Modern speech therapy technologies and techniques

Speech therapy massage

This is an active mechanical procedure, the purpose of which is to correct various speech disorders (dysarthria, alalia and others). Massage helps strengthen and relax articulatory muscles, improves kinesthetic perception, and stimulates muscle sensations.

Main types of speech therapy massage:

manual (classic);
hardware (using vacuum, vibration devices);
point (impact on biologically active points);
self-massage (the child performs the procedure independently).

There is also a massage with probes, stones, herbal bags, and chestnuts.

Indications:

short hyoid frenulum (as the cause of dyslalia);
rhinolalia;
involuntary salivation;
voice disorders;
alalia;
dysgraphia;
violation of the tone of the muscles involved in articulation;
stuttering of a neurotic nature;
lack of clear pronunciation.

A full course requires 10-20 sessions, sometimes more. The duration of the session is determined by the psycho-emotional state of the child (the presence or absence of fear, nervous tension). The average procedure time is 5-6 minutes.

It is imperative to choose an experienced specialist who can establish emotional contact with a young patient.

Advantages of the procedure:

the ability to perform at home;
simplicity and painlessness;
positive effect on the nervous and muscular system;
increasing the elasticity of muscle fibers;
improvement of vascular function;
normalization of speech breathing;
reduction in pathological motor manifestations of the muscles of the speech apparatus (convulsions, hyperkinesis);
increasing the amplitude of articulatory movements.

Contraindications:

viral diseases;
stomatitis, gingivitis;
conjunctivitis;
skin diseases.

Literacy development

Forming sound pronunciation also involves teaching children the basics of literacy. This work is relevant for children 5-6 years old.

Corrective work is carried out with the following goals:

prepare preschoolers for full literacy training;
develop in preschoolers the basic skills necessary to master reading and writing.

For teaching literacy, material is selected based on sounds already practiced in pronunciation. The set of activities implies a correspondence between the acquired sounds and the forms of sound analysis that are used during reading or writing.

To develop the ability to analyze sounds, special classes are held that allow you to isolate all the sounds in any word. For example, children pronounce vowels or other types of sounds for a long time, loudly pronounce labial sounds, and highlight explosive sounds using volume. This approach to exercises allows the preschooler to explore the sound composition of words while pronouncing them. Special visual diagrams are drawn up, where the role of sounds is played by chips.

This work allows children to learn what concepts such as “sounds”, “words”, “syllables”, “sentences” mean. Preschoolers also learn to distinguish between hard and soft sounds, dull and voiced.

With a skillful approach, preschoolers can also learn to put together short syllables and three-letter words from different sounds.

Every day, the teacher should devote a little time in the evening to consolidate the skill of adding syllables and words.

Letters are studied in a sequence that depends on the difficulty of articulating sounds. This approach is being introduced in general classes. Any exercise must contain game elements. It is also useful to use elements of competition.

Preschoolers practice selecting words whose number of syllables matches the number of claps. They are also given syllables from which they need to come up with whole words. Another interesting task: add a missing syllable in a word. Children also enjoy selecting images whose names consist of a given number of syllables.

As preschoolers learn letters, they are even able to write those syllables into word charts.

Such exercises are first introduced into classes as fragments. Gradually they take on the role of leading exercises, which form the main part of the individual work of students. Preschoolers begin to realize that every syllable has a vowel sound. And the number of vowel sounds determines the number of syllables within a word.

The next step is teaching preschoolers to divide a sentence into separate words. This is how children learn to determine how many words are in a sentence and in what order they are located. Sentences must be selected so that their content is familiar to children.

Body-oriented techniques

The baby’s motor sphere is closely related to the development of his mental properties. There are a number of effective techniques:

Breathing exercises. They improve the rhythm of the body, promote the development of volition and self-control. Classes must be held in a well-ventilated room or with an open window. They can be done both standing and sitting.
Exercises aimed at relaxation. With their help, you can relax, remember some events and sensations.

