scholarly journals WORKING WITH PARENTS TO DEVELOP COHERENT SPEECH IN OLDER PRESCHOOLERS

2020 ◽  
Vol 22 (74) ◽  
pp. 21-25
Author(s):  
U.G. Egorova ◽  
Keyword(s):  
Key Words ◽  
Speech Therapy ◽  
Speech Development ◽  
Preschool Age ◽  
Family Education ◽  
The Family ◽  
Integral Process ◽  
Speech Therapist ◽  
Basic Concepts

The article substantiates the relevance of the development of coherent speech in senior preschool age in the context of family education. In this regard, the basic concepts to which the author refers to "coherent speech", "monologue and dialogical speech" are defined. The author focuses on the principles of organizing speech therapy work on the development of coherent speech. The article states the need for step-by-step work, including preparatory, main and final stages. The author insists on the development of coherent speech in older preschoolers through the formation of skills in composing a story based on a series of plot pictures. The article assesses the conditions for the effectiveness of speech therapy support of the family. In the conclusion, it is concluded that speech therapy work is included in the integral process of psychological and pedagogical preparation of a child for school. Key words: speech therapy work, speech therapist work with parents, coherent speech, development of coherent speech, monologue and dialogue, senior preschool age.

Between support and help – cooperation between a family assistant and a speech therapist

2020 ◽  
Vol 35 (3) ◽  
pp. 5-23
Author(s):  
Agnieszka Jedlińska ◽  
Dorota Lipiec
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Family Members ◽  
Speech Development ◽  
Main Task ◽  
Therapy Assessment ◽  
The Family ◽  
Speech Therapist

The main purpose of the article is to draw attention to the need for cooperation between a family assistant and a speech therapist, which rarely occurs. An assistant is another profession called to work with a family in the area of support. "The main task of an assistant is to support parents in the proper fulfillment of their caring and educational functions and shaping the skills of family members in finding solutions to life difficulties" (Krasiejko, 2016, p. 5). Therefore, work in this profession requires continuous expansion of competences and their adaptation to the needs of those under their care. The article introduces one of the topics that a family assistant can meet in his work and which can be a challenge for him, mainly the topic of the correct and incorrect development of a child's speech. Stages of speech development were discussed, with particular attention to preschool children. The presented description of the course of speech development (normative - delayed - disturbed) will allow the family assistant to catch an early deviation from the norm, draw the child's guardians attention to the need for a speech therapy assessment of speech development and to help in organizing consultations with a speech therapist. As a result of the examination, the speech therapist will decide whether to start therapy and refer you to specialist examinations (e.g. audiological, ENT, orthodontic, psychological).

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.

Give Them a Chance to Talk

PEDIATRICS ◽  
1949 ◽  
Vol 3 (6) ◽  
pp. 869-870
Author(s):  
RUTH W. METRAUX ◽  
CATHERINE S. AMATRUDA
Keyword(s):  
Cerebral Palsy ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Therapist ◽  
The Common ◽  
Sound Discrimination ◽  
Detailed Outline

This is a small cardboard covered handbook in photo-offset print, designed mainly for the speech therapist working with children handicapped by cerebral palsy. It contains a brief description of cerebral palsy (athetoid, spastic and ataxic), classification and description of the common speech disorders, an outline of the sequences of speech development together with a guide to the assessment of speech (articulatory) maturity, and a description of speech and sound discrimination tests. A detailed outline of the methods of speech therapy used in the athetoid, the spastic, and the ataxic child follows.

scholarly journals THE COOPERATION OF PARENTS AND SPEECH THERAPIST IN THE TREATMENT OF SPEECH IMPEDIMENTS OF CHILDREN AT PRE-SCHOOL EDUCATION INSTITUTION

