Using a sound screen in a senior speech therapy group

Suitable for use on computers, laptops, interactive whiteboards and tables running Windows 7 and higher.

For individual and group lessons

The games can be used as exercise for one child or in a group of children.

Some games allow you to adjust the number of rounds. For a group, it is better to set a large number of rounds so that everyone can respond. In a lesson with one child - less, so as not to get tired.

For children with various developmental difficulties

The games are short and suitable for working with children with difficulties in the development of speech, psyche, and health. A specialist can solve the same problem in different ways depending on the characteristics of the child. The complex includes simple and complex games, tasks based on visual and auditory perception, speed and free-paced games. Using the game settings, you can adapt it to the individual characteristics of the child.

Examination and recording of results

The complex includes two programs for maintaining electronic documentation: Speech card and Sound log. With their help, you examine the child’s speech and quickly record the results. Programs will help you track and demonstrate the results of your classes.

Sound log

An audio journal will help you monitor the dynamics of your child’s speech development. The program conveniently records a child's speech and leaves notes on audio files. Such “binders” will be needed for assessing and planning classes, demonstrating the results to parents and colleagues.

Speech card

Fill out electronic cards quickly: choose an answer option, and manually write only the conclusion. There is no need to rewrite the entire map to make changes - the information will be updated automatically. The cards won't take up space in your closet, won't get lost, and are easy to print for use as a guide.

Benefits database

The complex includes ready-made printed manuals and a program for creating your own.

Program "Image Constructor 2"

The program contains more than 600 images, from which you can make manuals on any topic: posing “difficult” sounds, studying lexical topics, developing coherent speech, sound-letter analysis and other skills.

The pictures are of high quality and do not blur when enlarged or printed. The images are in a consistent artistic style, so the finished manuals look professional. The program is convenient to work with: images are grouped into sections, ready-made scenes can be saved and printed.

Working with Logomer 2

"Logomer 2" meets modern requirements of specialists, but this does not mean that you will need complex equipment or serious training.

"Logomer 2" fulfills the requirements of the Federal State Educational Standard and ICT

The complex meets the requirements of modern Federal State Educational Standards: classes are of a playful nature, familiar to children, you create manuals and adapt games to the individual characteristics of the child.

"Logomer 2" is an example of ICT in modern education. You use a computer or interactive whiteboard for children's development. The games are interactive - the characters respond to the child’s actions. The games themselves are made with high quality: the graphics don’t blur on the big screen, the voice acting doesn’t crackle at maximum volume, and the animation is smooth.

We have thought through details that are important for teachers. Professional voice actors speak clearly, put the correct emphasis on words, children hear literate speech and adopt it. Friendly characters and praise at the end of the game encourage the child to try harder and not be afraid of mistakes.

Works on most devices

Computer, laptop, interactive whiteboard or table - the complex works on any modern device with the Windows operating system. An internet connection is not required.

For individual and group lessons, a computer or laptop is sufficient. For group classes, equipment with a large screen is better suited: an interactive whiteboard or table. When installing the program, you can select the version:

• for an interactive table or touch panel with touch control,
• for a computer or laptop with mouse control.

Adapted for interactive equipment

We have developed a special version of the program that is optimized for classes on interactive equipment. Its controls are designed for finger movements, not mouse movements.

The controls are adapted to the characteristics of children:

• The control gestures are intuitive and children will quickly master them.
• The control sensitivity is designed for children: the program recognizes “blurred” gestures that children with undeveloped motor skills have, and will not react if the child accidentally waves on the screen.

Easy start to work with the complex

The complex will not gather dust on the shelf, even if you are not good with a computer. The games are intuitive and easy to use, the announcer gives instructions for the child and there are recommendations for a specialist.

Designed taking into account health-saving technologies When creating games, we use health-saving technologies to reduce the physical and psychological stress on children.

Reducing physical stress on children

Thoughtful ergonomics To control the game, the child performs simple actions: clicks, drags. The games do not require two-handed action or combination actions. Simple controls The games have large targeting areas and there are no small parts to aim at.

The game control buttons are located at the bottom of the screen. When an interactive whiteboard is used in class, the child does not have to reach up.

Usability for a child We arrange important elements so that they are visible to a child. For example, in the game “Wolf Learns Letters,” the selection of letters occurs not in a drop-down list, but by clicking the letters on the screen. Thus, the child sees elements that need to be changed.

At the same time, the settings that the specialist uses are hidden from the child.

