Basic principles of speech therapy work
Speech therapy is among other special sciences: deaf pedagogy, oligophrenopedagogy, typhlopedagogy, education and training of children with motor disorders; it has a methodological basis in common with them and a common special task: the maximum overcoming of defects in children (and adults) suffering from a violation (in this case, speech), and preparing them for work.
The complexity of highlighting the basic principles of speech therapy influence lies in the fact that people of various ages (preschoolers, schoolchildren, adults) need speech therapy help; Speech disorders are very diverse, just as diverse are the causes of their occurrence, their role and significance for the usefulness of the communicative function of a person’s speech, for his general development and education, character formation and for his participation in work and social life.
As a pedagogical discipline, speech therapy should be guided in its practice by general pedagogical principles, in particular the principles of didactics.
The didactic principles of Soviet pedagogy are as follows:
educational character of training;
comprehensive development of the personality of students;
consciousness and activity of students;
taking into account age characteristics and availability of material;
individual approach against the background of collective work;
strength of created skills and knowledge;
visualization of training;
scientific and systematic teaching;
the decisive role of the teacher in the learning process.
These principles are refracted in the work of a speech therapist in connection with the special tasks of speech therapy and the specific features of a particular composition of those involved.
The system of speech therapy influences can be formulated in the form of the following provisions.
1. Speech therapy work should be carried out taking into account the personality of the speech pathologist, both its negative sides, which must be re-educated, and the positive ones, which must be used in the compensation process; in particular, taking into account the interdependence and connection of the activity of all analyzers, the involvement of healthy analyzers is used to compensate for the activity of inferior ones.
2. The speech of a person as a whole is involved in speech therapy work: a speech therapist must create a dictionary, grammatical structure and the sound side of speech (motor alalia) even with the mildest speech disorder, when there are defects in the pronunciation of only some sound groups and individual sounds, he cannot limit his work only by creating the correct isolated sound, and from the point of view of the pronunciation of this sound, rework the dictionary (not a bow, but a hand, not a scythe, but a cat) and the phrase I don’t want to bite, but I want to eat). The speech therapist must not only achieve the correct pronunciation of soft and hard consonants or voiced and deaf, but also distinguish them, that is, prepare the basis for correct written speech.
3. The focus of speech therapy work should always remain the most affected link in this disorder (primarily impaired speech component). So, for example, with dyslalia and dysarthria, this will be sound pronunciation, with alalia, a dictionary, with stuttering, a calm, smooth flow of speech, etc.
4. Depending on the stages of speech development, a speech therapist must change his target methodological settings.
5. In a correctly constructed speech therapy process, the regularities and sequence of normal both speech and general mental development should be taken into account.
6. The organization, the form of work, the material involved should correspond to the age of the speech pathologist: it is desirable to quickly include program material in work with a schoolchild and conduct classes in the form of school classes, and with a preschooler to use mainly game forms, but still build your work in the form of organized and planned classes.
7. The difficulties of speech therapy work and its timing will depend on the nature of each speech disorder and on its degree. For example, the gradual development of sound pronunciation in dysarthria is associated with a gradual complication of the articulatory structures of the sounds of a given language and with a gradual transition from less affected movements to more affected ones.
With motor alalia, the gradual development of speech can be schematically characterized by the following main directions: a) from onomatopoeia and babble words to words that are increasingly complex in their verbal structure; b) from the most specific words and grammatical categories in terms of their semantic content to more and more abstract ones; c) from the simplest sentences to more and more detailed and complex ones.
8 All the work of a speech therapist should be imbued with psychotherapy, which is based on an understanding of the difficulties of a speech pathologist, on the understanding that the majority of poorly speaking people are having a hard time with their speech insufficiency - ridicule of others, failure in school; many of them already doubt that they will be able to overcome their difficulties.
9. The upbringing and re-education of speech takes place under the targeted influence of a speech therapist, largely on the basis of imitation of a speech therapist, therefore the personality of a speech therapist and, in particular, his speech becomes very important. Painstaking, thoughtful work is possible only if a speech therapist sincerely loves his work and children.
All behavior of a speech therapist should be even, benevolent towards his pet; his emotional background should be colored with joyful, but calm and businesslike revival. The speech therapist should be demanding, but at the same time, his exactingness should be reasonable, understanding and taking into account all the difficulties of the speech pathologist. from the environment (the stutterer again begins to stutter when strangers appear, confuses already practiced sounds when required to retell an article that is difficult for him, etc.).
All disruptions and failures of the speech therapy process should be considered by the speech therapist primarily from the point of view of the feasibility of the requirements for the speech pathologist.
The credibility of a speech therapist is very important both for children and for their parents and caregivers, since the relatively short work of a speech therapist should be supported by additional work at home or in a children's institution.
Authority in the eyes of the child is achieved by the general manner of behavior, the clarity of their tasks and requirements; in relation to parents and educators, the speech therapist must also be even and patient, conduct a qualified, but accessible explanation of his requirements and his tasks.
A speech therapist must be able to subtly observe in order to know well those with whom he works, especially since in the process of work their speech level changes all the time, and in connection with this change, the difficulties and tasks of speech therapy work change accordingly. (Thus, in working with motor alalik at the first stage, it is most difficult to overcome its speech negativism; at the second and third stages, difficulties in the field of vocabulary and grammatical structure increase and there is a danger of stuttering.)
A speech therapist should be well aware of the main speech disorders and their course, should be familiar with the modern understanding of their mechanisms, should know the methodology for the initial teaching of literacy and mathematics, since it is he who has to start teaching children with severe speech disorders (dysarthria, alalia, rhinolalia, etc.). ).
Initial training for many speech disorders has specific difficulties, in addition, it is very often an auxiliary means of correcting defective speech.
The insufficiency of uniform programs, manuals requires a creative attitude of the speech therapist to his work and careful preliminary preparation for each lesson.
Speech therapy classes are conducted with specially selected groups or individually.
The organization of small (from 3-4 to 5-6 people) selected groups (by the nature and severity of the disorder, by age, by intelligence) provides more opportunities for various games and exercises, for educational and psychotherapeutic influence on both the most timid and shy, as well as on disinhibited and negative ones.
For successful work in a group (preschoolers, schoolchildren of different grades), there must be discipline, which is best ensured by a clear, thoughtful work plan for the entire group and individual requirements for everyone in the group.
