Manifestation of onr. General speech underdevelopment
GSD, general speech underdevelopment- various complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar).
The term OHP was first introduced in the 50-60s of the 20th century by the founder of preschool speech therapy in Russia R.E. Levina.
The concept of general speech underdevelopment (GSD) is currently actively used to form speech therapy groups for children in preschool institutions.
Reasons general speech underdevelopment(ONR) are various adverse effects both in the prenatal period of development (intoxication, toxicosis) and during childbirth (birth trauma, asphyxia), as well as in the first years of the child’s life.
General speech underdevelopment
can be observed in complex forms of childhood speech pathology: alalia, aphasia (always), as well as rhinolalia, dysarthria (sometimes). Despite the different nature of the defects, children with OSD have typical manifestations indicating systemic disorders of speech activity:
- Later onset of speech: the first words appear by 3-4, and sometimes by 5 years;
- Speech is agrammatic and insufficiently phonetically designed;
- Expressive speech lags behind impressive speech, i.e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts;
- The speech of children with ODD is difficult to understand.
R.E. Levina highlighted three levels speech development, which reflect the typical state of language components in children with SLD:
- ^ First level Speech development is characterized by the absence of speech (the so-called “speechless children”). Such children use “babbling” words, sound imitations, and accompany “utterances” with facial expressions and gestures. For example, “bi-bi” can mean an airplane, a dump truck, or a steamship.
- ^ Second level speech development. In addition to gestures and “babbling” words, distorted but fairly constant commonly used words appear. For example, “lyaboka” instead of “apple”. Children's pronunciation abilities lag significantly behind the age norm. The syllable structure is broken. For example, the most typical reduction in the number of syllables is “teviki” instead of “snowmen”.
- ^ Third level speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult. Children at this level come into contact with others only in the presence of acquaintances (parents, teachers), who introduce appropriate explanations into their speech. For example, “my mother went aspak. and then a little girl walked around, there was a link. then my fingers didn't hurt. then they sent a pack” instead of “I went to the zoo with my mother, and then I went where there was a cage - there was a monkey. Then we didn’t go to the zoo. Then we went to the park.” ^
20. Phonetic – phonemic speech disorder. Structure of the defect in FFN.
FPN, phonetic-phonemic underdevelopment is a violation of the processes of formation of the pronunciation system of the (native) language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
Children with FFND are children with rhinolalia, dysarthria, dyslalia of the acoustic-phonemic and articulatory-phonemic form.
R. E. Levina, N. A. Nikashina, R. M. Boskis, G. A. Kasha assign a large role to the formation of phonemic perception, that is, the ability to perceive and distinguish speech sounds (phonemes).
^ The main manifestations characterizing FFN:
Undifferentiated pronunciation of pairs or groups of sounds, i.e. one and the same sound can serve as a substitute for two or more sounds for a child. For example, instead of the sounds “s”, “ch”, “sh” the child pronounces the sound “t”: “tyumka” instead of “bag”, “tyaska” instead of “cup”, “hoe” instead of “hat”;
Replacing some sounds with others that have simpler articulation, i.e. complex sounds are replaced by simple ones. For example, a group of whistling and hissing sounds can be replaced by the sounds “t” and “d”, “r” is replaced by “l”, “sh” is replaced by “f”. “Tabaka” instead of “dog”, “lyba” instead of “fish”, “fuba” instead of “fur coat”;
Mixing sounds, i.e. unstable use of a number of sounds in various words. A child can use sounds correctly in some words, but in others replace them with similar ones in articulation or acoustic characteristics. For example, a child can correctly pronounce the sounds “r”, “l” and “s” in isolation, but in speech statements instead of “the carpenter is planing a board” he says “the old man is laying out a board”;
Other pronunciation disadvantages: the sound “r” is guttural, the sound “s” is dental, lateral, etc.
Knowing the forms of sound pronunciation disorders helps determine the methodology for working with children. In case of phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and gross motor skills, and in case of phonemic disorders - the development of phonemic hearing.
In the presence of a large number of defective sounds, children with FFND have disturbances in the syllabic structure of the word and the pronunciation of words with a combination of consonants: instead of tablecloth, they say “katil” or “roll”, instead of bicycle they say “siped”.
The main tasks of speech therapy work:
o Formation of sound pronunciation;
o Development of phonemic hearing;
o Preparing for literacy. (G. A. Kashe, T. B. Filicheva, G. V. Chirkina, T. V. Tumanova).
Corrective education can be divided into three sections:
Section I of the work - articulatory (preparatory) involves clarifying the articulatory basis of preserved and easy-to-articulate sounds: [a], [o], [u], [e], [s], [m], [m"], [n ], [n"], [p], [p"], [t], [k], [k"], [x], [x"], [f], [f"], [v] , [c"], , [b"], [d], [d], [d"] in order to develop phonemic perception and sound analysis. These sounds in the speech stream by children are pronounced indistinctly, with sluggish articulation, and are mixed together ( [k]-[x], [v]-[b], etc.) or are substitutes for missing sounds, which indicates the incompleteness of the phoneme formation process.
Classes to clarify articulation, develop phonemic perception and prepare children for analysis and synthesis of the sound composition of a word are conducted by a speech therapist in frontal classes and always on sounds correctly pronounced by all children in the group. Then the speech therapist, in a certain sequence, includes the corrected sounds delivered by this time into frontal classes.
Section II of the work is differentiation, in which 2 stages are distinguished.
At the first stage of differentiation, each correctly pronounced sound is compared by ear with all articulatory or acoustically similar sounds. Much attention is paid to clarifying the differentiation of vowel sounds, the clarity of pronunciation of which primarily determines the intelligibility of speech and the analysis of the sound-syllable composition of a word.
After mastering the articulation of the second of a pair of sounds that are interchangeable in speech, differentiation is carried out not only by ear, but also in pronunciation - this is the second stage of differentiation.
Section III of the work - the formation of sound analysis and synthesis is as follows:
1. Formation of concepts and mastery of the terms that denote them: word, sentence, syllable, sound, consonant and vowel, deaf and voiced, hard and soft sounds.
2. Formation of an idea of the linear sequence of sounds in a word and the number of sounds in a word.
3. Based on refined pronunciation skills of articulation of vowel sounds [u], [a], [i], the easiest form of analysis is practiced - isolating the first vowel sound from the beginning of a word.
4. Formation of the ability to divide words into syllables, using a visual support diagram, where a long line indicates a word, a short line indicates a syllable; developing the ability to do syllabic analysis of a word.
5. Analysis and synthesis of a reverse syllable like [ap].
6. Clarification of the articulation of consonant sounds. Highlighting the last consonant in a word like soup.
7. Isolation of initial consonants in words like juice.
8. Isolation of stressed vowels from the position after consonants in words like som.
Children with normal intellectual abilities and full-fledged auditory activity often suffer from dysfunction in the formation of various (sound, semantic and lexico-grammatical) aspects of speech. The reason for the formation of the disorder is speech disorders, which causes general speech underdevelopment (GSD). One of the most complex pathologies is grade 1 OHP.
The presence of a disorder can be detected during a speech therapy examination, after which the correction stage begins, which results in not only the formation of speech understanding and a full-fledged vocabulary, but also the establishment of correct sound pronunciation and grammatical structure of the language.
If not treated promptly, the child may suffer from dysgraphia or dyslexia in the future.
Paying attention to the clinical composition of the category of children with OHP, three groups can be distinguished:
- ODD is an uncomplicated form, which is characterized by the presence of minimal brain dysfunction, manifested in incomplete control of muscle tone, motor transformations, as well as the manifestation of immature behavior in the emotional-volitional sphere.
- A complicated form of OHP is observed in children suffering from neurological or psychological syndromes, for example, cerebrasthenic, convulsive or hyperdynamic.
- Children who have organic defects in the speech areas of the brain are susceptible to developing severe speech underdevelopment.
Based on the degree of OHP, four levels are distinguished:
- Level 1 of speech development is characterized by the absolute absence of commonly used speech - “speechless children.”
- At the 2nd level of speech development, the use of initial elements of speech, a poor vocabulary, and also the manifestation of agrammatism are noted.
- If a child has developed phrasal speech, but the sound and semantic aspects are not fully developed, then we are talking about the 3rd level of speech development.
