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 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 USE OF THE SPEECH PASSPORT IN REHABILITATION OF CHILDREN WITH CONGENITAL MAXILLOFACIAL MALFORMATIONS

2019 ◽  
Vol 15 (2) ◽  
pp. 79-83
Author(s):  
Павел Токарев ◽  
Pavel Tokarev ◽  
Алексей Шулаев ◽  
Aleksey Shulaev ◽  
Ринат Салеев ◽  
...  
Keyword(s):  
Cleft Lip ◽  
Speech Therapy ◽  
Cleft Lip And Palate ◽  
Main Group ◽  
Speech Development ◽  
Control Group ◽  
Speech Activity ◽  
Speech Therapist ◽  
Rehabilitation Measures ◽  
Definition Of

Subject. The article describes the child's speech passport, as one of the important mechanisms of the rehabilitation and speech recovery in children with congenital cleft lip and palate. Purpose of the study ― evaluation of the treatment outcome in children with cleft palate with the use of a speech passport at the stage of rehabilitation. Materials and methods. The article presents the experience of the rehabilitation of more than 2,000 patients with congenital maxillofacial defects from 1998 to 2017. Results. The features of speech development were studied in 93 patients divided into two groups. The main group consisted of 56 people, in whom the definition of the algorithm of medical and logopedic aid was carried out using a speech passport, then the rehabilitation measures complex developed by us for restoring and correcting the speech function was applied. The control group included 37 people: patients who did not receive medical and speech therapy in the postoperative period, and patients who underwent rehabilitation measures in outpatient clinic at the place of residence. The speech activity indicators in patients of the compared groups had significant differences (p = 0,026), due to a more pronounced positive dynamics of speech activity recovery in the main group - the percentage of patients increased 3,6 times ― from 17,9 to 64,3 %, while in the control group the rate increased only 1,9 times ― from 21,6 up to 40,5 %. Conclusion. The developed speech passport involves a multidisciplinary approach to the child, early detection, treatment and rehabilitation. It is also can be defined as a link between health care, speech therapy and pedagogy. The child's speech passport data can be filled by a pediatrician, neurologist, maxillofacial surgeon, orthodontist, speech therapist and speech therapist defectologist at various stages of treatment and rehabilitation.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

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 Correction of Impaired Sound Pronunciation in Senior Preschoolers with Phonetic-Phonemic Speech Underdevelopment

2021 ◽  
Vol 2021 (3) ◽  
pp. 191-200
Author(s):  
Ol'ga Grigor'eva ◽  
Larisa Nikiforova ◽  
Aleksandra Cherkashina
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Auditory Memory ◽  
Verbal Information ◽  
Voluntary Regulation ◽  
Oral Information

The research featured senior preschoolers with phonetic-phonemic speech underdevelopment. The authors described the peculiarities of speech development in such children and analyzed related publications. As a rule, impaired sound pronunciation includes low tempo and weak voluntary regulation. The study featured substitutions, distortion, or absence of various sounds. The authors tested a set of measures aimed at correcting speech disorders in senior preschool children with phonetic-phonemic speech underdevelopment. The experiment revealed a combination of incorrect pronunciation with sounds that were partially consistent in a certain context. Cognitive parameters included difficulties in memorizing verbal information and poor auditory memory. The subjects failed active speech tests and could not remember oral information. The article also introduces data on the specifics of speech therapy of phonemic hearing.

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 Modern view of speech readiness for school of children of older preschool age with typical psychophysical development and speech disorders

2021 ◽  
pp. 31-35
Author(s):  
Olena Bielova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
School Curriculum ◽  
Speech Disorders ◽  
Preschool Age ◽  
Lexical Norms ◽  
Speech Training ◽  
Definition Of ◽  
Special Complex

A theoretical review of modern scientific sources on the problem of "speech readiness" for the schooling of older preschool children with typical psychophysical development and speech disorders is presented. The aim of research: analysis of modern research on speech readiness for the schooling of older preschool children with typical and speech disorders. The objective of research was to substantiate scientific sources on the study of the terms "speech readiness" and "speech preparation" for school in older preschoolers; determination of components of speech readiness of children of older preschool age with speech disorders. It is established that there are different views on the definition of the terms "speech readiness" and "speech training". Speech readiness for the school includes children's mastery of grammatical, lexical norms of speech, enriched vocabulary, use in educational and everyday activities of various functions of speech; it is determined that speech readiness contributes to the process of speech preparation of the future student to master the school curriculum. Speech training involves general and special training. It was determined that the formation of basic intellectual, semiotic and regulatory components is necessary for the speech readiness of children with speech disorders, which are formed under the influence of a special complex of correctional and developmental speech therapy work. Based on the analysis of scientific sources, the components of speech readiness for the schooling of older preschool children with speech disorders were identified: cognitive is about understanding of the semantic constructions of language and speech; motivational is about understanding of social and cognitive motives of learning; the component of activity - active participation in various types of speech activity; emotional - verbalization of emotions and feelings

scholarly journals Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence

2020 ◽  
Vol 9 (1) ◽  
pp. 142-168
Author(s):  
O.A. Koval
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Speech Disorders ◽  
Speech Development ◽  
Management Control ◽  
Emotion Management ◽  
Speech Pathology ◽  
Control Group ◽  
Experimental Sample ◽  
Emotional Education