Stretching is a set of exercises involving tension and relaxation of various parts of the body. It is very good to use them for hypotonicity and hypertonicity of muscles.
Bioenergoplasty. This method is based on combining the movements of the hands with the movements of the articulatory apparatus. It synchronizes the functioning of the cerebral hemispheres, improves speech and thinking.

Development of the sound component of speech

The formation of the sound speech component implies a system of articulatory exercises; correction of deficiencies in the pronunciation of complex sounds; development of correct pronunciation of syllabic word structures; formation of phonemic perception.

Any individual lesson should begin with preliminary practice of articulation of sounds. Before you start working on sounds during frontal speech therapy classes, you need to learn to distinguish them.

During these sessions, the speech therapist strives to achieve the following goals:

practice correct pronunciation, correct it and clarify it during individual work with the child;
if the child pronounces some sounds distorted, correct and automate the correct pronunciation;
help the child learn the structure of syllables within a word;
formation of perception of the phonemic component of speech, based on clear differentiation of sounds by ear;
preparing the child for sound analysis and synthesis.

Children actively perform tasks to isolate one sound from a given series. They also work with syllables. Preschoolers are taught to determine whether a given sound is in a certain word, whether a word has a stressed vowel, or whether a vowel sound can be identified in a direct syllable.

In what sequence and at what speed these classes will progress should depend on the individual speech characteristics of preschoolers.

During training, preschoolers learn to consciously analyze words, identify their sounds, and break words into syllables and individual sounds. Children must also learn to combine sounds into whole words. All this work must be carried out with the widespread introduction of gaming techniques.

Preschoolers are able to master such a volume of knowledge only if they adhere to the principle of consistency and a differentiated approach that takes into account the speed of development of each student.

Exercises can be done to help children master speech sounds. In this case, tasks should be based on auditory and kinesthetic perception. This is very important, as it allows children to introduce well-defined and refined sounds into their speech.

All stages of correctional work must be accompanied by the consolidation of the practiced sound. It is also necessary to monitor the formation of children’s diction and help them solve difficulties in pronouncing complex sound structures within a word.

In order to finally consolidate the correct pronunciation of any sound or word, you need to select speech material in such a way as to simultaneously take into account the development of both the lexical and grammatical aspects of speech.

Finger gymnastics

It is very effective for speech development. When children exercise and move their fingers rhythmically, their speech centers in the brain are activated. At the same time, children additionally learn to concentrate and distribute it correctly.

Finger games also train your memory well, because you need to memorize poems and a certain sequence of finger movements. The latter become flexible, mobile and strong. This will help you master writing skills faster in the future.

You can start doing finger gymnastics from the age of six months. You should set aside at least five minutes for it every day.

Local hyper- and hypothermia

This method was created and developed by the All-Union Scientific and Methodological Center for the Treatment of Cerebral Palsy. It is one of the areas of cryomedicine, which uses the healing factor of cold effects on tissues and organs. The technique corrects muscle tone and normalizes muscle reactions. It requires warm water and ice.

There are several options for influence:

alternate use of thermal and cold factors;
first hypothermia, then hyperthermia;
hyperthermia only;
only hypothermia.

Indications:

increased salivation;
synkinesis;
articulatory apraxia;
some forms of cerebral palsy (hyperkinetic, hemiparetic).

Contraindications to the procedure:

epilepsy;
ARVI;
diseases of the ENT organs;
cold allergy.

Exercises to develop spatial orientation

The main movements through which you can learn to navigate well in space are running and walking.

Types of exercises:

walk and run in pairs in a circle while maintaining distance;
line up in pairs in a column, in a circle, scattered;
walk around the hall changing directions: left, right, counter-movement, snake, diagonally;
walk with a change of leaders;
uniform contraction and expansion of the circle.

Sand therapy

This method develops the emotional-volitional sphere and promotes high-quality speech correction. Sand therapy was proposed by Carl Gustav Jung, the founder of analytical therapy. It helps to improve practical communication skills using verbal and non-verbal means. In the process of classes, individuality is revealed, psychological difficulties are resolved. In addition, sand therapy develops imaginative thinking, coherent speech, cognitive functions, and enriches vocabulary.