- At the 4th level of speech development, minor shortcomings are observed in the phonetic-phonemic, as well as lexical-grammatical aspects of speech
Detailed characteristics of OHP 1st degree
A child with this diagnosis is extremely limited in his means of communication. In the active vocabulary, one can identify only a small number of words that are used in everyday life, and the pronunciation of each is unclear. Various onomatopoeias or ordinary sounds can also be added to such phrases.
In most cases, children use their facial expressions and gestures in communication, without separating complexes to describe qualities, actions or objects. Most often, baby babble is regarded as a one-word sentence that is repeated many times.
The child does not differentiate the designations of an object and an action. That is, he can characterize any action with an object, for example, the verb open is replaced by the word door, which is most often pronounced unclearly. The same effect is observed in the opposite way, that is, the object is replaced by an action. The most common example is the replacement of the word “bed” with the verb “pat” (to sleep). Due to a limited vocabulary, one word can have multiple meanings.
The speech of such children is completely devoid of inflections, as a result of which all words are used only in their root form. Each babbling element is accompanied by active gesticulation as additional support for explanation.
In the absence of orienting signs, the child will not be able to distinguish between the plural and singular forms of a noun, as well as the past tense of a verb or masculine and feminine. Most children have a complete lack of understanding of prepositions.
The characteristic of the auditory-speech side with OHP level 1 is phonetic uncertainty. When reproducing sounds, a diffuse character is observed, which is explained by insufficiently developed articulation, as well as a low ability for sound recognition. Most often, defective sounds dominate over correct pronunciation.
With level 1 OHP, children cannot distinguish and perceive syllable structure.
General characteristics of OHP levels 2,3 and 4
Level 2 OHP is characterized by an increase in speech activity. In communication, the child uses a constant, but still distorted and narrow stock of words. At this level, the child is able to differentiate objects, actions, use pronouns, some conjunctions and prepositions. The child actively reacts to pictures that are familiar in nature, that is, for example, to objects that surround him in everyday life.
Speech is built from elementary sentences (2-3, in rare cases 4 words are used). The child cannot name the color or shape of an object, so he tries to replace unfamiliar words with a phrase that is close in meaning.
The third level of OHP is characterized by the development of detailed everyday speech. In this case, incomplete knowledge of some words is noted, as well as incorrect composition of certain grammatical forms. Most often, children in this group suffer from impaired auditory differentiation of sounds. The main distinguishing feature of this degree is considered to be the inability to form words, confusion in cases and verbal forms.
The fourth level of OHP is detected during a detailed diagnosis, because in life many parents do not pay attention to minor speech defects. The main problem of these children is the inability to retain the phonemic image of a word, as well as a violation of sound differentiation.
Examination technique
Any speech defects are diagnosed at an appointment with a speech therapist, as a result of which the child’s speech skills are identified and the level of mental development is determined.
An important stage is the analysis to establish mutual assistance between the sound side of speech, vocabulary and grammatical structure. As a result, three stages of the study can be distinguished:
- the indicative, or first stage, as a result of which the child’s card is filled out from the parents’ words, the documentation is studied and a conversation is held with the baby;
- at the second stage of the examination, a diagnosis of the language system and its components is carried out, as a result of which a conclusion is drawn up from a speech therapist;
- at the third stage, the speech therapist makes observations in dynamics, for example, during the learning process.
When talking with parents, it is most often possible to collect information about the child’s pre-speech reactions, for example, humming and babbling. It becomes possible to find out the exact age at which the first words were formed. If you suspect the development of first-level OHP, it is important to find out whether the child is developing two-word or multi-word sentences, how developed is his sociability and desire for contact.
But the most important thing is a direct conversation with the child, as a result of which contact, mood and communication are established. During the conversation, various questions are asked that help to better understand his horizons, favorite activities, and determine how well he navigates space and time.
When determining the cause of the development of a defect in the sound side of speech, it is important to conduct an examination of the articulatory apparatus, as well as its motor skills.
Equally important is the examination of general and fine motor skills, which is based on the baby’s general appearance, posture, and ability to self-care (for example, a speech therapist may ask him to fasten his own buttons or lace his shoes). Attention is also paid to walking, running, jumping and other types of physical activity.
It is very important to determine whether the baby can maintain balance.
Ultimately, the speech therapist conducts a complete and comprehensive study of behavior, which is subsequently summarized into a speech therapy conclusion, on the basis of which correctional work is supported and a therapy route is drawn up.
Education of children 1st degree OHP
It is important to remember that the correction process is a long and difficult path that will help children with special needs develop speech skills, completely eliminating shyness.
For children who suffer from the first level of OHP, it is necessary to develop an understanding of speech and formulate an independent vocabulary with which they can compose simple sentences.
It is best if classes with such children are practiced in small groups, using a game form of learning. After this comes the process where the speech therapist needs to help children expand their understanding of speech. Give a correct understanding of various objects, actions and phenomena that surround them. Each phrase must be supported with a clear example. Phrases should consist of two to four words, inflected along the way and used with prepositions, thereby allowing children to feel the difference in sound.
You can use toys, clothes, various dishes or food as materials for work.
The next stage of correction of grade 1 OHP will be the development of independent speech. The speech therapist needs to create situations that will arouse not only interest, but also the communicative and cognitive need for the use of speech. First of all, you can try to teach the kids to name all family members correctly, then switch to simple names (for example, Masha, Sasha, Olya).
Next comes a more difficult period when the child needs to express his request, while attaching the word with a gesture (for example, the word “give” can be accompanied by a hand gesture).
As soon as the baby has the ability to imitate an adult, it is necessary to switch to the correct reproduction of the stressed syllable, after which they switch to more complex words (car, hand, pen).
After correctly involving the child in the correction process, the specialist introduces a game with a short answer to the question posed, which contributes to the formation of a simple form of dialogue.
After the child overcomes the first stage of speech development, the following stages of adjustment begin, which are based on:
- introducing intensive work on understanding speech, with the help of which the ability to understand various forms of words is developed;
- expanding vocabulary;
- correction of the correct pronunciation of each word, correct understanding of all sounds.
Subsequently, the speech therapist teaches children to understand the difference when applying prefixes to words, determine the difference in gender, and combine objects that have something in common.
Correcting speech defects can take more than one year, because with each step the child will move to a new level of development, thanks to which he will ultimately fully formulate the correct form of the word and increase his vocabulary.
After visiting a speech therapist, the child begins to feel comfortable with the environment, conscientiously treats the process of learning the world, thereby undergoing complete social adaptation.
General speech underdevelopment (GSD) is a deviation in the development of children, which manifests itself in the immaturity of the sound and semantic aspects of speech. At the same time, there is underdevelopment of lexico-grammatical and phonetic-phonemic processes, and there is no coherent pronunciation. OSD in preschool children is more common (40% of the total) than other speech pathologies. General underdevelopment of speech should be taken very seriously, since without correction it is fraught with consequences such as dysgraphia and dyslexia (various writing disorders).
Symptoms of OPD in a child should be taken seriously, as it can lead to a whole range of problems.
- Level 1 OHP – complete absence of coherent speech.
- Level 2 OHP - the child exhibits the initial elements of common speech, but the vocabulary is very poor, the child makes many mistakes in the use of words.
- Level 3 OHP - the child can construct sentences, but the sound and semantic aspects are not yet sufficiently developed.
- Level 4 OHP - the child speaks well, with only a few shortcomings in pronunciation and phrase construction.
In children with general speech underdevelopment, pathologies are most often detected that were acquired in utero or during childbirth: hypoxia, asphyxia, trauma during childbirth, Rh conflict. In early childhood, underdevelopment of speech can be a consequence of traumatic brain injuries, frequent infections, or any chronic diseases.
OHP is diagnosed by the age of 3, although the “preconditions” for speech underdevelopment can be formed even during pregnancy and childbirthWhen a child has general speech underdevelopment of any degree, he begins to talk quite late - at 3 years old, some - only at 5 years old. Even when the child begins to pronounce the first words, he pronounces many sounds unclearly, the words have an irregular shape, he speaks indistinctly, and even close people have difficulty understanding him (see also:). Such speech cannot be called coherent. Since the formation of pronunciation occurs incorrectly, this negatively affects other aspects of development - memory, attention, thought processes, cognitive activity and even motor coordination.
