

Based on research by scientists in in this direction(I.V. Kudryavtseva, V.N. Gurov, L.A. Ivanova, A.V. Chernetsova, etc.) a system for interaction between a speech therapist teacher and parents was developed, which includes several stages.

stage - Involving parents in pedagogical interaction:

) Promoting cooperation between parents and teachers on issues of education, upbringing, and development of children; motivation of parents' activity in pedagogical interaction.

) Educating parents about the role, importance, and capabilities of the family for the effectiveness of speech development of children with SLI.

) Psychotherapeutic assistance to parents, aimed at increasing their self-esteem, changing their attitude towards their own social role, forming a positive attitude towards the future of their children (together with an educational psychologist).

stage - Implementation of pedagogical interaction:

) Educating parents about the content, means, methods, and factors of effectiveness in the development of speech of children with SLI in the family.

) Educating parents about children’s diagnoses, the characteristics of their intellectual, emotional, physical development and related problems.

) Organization of joint training and developmental pedagogical events.

) Advisory assistance to parents in independent organization of speech development.

) Organizing the exchange of experience between parents on emerging issues.

stage - Stimulating pedagogical interaction

) Coverage of the successes achieved by pupils, emphasizing the role of parents in these achievements.

) “Comforting support” of parents, individual assistance (advisory, methodological, etc.) in solving complex problems.

In order to interact with the family, a scheme of interaction between the speech therapist teacher and parents of the senior group was developed (Table 2.1.)

Table 2.1. Scheme of interaction between a speech therapist and parents of the senior group

Contents of work Forms of work Dates Responsible Persons Peculiarities of speech development at a given age Consultations at parent meetings October Educators, speech therapist Reinforcing sounds at home How to do homework for a speech therapist Seminar-workshop October Speech therapist Forming lexicogrammatical ideas on the instructions of a speech therapist Business game “What? Where? When?" (for parents and teachers) October Speech therapist Can your child hear and distinguish sounds? Quiz show “A Happy Chance” November Speech therapist The origins of the quality of coherent speech Parental training November Speech therapist Smart books for smart kids Work in the library January Librarian, speech therapist The magical world of expressiveness and eloquence Competition of family theatrical performances okAprilTeachers, parents, speech therapist

In the work of a speech therapist with parents, both traditional and modern forms can be used.

Traditional forms of interaction between a teacher and speech therapist with parents:

· parent meetings;

· consulting;

· conversations;

· surveys, testing, questioning;

· hometasks;

· information booklets;

· seminars - workshops, master classes, etc.;

· Parents attending speech therapy classes.

Modern forms of work of a teacher-speech therapist with parents using ICT:

· showing presentations;

· using the kindergarten website.

In addition, in the process of work such innovative forms of work as telephone consultation and social networks were used.

Telephone consultation is used when you need to clarify something with parents or convey certain information to them. But it is not supported by visual evidence, and this, as is known, reduces the degree of assimilation of information.

Recently, the Internet and email have come to the aid of specialists. Here you can not only provide information about a diagnostic examination and give general recommendations, but you can also send presentations, links to information resources, articles, etc. to parents. This form of work is used with parents who are active Internet users. Its indisputable advantage is its accessibility. Parents can go to the desired website at any time of the day, get acquainted with the theoretical foundations of speech therapy work, methods, forms of work at home, work materials, interesting teaching aids and much more. It is very convenient to send presentations on articulatory gymnastics or material on automating the sounds to parents via email. Some parents seek advice through social networks.

A necessary link in the system of measures aimed at increasing their pedagogical knowledge and skills is a differentiated approach when organizing work with parents. To implement such an approach to parents, it is necessary to comply with a number of conditions (mutual trust in the relationship between the teacher and parents, adherence to tact, sensitivity, responsiveness; simultaneous influence on parents and children, etc.). This differentiation helps to find the right contact and provide an individual approach to each family.

For parents of children with SLD, along with traditional forms of interaction: face-to-face (individual interviews, open classes, parent meetings, trainings) and correspondence (questionnaires, homework notebooks, publications), the speech therapist offers a remote form (website, e-mail).

Let us highlight the most popular forms of speech therapist work with parents.

Joint activities between children and parents.