Group work does not exclude the need for individual work, which is carried out either temporarily (as preparing the most "severe" children for work in a group), or in parallel (in addition to working in a group of individual children), or entirely (if the speech therapist does not have an appropriate group) .
The speech of a speech therapist should be a role model in all respects: in its pace, diction, euphony, correctness of expressions and pronunciation. Thus, a speech therapist cannot be either stuttering or tongue-tied, he must be able to speak fluently and expressively.
In speech therapy, special methods have been developed to overcome various speech defects.
The work of a speech therapist should be well equipped with various benefits. As aids in speech therapy work, there are toys, pictures (subject, plot, series of sequential pictures9), board games (such as loto, dominoes "Who is faster"), books (primers, books for reading, fiction, textbooks for different classes), tables in Russian. The speech therapist uses all these benefits depending on the immediate task that he sets for himself in connection with the nature of the violation, the stage of work, the intellect and the general development of the student. In this regard, toys, pictures, texts should be specially selected and grouped.
The choice of benefits and the method of using them are determined by the target setting for its use; the same manual can be used both for the purpose of examination and for the purpose of exercise, the creation of certain skills.
Special benefits include a speech therapy mirror, in which the practitioner can see both the face of the speech therapist and his own.
In more detail, the use of benefits is described in a special part when describing the methodology for working with various speech disorders.
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Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |
All speech therapy material provided on the site, you can use as a speech therapy aid! In this section of the site, you will find speech development classes designed for classes with children from 1 to 7 years old. Online speech therapy exercises can serve as a useful tool not only for parents. The formation of speech is one of the main characteristics of the overall development of the child. Teachers of speech therapy and mass groups will find a lot of necessary material on the site. If your child does not speak well, then this section of the site will help him learn how to speak and read correctly. Speech therapy children need purposeful systematic care. Individual lessons allow you to solve problems with diction in children.
Principles of speech therapy
We want to tell you about the basic principles of speech therapy
Speech therapy is based on the following basic principles:
The principle of consistency is based on the idea of speech as a complex functional system, the structural components of which are in close interaction. In this regard, the study of speech, the process of its development and correction of disorders involves the impact on all components, on all sides of the speech functional system.
The principle of complexity involves the impact on the defect and personality of the child by the efforts of different specialists.
The principle of development involves the allocation in the process of speech therapy work of those tasks, difficulties, stages that are in the zone of proximal development of the child. The study of children with speech disorders, as well as the organization of speech therapy work with them, is carried out taking into account the leading activity of the child.
The principle of the activity approach is to take into account the leading activity of a child of a given age in speech therapy work.
The development of a methodology for corrective and speech therapy influence is carried out taking into account the sequence of appearance of the forms and functions of speech, as well as the types of activities of the child in ontogenesis (ontogenetic principle).
The occurrence of speech disorders in many cases is due to a complex interaction of biological and social factors. For successful speech therapy correction of speech disorders, it is of great importance to establish in each individual case the etiology, mechanisms, symptoms of the disorder, to identify the leading disorders, the ratio of speech and non-speech symptoms in the structure of the defect.
In the process of compensating for impaired speech and non-speech functions, restructuring the activity of functional systems, the principle of a bypass is used, that is, the formation of a new functional system bypassing the affected link. The principle of the relationship of speech with other HMF.
An important place in the study and correction of speech disorders is occupied by didactic principles: visibility, accessibility, consciousness, individual approach, etc.
Speech therapy classes for letters (r, w, k ...)
In this article, we introduce you to a summary of the book Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes
There is very little time left before the child enters school, and his speech lags behind the age norm. Will the future student be able to fully study? Will he cope with the school curriculum? Such questions are of concern to both parents and teachers, especially when it comes to such a complex and intractable violation as general underdevelopment of speech.
Thirty years of successful work with children of this category, extensive experience in teaching advanced training courses, as well as a sincere desire to help all those for whom the problem of preparing children with general speech underdevelopment for school is relevant today (and it is clearly insufficiently covered in modern pedagogical literature), inspired the author to write this book.
In order to fully prepare children with underdevelopment of all components of the language system for school, a number of tasks need to be solved, namely:
to develop in children the habit of productive educational activity,
to eliminate phonetic and phonemic insufficiency, to form the skills of sound analysis, and then syllable-by-syllable reading,
develop coherent speech
to prevent writing and reading disorders, the likelihood of which is especially high in children of this category.
It is possible to carry out such a volume of work only under the condition of qualified, comprehensive and systematic special education for preschool children.
In the correctional groups of children's educational institutions (DOE), all conditions have been created to overcome speech defects in children and prepare them for schooling, however, the lack of systematized practical material on this problem significantly complicates the work of specialists.
This manual contains a description of the system of correctional and developmental activities of teachers (speech therapist and educator) with children of 6 years of age with general underdevelopment of speech.
Educators of speech therapy groups will find in the book a description of all types of educational activities, a schedule of classes, methodological recommendations for them, plans and notes.
Speech therapists are encouraged to:
annual thematic plan of frontal classes (180 topics),
detailed notes of 41 lessons,
original visual material (diagrams, tables, etc.).
Methodists and heads of preschool educational institutions, having become acquainted with the methodological foundations of remedial education, will be able to provide more qualified and effective assistance to teachers of speech therapy groups.
Parents of children with general speech underdevelopment, having studied the materials of this book, will become more competent, conscious and actively participate in the process of complex correction of the defect.
This manual continues a series of publications that outline the author's practical experience: "Outline of speech therapy classes" (M., 1995), "If the preschooler does not speak well" (St. Petersburg: Accident, 1997), "Speech therapy notebooks" (St. Petersburg: Detstvo-Press, 1998) (FOOTNOTE: In the book “If a preschooler speaks badly” and “Speech therapy notebooks” - appendices to it - the system of speech therapy classes with five-year-old children is described in detail.). In comparison with the listed manuals, this edition has significantly expanded the methodological and practical parts.