Games suitable for working with children with disabilities

Mersibo games can be used in correctional activities with almost all categories of children with disabilities.

Pronunciation correction screen

Pronunciation correction screen

1 – beginning of the year; 2 – mid-year; 3 – end of the year. The sound is being staged. Sound at the automation stage.

Sound at the stage of differentiation and introduction into

Log of children's visits to the speech center for the 20_____/20_____ academic year

group__________________________month_________________________

Logbook of ongoing consultations.

MDOU No.

20____/20____ academic year

teacher speech therapist

Journal of children's movements at the speech therapy center of the MDOU No.

for the 20____/20_____ academic year

Log of children's visits to the speech center for the 20_____/20_____ academic year

month_________________________

"I affirm"

Head of MDOU No.

_____________________

Work schedule of a speech therapist teacher for the 2010–2011 academic year.

Questionnaire for parents.

(information for speech therapist teacher)

1. Full name child__________________________________________________________

2. Date of birth______________________________________________________________

3. Full name mother_______________________________________________________________

4. Mother’s place of work, position__________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. Full name father_______________________________________________________________

6. Father’s place of work, position ________________________________________________

___________________________________________________________________________

___________________________________________________________________________

7. General anamnesis:

· what pregnancy is the child from?________________________________________________

· nature of pregnancy (toxicosis, chronic, infectious diseases suffered during pregnancy)_______________________________________

___________________________________________________________________________

· childbirth (quick, rapid, dehydration, caesarean section)_______________

___________________________________________________________________________

· baby’s cry (immediately or not, after what time)________________________________

· asphyxia (suffocation), (white, blue)___________________________________________

· Rh factor (compatible, negative)_________________________________

· other complications during childbirth_______________________________________________

___________________________________________________________________________

8. Early development:

· began to hold his head up with___________ sit with___________ stand with________________

walk from _________illness to 1 year __________________________________________

· Diseases after 1 year: infections_______________________________________________

head injuries_______________________________________________________________

convulsions at high temperature _____________________________________________

other diseases_________________________________________________________________

Is the child registered at a dispensary for chronic diseases (which ones)

___________________________________________________________________________

Is the child (or was) registered with a neurologist or psychiatrist_______________________

___________________________________________________________________________

9. Speech development:

· Walking with___________babbling with____________first words with____________________

first sentences with ______________ connected speech with ______________________________

was speech development interrupted (for how long and when)______________________________

___________________________________________________________________________

Did your child’s vocabulary grow quickly?________________________________________________

the child’s attitude towards his speech defect__________________________________________

PERSPECTIVE PLAN OF EVENTS FOR 2010 – 2011 ACADEMIC YEAR

Teacher speech therapist .___________________

To the Head of the Medical Institution No. 18

V.V. Zubenko

STATEMENT

about enrollment in a speech therapy center

I (full name)___________________________________________________________,

please enroll my child (full name of the child)___________________________

____________________________________to the speech therapy center of MDOU No. 18

I undertake to fulfill the following requirements:

1. On the recommendation of a speech therapist, contact a neurologist, orthodontist, etc.

2. Systematically attend speech therapy classes.

3. Follow the recommendations of the speech therapist and homework. Bring your child's workbook to each lesson.

4. Automate the sound set by the speech therapist in the child’s everyday speech.

5. At the invitation of the speech therapist, attend consultations and parent-teacher meetings.

If I fail to comply with the requirements, I will not have any claims based on the results of speech correction.

Note. In case of systematic failure to comply with requirements or long absences (without a good reason), the child may be removed from the speech center through a commission. Subsequent enrollment is possible only if there are available places.

I have read the terms and conditions of enrollment

Signature:______________________

Date: "______"____________200__

Your child’s individual diagnostic card:

Last name, first name______________________________________________________________

Speech conclusion_________________________________________________________

Diagnosis______________________________________________________________

a) 20____ - 20_____academic year________________________________________________

b) 20____ - 20_____academic year________________________________________________

1.Sound pronunciation:________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Phonemic perception________________________________________________________________ __________________________________________________________________________________________________________________________________________________________

3. Vocabulary – grammar:________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

4. Coherent speech:________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

SPEECH CARD

(FFNR, FNR)

Full Name_________________________________________________________

Date_______________ Age_______________________________________________

1. General anamnestic data_______________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Speech environment and features of speech development__________________________________________

__________________________________________________________________________________________________________________________________________________________