Such classes are held monthly. Children and parents play on them and complete tasks together. During these classes, the speech therapist teacher teaches parents in practice:

perform articulatory gymnastics, indicating successes or inaccuracies in performing movements;

play speech games, paying attention to sound pronunciation, grammatical structure of speech, stress, inflection;

draw up a diagram of a syllable, a word, characterize the sounds, following the algorithm of actions;

perform finger gymnastics, exercises for the development of fine motor skills of the hands, paying attention to the dynamics in the development of the muscles of the hand;

communicate and engage with children, paying attention to the leading activity - play.

As a result, both children and parents receive positive emotions, the necessary experience, and see the difficulties and successes of their children. for a speech therapist teacher, this becomes invaluable material for building further work with the family in order to restore the child’s speech.

Individual audio assignments. This form can be used by a speech therapist teacher when it is necessary to give an example of clear and correct speech, with the required voice strength, intonation, and highlighting the main thing. Having written down words for pronunciation, poems, tongue twisters, music for logorhythmic songs, thematic articulatory gymnastics, the speech therapist teacher gives an electronic medium (flash card, disk) with an assignment to the child home during the week or on weekends. At home, the child, under the guidance of his parents, listens, memorizes or repeats the necessary material in high-quality pronunciation.

Communication through the site. A speech therapist teacher can use a personal website or the website of the institution where he works. On the speech therapist’s page you can post exercises, tasks, and work algorithms in certain areas of speech therapy work. These are text documents, presentations, diagrams, illustrative material, as well as video tutorials. Depending on the goal, the speech therapist teacher can choose a game or exercise and record the progress of the game with the child on a video camera. As the game progresses, the teacher-speech therapist comments, explains the features, and clarifies the significance of the moment. This video is posted on the website page, where parents who were not present at the classes or consultations can see how to play, what requirements to set for the child’s answers, the quality of speech, and what illustrative material to choose for games at home. The page presents various speech games aimed at solving speech therapy problems in preschool children. But they can be used both by speech therapy group teachers for the greatest continuity in work, and by other parents whose children were not included in the speech group.

CONCLUSION

The development of coherent speech is one of the central tasks of speech education for preschool children with general speech underdevelopment. In this work, the complex, focused work of the speech therapist and parents is important.

Based on the results of this study, the following conclusions can be drawn.

General underdevelopment of speech is usually understood as a form of speech anomaly in which the formation of all components of speech is impaired. There are three levels of speech development, reflecting the typical state of language components in preschool and school-age children with general speech underdevelopment.

Conscious inclusion of parents in a single, joint process with teachers of the upbringing and development of a child with STD, avoiding the practice of distancing parents from kindergarten can significantly increase its effectiveness. Forms of interaction between a speech therapist and parents when correcting the speech of children with speech disorders include the following: individual counseling of parents, group forms of work with parents, visual form of work . When carrying out work to improve the pedagogical culture of parents among all forms of work (collective, individual, visual), it is necessary to place emphasis on teaching parents practical methods of work, which are very important for achieving results in the correctional process. This is not just a mechanical performance of tasks and exercises, but the level of self-awareness and interest of parents. And an indicator of their level of self-awareness is an understanding of the importance and necessity of their knowledge and skills in order to practically help their child.

In the work of a speech therapist with parents, both traditional and modern forms can be used. Traditional forms of interaction between teachers and speech therapists with parents: parent-teacher meetings; consulting; conversations; surveys, testing, questioning; corners for parents in the group and in the speech therapist’s office; hometasks; information booklets; seminars - workshops, master classes, etc.; parents attending speech therapy sessions. Modern forms of work between teachers and speech therapists with parents: showing presentations; use of the kindergarten website, social networks.

Thus, the interaction of parents with a speech therapist teacher is an integral component of the correction process, since this is the most important condition for the effectiveness of correctional work. In connection with this, in any form of work with parents it is necessary to find those ways of interaction that can contribute to greater productivity of the entire correction process. By using various forms of relationship in interaction with parents, a speech therapist teacher can effectively solve the problems assigned to him regarding the correction of speech deficiencies. At the same time, it is necessary to choose the most convenient, accessible and interesting forms of work for parents. Parents receive the information they are interested in in an accessible and visual form, children are subject to uniform requirements from the speech therapist, teachers and parents, and the saved time of the speech therapist goes towards additional classes with preschoolers and professional self-development.

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