Playing with sand is used both for individual work and in groups. Conventionally, three types of activities can be distinguished:

Educational. They develop tactile-kinesthetic sensitivity and fine motor skills of the hands, and help in learning a number of skills (counting, writing, reading).
Projective. Promote the development of imagination and creativity.
Cognitive. They teach about the diversity of the world around them.

To organize the process you need several things:

clean, sifted sand (not too fine and not too coarse);
sandbox (waterproof wooden box);
miniature figures (people, animals, plants, vehicles, natural materials and many others);
water.

Game options:

creating fingerprints and palm prints;
alternately squeezing and unclenching fingers immersed in sand;
sliding your palms along the sand (circular, zigzag movements);
drawing all kinds of patterns on the surface of the sand;
burying objects in sand and then blowing it away to reveal what was hidden.

Advantages of the method:

working with natural materials that have their own positive energy;
activation of sensory nerve endings at the fingertips;
relieving the child’s muscular and psycho-emotional tension;
improvement of visual-spatial orientation;
development of hand motor skills.

Contraindications:

skin diseases;
damage to the hands (scratches, cuts, abrasions);
presence of bronchial asthma or dust allergy;
increased child anxiety.

Kindergarten "Kalinka", Volgodonsk

Starting from an early age, any child with mental and physical disabilities can attend a general education preschool organization. A child can receive qualified assistance from specialists in various forms and volumes, based on his individual characteristics. An inclusive approach to preschool education involves changing pedagogical methods so that the educational organization can fully meet the diverse needs of all students attending it.

One of the rules of inclusive education is that all teachers and employees of educational organizations involved in the learning process must be trained in various strategies and new pedagogical technologies. In modern conditions of social development, pedagogical science and practice are faced with the task of finding the most optimal systems for teaching and raising children with speech disorders. The main problem for preschool educational institutions is the increase in the number of children who have difficulties mastering general education programs and children with severe speech impairments. As part of the introduction of the Federal State Educational Standard for Education, the priority task is to solve these problems with the help of innovative models.

Innovative processes - at the present stage of development of society, primarily affects the preschool education system, as the initial stage of revealing the potential abilities of the child. Innovation determines new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities. Children with speech disorders are often mentally unstable; they have an unstable psycho-emotional state, decreased performance, and rapid fatigue. Speech therapy classes for such preschool children are hard work. Therefore, we have to search, find and skillfully use in practice more innovative methods and forms of influence, since they become the most promising means of correctional and developmental work with children with speech disorders. Today, correctional teachers have extensive practical material in their arsenal, the use of which contributes to the effective speech development of the child. But we are faced with difficulties in correctional work due to the increased number of speech pathologies. Children with speech disorders are often mentally unstable; they have an unstable psycho-emotional state, decreased performance , and rapid fatigue. Speech therapy classes for such preschool children are hard work. Therefore, we have to search, find and skillfully use in practice more innovative methods and forms of influence , since they become the most promising means of correctional and developmental work with children with speech disorders.

Practical methods ( game exercises and simulations).

Visual methods are forms of assimilation of knowledge, skills and abilities that are significantly dependent on the visual aids and technical teaching aids used in teaching.

Verbal methods are determined by the age characteristics of the children, the structure and nature of the speech defect, goals, objectives, and the stage of correctional intervention.

In my work I use innovative technologies when working with children with disabilities.

Innovative experience, in my understanding, is “keeping your finger on the pulse” of modern pedagogy . What do we mean by the term “ innovative technologies ”?

Innovative technologies are introduced , new, highly effective methods and tools , techniques that are the end result of a teacher’s intellectual activity.

The main criterion for the “ innovativeness ” of a technology is to increase the efficiency of the educational process through its application.

innovative ones in speech therapy practice serves as an effective addition to the generally accepted most popular classical technologies and techniques developed at the end of the 20th century . And it refers to the so-called “ micro-innovations ”, since its use does not change the basic organization of speech therapy assistance, but only locally modifies its methodological component and serves to create a favorable emotional background.

