Correction of speech disturbances in elevated form of dysartria in elder preschool children

2021 ◽  
pp. 73-78
Author(s):  
E. A. Efimova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Positive Influence ◽  
Speech Disorders ◽  
Rhythmic Organization

This article discusses the use of speech therapy rhythmics in order to correct speech disorders in preschoolers with an erased form of dysarthria. In the course of this work were in s manifest features of tempo-rhythmic organization of speech of children with the erased form of dysarthria; the positive influence of speech therapy rhythmics on children of this category is described and examples of effective exercises in the process of its use are given.

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 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.

Neuropsychological approach in the correction of specific language impairment among older preschool children

2021 ◽  
pp. 9-13
Author(s):  
Svetlana A. Pyoryshkova
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Therapy ◽  
System Analysis ◽  
Speech Disorders ◽  
Specific Language ◽  
Mental Functions ◽  
Depth Analysis ◽  
Higher Mental Functions

Theoretical and methodological analysis substantiated the expediency of using a neuropsychological approach in correctional, developmental and speech therapy work with children with specific language impairment. The features of the functioning of the higher mental functions of a child with disabilities are considered. The analysis of the development of higher mental functions, mental processes, formation of cognitive and motor spheres of a child with disabilities allows to identify the potential of their development, relying on preserved mental functions. This makes it possible to make a more detailed prognosis of development, an individual plan of correctional and developmental and speech therapy work based on an integrated approach, using a complete system analysis of the child’s higher mental functions. We analyze in the context of the application of neuropsychological technologies the process of correcting the specific language impairment among older preschool children. The neuroscience has a huge role in solving problems of related scientific fields: pedagogy, psychology, defectology. The use of neuropsychological technologies and techniques is effective in correctional and speech therapy work with children with specific language impairment. The application of the neuropsychological approach makes it possible to in-depth analysis of the structure of the speech defect, allows to identify both the symptoms of speech disorders and the insufficiency of higher mental functions of the child. Therefore, the neuropsychological approach in correcting the specific language impairment among older preschoolers allows to get a more complete picture of the possibilities of developing higher mental functions of the child and organize speech therapy based on preserved mental functions.

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 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 THE USE OF GAME RIGHTS IN THE CORRECTION OF THE PROSADING PARTY OF LINGUISTIC CHILDREN OF PRIMARY AGE

2018 ◽  
pp. 17-21
Author(s):  
C. BARNA ◽  
V. IVANOVA ◽  
O. KASYANENKO
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Speech Therapy ◽  
Language Skills ◽  
Role Playing ◽  
Speech Disorders ◽  
Language Games ◽  
Speech Impairments ◽  
Speech Impairment ◽  
Educational Work

Violation of development has became a significant problem of society in view of the rapid increase of children with problems of psychophysical development. This problem also affects preschool children with speech disorders, as today there is a tendency in Ukraine to increase the number of children with severe speech impairment. This fact has required revision of the methods and forms of education and training of such category of children. Studies in the field of special pedagogy and speech therapy have revealed that for a number of nosological forms In the speech therapy, the term "prosodic" refers to the phenomena of height, duration, strength, etc. The system of prosody is a complex structural component of the components, which performs the functions of integral statement of expression (organization and division). The child first needs to teach the correct speech in the teaching and speech and speech activities, developing strong skills and habits of proper speech, and then it is possible to fix and intensify speech in children's gaming activities.The main activity of preschool children is the game, so the enrichment of the motives of speeches, direct speech correction should take place on the basis of a combination of language learning and gaming activities. Therefore, organizing correctional work with children with speech impairments, it is necessary to take into account not only the features of manifestations of speech impairment, but also secondary deviations in the development of the child due to this speech disability. There are game-role-playing, moving, didactic building material, dramatizing games and all other types of games. It is more expedient to talk about the use of well-known types of games in speech therapy with children. Affected children are passive and do not show a desire to actively deal with objects and toys. During conducting games speech therapist should take into account that the presence of a speech defect can cause deviations in the mental health of the child such as increased excitability, closure, depression, negativism, apathy, mental exhaustion. Violation of general and speech motility leads to fatigue in the game. In correctional work with children who have speech impairments, different types of games are used: didactic, moving, role-playing, dramatizing games. For children with speech impairment, games that require coordination and precision of the fingers play an important role. Language games in logopedic work contribute to: the community of the teacher with the child; active attention to language; the desire to master one or another language skills; the destruction of the old and the formation of new skills of speech; the application of new language skills in everyday life. Correctional and educational work with children-logopaths should be aimed at teaching correct speech and education of the child's personality.

Sign in / Sign up

Export Citation Format

Share Document