Speech therapists, as a rule, are interested in the clinical manifestations of various defects, united by the term general underdevelopment of speech, as well as methods of differential diagnosis. At advanced training courses, the question of consistency in the work of a speech therapist and a teacher of a correctional group is often raised, problems that arise when teachers communicate with parents are discussed. Beginning speech therapists need not just notes, but a detailed explanation of each method of work. For experienced practitioners, planning and conducting lexical and grammatical classes, especially teaching literacy, cause difficulties. All these and many other issues important for the work of teachers, we tried to take into account and highlight in this publication. For each of the areas of correctional activity, we have compiled detailed methodological and organizational recommendations that, we hope, will help speech therapists working not only in specialized speech therapy groups, but also in various preschool institutions (clinics, orphanages, sanatoriums, mass preschool educational institutions, etc.).
There is no doubt that in one book it is impossible to cover the entire spectrum of problems related to the preparation for school of children with general underdevelopment of speech. Therefore, in the near future we plan to release the next series of "Speech therapy notebooks" for correctional work in the preparatory group.
Offering colleagues a system that has been verified and honed by many years of practice, the author is well aware that many talented and creative workers will make their own adjustments to it. Otherwise it is impossible! Pedagogy (and correctional in particular) becomes a dead science if it stops for a while in constant movement forward - behind time, behind progress, behind new achievements!
Innovative technologies in speech therapy
Progress does not stand still, and speech therapy is constantly evolving.
Innovative speech therapy technologies
It makes no sense to talk about the importance of speech therapy work in kindergarten. Pure in sound pronunciation, competent, correct speech of a preschooler is the key to his successful education at school.
Over the past 5 years, we have noted that our pupils:
the percentage of “poorly speaking” children is increasing;
the severity of the speech disorder deepens;
In the course of modernizing the system of preschool education, fundamentally new conditions have emerged for the development of education for children with speech disorders. These are speech centers in mass preschool institutions, diagnostic groups for children of preschool age, early development groups for children with mental retardation at the CRR. In some preschool institutions, adaptation groups are opened for pupils with disabilities.
Innovative processes at the present stage of development of society primarily affect the system of preschool education as the initial stage of personality formation. The attention of preschool teachers is focused on the development of children's creative and intellectual abilities. Traditional methods are being replaced by active methods of education and upbringing aimed at enhancing the cognitive development of the child.
Speech therapists in kindergartens do not remain aloof from the process of creative development of the modern content of preschool speech therapy, they actively use an innovative approach to teaching and educating children with speech disorders, closely follow methodological innovations in the field of correctional technologies.
The wording "Innovative technologies" may involve new approaches to working on the elimination of a particular violation, oral or written speech, helping the speech therapist in his work.
Most preschoolers entering speech therapy centers have deviations in speech development of various structure and severity. As a rule, children with speech disorders have problems in the development of perception, attention, memory, mental activity, varying degrees of motor underdevelopment and sensory functions,
spatial representations, features of receiving and processing information. These guys have a decrease in interest in learning, increased fatigue. Children are often ashamed of their speech imperfection, they become nervous, irritable, uncommunicative, which leads to the formation of a feeling of inferiority, the formation of a difficult character. This contributes to the formation of a negative attitude towards classes. To interest children, to make learning conscious, non-standard approaches, individual development programs, new innovative technologies are needed. The process of presenting material in a speech therapy lesson should be somewhat different, more individualized than in a group lesson. We had to look for new forms of classes, and new material for them.
Innovative methods of influence in the activities of a speech therapist are becoming a promising means of correctional and developmental work with children with speech disorders. These methods are among the effective means of correction and help to achieve the maximum possible success in overcoming speech difficulties in preschool children. Against the background of comprehensive speech therapy assistance, innovative methods, without requiring special efforts, optimize the process of correcting children's speech and contribute to the improvement of the whole organism. Organization of a subject-spatial developing environment in the speech therapist's office is of great importance in correcting children's speech. Speech therapy influence in the elimination of underdevelopment of speech pursues the goal - to teach children to coherently, consistently, grammatically and phonetically correctly express their thoughts, talk about events from the life around them.
Speech therapy M. E. Khvattsev
M. E. Khvattsev for the first time divided all the causes of speech disorders into external and internal, emphasizing their close interaction. He also singled out organic (anatomical, physiological, morphological), functional (psychogenic), socio-psychological and neuropsychiatric causes.
Organic causes included underdevelopment and damage to the brain, in the prenatal period, at the time of childbirth or after birth, as well as various organic disorders of the peripheral organs of speech. M. E. Khvattsev singled out organic central (brain lesions) and organic peripheral causes (lesion of the hearing organs, cleft palate and other morphological changes in the speech apparatus). M.E. Khvattsev explained the functional reasons by the teachings of I.P. Pavlov about violations of the correlation between the processes of excitation and inhibition in the central nervous system.
He emphasized the interaction of organic and functional, central and peripheral causes. He attributed mental retardation, impaired memory, attention, and other disorders of mental functions to neuropsychiatric causes.
M. E. Khvattsev assigned an important role to socio-psychological reasons, understanding them as various adverse environmental influences. M. E. Khvattsev was the first to substantiate the understanding of the causes of speech disorders on the basis of a dialectical approach to assessing cause-and-effect relationships in speech pathology. M. E. Khvattsev developed a classification of speech disorders. He did a lot to create a system for correcting sound pronunciation disorders. Created a number of fundamental works in the field of speech therapy. Author of more than 70 works on speech therapy and deaf education.
Creator of the film "Articulations of the sounds of the Russian language" designed to teach deaf children pronunciation. Based on his research, generalizing the works of domestic and foreign researchers, he writes the textbook “Speech Therapy. Manual for students of pedagogical institutes and teachers of special schools. This book became the first science-based textbook on speech therapy in Russia and a classic work in the field of Russian speech therapy. The named textbook has gone through many editions and is still popular among speech therapists in Russia.
Drawing conclusions about the activities of M. E. Khvattsev, it can be noted that he was one of the first developers of the theoretical foundations of speech therapy, the creator of a system for overcoming speech disorders, the author of the first textbook on speech therapy, and the organizer of the training of speech therapists in the USSR. The above allows us to call him the founder of Russian speech therapy.
It is generally accepted that the elimination of stuttering in children is carried out only in a complex manner. This complex impact is carried out in the following directions:
1. Therapeutic strengthening of the nervous system.
2. Speech therapy classes for the development of independent, stutter-free speech.
3. The work of the educator (according to the instructions of the speech therapist).
4 Working with parents.
5. Logopedic rhythm.
Let's discuss each of them in more detail.