By creatively varying the compatibility of different teaching technologies , systematically and purposefully using them in practice, in accordance with the individual capabilities of each child, the correctional and developmental process becomes more effective and efficient.

In recent years, there has been a steady trend of deterioration in the health of preschool children, an increase in the number of children with mental and speech development disorders, and therefore, the use of innovative health-saving technologies in the activities of preschool educational institutions becomes very relevant.

The innovative technologies I use in speech therapy practice are based on the priority areas of the Federal State Educational Standard for Educational Education. Having studied in detail the latest in methodological literature , I have chosen, in my opinion, the most relevant and practical innovative methods that will help make correctional work with children with speech disorders effective and efficient.

Innovative technologies in speech therapy practice are just an addition to generally accepted, time-tested technologies (diagnostic technology, sound production technology, technology for the formation of speech breathing, development of fine motor skills of the hands, etc.)

Non-standard approaches and new innovative technologies are needed to:

make learning conscious;
interesting;
optimize the learning process;

promote the health of children.

Types of innovative technologies used in speech therapy :

Information and communication technologies;
Innovative psychocorrective technologies: fairy tale therapy, sand therapy, etc.;
Educational technologies (TRIZ, syncwine, smart map, cluster);
Health-saving technologies:

- articulation, breathing, finger gymnastics,

-Su-Jok therapy,

-kinesiological exercises);

5. Mixed technologies - traditional speech therapy technologies using innovations (sensorimotor education of children, the use of reading skills in the formation of speech activity,

6. Organizational innovative technologies: identifying new forms of speech therapy assistance for children with speech disorders ( quest technology is a modern form of working with children with speech disorders)

The advantage of using innovative models in speech therapy practice (see slide) Directions of correctional work using innovative models (see slide.

ICT technologies:

Electronic learning tools are gradually becoming a tool that can significantly improve the quality of education, making the learning process interesting and multifaceted.

Tasks:

— Formation and development of speech and language means in children: sound pronunciation, prosody, phonemic analysis and synthesis, lexico-grammatical structure of speech, coherent speech;

— Formation and development of skills in educational activities: development of cognitive activity, self-control, development of fine motor skills of the hands, development and coordination of mental processes;

— Tasks of the creative cycle: development of imagination, development of cognitive activity, development of the need for knowledge.

Innovative psychocorrective technologies: fairytale therapy, sand therapy

Fairytale therapy is a method that uses the fairy tale form to integrate personality, develop creative abilities, expand consciousness, and improve interactions with the outside world.

The goal of fairy tale therapy is to reduce aggression in children, eliminate anxiety and fears, develop emotional self-regulation and positive relationships with other children. To do this, I use fairy tale techniques and methods of working with children that are accessible to them because of their simplicity and great interest in the fairy tale . Transforming into fairy-tale characters , children complete tasks with much more enthusiasm. Through fairy tales , a child gains knowledge about the world, about relationships between people, about the problems and obstacles that arise in a person’s life, learns to overcome barriers, find a way out of difficult situations, and believe in the power of goodness, love and justice.

The main goal of TRIZ is to develop the systematic thinking of children, to educate a creative personality capable of understanding the unity and contradiction of the world around them, and to teach children to independently solve their small problems. Children with special needs development lag behind in the development of verbal and logical thinking and, without special training, have difficulty mastering analysis and synthesis, comparison and generalization.

Therefore, in parallel with the task of accumulating, enriching, and clarifying vocabulary, another equally important one must be solved: creating conditions for its activation and actualization of one’s own statement. And here didactic syncwine . This technology does not require special conditions for use and fits organically into the work on the development of lexical and grammatical categories in preschoolers and primary schoolchildren with SLD.

Among the variety of educational games familiar to us from pedagogical didactics, a very special, creative and kind Technology of intensive development of intellectual abilities in children through games by V.V. Voskobovich.

