the Disorders of Emotional and Volitional Spheres in Preschool Children with Speech Pathology

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
S. Shuvarova ◽  
V. Sevastyanov ◽  
E. Borisova ◽  
N. Leontyeva
Keyword(s):  
Preschool Children ◽  
Speech Disorders ◽  
Speech Disorder ◽  
Preschool Age ◽  
Speech Pathology ◽  
Expressive Speech ◽  
Direct Dependence ◽  
Motor Component ◽  
Hyperdynamic Syndrome ◽  
Research Show

Objective:To study the peculiarity of emotional and volitional spheres in preschool children with speech pathology.Methods:250 children aged from 2 to 7 years old with speech pathology were examined. the following kinds of speech disorders were educed: impressive speech disorders - 9,2 %, expressive speech disorders - 31,2%, mixed speech disorders - 59,6 %. Due to the seriousness of the speech disorders the children were divided into 3 groups.Results:The educed disorders develop in the following psychopathological syndromes: neurotic, autism-like, hyperdynamic. in 62% of children with impressive speech disorders the autism-like syndrome was marked, and in 38 % both the autism-like and the hyperdynamic syndromes. in 74 % of children with expressive speech disorders the hyperdynamic syndrome was marked and in 26 % the neurotic syndrome. All the 3 syndromes were educed in children with mixed speech disorders however if in the structure of speech disorder a sensorial component prevailed then the autism-like syndrome was found. with the predominance of a motor component there were both hyperdynamic and neurotic syndromes. Direct dependence of intensity of these syndromes on seriousness of speech disorders was educed.Conclusions:The results of the research show, that children with speech pathology at preschool age have already the disorders of emotional and volitional spheres which influences the development of the personality of a child and contributes to the reinforcement of negative forms of reaction.

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals Case Report: Expressive Speech Disorder in a Family as a Hallmark of 7q31 Deletion Involving the FOXP2 Gene

2021 ◽  
Vol 9 ◽  
Author(s):  
Orsolya Nagy ◽  
Judit Kárteszi ◽  
Beatrix Elmont ◽  
Anikó Ujfalusi
Keyword(s):  
Complex Disease ◽  
Uniparental Disomy ◽  
Speech Disorders ◽  
Speech Disorder ◽  
Diagnostic Strategy ◽  
Speech Impairment ◽  
Speech And Language ◽  
Childhood Apraxia Of Speech ◽  
Structural Genomic ◽  
Expressive Speech

Pathogenic variants of FOXP2 gene were identified first as a monogenic cause of childhood apraxia of speech (CAS), a complex disease that is associated with an impairment of the precision and consistency of movements underlying speech, due to deficits in speech motor planning and programming. FOXP2 variants are heterogenous; single nucleotide variants and small insertions/deletions, intragenic and large-scale deletions, as well as disruptions by structural chromosomal aberrations and uniparental disomy of chromosome 7 are the most common types of mutations. FOXP2-related speech and language disorders can be classified as “FOXP2-only,” wherein intragenic mutations result in haploinsufficiency of the FOXP2 gene, or “FOXP2-plus” generated by structural genomic variants (i.e., translocation, microdeletion, etc.) and having more likely developmental and behavioral disturbances adjacent to speech and language impairment. The additional phenotypes are usually related to the disruption/deletion of multiple genes neighboring FOXP2 in the affected chromosomal region. We report the clinical and genetic findings in a family with four affected individuals having expressive speech impairment as the dominant symptom and additional mild dysmorphic features in three. A 7.87 Mb interstitial deletion of the 7q31.1q31.31 region was revealed by whole genome diagnostic microarray analysis in the proband. The FOXP2 gene deletion was confirmed by multiplex ligation-dependent probe amplification (MLPA), and all family members were screened by this targeted method. The FOXP2 deletion was detected in the mother and two siblings of the proband using MLPA. Higher resolution microarray was performed in all the affected individuals to refine the extent and breakpoints of the 7q31 deletion and to exclude other pathogenic copy number variants. To the best of our knowledge, there are only two family-studies reported to date with interstitial 7q31 deletion and showing the core phenotype of FOXP2 haploinsufficiency. Our study may contribute to a better understanding of the behavioral phenotype of FOXP2 disruptions and aid in the identification of such patients. We illustrate the importance of a targeted MLPA analysis suitable for the detection of FOXP2 deletion in selected cases with a specific phenotype of expressive speech disorder. The “phenotype first” and targeted diagnostic strategy can improve the diagnostic yield of speech disorders in the routine clinical practice.