Therapeutic strengthening of the nervous system. All work to eliminate stuttering in children should begin with an examination of the child by a psychoneurologist or neuropathologist. The doctor determines the nature of stuttering whether it is organic or functional.
All doctor's prescriptions (drug strengthening of the nervous system, physiotherapy, etc.) must be strictly followed. The nurse and educators are responsible for this, but the speech therapist of this group controls the timely and systematic medication. The speech therapist also monitors the effect of medicines on the child. And in cases of excessive overexcitation (or, conversely, inhibition, onset of lethargy, constant drowsiness), he immediately consults a doctor to change the appointment.
speech therapy classes carried out within 9-10 months. It is carried out at systematically constructed speech lessons.
1) development in children of free, independent, devoid of signs of stuttering speech;
2) elimination of shortcomings in sound pronunciation;
3) elimination of general underdevelopment of speech (if stuttering is complicated by such a speech anomaly);
4) correction of deviations in extra-speech processes, one way or another connected with the speech act (development of attention, memory).
The process of forming normal speech should not be reduced to mechanical training in the conjugated or reflected pronunciation of words and phrases, in the automatic pronunciation of memorized poems and texts. You must first teach children to use freely, without stuttering situational speech (when the subject of the conversation is presented in a visual form), and then contextual(in the absence of the object being discussed). At the same time, it should be borne in mind that stuttering children, as a rule, often find it difficult to verbally formulate their thoughts, to find the right word, often their speech is inconsistent, these children suffer from verbosity, are prone to lengthy, sometimes completely meaningless reasoning.
Thus, it is clear that stuttering children first of all need to be taught how to use their vocabulary,
accurately formulate your thoughts, quickly find the right word. Stuttering children should learn to speak fluently in any situations, be able to answer a variety of questions and ask them, talking about what is happening at the moment, about past or future events, about their intentions, plans, express their thoughts clearly and consistently
So, the main meaning of classes to eliminate stuttering is the strictly systematic development of coherent, independent speech. To do this, children must first of all be taught to answer only to questions speech therapist, and ask and speak out when asked by an adult. Of course, in order for children to feel what a clear, concise, expressive, emotionally colored speech is, what its normal pace is, everything spoken by a speech therapist in class should serve as a model for the child.
In addition to special classes to eliminate stuttering, a speech therapist can and should use to correct a defect such moments of the daily routine as preparing for classes, getting ready for a walk, etc. In these situations, the speech therapist provokes children with special questions to pronounce phrases available to them based on specific objects or actions (clothes, objects handed out for classes, manuals, utensils, toys, etc.).
During classes, it is necessary to monitor compliance with one important requirement: the answers of the children should not repeat the answers of their comrades. The speech therapist should constantly remind children of this condition. Its implementation has a great effect not only in the development of coherent speech of children, but also in the development of attention and memory. Indeed, if each of the children, carefully following the answers of his comrades, is forced to rebuild his prepared answer, since this answer has already been voiced, then this will naturally develop in the children the ability to immediately select the words necessary for the answer, to compose phrases from them. At the same time, the attention and memory of the child will develop, without which full speech development is impossible.
In speech therapy classes in the second half of the year, it is necessary to introduce elements of competition, games, excitement, in order to cause emotional stress in children at the time of speech, training them to pronounce phrases in various situations, as well as enriching the expressive possibilities of their speech. The speech therapist should strive to ensure that in each lesson the speech practice of children is maximum, and his speech is as minimal as possible.
True, we should not forget that stuttering children quickly get tired. Therefore, noticing the fatigue of children, it is necessary
It is important to prevent the appearance of stutters in speech due to overwork, to switch children from one type of work to another, or to give them the opportunity to move around, stretch themselves, change places, etc.
Children should not be forced to repeat a word or phrase uttered with stuttering, as in this case their attention is fixed on the pronunciation side of the speech, and they are only required to follow the meaning of their answers. If one of the children utters a word with a hesitation, the speech therapist does not seem to notice this, but for himself he must decide what caused this stuttering, and either replace the question or change the situation of the answer. It follows from the foregoing that during classes, children should speak completely freely, without stuttering, and free from stuttering, the smooth speech of children is an indicator of the correct organization of classes.
Another important requirement for children's speech is its normal pace. It is normal, not stretched or monotonous. It is known that most stutterers have a hasty, spasmodic speech. Speech therapists, on the other hand, sometimes resort to artificially slowing down the pace of speech, forcing children to sing along, stretching out vowels, pronouncing phrases together. As experience shows, such a technique does not give a positive effect. Usually, after classes, children do not adhere to the pace of speech set by the speech therapist, they are embarrassed to speak in a singsong voice, stretched out. In addition, the task of eliminating stuttering is not the education of the external side of sounding speech, but the internal restructuring of the entire process of speech communication.
When working with stuttering children, it should be borne in mind that many of them are easily vulnerable, impressionable, overly touchy, and classes with them should be carried out, encouraging and encouraging children all the time, while creating an atmosphere of goodwill.
When conducting classes, it is also necessary to take into account the individual characteristics of children. For example, if a child is shy, then you should not ask him first, giving him the opportunity to listen to the answers of his comrades, adapt and wait until he has a desire to speak and answer himself. Too mobile, noisy children are best asked after their excitement subsides. Work to eliminate stuttering It will be of great benefit if the activities bring joy to the children, and do not look like a drill or a boring necessity.
Many stuttering children have deficiencies in sound pronunciation. Work in this direction should be carried out from the very first days. The staging of sounds, their automation and introduction into speech should be carried out in special subgroup classes. Great help is provided by a teacher who works with children on the instructions of a speech therapist. For example, he can be instructed to carry out separate articulation exercises
Exercises or work with the child to consolidate the delivered sound. It is important, however, to remember that in stuttering classes, children cannot be required to correctly pronounce sounds that have not yet been worked out. Otherwise, the children will start to stutter. The speech therapist needs to patiently wait for the pronunciation skills to become so persistent that the child himself begins to pronounce all the sounds correctly in any situation.