The principles embedded in the system of these games—interest—cognition—creativity become as effective as possible, since the game directly addresses the child in the kind, original, cheerful language of a fairy tale, the intrigue of a funny character, or an invitation to adventure.

Educational games V.V. Voskobovich is the integration of psychological, pedagogical and speech therapy technologies, which stimulates the development of the cognitive sphere and the development of certain skills and abilities. The features of these games are such that there is no need to rebuild the work of the institution or break the programs being implemented. Technology is organically woven into the already formed process of learning and correction. In the “adult-child” relationship, the position of the adult over the child is not assumed here, only a partnership relationship. The child is surrounded by a relaxed, cheerful, intellectual and creative atmosphere. It is woven from a sense of external security, when the child knows that his manifestations will not receive a negative assessment from adults, and a feeling of internal relaxation will grow due to the support of his creative endeavors.

In the context of the implementation of the Federal State Educational Standard, special requirements are imposed on the developing subject-spatial environment, namely: optimality, integrity, multifunctionality, transformability, variability (in direct educational activities, in joint activities and in the independent activities of the child), and variety of games. Teachers-speech therapists, conducting monitoring every year, are faced daily with difficulties in mastering speech material, poor subject, predicative and attributive vocabulary, disturbances in the development of the lexico-grammatical structure of speech, immaturity of phonetic-phonemic processes, a lag in the development of coherent speech, violations of semantic and pronunciation aspects of speech, pronounced agrammatism, defects in sound pronunciation, specific violations of the syllabic structure of words in children with speech pathology. Therefore, taking all this into account, the group teachers introduced play space markers into their work.

Smart Card Technology

a unique and simple method of memorizing information, with the help of which both the creative and speech abilities of children develop and thinking is activated;

helps to awaken the child’s ability to depict the world around him.

I am testing the “Cluster” technology in my work

Cluster - (cluster, bunch, bunch), a collection, association of several homogeneous elements or objects.

The Cluster technology makes it possible to visualize the mental processes that occur when immersed in a particular text.

Cluster technology is universal, as it helps to work with a large amount of information that needs to be mastered, highlighted, systematized and presented in a certain way. The essence of a cracker is to highlight a topic, semantic units and graphically design a diagram in a certain order.

The cluster activates the mental activity of preschoolers: the ability to pose questions, highlight the main thing, make comparisons, establish cause-and-effect relationships and draw conclusions.

Since not all children can read, you can use illustrated or mixed clusters in your work. To make it easier to memorize, we use pictures, photographs, drawings, and diagrams. In the process of educational activities, options for creating a cluster on lexical topics are possible. The result is a structure that graphically displays children’s thoughts and determines the information field of this topic.

Breakdown into clusters in the context of the implementation of the Federal State Educational Standard

is an effective method in the formation of generalizing concepts and teaching classification
develops variability of thinking, the ability to establish connections and relationships of the concept being studied (phenomenon, event)
helps the student to think freely and openly about a topic
evokes fresh associations, gives access to existing knowledge, involves new ideas on a certain topic into the thought process
develops such personality quality as communication skills
It is known that the level of speech development of children is directly dependent on the degree of formation of fine movements of the fingers .
If the development of finger corresponds to age, then speech development is within normal limits; if the development of finger lags behind, the development of speech is also delayed. Scientists studying the activity of the children's brain and the psyche of children note the great stimulating significance of hand functions.
Physiological scientists have proven that training fingers through certain zones in the cerebral cortex has a positive effect on the mobility of the articulation organs, which makes the child’s pronunciation clearer and more correct.
As M. M. Koltsova notes, there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the motor projection area of the hand can be considered another speech area of the brain .

One of the non-traditional speech therapy technologies is Su-Jok therapy (“Su” - hand, “Jock” - foot). In correctional and speech therapy work, I actively use Su-Jock therapy techniques as a massage for dysarthric disorders, for the development of fine motor skills of the fingers, as well as for the purpose of general strengthening of the body. The ribbed needle-shaped surface of the ball affects nerve endings, improves blood flow and activates blood circulation. The massage ball accelerates capillary blood flow, reduces venous congestion and increases skin and muscle tone. Massage spikes on the surface of the ball affect the biologically active zones of the cerebral cortex and help improve the condition of the entire body. The massage ball has a positive effect on the development of children.