scholarly journals Prevalence of Phonological Articulation Disorders in Preschool Children in the City of Skopje

PRILOZI ◽  
2020 ◽  
Vol 41 (3) ◽  
pp. 31-37
Author(s):  
Evgenija Grigorova ◽  
Gordana Ristovska ◽  
Nada Pop Jordanova
Keyword(s):  
Preschool Children ◽  
Verbal Memory ◽  
Speech Disorders ◽  
Speech Disorder ◽  
Educational Process ◽  
Speech Communication ◽  
Intellectual Activity ◽  
Preschool Period ◽  
Articulation Disorders ◽  
The City

AbstractIntroduction: Speech communication is a complex process based on the function of the central nervous system, and also on the speech mechanisms conditioned and controlled by auditory perception, verbal memory, intellectual activity and peripheral speech apparatus.The aim of this study was to determine the prevalence of the most common phonological articulation disorders in preschool children, from 4-6 years old.Materials and methods: A cross-sectional study was conducted during 2018, on a representative sample of 550 preschool children aged 4 - 6 years, who attend preschool institutions-kindergartens in the city of Skopje. The study used standardized articulation tests: The Global Articulation Test (GAT) and the Triple Test (vocals, plasia, affricative, fricative, nasal, and lateral), and a questionnaire filled out by a social worker at the kindergarten about the socioeconomic status and the child’s health condition.Results: Using GAT, we found that 260 (47.3%) children didn’t manifest any phonological articulation disorders, but 290 (52.7%) had disorders. The analysis of gender-based data showed a higher percentage of speech disorders in 57% of boys and 46.9% of girls. The highest percentage of speech disorder is sigmatism with 24.5% in boys and 20.4% in girls, rhotacismus was found in 17.8% in boys and 16.5% in girls. Lambdacism with 8.3% was found in boys and 4.2% in girls. A mixed form (sigmatism, rotacism, and lambdacism) was also found in 2.4% of boys and 3.5% of girls.Conclusions: The calculated prevalence of phonological articulation disorders in preschool children aged 4-6 years is 52.7%, (57.9% in boys and 46.9% in girls), or every second child in kindergarten has some form of speech disorder. These findings indicate that the treatment of speech disorders should begin in the appropriate services as soon as possible, because the early detection and treatment of speech disorders enable child’s normal intellectual development. The treatment should be started in the preschool period, to allow the start of the educational process without any speech problems.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

scholarly journals The importance of game technology in developing the word formation skills of children with preschool speech disorder

2021 ◽  
Vol 13 (4) ◽  
pp. 1016-1028
Author(s):  
Gaukhar Ibatova ◽  
Aigerim Makhmetova ◽  
Saule Basarbaevna Zhoraeyeva ◽  
Bibinur Amiresheva ◽  
Nyshanova Saltanat Tinibekovna ◽  
...  
Keyword(s):  
Preschool Children ◽  
Key Words ◽  
Speech Disorders ◽  
Word Formation ◽  
Speech Development ◽  
Speech Disorder ◽  
Learning Theories

Game technology has been identified as a means to developing the Word Formation Skills of Children with Preschool Speech Disorder. The purpose of the article was to analyze the psychological and pedagogical conditions of word-formation skills for Kazakh-speaking preschool children with speech disorders on the basis of learning theories and contemporary approaches. To achieve the set aim, we have studied psychophysiological peculiarities of preschool children with speech disorder. We have allocated the most significant learning theories and approaches, which promote the assimilation of word-formation. We have come to understand that the indicators of speech development of many modern Kazakh-speaking preschoolers do not correspond to the age norm, which is influenced by word-formation operations. For Kazakh-speaking preschool children with speech disorders it is rather difficult to distinguish elementary forms as the original word, consisting of a stem and a derivative by including diminutive-affectionate suffixes. Key words: Kazakh-speaking preschool children, psychological and pedagogical conditions, learning theories, approaches, word-formation, speech games