During the first month, work to eliminate stuttering must be combined with a silence mode. This common name, of course, is arbitrary, since it is impossible to achieve complete silence from emotional, mobile, easily excitable children, which in most cases are stuttering children. But it is necessary to strive for this. In the most extreme cases, whispered speech is allowed.
Such a restriction is necessary so that, firstly, the pathological reflex to stuttering fades. Secondly, the silence of children (outside classes) for a month calms their nervous system, makes it possible to take a break from speech-rich classes. Thirdly, by speaking only in speech-language therapy classes and therefore always without hesitation, children are gradually established in the idea that they can not stutter, which serves as a kind of psychotherapy.
Educator's lessons. The speech therapist is responsible for organizing the silence regime and general control over its implementation. However, direct control over the restriction of children's speech falls mainly on educators, to a lesser extent on parents on those days when the child is taken to the family.
First of all, one important requirement must be observed: the silence of children should never be forced by a ban. Here it is necessary to show pedagogical ingenuity, since the prohibition to speak oppresses children, creates negative emotions in them. If the teacher felt that the children could no longer be silent, he can begin to learn a poem with them in chorus, play some game in which the children will speak in already memorized phrases or say certain words in chorus after the teacher.
Working with parents. Of great importance in the overall success of the correctional impact is the work of a speech therapist and educators with parents of stuttering children. A speech therapist should advise parents on the general and speech regimen of the child, acquaint them with the requirements for the speech of children, and invite them to open classes.
At home, a calm, friendly atmosphere should be created for the child, excessive unrest is harmful to his nervous system. It is necessary to categorically exclude punishments, intimidation, reproaches, long harsh moralizing. It is not recommended for such children to attend cinemas, theaters, circuses and other emotional and spectacular events. All the time
learning should not take the child to visit and parents to receive guests at home.
Logopedic rhythm. Of great importance for the elimination of stuttering are speech therapy rhythms, if they are carried out correctly. Usually in such classes it is customary to use various exercises to develop motor skills, coordination of movements, and a sense of musical rhythm. In working with stuttering children, in addition to all of the above, it is necessary to correct specific deviations in extra-verbal processes (attention disturbance, motor restlessness, lack of composure, inability to control oneself, quickly switch from one type of activity to another). A prerequisite for such activities is slowing down the pace at the end, calming the children, slowing down the pace of speech and movements, muscle relaxation, and the removal of emotional arousal.
So, we have discussed all aspects of the complex educational impact and once again emphasize that only it can contribute to the complete elimination of stuttering.
ELIMINATION OF STUTTERING
Stuttering usually occurs in early childhood (between 2 and 5 years of age). It is necessary to eliminate this speech defect as soon as it manifests itself. Otherwise, stuttering will take hold and become persistent, and at school age it will begin to progress. In addition, stuttering is eliminated more easily and quickly in preschoolers than in older children.
Currently, there is no single method to eliminate this defect. And most importantly, often speech therapy influence is directed only to the mechanical training of children in smooth, slow pronunciation and the specific features of their speech development, the peculiarity of the flow of non-speech processes that are directly related to the communicative function of the language are not taken into account at all.
Our psychological and pedagogical study of 4-7 year old stuttering preschoolers made it possible to establish that, as a rule, these children have a sufficient vocabulary, sometimes exceeding the age norm. Their speech is often replete with expressions of adults: “nevertheless”, “in short”, “apparently, this is so”, “of course, I know this”, “in all likelihood, I won’t come tomorrow”, “by the way” etc. Many people talk about space, about astronauts, about three-stage rockets. However, against the background of such apparent well-being, these Children often cannot remember the most elementary objects of action, qualities, or name them at the right time (although, as the survey showed, they have this knowledge in their vocabulary). It should be noted that these difficulties in finding the right word, in the speech design of thoughts cause
Increased stuttering, long pauses, frequent use of embolus (“well”, “e”, “here”, “and”, “there”, “this”, “still”, “a”).
Often in the speech of stuttering children there is no necessary sequence, they are prone to verbosity, sometimes lengthy reasoning completely devoid of meaning.
Obviously, such children need to be taught to use the vocabulary they have, giving their thoughts an accurate verbal form. To do this, children must be able to quickly find the right word, be consistent in their stories. Stuttering children must also be taught fluency in speech regardless of the situation, answer all kinds of questions, ask themselves, talk about what is happening at the moment, about past or future events, about their intentions, plans. It goes without saying that the speech therapy impact, aimed at the mechanical training of children in smooth pronunciation, is not enough in this case.
For the full-fledged flow of a speech act, the sufficient formation of such various extra-speech processes as the stability of attention and memory, observation, the flexibility of switching from one type of activity to another, the ability to control oneself and one's thinking is of great importance. And our study of stuttering children also revealed that, as a rule, their attention is unstable, they do not know how to be collected, switch thoughts from one object to another in time, it is difficult for them to keep in memory everything necessary for the implementation of the statement, their accuracy of perception of the interlocutor's speech , its content leaves much to be desired, and therefore their verbal reaction to it is not always correct, their will is poorly developed, they have poor control over themselves and directed thinking.
All of the above suggests that the work to overcome stuttering will be complete and effective if the direct correction of children's speech is combined with the correction of these features. For this purpose, you can use the program material of the mass kindergarten. It seems quite possible to combine the education and upbringing of children (according to the kindergarten program) with the process of developing their coherent speech and work on the re-education of existing mental characteristics.
It is necessary to develop the coherent speech of children in the sequence in which the usual development of the speech of a preschooler occurs, that is, on the basis of the psychological patterns of the course of this process. In psychological research, it is noted that the earliest form of children's speech is speech that is directly correlated with practical action or with the situation in which or about which communication takes place.
A specific situation or a situation of direct activity greatly facilitates the child's formulation of mental
whether the name of the objects or the designation of the actions performed. In case of difficulty in finding the right word, the specific situation allows the child to use a pronoun like this, this, this or just a gesture pointing to a particular object. For example, if it is difficult for a child to remember or find the necessary word during the answer, he can answer: “I took this,” or “I put it here,” or “Here it is.” This form of speech is called situational.
In contrast, speech contextual, i.e., connected with objects that the child cannot observe at the moment of speech, with past events, sometimes very old, or with his future actions, intentions, plans, is the most difficult for stuttering children. The complexity of such speech is due to the fact that the child has to build his thought, relying only on linguistic means.