Speech underdevelopment is corrected after the level is determined. Its characteristics and diagnosis directly determine what measures will need to be taken. Now we give a more detailed description of each level.
1st level OHP
Children of level 1 OHP do not know how to form phrases and construct sentences:
- They use a very limited vocabulary, with the bulk of this vocabulary consisting of only individual sounds and onomatopoeic words, as well as a few of the simplest, most frequently heard words.
- The sentences they can use are one word long, and most words are babbling, like a baby's.
- They accompany their conversation with facial expressions and gestures that are understandable only in this situation.
- Such children do not understand the meaning of many words; they often rearrange syllables in words and, instead of a full word, pronounce only a part of it, consisting of 1-2 syllables.
- The child pronounces sounds very vaguely and indistinctly, and is not able to reproduce some of them at all. Other processes associated with working with sounds are also difficult for him: distinguishing sounds and highlighting individual ones, combining them into a word, recognizing sounds in words.
The speech development program for the first stage of OHP should include an integrated approach aimed at developing the speech centers of the brainAt level 1 OHP in a child, first of all it is necessary to develop an understanding of what he hears. It is equally important to stimulate the skills and desire to independently build a monologue and dialogue, as well as develop other mental processes that are directly related to speech activity (memory, logical thinking, attention, observation). Correct sound pronunciation at this stage is not as important as grammar, that is, the construction of words, word forms, endings, and the use of prepositions.
Level 2 OHP
At the 2nd level of OHP, children, in addition to incoherent speech babble and gestures, already demonstrate the ability to construct simple sentences from 2-3 words, although their meaning is primitive and expresses, most often, only a description of an object or an action.
- Many words are replaced by synonyms, since the child has difficulty determining their meaning.
- He also experiences certain difficulties with grammar - he pronounces endings incorrectly, inserts prepositions inappropriately, poorly coordinates words with each other, confuses the singular and plural, and makes other grammatical errors.
- The child still pronounces sounds unclearly, distorts, mixes, and replaces one with another. The child still practically does not know how to distinguish individual sounds and determine the sound composition of a word, as well as combine them into whole words.
Features of correctional work at level 2, ONR consists of the development of speech activity and meaningful perception of what is heard. Much attention is paid to the rules of grammar and vocabulary - replenishing vocabulary, observing language norms, and correct use of words. The child learns to construct phrases correctly. Work is also being done on the correct pronunciation of sounds, various errors and shortcomings are corrected - rearranging sounds, replacing some with others, learning to pronounce missing sounds and other nuances.
At the second level of OHP, it is also important to include phonetics, that is, work with sounds and their correct pronunciationLevel 3 OHP
Children of level 3 OHP can already speak in detailed phrases, but mostly construct only simple sentences, not yet able to cope with complex ones.
- Such children understand well what others are talking about, but still find it difficult to perceive complex speech patterns (for example, participles and participles) and logical connections (cause-and-effect relationships, spatial and temporal connections).
- The vocabulary of children with level 3 speech underdevelopment is significantly expanded. They know and use all the major parts of speech, although nouns and verbs dominate their conversation over adjectives and adverbs. However, the child may still make mistakes when naming objects.
- There is also the incorrect use of prepositions and endings, accents, and incorrect coordination of words with each other.
- Rearranging syllables in words and replacing some sounds with others is already extremely rare, only in the most severe cases.
- The pronunciation of sounds and their distinction in words, although impaired, is in a simpler form.
Level 3 speech underdevelopment suggests activities that develop coherent speech. The vocabulary and grammar of oral speech are improved, the mastered principles of phonetics are consolidated. Now children are already preparing to learn to read and write. You can use special educational games.
Level 4 OHP
Level 4 OHP, or a mildly expressed general underdevelopment of speech, is characterized by a fairly large and varied vocabulary, although the child has difficulties understanding the meanings of rare words.
- Children cannot always understand the meaning of a proverb or the essence of an antonym. The repetition of words that are complex in composition, as well as the pronunciation of some difficult-to-pronounce combinations of sounds, can also create problems.
- Children with mild general speech underdevelopment are still poorly able to determine the sound composition of a word and make mistakes when forming words and word forms.
- They get confused when they have to present events on their own; they may miss the main thing and pay undue attention to the secondary, or repeat what they have already said.
Level 4, characterized by a mildly expressed general underdevelopment of speech, is the final stage of correction classes, after which children reach the necessary norms of speech development of preschool age and are ready to enter school. All skills and abilities still need to be developed and improved. This applies to the rules of phonetics, grammar, and vocabulary. The ability to construct phrases and sentences is actively developing. Speech underdevelopment at this stage should no longer exist, and children begin to master reading and writing.
The first two forms of speech underdevelopment are considered severe, so their correction is carried out in specialized children's institutions. Children who have level 3 speech underdevelopment attend classes in special education classes, and from the last level – general education classes.
What does the examination involve?
Speech underdevelopment is diagnosed in preschool children, and the earlier this happens, the easier it will be to correct this deviation. First of all, the speech therapist conducts a preliminary diagnosis, that is, he gets acquainted with the results of the child’s examination by other children’s specialists (pediatrician, neurologist, neurologist, psychologist, etc.). After this, he finds out in detail from the parents how the child’s speech development is proceeding.
The next stage of the examination is oral speech diagnostics. Here the speech therapist clarifies the extent to which the various language components have been formed:
- The degree of development of coherent speech (for example, the ability to compose a story using illustrations, retell).
- Level of grammatical processes (formation of various word forms, agreement of words, construction of sentences).
Next we study sound side of speech: what features does the speech apparatus have, what is sound pronunciation, how developed is the sound content of words and syllable structure, how does the child reproduce sounds. Since speech underdevelopment is a very difficult diagnosis to correct, children with OSD undergo a full examination of all mental processes (including auditory-verbal memory).
Identification of OHP requires highly qualified specialists, as well as the availability of examination results by other pediatric specialistsPreventive actions
General underdevelopment of speech can be corrected, although it is not so simple and takes a long time. Classes begin from early preschool age, preferably from 3-4 years old (see also:). Correctional and developmental work is carried out in special institutions and has different directions depending on the degree of speech development of the child and individual characteristics.
To prevent speech underdevelopment, the same techniques are used as for the deviations that cause it (dysarthria, alalia, aphasia, rhinolalia). The role of the family is also important. Parents need to contribute as actively as possible to the speech and general development of their child, so that even mild speech development does not manifest itself and become an obstacle to the full development of the school curriculum in the future.
Introduction
Chapter 1. Characteristics of general speech underdevelopment (GSD)
1.1Basic concepts of the topic
1.2Definition and etiology of ANP
1.3OHP levels
Chapter 2. Speech therapy diagnostics of OHP
Conclusion
List of sources and literature
Introduction
Currently, psychologists and teachers of secondary schools and preschool institutions have noted a significant increase in the number of requests regarding certain types of school failure or maladjustment of children of primary school age, insufficient psychological readiness for schooling. The number of correctional groups and classes, various rehabilitation centers and consultations has increased noticeably. Noteworthy is the fact that the general assessment of a child’s intellectual development in most cases may not go beyond the average age standards. However, in the course of special studies (defectological, neuropsychological), signs of one or another degree of general speech underdevelopment are often discovered.
Speech dysfunction is one of the deviations that significantly affects all aspects of a person’s life and activity. All mental processes develop with the direct participation of speech, therefore, damage to speech function is often associated with deviations in mental development.
For the first time, a scientific explanation for such a deviation in development, which is the general underdevelopment of speech, was given by R.E. Levina and a team of researchers from the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR (G.I. Zharenkova, G.A. Kashe, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, G.V. Chirkina, A.V. Yastrebova, etc.) in the 50-60s. XX century
During this period, a pedagogical classification of speech development anomalies was developed, which met, first of all, the didactic, applied goals of the pedagogical process, i.e. goals of correctional education for children with different nature and structure of defects.
Chapter 1. Characteristics of general speech underdevelopment (GSD)
1.1 Basic concepts of the topic
So we know that speech- a historically established form of communication between people through language structures created on the basis of certain rules. The process of speech involves, on the one hand, the formation and formulation of thoughts by linguistic (speech) means, and on the other hand, the perception of linguistic structures and their understanding.