2016 ◽  
Vol 3 ◽  
pp. 138
Author(s):  
Mārīte Rozenfelde ◽  
Olga Čapkeviča
Keyword(s):  
Early Detection ◽  
Parental Education ◽  
Education Institution ◽  
Speech Development ◽  
School Education ◽  
The Family ◽  
Speech Therapist ◽  
Children Speech ◽  
Speech Therapists

The issue of the involvement of parents in the treatment of children with speech impediments in cooperation with speech therapists at pre-school education institutions is examined in the paper, as the correction of speech cannot be fully effective, if the family is not involved in the process.  Parents' insufficient awareness on speech impediment and treatment, undervaluing the importance of speech impediments' early detection and timely actions, incorrect and sometimes harmful beliefs regarding child's speech, shows the necessity to cooperate at all the stages of treatment, provide parental education on the possibilities of children speech development. The author describes the research, carried out at a pre-school education institution, on the parents', whose children have speech impediments, perception of their role and the evaluation of their involvement in the speech impediments' correction, that proves that, estrangement occurs when children, being in specialized twenty-four hour care pre-school groups, do not receive the necessary interaction and overall development stimulating activities with their parents.

scholarly journals Contemporary approaches to working with a family educating a child with speech disturbance

2019 ◽  
Vol 66 (3) ◽  
pp. 144-149
Author(s):  
Yelena Lastochkina ◽  
Olga Liannaya ◽  
Vitalina Litvinenko
Keyword(s):  
Information Technologies ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Coherent System ◽  
Systematic Correction ◽  
Individual Work ◽  
Speech Therapist ◽  
General Aspects ◽  
Work Done

The following article presents speech-therapy guidance for the families, who have kids with speech disorders, and outlines directions and means of solving the problem. The authors view speech-therapy guidance as interaction of all the participants in the correction process. Its implementation goes as a simultaneous, coherent system of work, which begins with interaction between the child, the therapist and experts in other specialties (psychologist, doctors, and rehabilitation specialists). Afterwards the work is meant to continue by parents supervised by the speech therapist. The article touches upon both group and individual work done in cooperation with parents. Group work – parents’ meetings, guidance, round tables, exhibitions, seminars, frontal-work lessons, workshops, games and exercises’ libraries, visual libraries, open days and conferences. Individual work – individual discourses, practicing, watching individual lessons, recommendation notices, homework notebooks, conducting surveys and home libraries. The authors claim that the system of a speech-therapy guidance can be introduced as two general aspects in work: 1) Speech-therapy aspect involves acquiring knowledge about phases and peculiarities of the child’s speech development, enhancing speaking communication among children, forming awareness of pre-school children speech disorders, motivation for cooperation with speech therapists, teachers and children, acquiring skills to follow the therapist’s advice and use all the correction exercises. The points mentioned above help to do the speech therapist supervised correction work, to adhere to the same requirements and the sequence of speech influence and conduct systematic correction work in accordance to the speech therapist’s advice. 2) Psychological aspect involves forming the knowledge about age-based psychological peculiarities of children’s development, fostering motivation skills for speaking communication, developing the skill of providing appropriate conditions for effective speech development, promoting ways of successful communication of children and parents. Nowadays there are different ways and forms of speech-therapy guidance for parents. The ones that proved to be the most informative and interactive are contemporary information technologies.

scholarly journals The work of a speech therapist teacher with families of the "risk group" in the conditions of a preschool educational institution

2021 ◽  
Author(s):  
Larisa N. Kuchukbaeva ◽  
Keyword(s):  
Speech Therapy ◽  
Risk Group ◽  
Educational Institution ◽  
Psychological Support ◽  
Dysfunctional Families ◽  
Children And Parents ◽  
The Family ◽  
Speech Therapist

The author of the article offers a system of work on speech therapy and psychological support for children and parents of the "risk group" in the conditions of a preschool educational institution. The article describes the tasks, forms, directions, and types of work with dysfunctional families that encourage parents to engage in conscious activities for the development and upbringing of a child in the family.

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document