Osteopathic correction of somatic dysfunctions in preschool children with delayed speech development

2020 ◽  
pp. 54-61 ◽  
Author(s):  
E. V. Abramova ◽  
I. A. Aptekar
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Randomized Study ◽  
Speech Disorders ◽  
Main Group ◽  
Speech Development ◽  
Preschool Age ◽  
Control Group ◽  
Preschool Period ◽  
Head Neck

Introduction. Speech disorders are currently observed in an average of 30 % of children of the fi rst grade of school. It means that objectively during the preschool period, one third of the entire population of children have speech function that does not reach the norm and requires additional correction by specialists. In recent years birth injury has been considered one of the possible reasons for the high frequency of speech disorders. As practice shows, the possibilities of drug therapy for children with speech disorders are very limited. That is why it is relevant to expand non-drug methods for the restoration of speech functions. The goal of research — to justify the use of osteopathic correction of somatic dysfunctions in order to improve sound pronunciation in preschool children.Materials and methods. In the period from 2012 to 2018, a prospective controlled randomized study was performed on the basis of Tyumen Institute of Manual Medicine. The work is based on the results of examination and treatment of 98 preschool children with delayed speech development. 18 people were excluded from the study in accordance with exclusion criteria. Depending on the treatment method used, all patients were divided by simple randomization using the envelope method into two comparable groups (main and control) of 40 people. Patients of both groups underwent a complete speech therapy correction and training course, which included individual lessons. Patients of the main group underwent the same speech therapy, as well as the osteopathic treatment in accordance with the developed algorithm. All patients underwent osteopathic examination and a combined assessment of the severity of speech disorders before and after the treatment.Results. The study showed that the presence of global, regional and local somatic dysfunctions was typical for children of preschool age with a delay in speech development. Somatic dysfunctions of head, neck and thoracic regions were most often observed. In the course of the treatment, patients of the main group showed a statistically significant decrease in the frequency of detection of somatic dysfunctions of head, neck, and thoracic regions, of local somatic dysfunctions of the cranial sutures and the thoracoabdominal diaphragm (p<0,05). In patients of the control group, there was no statistically significant decrease in the number of somatic dysfunctions. In children with impaired speech development who underwent complex therapy, which included osteopathic correction and individual lessons with a speech therapist, there was a significant decrease in the severity of speech disorders compared with patients of the control group (p<0,00001).Conclusion. Osteopathic correction of somatic dysfunctions (with a certain sequence of techniques aimed to treat connective tissue disorders, including decompression, elimination of edema and hypoxia in children with delayed speech development), allows to achieve a statistically signifi cant improvement in children′s condition compared with standard treatment.

scholarly journals EMOTIONAL-VOLITIONAL PECULIARITIES OF PRESCHOOL CHILDREN WITH DYSLALLIA

2021 ◽  
pp. 101-107
Author(s):  
I. Sulyatytskyy ◽  
A. Porokniava
Keyword(s):  
Preschool Children ◽  
Speech Disorders ◽  
Preschool Age ◽  
Complex Disorders ◽  
Maximum Effort ◽  
Atypical Development ◽  
Definition Of ◽  
Speech Research ◽  
The Relationship ◽  
Children's Speech