The development of children's speech begins from the very first days. Under developmentwe understand a directed, natural change in a phenomenon or process leading to the emergence of a new quality.
Under components of the speech systemWe will understand: phonemic hearing, sound pronunciation, vocabulary, grammatical structure of speech, rhythmic-syllabic structure of speech and coherent speech. Each component of this system is an important link in the structure of speech. So phonemic awareness- this is a person’s ability to analyze and synthesize speech sounds, the correct pronunciation of which contributes to the formation of a person’s communicative abilities. Sound pronunciation- the process of formation of speech sounds, carried out by the energetic (respiratory), generator (voice-producing) and resonator (sound-producing) departments of the speech apparatus under regulation by the central nervous system.
Rhythmic-syllable structure of the wordis the correct sequence of sounds and syllables in a word.
Full development of speech is impossible without a sufficiently rich vocabulary (active and passive). Dictionary active- a set of words that a child uses when constructing statements. Dictionary passive- a set of words that the child understands, but does not use in speech.
Plays a certain role grammatical structure of speech- this is the structure of words and sentences inherent in a given language, without which the existence of the following speech system - coherent speech - is impossible. Coherent speechcall a statement that assumes the presence of a certain internal (semantic) and external (linguistic), constructive (structural) connection of its individual parts.
Thus, all components of the language system are interconnected and complement each other, and distortion or insufficient development of one of them determines a speech defect. For example, insufficient development of the grammatical structure of speech entails agrammatisms- violation of psychophysiological processes that ensure grammatical orderliness of speech activity.
General speech underdevelopment (GSD)is a speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired, with normal hearing and intelligence.
Milder speech defects include mild general underdevelopment of speech (NGONR, NONR) - a violation of one or more components of the language system (for example, a violation of the syllabic structure in polysyllabic words, complex prepositions are incorrectly used in speech: from under, because of; If there is a simple phrase, the child does not use complex sentences, etc.).
There are also cases of speech development delays (SDD) - children with SRD learn the necessary speech skills in the same way as children without problems in speech development, but at a later date. They develop speech later than the average, and it develops more slowly than other children.
Therefore, for the correct and timely correction of speech disorders, it is important to distinguish ODD from other conditions, both milder, for example, mental retardation disorder, which is usually not related to ODD, and from more severe disorders, for example, oligophrenia or delayed speech development of children with hearing loss, in which ODD acts as a secondary defect.
The formation of correct, defect-free speech in children is impossible without correctional and educational work - a system of psychological and pedagogical measures aimed at overcoming or weakening disorders of the mental or physical development of children and at their adaptation in society. Part of this important work is correction of pronunciation - correction of pronunciation deficiencies, including all its components: breathing, voice, sounds, word and phrase stress, division of speech with pauses, tempo and compliance with orthoepic norms.
Such correctional work is provided when working with children with special needs.
1.2 Definition and etiology of ANP
As already stated above, for the first time the theoretical justification of ONR was formulated as a result of multidimensional studies of various forms of speech pathology in children of preschool and school age conducted. R.E. Levinaand a team of researchers from the Research Institute of Defectology in the 50-60s of the 20th century. Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions. From the standpoint of a systems approach, the question of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.
In 1969, R.E. Levina and her colleagues developed a periodization of manifestations of OHP: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.
Nominated by R.E. Levi's approach made it possible to move away from describing only individual manifestations of speech impairment and to present a picture of the child's abnormal development along a number of parameters reflecting the state of linguistic means and communicative processes. Based on a step-by-step structural-dynamic study of abnormal speech development, specific patterns that determine the transition from a low level of development to a higher one are also revealed.
Under general speech underdevelopment (GSD)refers to various complex speech disorders in which children with normal hearing and intelligence have impaired formation of all components of the speech system. The term general underdevelopment of speech states that the speech function is completely defective. There is an immaturity of all language systems - phonemic, lexical (vocabulary), grammatical (rules of word formation and inflection, rules for connecting words in sentences). At the same time, in the picture of OHP, different children have certain individual characteristics:
· Later onset of speech: the first words appear by 3-4, and sometimes by 5 years;
· Speech is agrammatic and insufficiently phonetically designed;
· Expressive speech lags behind impressive speech, i.e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts;
· The speech of children with ODD is difficult to understand.
Such varied symptoms of this disorder are due to equally varied causes.
Causes of occurrenceONR can be various adverse effects both in fetal development and during childbirth, as well as in the first years of the child’s life: infections or intoxications (early or late toxicosis) of the mother during pregnancy, incompatibility of the blood of the mother and fetus according to the Rh factor or group accessories, pathology of the natal (birth) period (birth injuries and pathology during childbirth), diseases of the central nervous system and brain injuries in the first years of a child’s life, etc.
At the same time, OCD may be due to unfavorable conditions of upbringing and education, and may be associated with mental deprivation (deprivation or limitation of opportunities to satisfy vital needs) in<#"justify">1.3 OHP levels
All children with OHP always have a violation of sound pronunciation, underdevelopment of phonemic hearing, and a pronounced lag in the formation of vocabulary and grammatical structure.
Special studies of children with OSD have shown a clinical diversity of manifestations of general speech underdevelopment. Schematically, they can be divided into three main groups.
In children of the first group, there are signs of only general speech underdevelopment, without other pronounced disorders of neuropsychic activity. This is an uncomplicated variant of OHP. The observed minor neurological dysfunctions are mainly limited to disturbances in the regulation of muscle tone, insufficiency of fine differentiated movements of the fingers, and immaturity of kinesthetic and dynamic praxis. This is predominantly a dysontogenetic variant of OHP.
In children of the second group, general speech underdevelopment is combined with a number of neurological and psychopathological syndromes. This is a complicated variant of OHP of cerebral-organic origin, in which a dysontogenotic encephalopathic symptom complex of disorders occurs. A thorough neurological examination of children in the second group reveals pronounced neurological symptoms, indicating not only a delay in the maturation of the central nervous system, but also mild damage to individual brain structures. A clinical and psychological-pedagogical examination of children in the second group reveals the presence of characteristic cognitive impairments in them, caused both by the speech defect itself and by low performance.
Children of the third group have the most persistent and specific speech underdevelopment, which is clinically designated as motor alalia. These children have damage (or underdevelopment) of the cortical speech areas of the brain, and primarily Broca's area. With motor alamia, complex dysontogenetic-encephalopathic disorders occur. The characteristic signs of motor alalia are the following: pronounced underdevelopment of all aspects of speech: phonemic, lexical, syntactic, morphological, all types of speech activity and all forms of oral and written speech.
A detailed study of children with ODD revealed extreme heterogeneity of the described group in terms of the degree of manifestation of the speech defect, which allowed R.E. Levina to determine three levels of speech development of these children. Later Filicheva T.E. described the fourth level of speech development. level of speech developmentcharacterized by the absence of speech (the so-called “speechless children”).
Children at this level use mainly babbling words, onomatopoeia, individual nouns and verbs of everyday content, and fragments of babbling sentences, the sound design of which is blurred, unclear and extremely unstable, to communicate. Often the child reinforces his “statements” with facial expressions and gestures. A similar state of speech can be observed in mentally retarded children. However, children with primary speech underdevelopment have a number of features that allow them to be distinguished from oligophrenic children (mentally retarded children). This primarily refers to the volume of the passive vocabulary, which significantly exceeds the active one. In mentally retarded children, no such difference is observed. Further, in contrast to oligophrenic children, children with general speech underdevelopment use differentiated gestures and expressive facial expressions to express their thoughts. They are characterized, on the one hand, by great initiative in speech search in the process of communication, and on the other hand, by sufficient criticality of their speech. Thus, despite the similarity of the speech state, the prognosis for speech compensation and intellectual development in these children is ambiguous.
A significant limitation of the active vocabulary is manifested in the fact that the child uses the same babbling word or sound combination to designate several different concepts (“bibi” - airplane, dump truck, steamship; “bobo” - hurts, lubricate, give an injection). There is also a replacement of the names of actions with the names of objects and vice versa (“adas” - pencil, draw, write; “tui” - sit, chair).