The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.

scholarly journals PECULIARITIES OF MOTOR AND SPEECH RHYTHMIC PROCESSES FORMATION IN CHILDREN OF SENIOR PRESCHOOL AGE WITH STUTTERING BY MEANS OF LOGORHYTHMIC EXERCISES

2020 ◽  
pp. 129-139
Author(s):  
Iryna Zhadlenko
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Development ◽  
Preschool Age ◽  
Verbal Response ◽  
Scientific Article ◽  
Motor Speech ◽  
Speech Rhythm ◽  
Functional Aspects ◽  
Before And After

The scientific article proves that the functional aspects of motor-speech development in senior preschool children with stuttering are closely related to the basic morphofunctional provision of motor skills and speech, which involves activating the cerebral cortex, improving blood supply to the brain, restoring motor and articulatory innervation. By applying a multidisciplinary approach philosophical, psychophysiological, neurobiological, psychological and linguistic aspects of the nature of rhythm were highlighted. Comparative indicators of the level of motor and speech rhythm development were determined before and after performing logarithmic exercises. Theoretical and methodological analysis of the problem of motor and speech rhythms development in children of senior preschool age with stuttering confirmed the assumption about delayed rhythm development in children of this nosological group. The need for a comprehensive study of this issue was the driving force for carrying out the observational experiment, whose purpose was to study the peculiarities of the development of motor and speech rhythms in older preschool children with stuttering. In the process of analyzing the comparative characteristics of the levels of motor and verbal response in senior preschool children with stuttering, it was proved that these two processes develop simultaneously and are interdependent. The retardation of one process leads to the retardation of the other one, which affects the development of children's motor and verbal (speech) rhythm. Comparative characteristics of the formation levels of motor and verbal rhythms in senior preschool children with stuttering before and after correctional and developmental classes show that after performing correctional and developmental exercises there are no children with zero and low levels of reproduction, while medium and sufficient levels of motor reproduction and speech response prevail. This fact experimentally confirmed that the selected correctional and developmental work, conducting of speech therapy and logorhythmic classes aimed at the development of motor and verbal rhythms contributed to a significant improvement in the children’s results.

Clinical efficacy of osteopathic correction in the complex treatment of patients with unoperated open-angle glaucoma

2020 ◽  
pp. 97-105
Author(s):  
E. N. Simakova ◽  
O. V. Stenkova
Keyword(s):  
Intraocular Pressure ◽  
Drug Therapy ◽  
Primary Open Angle Glaucoma ◽  
Open Angle Glaucoma ◽  
Randomized Study ◽  
Main Group ◽  
Control Group ◽  
Open Angle ◽  
Complex Treatment ◽  
Hypotensive Drug

Introduction. Glaucoma is one of the most significant eye diseases. It is often diagnosed, not always amenable to therapy, and can lead to a complete loss of visual functions. In recent years, the method of osteopathic correction has become widespread as one of the effective methods of treatment and rehabilitation of patients with pathologies of various body systems. In the pathogenesis of glaucoma, it is customary to distinguish a dystrophic concept, which considers primary open-angle glaucoma as a result of dystrophic changes in the connective tissue, as well as in the endothelial lining of the trabeculae and Schlemm′s canal, especially destructive changes in mitochondria and the alteration of their functional activity. A vascular concept is also distinguished. According to this concept, the central link in the pathogenesis of glaucoma is circulatory disorder in the ciliary vessels, ocular artery, and major vessels of the head and neck, it can be assumed that osteopathic correction in the treatment of patients with open-angle glaucoma will be pathogenetically substantiated and will have a positive effect on intraocular pressure and trophicity of the optic nerve. The goal of research — to study the influence of in osteopathic correction on the nature of unoperated glaucoma (stage IIA) and to substantiate the possibility of using osteopathic correction in the complex treatment of patients with this pathology.Materials and methods. A prospective controlled randomized study was conducted at 52 city polyclinics, branch 3, Moscow, from January 2018 to January 2019. 40 patients (70 eyes) aged 50 to 75 years with primary open-angle glaucoma IIA stage were examined. At this stage of the disease, patients most often seek medical care and the issue of conservative management is primarily considered. All patients were divided into two groups of 20 people: the main group and the control group. The treatment in the main group included hypotensive drug therapy and osteopathic correction. Patients of the control group received only drug therapy. All patients underwent ophthalmic (visometry, tonometry, perimetry) and osteopathic examination twice: before the treatment and after 3 months.Results. For patients with primary open-angle IIA non-operated glaucoma, regional (most often regions of the head, neck, dura mater) and local (abdominal diaphragm, iliac bones, hip and knee joints) somatic dysfunctions were the most typical. In the main group a statistically significant decrease in the frequency and severity of dysfunctions at all levels was stated. Also, in patients receiving osteopathic correction, a significant decrease in the level of intraocular pressure and perimetric indices was noted. In patients of the control group, no reliable changes in these indicators were obtained.Conclusion. The results obtained indicate that osteopathic correction is clinically effective in the complex treatment of patients with primary open-angle II A glaucoma.

Sign in / Sign up

Export Citation Format

Share Document