The article analyses a theoretical basis and empirical relationships between emotional-volitional sphere and children’s speech disorders (dyslallia). The article examines emotional-volitional sphere in preschool children with dyslallia and pre-school children with normal speech. Research results define the relationship between the level of development of the emotional-volitional sphere and speech disorders in preschool children. Also they reveal parameters of effective corrective methods of restoring normal emotional-volitional parameters preschool age dynamics. In this article it is noticed that in preschool age actively formed personality, so it is necessary to make a maximum effort to prevent and overcome negative phenomenon that accompany the development of personality even in early childhood, because the earlier the assistance was provided the better the results will be. In particular, it is said that the formation of speech is one of the most important components of harmonious child’s personality. Its atypical development can lead to incorrect pronunciation and, at more complex disorders, can lead disorders in many mental structures: thinking, memory, attention and emotional-volitional sphere, of course. In this article the authors had a goal to determine peculiarity of emotional-volitional sphere in preschool children with dyslallia. Among the tasks that must be performed to achieve the goal, the main ones are: theoretical analysis of scientific works on this issue; realization an empirical study of specifics emotional-volitional processes in pre- schooler with dyslallia and definition of relationships between the level of development of emotional-volitional sphere and speech disorders in preschool children.

Logopedic technologies of positive socialization of preschool children with speech disorder development

2021 ◽  
pp. 75-80
Author(s):  
Olga Yurievna Muller
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Disorder ◽  
Tech Nologies ◽  
Speech Therapist

The article reveals the features of the use of correctional and developmental massage in the work of a speech therapist with preschoolers. Teachers have a need for new studies of speech development of preschoolers and the use of new pedagogical tech- nologies. The urgency and importance of the issue served as the basis for the development of a system of speech therapy technology for the use of developing massage in speech therapy practice. On the basis of the studied methodological literature, the author has developed five blocks of complexes of games and exercises for developmental massage. At the beginning and at the end of the work, preschoolers were diagnosed, which made it possible to see that the developmental massage complexes created by the author allow correcting speech disorders effectively.

scholarly journals Speech disorders in preschool children in Republic of North Macedonia – cross sectional study

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
E Grigorova ◽  
G Ristovska
Keyword(s):  
Preschool Children ◽  
Early Detection ◽  
Cross Sectional Study ◽  
Speech Disorders ◽  
Speech Disorder ◽  
Speech Communication ◽  
Sectional Study ◽  
Cross Sectional ◽  
Intellectual Activity ◽  
Articulation Disorders

Abstract Background Speech communication is a complex process based on the function of the central nervous system, and also on speech mechanisms conditioned and controlled by auditory perception, verbal memory, intellectual activity and peripheral speech apparatus. The aim of this study was to determine the prevalence of the most common phonological articulation disorders in preschool children, from 4-6 years old. Methods A cross-sectional study was conducted during 2018 year on a representative sample of 550 preschool children aged 4 - 6 years, who attend preschool institutions-kindergartens in the city of Skopje. The study used standardized articulation tests: the Global Articulation Test (GAT) and the Triple Test (vocals, plasia, africative, fricative, nasal, and lateral), and a questionnaire filled out by a social worker at the kindergarten for socioeconomic status and the child's health condition. Results Using GAT, we found that 260 (47.3%) children didn't have a phonological articulation disorders, and 290 (52.7%) had disorders. The analysis of gender-based data showed a higher percentage of speech disorders in 57% of boys and 46.9% of girls. The highest percentage of speech disorder is sigmatism with 24.5% in boys and 20.4% in girls, rhotachism was found in 17.8% in boys and 16.5% in girls. Lambdacism with 8.3% was found in boys and 4.2% in girls. A mixed form (sigmatism, rotacism, and lambdacism) was also found in 2.4% of boys and 3.5% of girls. Conclusions The prevalence of phonological articulation disorders in preschool children is 52.7%, 57.9% in boys and 46.9% in girls, or every second child in kindergarden at age 4-6 years has speech disorder. These findings indicate that the treatment of speech disorders should be started in appropriate services as soon as possible, because early detection and treatment of speech disorders enable to child normal intellectual development. Key messages Speech disorders are important public health issue because these children will require in some cases emotional and behavioral support, not only speech-related intervention. The treatment of speech disorders should be started in appropriate services because early detection and treatment of speech disorders gives the child more confidence to build his intellect.

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