The use of one-word sentences is typical. The period of one-word sentences can also be observed during normal speech development of the child. However, it is dominant only for 5-6 months. and includes a small number of words. In case of severe underdevelopment of speech, this period is delayed for a long time. Children with normal speech development begin early to use grammatical connections between words (“give him some bread” - give him some bread), which can coexist with formless constructions, gradually displacing them. In children with general underdevelopment of speech, there is an expansion of the volume of sentences to 2-4 words, but at the same time the sentence structures remain completely incorrectly formed (“Matik tide thuya” - The boy is sitting on a chair). These phenomena are not observed during normal speech development.
Low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the surrounding life (especially in the field of natural phenomena).
There is inconstancy in the pronunciation of sounds. In the speech of children, 1-2-component words predominate. When trying to reproduce a more complex syllable structure, the number of syllables is reduced to 2-3 (“avat” - crib, “amida” - pyramid, “tika” - electric train). Difficulties in selecting words that are similar in name but different in meaning (hammer - milk, digs - rolls - bathes). Tasks on the sound analysis of words are incomprehensible to children of this level (what sounds a word consists of).
Transition to speech level IIdevelopment (the beginnings of common speech) is marked by the fact that, in addition to gestures and babbling words, although distorted, but fairly constant common words appear.
At the same time, a distinction is made between some grammatical forms. However, this occurs only in relation to words with stressed endings (table - tables; sings - sing) and relating only to some grammatical categories. This process is still quite unstable, and gross underdevelopment of speech in these children is quite pronounced.
Children's statements are usually poor; the child is limited to listing directly perceived objects and actions.
The story based on the picture and the questions is built primitively, on short, although grammatically more correct, phrases than in children of the first level. At the same time, insufficient development of the grammatical structure of speech is easily detected when the speech material becomes more complex or when the need arises to use words and phrases that the child rarely uses in everyday life.
The forms of number, gender and case for such children essentially do not have a meaningful function. The word change is random in nature, and therefore many different errors are made when using it (“I’m playing mint” - I’m playing with a ball).
Words are often used in a narrow sense, the level of verbal generalization is very low. The same word can be used to name many objects that are similar in shape, purpose or other characteristics (for example, an ant, a fly, a spider, a beetle - in one situation - with one of these words, in another - with another). The limited vocabulary is confirmed by ignorance of many words denoting parts of an object (branches, trunk, roots of a tree), dishes (dish, tray, mug), vehicles (helicopter, motor boat), baby animals (baby squirrel, hedgehog, little fox), etc.
There is a lag in the use of words-attributes of objects denoting shape, color, material. Substitutions of word names often appear due to the commonality of situations (cuts-tears, sharpens-cuts). During a special examination, gross errors in the use of grammatical forms are noted:
· replacement of case endings (“rolled gokam” - rides on a slide);
· errors in the use of number forms and gender of verbs (“Kolya pityala” - Kolya wrote); when changing nouns by numbers (“da pamidka” - two pyramids, “de kafi” - two cabinets);
· lack of agreement of adjectives with nouns, numerals with nouns (“asin adas” - red pencil, “asin eta” - red ribbon, “asin aso” - red wheel, “pat kuka” - five dolls, “tinya pato” - blue coat, “The mud of a cube” is a blue cube; “The mud of a cat” is a blue jacket).
· errors when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“Kadas ladyt ayopka” - The pencil lies in the box), replacement of prepositions is also possible (“The notebook has fallen and melted” - The notebook fell from the table).
Conjunctions and particles are rarely used in speech.
The pronunciation capabilities of children lag significantly behind the age norm: there is a violation in the pronunciation of soft and hard sounds, hissing, whistling, sonorant, voiced and voiceless (“tupans” - tulips, “Sina” - Zina, “tyava” - owl, etc. ); gross violations in the transmission of words of different syllabic composition. The most typical reduction in the number of syllables (“teviki” - snowmen).
When reproducing words, the sound content is grossly violated: rearrangements of syllables, sounds, replacement and assimilation of syllables, abbreviations of sounds with a combination of consonants (“rotnik” - collar, “tena” - wall, “vimet” - bear) are noted.
An in-depth examination of children makes it easy to identify insufficient phonemic hearing, their unpreparedness to master the skills of sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.). Under the influence of special correctional training, children move to a new - III level of speech development, which allows them to expand their verbal communication with others. level of speech developmentcharacterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.
Children at this level come into contact with others, but only in the presence of parents (educators) who provide appropriate explanations. Free communication is extremely difficult. Even those sounds that children can pronounce correctly do not sound clearly enough in their independent speech.
Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given phonetic group. For example, a child replaces the sounds s, sh, ts with the sound s, which is not yet clearly pronounced.
At the same time, at this stage, children already use all parts of speech, correctly use simple grammatical forms, and try to construct complex and complex forms. The child’s pronunciation abilities improve (it is possible to identify correctly and incorrectly pronounced sounds, the nature of their violation), and the reproduction of words of different syllable structure and sound content. Children usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, themselves and their comrades, the events of their surrounding life, and write a short story.
In oral communication, children try to “bypass” words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development appear quite clearly.
Although children use extensive phrasal speech, they experience greater difficulties in independently composing sentences than their normally speaking peers.
Against the background of correct sentences, one can also find ungrammatical ones, which arise, as a rule, due to errors in coordination and management. These errors are not constant: the same grammatical form or category can be used both correctly and incorrectly in different situations.
Errors are also observed when constructing complex sentences with conjunctions and allied words (“Misha jumped, the atom fell” - Misha cried because he fell). When making sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.
Despite the significant quantitative growth of the vocabulary, a special examination of lexical meanings allows us to identify a number of specific shortcomings: complete ignorance of the meanings of a number of words (swamp, lake, stream, loop, straps, elbow, foot, gazebo, veranda, porch, etc.), inaccurate understanding and the use of a number of words (hem - sew up - cut, trim - cut). Among the lexical errors the following stand out:
a) replacing the name of a part of an object with the name of the whole object (the dial is “clock”, the bottom is “teapot”);
b) replacing the names of professions with names of actions (ballerina - “aunt is dancing”, singer - “uncle is singing”, etc.);
c) replacing specific concepts with generic ones and vice versa (sparrow - “bird”; trees - “Christmas trees”);
d) interchange of characteristics (tall, wide, long - “big”, short - “small”).
In free expressions, children make little use of adjectives and adverbs denoting the characteristics and state of objects and methods of action.
Insufficient practical skill in using word formation methods impoverishes the ways of vocabulary accumulation and does not give the child the opportunity to distinguish the morphological elements of a word.
Many children often make mistakes in word formation. Thus, along with correctly formed words, non-normative words appear (“stolenok” - table, “lily” - jug, “vaska” - vase). Such errors, as isolated ones, can normally occur in children at earlier stages of speech development and quickly disappear.
A large number of errors occur in the formation of relative adjectives with the meaning of correlation with food, materials, plants, etc. (“fluffy”, “puffy”, “downy” - scarf; “klyukin”, “klyukny”, “klyukonny” - jelly; “steklyashkin”, “glass” - glass, etc.).
Among the errors in grammatical formatting of speech, the most specific are the following:
a) incorrect agreement of adjectives with nouns in gender, number, case;
b) incorrect agreement of numerals with nouns;
c) errors in the use of prepositions - omissions, substitutions, rearrangements;
d) errors in the use of plural case forms.
The sound design of speech in children with the III level of speech development lags significantly behind the age norm: they continue to experience all types of sound pronunciation disorders (pronunciation disorders of whistling, hissing, L, L, R, Rb, defects in voicing and mitigation are noted).
There are persistent errors in the sound content of words, violations of the syllabic structure in the most difficult words (“Gynasts perform in the circus” - Gymnasts perform in the circus; “Topovotik is repairing the water pipe” - The plumber is repairing the water pipe).
Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.
IV level of speech developmentcharacterized by minor changes in all components of the language. Children do not have any obvious disturbances in sound pronunciation; they only have deficiencies in the differentiation of sounds [R - R"], [L - L"], [j], [Shch - Ch - Sh], [T" - C - S - S"], etc. and a peculiar violation of the syllabic structure is observed, the child understands the meaning of the word, but does not retain the phonemic image in memory, as a result of which the sound content is distorted in different versions:
Perseveration (persistent repetition of a syllable) “librarian” - librarian;
rearrangements of sounds and syllables “kosmonaut” - cosmonaut;
elision (reduction of vowels during confluence);
paraphasia (substitution of syllables) “motokilist” - motorcyclist;
in rare cases, omitting the syllables “cyclist” - cyclist;
adding sounds “igrusha” - pear, and syllables - “vovaschi”.