Thus, Su-Jok therapy is one of the effective techniques that ensures the development of the cognitive, emotional and volitional spheres of the child.

One of the new approaches related to health-saving technologies is kinesiology or “brain gymnastics”. Improving intellectual and thinking processes must begin with the development of finger and body movements. Developmental work should be directed from movements to thinking, and not vice versa. kinesiological exercises, or as they are also called “brain gymnastics,” come to our aid Finger kinesiological exercises can be used to develop hand muscles and develop interhemispheric interaction of the child’s cerebral cortex. Exercises must be done daily. From an early age, children are taught to perform finger games from simple to complex.

Practice confirms that the use of innovative technologies in the work of a speech therapist can significantly increase the efficiency of speech therapy work , intensify the dynamics of the development of correct speech skills and the entire correctional educational process as a whole.
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Mnemonics

Among modern speech therapy technologies and techniques, mnemonics are very popular. This is a set of techniques and rules that facilitate the process of memorizing information. Its essence is that you need to come up with pictures for words or small phrases. As a result, all text is drawn in diagrams. Looking at them, the baby can easily reproduce a verse, riddle or tongue twister.

Using mnemonics, you can achieve the development of auditory and visual attention, memory, associative thinking, and coherent speech. In addition, the process of automation and differentiation of delivered sounds is accelerated.

Lesson results:

expansion of vocabulary;
the emergence of interest in memorizing poetry and inventing stories;
increasing knowledge about the world around us.

Fairy tale therapy

The technique is a separate branch of psychotherapy and first appeared in St. Petersburg. It consists in using the fairy-tale form for the speech development of the individual, expanding consciousness and improving interaction through speech.

Fairytale therapy involves the use not so much of already invented stories, but the creation of new ones.

Types of fairy tales:

Meditative.
Psychotherapeutic.
Psychocorrectional.
Psychological.
Didactic.

List of corrective tasks of fairy tale therapy:

the relationship between the motor, auditory and visual analyzers;
effective game motivation of children's speech;
improvement of sound speech;
improvement of lexical and grammatical language means;
creating a communicative orientation of all children's statements.

Fairytale therapy methods:

drawing fairy tales;
creation of dolls;
storytelling and writing.

Logorhythmics

This is a modern speech therapy technology, which is a complex of musical-speech, speech-motor and musical-motor exercises. Classes are conducted by a speech therapist teacher at a school or preschool (preschool educational institution).

As a result of classes, children learn to switch from one type of activity to another, move expressively, and develop creative abilities. They develop endurance, strength, agility, and a sense of balance. Also, muscles are trained and strengthened, and beautiful posture is formed.

Logorithimics helps calm active children and encourages slow ones.

Lesson options:

dancing, singing;
playing musical instruments;
a combination of singing and breathing exercises;
games with onomatopoeia;
pure talk;
singing and walking in different directions.

Logorhythmics is necessary in the following cases:

during the period of intensive speech formation;
dysarthria;
insufficiently developed motor skills and coordination of movements;
excessively fast or slow intermittent speech;
stuttering.

Exercises should be done taking into account the child’s characteristics. When something doesn’t work out for him, he needs to simplify the task. If there are problems with sounds or fine motor skills, then it is important to increase the number of appropriate exercises.