3. Features of the anatomical structure of the articulatory apparatus:

Lips_________________________________________________________________________

_____________________________________________________________________________

Dentition, bites________________________________________________________________

_____________________________________________________________________________

Lower jaw______________________________________________________________

____________________________________________________________________________

Solid sky__________________________________________________________________

_____________________________________________________________________________

Soft sky__________________________________________________________________

_____________________________________________________________________________

Language________________________________________________________________________

_____________________________________________________________________________

4. Movements in the articulatory apparatus (presence, accuracy, volume, tempo):

Lips_________________________________________________________________________

_____________________________________________________________________________

Language_________________________________________________________________________

_____________________________________________________________________________

Lower jaw_______________________________________________________________

_____________________________________________________________________________

Soft sky__________________________________________________________________

_____________________________________________________________________________

Posterior wall of the pharynx_________________________________________________________________

_____________________________________________________________________________

5. State of general motor skills__________________________________________________________

__________________________________________________________________________________________________________________________________________________________

6. General sound of speech______________________________________________________________

__________________________________________________________________________________________________________________________________________________________

7. Sound pronunciation of isolated sounds and sounds in words. (+ correct pronunciation; - no sound; = replacement of sound; “distortion of sound)

8. Pronunciation of complex words (construction, train, policeman, cyclist, gymnasts, scuba diver, thermometer, barrier, etc.)_____________________

__________________________________________________________________________________________________________________________________________________________

9. The grammatical structure of speech_________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

10. Vocabulary__________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

11. Hearing condition_______________________________________________________________

_____________________________________________________________________________

12. Phonemic analysis and synthesis_____________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

13. Conclusion________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Recommendations______________________________________________________________

__________________________________________________________________________________________________________________________________________________________

SPEECH CARD (ONR)

I. Personal information

Last name, first name________________________________________________________________________________

Date of Birth______________________________________________________________________

Home address____________________________________________________________________

Receipt date ___________________________________________________________________

Complaints from parents, teachers______________________________________________________________

IV. Motor sphere

1. State of general motor skills_______________________________________________________________

Stand on one leg (alternately)_________________________________________________

Jump on two legs______________________________________________________________

Jump on one leg (alternately)________________________________________________

Stand on tiptoes_______________________________________________________________

Sit down, arms to the sides______________________________________________________________

2. Condition of small mo

Reducing the psychological burden on children

• The duration of one game is 3-5 minutes.
• Each game has a recommended age listed.
• The games do not contain aggressive or unexpected sounds that could frighten a child. The volume of sounds and music is adjustable and can be customized to suit your child's individual preferences.
• There are no contrasting or acidic colors in the design of the games; the artists prepare the design taking into account the recommendations of child psychologists.
• There are no extraneous characters, background details or semantic noise in the games. Thanks to this, the child does not receive excessive audiovisual information.
• The characters and details of the games are not schematic; they give a complete picture of people, processes and events.
• Game scenarios convey universal values ​​and norms of a healthy lifestyle and correspond to the age characteristics of children.
• The games do not contain elements that cause or promote aggression and other destructive phenomena.

Advantages of Logomer 2 for organizations

When creating Logomer 2, we focused on its use in preschool educational institutions and elementary schools. Therefore, he solves the organization’s problems comprehensively and in a suitable format.

Complexly solves speech therapy problems

• EQUIPMENT OF A Speech Therapy Room “Logomer 2” contains materials on all main speech therapy topics: from speech examination to its correction. Install the complex, and everything will be at your fingertips.
• EXTENDED PACKAGE OF AIR FLOW GAMES “Logomer 2” has the largest number of games in this direction - 8. They develop speech breathing and rhythm of speech. Classes with them will help overcome speech disorders, including stuttering, dysarthria, alalia and others. Our games use a microphone: the child blows, and a helicopter takes off on the screen, snowflakes fly away, and the wind blows. Working in “Logomer 2” gives the specialist new opportunities: he controls the force and duration of the child’s exhalation through microphone settings.
• LARGE BLOCK OF GAMES FOR SPEECH DEVELOPMENT More than 50 games for solving the most popular speech therapy problems: 28 games for the development of sound pronunciation and 24 for phonemic hearing. These games will be needed at all stages of work on speech disorders: stimulation of speech in “non-speaking” children, development of the articulatory apparatus, production of sounds, automation and differentiation of sounds in speech.
• ELECTRONIC DOCUMENTATION “Logomer 2” includes the “Speech Card” program for examining children and the “Sound Album” program for tracking the progress of speech development. They will help a specialist quickly conduct examinations, prepare documentation, clearly demonstrate the results of classes, quickly find the necessary cards and save space in the office.