All this can be traced in comparison with the norm, i.e. the fourth level is determined depending on the ratio of violations of the syllable structure and sound filling.
So, based on the presented classification, we can conclude: the transition from one level of speech development to another is determined by the emergence of new language capabilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content. Such a detailed classification of OHP is necessary to make a more differentiated speech diagnosis during examination.
speech therapy correctional speech underdevelopment
Chapter 2. Speech therapy diagnostics of OHP
Speech therapy correctional work with children with speech development disorders of any level of speech development is planned after a comprehensive examination, i.e. after speech diagnosis.
Throughout the examination, the speech therapist identifies the scope of the child’s speech skills, compares them with age standards, with the level of mental development, determines the relationship between the defect and the compensatory background, speech and cognitive activity, analyzes the interactions between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure. It is also important to determine the relationship between the development of a child’s expressive and impressive speech; identify the compensating role of preserved parts of speech ability; compare the level of development of linguistic means with their actual use in verbal communication.
When determining the content of the examination, both generally accepted principles of a comprehensive study of children’s speech and specific ones are taken into account:
· the principle of a comprehensive study of a child with speech pathology (analysis of primary documentation, psychological and pedagogical study of preschool children, detailed speech therapy examination)
· the principle of taking into account the age characteristics of children;
· the principle of dynamic study of children with special needs;
· principle of qualitative analysis of results.
There are 3 stages of the examination.
The first stage is indicative. The speech therapist fills out the child’s development chart from the parents’ words, studies the documentation, and talks with the child.
In a conversation with parents, the child’s pre-speech reactions are revealed, including humming and babbling (modulated). It is important to find out at what age the first words appeared and what is the quantitative ratio of words in passive and active speech, when two-word, multi-word sentences appeared, whether speech development was interrupted (if so, for what reason), what is the child’s speech activity, his sociability, the desire to establish contacts with others, at what age the parents discovered a delay in speech development, what is the speech environment like (features of the natural speech environment).
During the conversation with the child, the speech therapist establishes contact with him and directs him to communicate. The child is asked questions that help clarify his horizons, interests, attitude towards others, and orientation in time and space. Questions are asked in such a way that the answers are detailed and reasoning in nature. The conversation provides the first information about the child’s speech and determines the direction for further in-depth examination of various aspects of speech.
At the second stage, an examination of the components of the language system is carried out and a speech therapy conclusion is made based on the data obtained.
Vocabulary Survey
When examining the dictionary, it is important to find out the volume of the expressive vocabulary (the presence of words denoting various phenomena of the surrounding life and the representation of various parts of speech in the child’s dictionary). For this purpose, pictures are selected that depict objects or phenomena, their actions and qualities, which are grouped according to thematic unity. Pictures depicting actions are also grouped in accordance with the named principle, for example, work in the family, in the garden, the work of people of various professions, verbs denoting movement, instrumental actions, etc. The material selected for this section of the examination must correspond to age-related developmental standards. The teacher invites the child to independently name the objects, their qualities and actions from the pictures.
However, to differentiate speech development disorders, it is important not only to state the fact of limited vocabulary, but also to establish what causes the child’s lack of certain words: limited experience, knowledge and ideas, or difficulties in reproducing the names of words, or a lack of understanding of their meaning.
For this purpose, the child’s understanding of the meaning of unnamed or incorrectly named words is clarified (the teacher names these words, the child shows the corresponding picture). The level of understanding of the words in the active dictionary is also revealed, i.e. not only their subject correlation, but also the concepts corresponding to these words, their information richness.
To explore the scope of concepts behind a particular word, you can use the following tasks:
· naming (showing the corresponding picture) words that are opposite in meaning, for example, lemon is sour and what is sweet; the elephant is big, and who is small, etc.
· matching the names of actions with those objects that can perform this action, for example, tell (show) what floats, grows, melts, etc.
Examination of the dictionary (in particular, naming words) makes it possible to get an idea of the child’s formation of sound images of words and the possibilities of their reproduction, as well as the syllabic structure of the word.
If a child consistently reproduces the sound composition and syllabic structure of words, allowing only incorrect pronunciation of individual sounds or omissions of sounds and syllables when naming polysyllabic and phonemically difficult words (with a combination of consonants), it is necessary to determine the existing defects in sound pronunciation and identify their causes. These deficiencies can occur in all speech development disorders, including in children with mental retardation, mental development delays, rhinolalia, dysarthria, alalia (at the stage of significant compensation of the defect).
Normally, by the age of 3-4 years, a child is able to stably reproduce the sound and syllabic structure of words, although he still does not pronounce all sounds correctly and allows omissions of sounds and syllables when pronouncing complex words; Children with typical forms of mental retardation reach this level by 5 years. In the case of pronounced violations of the sound and syllabic structure of words that do not correspond to the child’s age, examination of the peripheral speech apparatus and its motor functions is also crucial to distinguish between these violations. If a child understands most of the words presented, but does not name them or names them babblingly, with a sharp distortion of sound or syllabic composition, which does not correspond to his age, and at the same time he does not have paralysis and paresis, one can think that these defects are a manifestation of alalia.
Examination of the grammatical structure of speech.
It has great diagnostic value for correctly determining the content of corrective action.
For the differential diagnosis of speech development disorders and solving correctional problems, it is important to find out both the children’s practical understanding of the meaning of grammatical forms, relations, categories and constructions, and their use in their own speech. At the same time, the understanding and use of such grammatical units, the formation of which is impaired in any form of speech underdevelopment, is studied, on the one hand, and on the other, defects in the formation of which are of a diagnostic nature.
The child's understanding of the syntactic relationships of words (nouns) in a sentence and the formation of the declension system are revealed. For this purpose, tasks such as the teacher asking questions to various members of a sentence expressed by nouns in indirect cases are used. For example: Who has chickens, kittens, bear cubs? Who did you see at the zoo? Who needs nuts, milk, grass? What do they draw with? Where do berries and mushrooms grow? and so on.
Correct semantic answers to these questions (non-speaking children answer them by showing corresponding pictures) indicate the child’s practical understanding of the syntactic role of the words to which the question is asked. Differentiated understanding of the questions: Who? What? Who? What? Who? What? To whom? Why? By whom? How? Who? What? etc. in normal children it is formed by 3-4 years, in mentally retarded children with a mild degree - by 5-6 years, with a more complex degree of mental retardation - by 7-8 years. Children with primary subdevelopment of speech, even those whose level of mental development is borderline with mental retardation, also by the age of 5 acquire a differentiated understanding of these issues. Analysis of verbal answers to these questions (children with pronounced violations of the sound and syllabic structure of the word, i.e., who are at the II level of speech underdevelopment, are given help in performing this task in a verbal form: the root part of the word is pronounced by the teacher, and the children add to it only endings; this principle is preserved when studying the use of other grammatical forms) from the point of view of the grammatical design of words makes it possible to analyze the structure of agrammatism, which has diagnostic significance.
The study of understanding the grammatical connections of the agreement of words in a sentence and their use in one’s own speech is also essential.
For this purpose, the following tasks are used:
· determining the number and gender of a noun by the numerical and gender endings of adjectives and verbs. For example: Show in the picture where Sasha found the mushroom, where Sasha found the mushroom, etc.;
· When studying their own speech, children answer the questions: What did the boy or girl do (picked, picked a mushroom)? What is the girl, girls doing (playing and playing)? What ball, berry? etc.
The grammatical system of word formation is also studied: understanding the most common suffixes and prefixes, their use in one’s own speech and arbitrary word formation by analogy. To do this, we can recommend the following tasks:
· when studying the understanding of word-forming elements, they ask the child to show pictures corresponding to basic and derivative words, for example: Where do people get on the tram, get off the tram? Where is the sugar-sugar-bowl, button-button?
· when studying the process of word formation by analogy, the teacher pronounces words with the same type of suffixes or prefixes. For example: Soap lies in the soap dish, ashes in the ashtray, and then asks the child a question: Where is the sugar, sand? or explains that from the word draw you can come up with the word drawing, from the word read - reading, and then asks what word you can come up with from the word sing, moo, etc.