It is necessary to develop coherent speech in stuttering children, starting with the most simple and accessible situational form for them, gradually leading them to the ability to use the contextual form of speech. To implement this transition, the methodology provides for a consistent complication of children's speech through a gradual decrease in reliance on visual perception.
So, the main line of the consistent development of coherent speech of children is that at first they master the ability to use stutter-free speech associated with specific, visual objects or actions. Then they begin to speak under the influence of bright, clear visual representations, and at the end of the training they master generalized abstract statements without any visual support. Such is the gradual way of children's mastery of various forms of speech.
From what has been said, it is clear that the main point of speech therapy classes is not in training the skills of mechanical speech, but in teaching children to easily and freely express their thoughts, answer, ask, explain, tell, draw conclusions, conclusions, generalizations. As practice has shown, the mechanical training of children's speech, exercises in conjugated, reflected speech, in reproducing a memorized text do not bring the desired results. The greatest effect is the use of independent speech from the very first lessons.
In order for independent speech to be accessible to children, that is, not to cause them to stutter, it is necessary from the very first lessons to create an environment that would make it easier for children to quickly and accurately select words for answers. It should be borne in mind: if children see, comprehend, do something, then they easily name it, since the actions performed are, as it were, before their eyes and suggest their names themselves. Such a favorable environment, providing maximum visibility, can be created during the passage of all sections of the mass kindergarten program (in visual activity,
With the development of elementary mathematical concepts and speech).
In the classroom for visual activity when designing objects from paper, cardboard and other materials, drawing up applications from ready-made and self-cut geometric shapes, modeling from clay or plasticine, drawing with a pencil and paints, children see those objects that they have to talk about, comprehend their actions and they are quickly called, and the sequence of making crafts is easily reproduced in their story. Thus, visual activity can be used from the first stages of speech therapy classes without any changes in the order and course of the program for mass kindergartens.
The development of programs for the development of elementary mathematical concepts is another matter. At the first stages of speech therapy classes, only those sections of it are presented that allow the use of visual material (acquaintance with the concept of quantity and counting, with geometric flat and volumetric figures, with dividing the whole into parts, ordinal counting, etc.). Other sections of the program for the development of elementary mathematical concepts take place at the later stages of speech therapy classes.
When passing a program for the development of speech, a speech therapist needs to change the sequence of classes in such a way that to at the first stages it was necessary to examine objects and objects, compare objects and objects, look at pictures, walk and observe in nature.
The proposed stuttering technique is designed for 9-10 months of daily practice. It must be remembered that the first 2-3 months of speech therapy work with children are the most responsible. The further success of the work depends to a large extent on the correctness of their implementation. It is necessary to strictly observe the basic requirements for classes.
During the classes, the speech therapist must make the children aware of the importance of what they are doing, and their answers to questions are needed in order to clarify whether they understood his explanations correctly. Classes should arouse interest in children, a constant desire to answer complex and tricky questions of a speech therapist.
The development of coherent speech in stuttering children should be carried out by a speech therapist not only during classes, but also in such situations of the daily routine as group duty, going for a walk, preparing for classes, setting tables for meals. In this case, clothes can become specific material for conversation. child, objects necessary for classes, utensils, toys, etc. For example, a speech therapist can ask children whose thing it is, what color it is, what the child puts on the table, what he is doing at the moment, what he did in the group in the morning, last night what he will do after class, etc. At the same time, we must not forget that at the initial stages questions of logo-
peda should refer only to specific items or actions.
The system for overcoming stuttering based on the development of coherent speech of children includes five periods:
I - propaedeutic.
II - accompanying or ascertaining speech.
Ш - final speech or speech in the wake of visual representations.
IV - planning speech or speech devoid of visual
V - consolidation of coherent speech skills.
First period. Its main goal is to overcome speech impulsivity, disorganization of children. As you know, many stuttering children are excitable, motor restless, they talk incessantly, do not know how to listen to the explanations of their elders, constantly interrupt them with their questions, comments, and statements. Therefore, it is absolutely necessary to teach children to restrain their speech activity, not to speak out on any occasion, but to answer only when the speech therapist asks questions, and only what he asks, to be attentive and disciplined. It is clear that without observing these conditions it is impossible to carry out a gradual, in a strict system, development of the speech of children.
The first period should not take more than 3-4 lessons. In the classes of this period, the children themselves still do not say anything, but only silently listen to the speech therapist. At first, this is a very difficult task for children. They put in their lines every now and then. And here the speech therapist requires resourcefulness, tact and endurance. He should, in a very mild form, but at the same time quite decisively, make the children feel that attention and discipline are required of them.
The lesson can be carried out approximately as follows. The speech therapist introduces children to each other, with the rules of behavior in the classroom. Then he checks the children's knowledge of the names of flowers, geometric shapes, animals, vegetables, fruits, means of transport, trees, etc. When explaining, the speech therapist can turn to the children with the following phrase: “Now the one who listened most attentively to everyone will come to my table me, he will show us pictures with vegetables", or "Now the one who sits best and does not interrupt me will come out", or "Now the one who, while I was talking, was sitting quietly," etc. will come up to the picture.
Of course, in subsequent classes, the speech therapist will still have to pay the children's attention to their behavior, but at the very first they should be quite familiar with the rules of communication with each other and with adults. Only observance of discipline and the correct speech mode will help to implement the basic principle of the proposed methodology - the gradual complication of children's speech.
Second period. During this period, the simplest speech available to stuttering children is used. This speech accompanies their actions or the actions of a speech therapist, and also fixes the observed objects, their visible properties and quantity.
Here is an example of a conversation in one of the classes of this period. Speech therapist. Look, kids, you all have paper strips. I wonder what color they are? Same or different? Let's get a look. Vova, what stripe do you have? Vova. Green. Speech therapist. How about you, Petya? Petya. Yellow.
Speech therapist. And Masha, I wonder what strip? Masha. And mine is red.
Speech therapist. Nina, do you think that all stripes are the same or different? Nina. All stripes are different.
And here is an example of a speech therapist talking with children while on duty in a group.
Speech therapist. Misha, who are you feeding now? Misha. I feed the fish.
Speech therapist. And you, Masha, what are you clearing from the table? Masha. I remove the spoon.