Aimed at training in organizational settings

• FOR WORKING WITH A LARGE NUMBER OF CHILDREN The complex contains games for children of different ages and levels of development: for preschoolers and primary schoolchildren, children with normal development or with disabilities. The complex will be useful in classes with any child.
• TWO VERSIONS OF THE COMPLEX: COMPUTER AND INTERACTIVE When installing, select the version: for a computer and laptop or for interactive equipment. They differ in the way they are controlled: in the first you control the mouse, in the second you use your finger movements. The specialist will be able to conduct individual lessons on a laptop, and then group lessons on an interactive screen.

Solves problems of specialists

• QUICK PREPARATION FOR CLASSES Specialists have a lot of materials: manuals in folders, toys in boxes, tools in cabinets, exercises in books. To prepare for class, you need to take everything out of cabinets and boxes, and then put it back. With “Logomer 2” it’s easier: turned it on and ready to practice.
• PROMPT CREATION OF MANUALS Specialists prepare some of the manuals themselves: they find pictures, cut them out and glue them together. This takes a lot of time, the benefits are varied and quickly deteriorate. The complex includes “Image Constructor 2” with a database of 600 pictures and a simple editor. In it, a specialist will quickly make high-quality manuals and replicate them in any quantity.

Convenient for purchase by organization

• Payment by bank transfer in accordance with 44-FZ and 223-FZ. You can purchase the complex using budgetary and extra-budgetary funds (grants, contributions, funds from additional activities, etc.). Contact us and we will help you with your purchase.
• A complete set of closing documents for accounting.
• Flexible payment. Prepayment or payment upon receipt of the complex is possible.
• The complex is certified. Logomer 2 has a certificate of compliance with the Federal State Educational Standard for Preschool Education, GOST on ICT in education. The complex is registered in the domestic software database.

Using a sound screen in a senior speech therapy group

Murchina Nadezhda Valerievna

Using a sound screen in a senior speech therapy group

The contingent of preschoolers attending the speech therapy group of the MBDOU consists of children with numerous sound pronunciation . Organizing the education of these children requires a special approach, which provides constant emotional support for preschoolers in educational activities. One of the central problems in speech therapy work is motivation. Very often, neither the desire of a speech therapist nor the knowledge of speech correction techniques is enough for the positive dynamics of children’s speech development. The child gets tired of daily pronouncing syllables , words, naming pictures to automate and differentiate sounds .

The use of a sound screen in the speech therapy group of the MBDOU made it possible to significantly increase the motivation and interest of children in consolidating correct sound pronunciation , increase attention to their speech and the speech of their friends, and thereby speed up the process of speech correction.

A stand with subject pictures was pre-made. Vertically - subject pictures according to the number of children, horizontally - subject pictures starting with a certain sound (S-elephant, F-beetle, etc.)

In addition, object pictures—“suns” and “clouds”—were made for each child.
“suns” and “clouds” are attached to the screen with Velcro. This allows them to be used (attached and removed.

in the production of sound pronunciation :

sound in speech ;

-automation of sound in syllables ;

-automation of sound in words ;

-automation of sound in sentences ;

-automation of sound in poetry , texts;

- independent use of the given sound by the child in speech ;

This sound screen can be used at any stage of sound pronunciation . Upon achieving a certain result, the teacher-speech therapist together with the child approaches the screen , finds a picture with the desired name and a picture with a sound that is currently being fixed, and the preschooler independently attaches the “sun”. If the sound has not yet been delivered , or at the automation stage the child does not try to monitor his correct pronunciation of the sound, instead of “sun” he puts “cloud”. And once again the sound in the desired position - for example, in syllables, words, sentences.

The child becomes interested in having more “suns” on his line than “clouds”, and a desire for further success appears.

The material presented on the sound screen is also useful for the administration, since it is possible to monitor the effectiveness of the work of the speech therapist . Teachers and the music director also receive information about what sounds need to be practiced in a particular child. In the evening, when parents pick up their child, they constantly pay attention to the sound screen and wait for the appearance of a new “sun” and monitor the number of “suns” and “clouds”.

Thus, the sound screen is useful for children , parents, and teachers. And when everyone is interested, staging and consolidating the correct sound pronunciation is more effective.