To identify violations of sentence structure, the following tasks are used: composing sentences based on pictures; repetition and understanding by children of sentences of different structures with gradually increasing volume.
Examination of coherent speech.
It turns out how a child can independently compose a story based on a picture, a series of pictures, a retelling, a descriptive story (based on presentation).
Examination of sound pronunciation and phonemic hearing.
At the same time, they check how the child pronounces the sound: in isolation; in syllables (direct, reverse, with a combination of consonants); in words (the sound is in different positions: at the beginning, middle, end of the word); in sentences; in the texts.
When selecting lexical material, the following principles are observed:
· saturation of lexical material with a given sound;
· variety of lexical material;
· exclusion of defectively pronounced sounds from the presented speech material;
· inclusion of mixed sounds in words;
· inclusion of words of complex syllabic composition;
· separate examination of soft-hard variants of phonemes.
When examining sound pronunciation, the following methodological techniques are used: independent naming of lexical material; repeating words after the speech therapist; joint and independent pronunciation of words and sentences.
The results of the examination record the nature of sound pronunciation disorders: replacement of sounds; missing sounds; anthropophonic defect (pronunciation distortion); confusion, unstable pronunciation of sounds.
Examination of phonemic hearing is carried out using generally accepted methods in speech therapy:
· recognition of non-speech sounds;
· distinguishing the height, strength, timbre of the voice;
· distinguishing words that are similar in sound composition;
· syllable differentiation;
· phoneme differentiation;
· basic sound analysis skills.
Examination of the syllable structure and sound content of words.
To determine the degree of children's mastery of syllable structure, subject and plot pictures (65 pictures) are selected, indicating various types of professions and actions associated with them. The sound composition is varied: a different number of syllables with a combination of consonants, including whistling, hissing, affricates combined with the sounds t, d, k, k, b, etc.
The examination includes both reflected pronunciation of words and their combinations, and independent pronunciation. Particular attention is paid to the repeated reproduction of words and sentences in different speech contexts.
The results of a comprehensive examination are summarized in the form of a speech therapy report, which indicates the level of speech development of the child and the form of the speech anomaly.
The speech therapy report reveals the state of speech and aims to overcome the child’s specific difficulties caused by the clinical form of the speech anomaly.
At the third stage, the speech therapist conducts dynamic observation of the child during the learning process and clarifies the manifestations of the defect.
After a comprehensive examination, correctional and educational work with children is planned.
Conclusion
Despite the apparent simplicity of the classification of OHP, different experts disagree on many criteria for making a diagnosis. For example, some believe that OPD is classified according to the levels of speech development in children, regardless of age, while others say that a diagnosis of OPD before 4-5 years of age is premature. There are also discussions about the correct formulation of the diagnosis: there are supporters of both clear, concise formulations and detailed descriptive diagnoses.
Probably, each of them is right in his own way, because each child is unique, and his physical and mental development, in particular the development of speech, can occur differently from other children. In addition, even strictly following generally accepted norms for the timing of speech development, it is not always possible to clearly determine one or another level of OHP, because different aspects of speech may have different levels of development. Therefore, an individual and, importantly, comprehensive approach is needed, both in the examination and in the selection of methods for correcting OHP.
One thing is certain: speech therapy work with children lagging behind in speech development must begin as early as possible. Identification of deviations, their correct classification and overcoming at an age when the child’s language development is far from complete appears to be very difficult, but important.
In modern speech therapy, speech disorders are not considered independently of the child’s mental development, therefore the relationship between children’s speech activity and all aspects of their mental development should be the focus of the speech therapist’s attention.
List of used literature:
1.Belova-David R.A. Speech impairment in preschool children. - M., 1972.
2.Volkova L.S., Lalaeva R.I., Mastyukova E.M. and others. Speech therapy: Textbook. manual for pedagogical students. institutes for special "Defectology"; - M., 1989.
.Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children. - M.: Education, 1990.
.Lalaeva R.I., Serebryakova N.V. Methods of speech therapy work on the development of vocabulary in preschool children with general speech underdevelopment. - M., 2003.
.Levina R.E. General characteristics of speech underdevelopment in children and its impact on the acquisition of writing. - M., 2003.
.Nikashina N.A. Formation of speech and its underdevelopment. - M, 2003.
.Conceptual and terminological dictionary of speech therapist / Ed. IN AND. Seliverstova. - M., 1997.
.Filicheva T.B. The fourth level of speech underdevelopment. - M., 2003
.Filicheva T.B. Principles, methods, organization of psychological and pedagogical examination of children with general speech underdevelopment. - M., 2003.
With normal speech development, children by the age of 5 freely use expanded phrasal speech and various constructions of complex sentences. They have a sufficient vocabulary and master the skills of word formation and inflection. By this time, correct sound pronunciation and readiness for sound analysis and synthesis are finally formed.
However, not in all cases these processes proceed well: in some children, even with normal hearing and intelligence, the formation of each of the components of the language is sharply delayed: phonetics, vocabulary, grammar. This violation was first established by R.E. Levina and is defined as a general underdevelopment of speech.
All children with general speech underdevelopment always have a violation of sound pronunciation, underdevelopment of phonemic hearing, and a pronounced lag in the formation of vocabulary and grammatical structure.
General speech underdevelopment can manifest itself to varying degrees. Therefore, there are three levels of speech development.
Ilevel of speech development characterized by the absence of speech (the so-called “speechless children”).
Children at this level use mainly babbling words, onomatopoeia, individual nouns and verbs of everyday content, and fragments of babbling sentences, the sound design of which is blurry, unclear and extremely unstable, to communicate. Often the child reinforces his “statements” with facial expressions and gestures. A similar state of speech can be observed in mentally retarded children. However, children with primary speech underdevelopment have a number of features that allow them to be distinguished from oligophrenic children (mentally retarded children). This primarily refers to the volume of the so-called passive vocabulary, which significantly exceeds the active one. In mentally retarded children, such a difference is not observed. Further, in contrast to mental retardation children, children with general speech underdevelopment use differentiated gestures and expressive facial expressions to express their thoughts. They are characterized, on the one hand, by great initiative in speech search in the process of communication, and on the other hand, by sufficient criticism of their speech.
Thus, despite the similarity of the speech state, the prognosis for speech compensation and intellectual development in these children is ambiguous.
A significant limitation of the active vocabulary is manifested in the fact that the child uses the same babbling word or sound combination to designate several different concepts (“bibi” - plane, dump truck, steamship; “bobo” - hurts, lubricate, give an injection ). There is also a replacement of the names of actions with the names of objects and vice versa (“adas” - pencil, draw, write;"tui" - sit, chair).
The use of one-word sentences is characteristic. As N.S. Zhukova notes, the period of a one-word sentence, a sentence made from amorphous root words, can also be observed during normal speech development of the child. However, it is dominant only for 5-6 months and includes a small number of words. In case of severe underdevelopment of speech, this period is delayed for a long time. Children with normal speech development begin early to use grammatical connections between words (“give a heba” - give me some bread) which can coexist with shapeless structures, gradually displacing them. In children with general underdevelopment of speech, there is an expansion of the sentence volume to 2-4 words, but at the same time the syntactic structures remain completely incorrectly formed (“Matik tide thuya” - The boy is sitting on a chair). These phenomena are never observed during normal speech development.
Low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the surrounding life (especially in the field of natural phenomena).
There is instability in the pronunciation of sounds and their diffuseness. In children's speech, 1-2 syllable words predominate. When trying to reproduce a more complex syllable structure, the number of syllables is reduced to 2 - 3 (“avat” - crib,"amida" - pyramid,"tika" - train). Phonemic perception is grossly impaired, difficulties arise even when selecting words that are similar in name but different in meaning (hammer - milk, digs - rolls - bathes). Tasks on the sound analysis of words are incomprehensible to children of this level.
Do you like the article? Tell your friends!
Transition to IIlevel of speech development(the beginnings of common speech) is marked by the fact that, in addition to gestures and babbling words, although distorted, but quite constant common words appear ("Alyazai. The children of Alyazai kill. Kaputn, lidome, lyabaka. Litya give the earth" - Harvest. Children are harvesting. Cabbages, tomatoes, apples. Leaves fall to the ground).