Traditional and non-traditional speech therapy technologies

All technologies used in correctional speech therapy practice can be divided into two groups:

Traditional technologies. This includes speech therapy technologies used in the correction of speech defects since the formation of defectology and speech therapy. These include: the technology of speech therapy examination, the technology of correcting sound pronunciation, the technology of staging speech breathing for various deviations in pronunciation, the technology of correcting voice pronunciation, the technology of staging intonation and tempo of speech, the technology of staging speech rhythms, the technology of forming the lexico-grammatical aspect of speech, the technology of conducting speech therapy massage.
Figure 1. Traditional technologies. Author24 - online exchange of student work
Modern technologies. They belong to non-traditional methods of corrective influence on speech. These include: hydromassage and hydro-gymnastics, neuropsychological technology, kinesiotherapy or speech correction with motor exercises, Sujok therapy or correction of speech defects through the use of seeds, herbal medicine or treatment with teas and herbs, breathing exercises, various massages, acupuncture, aromatherapy, music therapy, color therapy, treatment with sand, stones, dolls, fairy tales, technology of using models and symbols.
Figure 2. Modern technologies. Author24 - online exchange of student work

Modern society actively uses a variety of multimedia tools and technologies in various areas of activity. Speech therapy is no exception. Any speech therapy technology can be supplemented with multimedia tools.

Music therapy

Music increases the tone of the cerebral cortex, evokes pleasant emotions, stimulates blood circulation and breathing. It helps to develop the skill of listening and analyzing the sound of melodies.

Music therapy is used for the treatment and prevention of a number of pathological conditions.

Lesson options:

listening to music;
singing;
playing musical instruments;
elements of theatricality;
music drawing.

Music therapy results:

normalization of emotional state;
developing skills in using voice;
elimination of fears of speech and movement disorders;
development of a sense of rhythm, independence, activity;
stimulation of auditory perception;
reproduction of musical images.

Pronunciation correction technology

Eliminating incorrect speech pronunciation involves step-by-step speech therapy. It is implemented in the following sequence:

Preparatory work. It consists of preparing speech-sound and speech-hearing analyzers for corrective action, correct perception of sounds and correct pronunciation.
Sound production and its automation. The speech therapist uses exercises focused on the correct pronunciation of a specific sound and bringing the accuracy of its pronunciation in ordinary speech to automatism. In addition, here the formation of skills in distinguishing mixed sounds and their correct pronunciation, as well as correct use in speech, is realized.
Formation of communication skills. Various methods and technologies are used, aimed at developing skills in using a specific sound in speech and the ability to build successful communication connections.

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Isotherapy

Isotherapy classes help individuals express themselves and realize their creativity. The goal of the technique is the development of coherent speech, articulatory apparatus and fine motor skills.

There are several options for classes:

drawing on semolina;
finger painting;
blotography.

Color therapy

This is a modern speech therapy technology designed to correct speech and psychological disorders. Scientists have long proven that colors influence the emotional, intellectual and psychological state of people.

The teacher organizes the work as follows:

children take toys and objects of certain colors, perform different actions with them and simulate situations;
discuss the work done with repeated repetition of the necessary sounds.

Results of color therapy:

awareness of special color preferences;
increased sensitivity and susceptibility;
expansion and deepening of the perception of colors;
expanding the ability to manage emotional-volitional processes;
increasing interest in cognitive activity.

A large number of speech therapy technologies allows you to choose from them what is suitable for a particular child. After all, he himself must show interest in classes and experience positive emotions during them. This is very important to achieve good results.

Formation of auditory perception

The first stage includes tasks that help preschoolers develop understanding of speech:

preschoolers learn to distinguish an object and its constituent elements, as well as their signs and functions (“bring me a stool, please. Show me where its legs are and where the seat is”);
preschoolers learn to determine the direction of actions and where objects are (“put your pen on the table and your notebook in the drawer”);
preschoolers learn to understand the transition of actions and point out their signs (“bring all the red pens, take away all the blue ones”);
children learn to determine the direction of actions and their functions.

The next stage involves the use of tasks like: “bring the bear, dress it, put it in the crib, cover it with a blanket.” Children follow these instructions and pronounce each of their actions.

By completing all these tasks, the child practices basic speech forms. He practices answering questions. At first these answers are very short, then longer. Gradually, this allows the preschooler to learn to take an active part in the dialogue.

Speech therapy classes provide an opportunity for preschoolers not only to answer questions asked, but also to correctly formulate questions themselves.

Play activities should be used to encourage children to ask each other questions. The result should depend on this skill.