Speech therapist. What are you putting in the box, Kolya? Kolya. I'm stacking cubes.
Speech therapist. I don't see what you're wiping the table with, Vova! Vova. Sponge.
Third period. During this period, children master the ability to answer questions, explain, tell without direct reliance on the observed object or action, but only on the traces of visual representations. At first, you can use the previous forms of speech already learned by the children (accompanying and ascertaining). For example, a conversation using old and new forms of speech might look like this: Speech therapist. Vova, tell me what you did now. Vova. At first, I crushed the plasticine well in my hands, and then rolled a ball out of it. Speech therapist. And you, Misha, what are you doing? Misha. And I still only roll plasticine with my palms. Speech therapist. I wonder what Serezha managed to do? Seryozha. And I kneaded the plasticine, rolled up the ball, and now I am making a dimple in it.
And here is a fragment of a speech therapy lesson.
Speech therapist. What geometric shapes did we go through with you in the last lesson? Kolya says.
Kolya. Oval. And repeated the triangle, square and circle. Speech therapist. Let's remember how a circle differs from a square. Borya will answer.
Borya. A circle can be rolled, but a square cannot. Speech therapist (tells the children with a gesture). Tell Masha.
Masha. The square has sharp edges, and the circle is even, smooth.
Flood e. And what two geometric figures are very similar to each other? Katia!
Katia. Circle and oval.
Speech therapist. How are they similar? Let's remember. Masha!
Masha. A circle has no sharp corners and an oval does not.
Speech therapist. What else (makes a suggestive gesture)? Glory!
Glory. A circle can be rolled and an oval can also be rolled.
The fourth period. In this period, in addition to all those named, they use the most complex form of speech - planning, as well as detailed explanations and stories of children without any visual support. Usually, during this period, the speech therapist offers questions and tasks like: “What are you going to do?”; “What will you do first? And then?"; "What are you going to do with this toy?"; “Who are you preparing a gift for?”; “Tell me how to treat four children with one apple?”; "Who will tell you how to compare the number of large and small objects?"; “Now, children, I will tell you the beginning of the story, and you will come up with its end: “Once Petya was walking along the river bank and suddenly he heard a loud cry.” And here, who shouted, why and what Petya did, think for yourself ”; “Children, soon Masha will bring a hedgehog to our group. Let's see how we can take care of him."
Answering such questions, children tell in detail, reason, draw conclusions, generalizations. In other words, during this period they already use contextual speech.
But if before this period children only answered the questions posed, now it is necessary to start teaching children to ask questions on their own. It might go something like this. The speech therapist invites children to play teacher. The selected teacher sits at the speech therapist's table. Now he is no longer Kolya, but Nikolai Fedorovich, who, imitating the manner of a speech therapist, asks all the children questions, and the children take turns answering them cheerfully. Everyone wants to be a teacher. But for this role, the speech therapist appoints only the one who responded best and most of all to the chosen teacher. Therefore, all the children raise their hands and enthusiastically talk about everything that the teacher asks about.
Fifth period. During this period, the skills of free use of all types of coherent speech are fixed. With children in speech therapy classes, the entire remaining program material of mass kindergartens is passed. At the same time, the speech therapist seeks to provoke children as often as possible to pronounce phrases for a variety of reasons. Moreover, unlike a mass kindergarten, one should try to ensure that situations arise in the classroom that require emotional speech, since, as you know, speech in a state of emotional arousal is especially difficult for stuttering children, and such exercises will not interfere with them. The speech therapist enters with the children into a lively
Sedu, argues and jokes with them, organizes noisy, cheerful discussions, dialogues of children among themselves.
It is especially useful during this period to use various options for children's creative stories based on program material. For example, compiling a story based on key words: summer, forest, children, mushrooms, thunderstorm, hut; inventing a fairy tale on the topic: “How Grisha first came to kindergarten”, “Who was the coward Seryozha afraid of”, “Why did Sveta cry at the zoo”, etc.
As already noted, in parallel with the development of coherent speech of children, correctional and educational work should be carried out to eliminate deviations in extra-speech processes. This work is carried out systematically both in the process of teaching and educating children according to the program, and outside the classroom.
The very setting that is given in all speech therapy classes: “Listen carefully to the answers of your comrades, never repeat them, but answer differently,” requires constant attention from children, develops their memory, the ability to instantly switch if the answer prepared by the child has already sounded, because it is necessary immediately come up with a different answer. In addition, starting from the third period, children have to keep in mind the sequence of performing this or that task, otherwise, later, when answering questions from a speech therapist, they will not be able to tell about their actions accurately and in detail. All this also develops their memory, expands the amount of attention.
Another important condition for speech therapy classes is that children, while working with a speech therapist, should carefully follow the answers of their comrades and, in case of their mistakes or inaccuracies, immediately make changes, additions to their answers and stories. All these and various other techniques organize the mental activity of stuttering children.
The foregoing is a necessary but not sufficient condition for correcting deviations in extraverbal processes. You should also apply special techniques aimed at developing the attention and memory of children. For example, when teaching and educating children, it is advisable to give them multi-stage instructions such as: “Who can put three circles on the left and two squares on the right?” or “Who can draw two sticks with red chalk on the left and two squares with green chalk on the right?” etc.
Complete success in working with stuttering children can only be achieved if all of the indicated activities are carried out and, simultaneously with the development of coherent speech, all identified deviations in mental processes are corrected. This work must be combined with therapeutic measures to strengthen the nervous system of stuttering children. Of great importance is also how skillfully the parents continue the work of a speech therapist, how conscientiously and accurately
Volkova G.A. Game activity in the elimination of stuttering in preschoolers. -M., 1983.
Levina R.E. On the problem of stuttering in children. - Defectology, 1969, No. 3.
Pravdina O. V. Speech therapy. - M., 1969.- S. 53-54, 151-172.
Seliverstov V. I. A modern complex method for overcoming stuttering//Speech disorders in children and adolescents / Ed. S. S. Lyapidevsky. - M., 1969.- S. 243-273.
Cheveleva N. A. Stuttering in children / / Fundamentals of the theory and practice of speech therapy / Ed. R. E. Levina. - M., 1968. - S. 229-258.
Cheveleva N. A. Correction of speech in stuttering preschoolers. - M., 1965.