At the same time, a distinction is made between some grammatical forms. However, this only happens in relation to words with stressed endings. (table - tables; whines– sing) and relating only to some grammatical categories. This process is still quite unstable, and gross underdevelopment of speech in these children is quite pronounced.
Children's statements are usually poor; the child is limited to listing directly perceived objects and actions.
The story based on the picture and the questions is built primitively, on short, although grammatically more correct, phrases than for children of the first level. At the same time, insufficient formation of the grammatical structure of speech is easily detected when the speech material becomes more complex or when the need arises to use words and phrases that the child rarely uses in everyday life.
The forms of number, gender and case for such children essentially do not have a meaningful function. The word change is random in nature, and therefore many different errors are made when using it (“I’m playing mint” - I play with a ball).
Words are often used in a narrow sense, the level of verbal generalization is very low. The same word can be used to name many objects that are similar in shape, purpose or other characteristics (ant, fly, spider, beetle - in one situation - with one of these words, in another - with another; cup, glass denoted by any of these words). The limited vocabulary is confirmed by ignorance of many words denoting parts of the subject (branches, trunk, tree roots), dishes (dish, tray, mug), means of transport (helicopter, motor boat), baby animals (squirrel, hedgehog, fox) and etc.
There is a lag in the use of words-signs of objects denoting shape, color, material. Substitutions of word names often appear due to the commonality of situations (cuts - tears, sharpens - cuts). During a special examination, gross errors in the use of grammatical forms are noted:
1) replacement of case endings (“rolled-gokam” - rides on a slide);
2) errors in the use of number forms and gender of verbs (“Kolya pityala” - Kolya wrote); when changing nouns according to numbers (“yes pamidka” - two pyramids,"dv cafe" - two cabinets);
3) lack of agreement of adjectives with nouns, numerals with nouns (“asin adas” - Red pencil,"asin eta" - Red ribbon,"asin aso" - red wheel,"pat kuka" - five dolls,"tinya pato" - blue coat,"tiny cube" - blue cube,"Tinya cat" - blue jacket).
Children make many mistakes when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“Kadas ledit aepka” - The pencil is in the box) It is also possible to replace prepositions (“Tetatka is falling and melting” - The notebook fell from the table).
Conjunctions and particles are rarely used in speech.
The pronunciation capabilities of children lag significantly behind the age norm: there is a violation in the pronunciation of soft and hard sounds, hissing, whistling, sonorant, voiced and voiceless ("tupans" - tulips,"Sina" - Zina,"Tyava" - owl, etc.); gross violations in the transmission of words of different syllabic composition. The most typical reduction in the number of syllables ("teviki" - snowmen).
When reproducing words, the sound content is grossly disrupted: rearrangements of syllables, sounds, replacement and assimilation of syllables, abbreviations of sounds when consonants coincide ("rovotnik" - collar,"tena" - wall,"have" -bear).
An in-depth examination of children makes it possible to easily identify a lack of phonemic hearing, their unpreparedness to master the skills of sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.). Under the influence of special correctional training, children move to a new - III level of speech development, which allows them to expand their verbal communication with others.
IIIlevel of speech development characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.
Children of this level come into contact with others, but only in the presence of parents (educators), who make appropriate explanations (“Mom went aspak. And then the child went there, she was called there. Then they didn’t hit the aspalki. Then they sent a pack” - I went to the zoo with my mother. And then she walked around, where there is a cage, there is a monkey. Then we didn’t go to the zoo. Then we went to the park).
Free communication is extremely difficult. Even those sounds that children can pronounce correctly do not sound clearly enough in their independent speech.
Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonors), when one sound simultaneously replaces two or more sounds of a given phonetic group. For example, a child replaces with the sound s", which is not yet clearly pronounced, the sounds s ("boots" instead of boots), sh ("syuba" instead of fur coat), ts (“saplya” instead of heron).
At the same time, at this stage, children are already using all parts of speech, correctly using simple grammatical forms, trying to build complex and complex sentences (“Kola sent a messenger to the forest, rubbed a little squirrel, and Kolya has a cat in the rear” - Kolya went into the forest, caught a small squirrel, and Kolya lived in a cage).
The child’s pronunciation abilities improve (it is possible to identify correctly and incorrectly pronounced sounds, the nature of their violation), and the reproduction of words of different syllable structure and sound content. Children usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, themselves and comrades, the events of the surrounding life, write a short story (“The cat poshya kueuke. And now she wants to eat sypyatka. They run away. The cat is filthy kuitsa. Sypyatkah mogo. Shama shtoit. Kuitsa khoesha, she trash the cat" - The cat went to the chicken. And now she wants to eat chicken. They run. The cat was chased away by the chicken. There are a lot of chickens. It stands on its own. The chicken is good, she drove the cat away).
However, a careful study of the state of all aspects of speech allows us to identify a clear picture of the underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics.
In oral communication, children try to “bypass” words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development appear quite clearly.
Although children use extensive phrasal speech, they experience greater difficulties in independently composing sentences than their normally speaking peers.
Against the background of correct sentences, one can also find ungrammatical ones, which arise, as a rule, due to errors in coordination and management. These errors are not constant: the same grammatical form or category can be used both correctly and incorrectly in different situations.
Errors are also observed when constructing complex sentences with conjunctions and allied words (“Misha zyapyakal, atom-mu fell” - Misha cried because he fell). When making sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.
Despite the significant quantitative growth of vocabulary, a special examination of lexical meanings allows us to identify a number of specific shortcomings: complete ignorance of the meanings of a number of words (swamp, lake, stream, loop, straps, elbow, foot, gazebo, veranda, porch etc.), inaccurate understanding and use of a number of words (hem - sew - cut, trim - cut). Among the lexical errors the following stand out:
a) replacing the name of a part of an object with the name of the whole object (clock face -"watch", bottom -"kettle");
b) replacing the names of professions with the names of actions (ballerina- "Auntie is dancing" singer -“uncle sings”, etc.);
c) replacing specific concepts with generic ones and vice versa, (sparrow -"bird"; trees- "Christmas trees");
d) interchange of characteristics (tall, wide, long-"big", short- "small").
In free expressions, children make little use of adjectives and adverbs denoting the characteristics and state of objects and methods of action.
Insufficient practical skill in using word formation methods impoverishes the ways of vocabulary accumulation and does not give the child the opportunity to distinguish the morphological elements of a word.
Many children often make mistakes in word formation. Thus, along with correctly formed words, non-standard ones appear (“stolenok” - table,"water lily" - jug,"vase" - vase). Such errors, as isolated ones, can normally occur in children at earlier stages of speech development and quickly disappear.
A large number of errors occur in the formation of relative adjectives with the meaning of correlation with food products, materials, plants, etc. (“fluffy”, “puffy”, “downy” - scarf; “klyukin”, “klyukny”, “klyukonny” - jelly; “steklyashkin”, “glass” - glass, etc.).
Among the errors in grammatical formatting of speech, the most specific are the following:
a) incorrect agreement of adjectives with nouns in gender, number, case (“The books lie on large (large) tables” - Books are on large tables);
b) incorrect agreement of numerals with nouns (“three bears” - three Bears,"five fingers" - five fingers;"two pencils" - two pencils and so on.);
c) errors in the use of prepositions - omissions, substitutions, omissions (“We went to the store with my mother and brother” - We went to the store with my mother and brother;"The ball fell from the shelf" - The ball fell from the shelf);
d) errors in the use of plural case forms (“In the summer I was in the village with my grandmother. There is a river, a lot of trees, gu-si”).
The phonetic design of speech in children with level III speech development lags significantly behind the age norm: they continue to exhibit all types of sound pronunciation disorders (sigmatism, rhotacism, lambdacism, voicing and mitigation defects).
There are persistent errors in the sound filling of words, violations of the syllabic structure in the most difficult words (“Ginasts perform in the circus” - Gymnasts perform in the circus;"Topovotik is repairing the water drain" - The plumber repairs the plumbing;"Takikha tet tan" - The weaver weaves fabric.
Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.
So, the totality of the listed gaps in the phonetic-phonemic and lexical-grammatical structure of a child’s speech serves as a serious obstacle to his mastering the general kindergarten curriculum, and subsequently the general education school curriculum.
Filicheva T.B., Cheveleva N.A.
Speech disorders in children. – M., 1993.