Cheveleva N.A. Parents about stuttering in children. - Defectology, 1978, No. 1.
Shostak B.I. On some motor disorders in stuttering//Essays on the pathology of speech and voice.-M., 1967, no. 3. - S. 148-169.
KhvattsevM. E. Speech therapy. - M., 1959.- S. 213-247.
TEST QUESTIONS
1. What is stuttering?
2. How is stuttering divided by etiological grounds?
3. What are the causes of organic stuttering of central origin?
4. What causes of functional stuttering do you know?
5. How is stuttering classified according to the type of seizures?
6. What are the degrees of stuttering?
7. What are the symptoms of stuttering?
8. What is logophobia?
9. What is embolophrasy?
10. What are the points of view on embolophrasy?
11. What involuntary movements accompanying stuttering do you know?
12. What are the voluntary accompanying movements during stuttering?
13. If a 4-year-old child with a tonic form of stuttering of moderate severity has a Freschels reflex, facial tics, can it be argued that this speech pathology has arisen recently?
When visiting a special institution, on the basis of acquaintance with medical and pedagogical documentation, your own observations and examination of children, name the speech disorders they have. Describe the class contingent of a school for children with speech disorders (or groups of a special kindergarten).
Literature
1. Becker K. P., Sovak M. Speech therapy. - M., 1981.
2. Mitrinovich-Modrzeevska A. Pathophysiology of speech, voice and hearing. - Warsaw, 1965.
3. Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina. - M., 1968.
4. Pravdina O. V. Speech therapy. - M., 1973.
5. Speech disorders in children and adolescents / Ed. S.S. Lyapidevsky. - M., 1969.
6. Conceptual and terminological dictionary of a speech therapist / Ed. V. I. Seliverstov. - M., 1997.
CHAPTER 5. PRINCIPLES AND METHODS OF LOGOPEDIC IMPACT
The principles of speech therapy work are general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.
Logopedic influence is a pedagogical process in which the tasks of corrective education and upbringing are implemented. In the process of organizing corrective education, great importance is attached to general didactic principles: the educative nature of education, scientific character, systematicity and consistency, accessibility, visibility, consciousness and activity, strength, individual approach,
Speech therapy impact is also based on special principles: etiopathogenetic (taking into account the etiology and mechanisms of speech disorders), consistency and taking into account the structure of speech disorders, complexity, differentiated approach, phasing, development, ontogenetic, taking into account personal characteristics, activity approach, using a bypass, forming speech skills in natural speech communication.
When eliminating speech disorders, it is necessary to take into account the totality of etiological factors that cause their occurrence. These are external, internal, biological and socio-psychological factors.
WORK PRINCIPLES SPEECH THERAPIST
Surely it will be useful for you to learn about the basic principles of the work of a speech therapist.
1. Accounting for the mechanisms of speech impairment (etiopathogenetic principle).
Initially, it is necessary to identify the cause of the appearance of logopathology and eliminate it. If the cause of the burr is a shortened hyoid ligament (bridle), the frenulum must be trimmed. Speech impairment can also be caused by insufficient attention of others, in this case, corrective work is aimed at normalizing the child's communication, the formation of articulation, and phonemic processes.
2. Complexity
Speech is a complex process. When correcting speech disorders, the work of not only a speech therapist, but also other specialists (child psychiatrist, neuropathologist, psychologist) is required, because the brain is a single whole, and sound pronunciation disorders can be one of the symptoms of a more complex speech disorder. So, the cause of alalia is a selective lesion of the cerebral cortex, alalia manifests itself in the difficulties of language acquisition, in the deviation of personality formation, higher mental functions. Without medication and psychocorrection, speech therapy is ineffective. With stuttering, neurological abnormalities and a speech defect and mental disorders are also observed. Only an integrated approach, including medical, psychological, speech therapy effects, psychotherapy can get rid of this ailment.
3. Impact on all aspects of speech (the principle of a systematic approach).
Often parents focus on one speech problem of the child, unaware that speech is underdeveloped in general. It is impossible to be limited only to the correction of incorrect sound pronunciation; such violations as omissions and permutations of sounds and syllables in words, poverty of vocabulary, incorrect agreement of words in a sentence also deserve attention.
4. Reliance on a safe link.
Overcoming a speech disorder, the specialist first relies on what remains more intact, and only then gradually connect the disturbed “link” to vigorous activity.
5. Accounting for the patterns of the normal course of speech development.
In mastering language norms, there are algorithms that must be taken into account. The main task of speech therapy work is to bring the course of the speech development of a child suffering from a speech disorder as close as possible to the normal order.
6. Accounting for leading activities.
For a preschool child, this activity is a game. During the game, he has a lot of questions, which means that he feels the need for verbal communication. The speech therapist joins the game and, imperceptibly for the child, helps him overcome the speech disorder. For schoolchildren, the leading activity is educational. On this basis, the entire program of speech therapy work is built. However, game moments also remain. Everyone loves to play, even adults. In our work with adults, we also use speech games. After all, everyone knows: “Learning should be fun in order to study well”
7.Phased.
The speech therapy process is long and focused. The following stages are distinguished:
diagnostics (examination, detection of speech disorders, development of an individual program for correction)
correction: motivating the student, preparing the organs of articulation, practicing correct speech breathing, staging sounds, automating sounds in independent speech, differentiating mixed sounds.
Evaluation and control We evaluate the dynamics in training, we check the absence of relapses.
8. Accounting for individual characteristics. Every child, especially a child with a disability, is unique. A speech therapist should be able, taking into account individual characteristics, to find an approach to any child, establish a trusting relationship with him, interest him, inspire confidence in acquiring normal speech. finding an individual approach to the child is the key to the success of speech therapy work.
9. Close cooperation with parents.
The role of parents in eliminating the child's speech problem is one of the leading ones. A child spends a couple of hours a week with a speech therapist, while the development of speech is a continuous process. Only parental participation, interest, ingenuity, energy and constant control over the process are able to bring the speech therapist's move to the end. And coping with a problem can unite parents and a child, because it involves learning through play! This is especially important when working with speechless children (alaliks, children with delayed speech development), when it is the parents who need to constantly, regularly, repeatedly and uniformly pronounce one word throughout the day. And here is a miracle - the child spoke!
On the topic: methodological developments, presentations and notes
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