PRINCIPLES AND METHODS OF Speech Therapy

The principles of speech therapy work are those general starting points that determine the activities of the speech therapist and children in the process of correcting speech disorders.

Speech therapy intervention

is a pedagogical process in which the tasks of corrective teaching and correctional educational work are realized, the directions and content of which are determined by the dependence of speech disorders on the characteristics of other aspects of the child’s mental activity.

The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account many factors that determine it. A differentiated approach is carried out based on taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, age and individual characteristics of children.

In the process of speech correction, one should keep in mind the general and specific patterns of development of children with disabilities. Speech therapy work on the correction of speech disorders in various categories of children with developmental disabilities (mentally retarded, with mental retardation, with cerebral palsy, with sensory impairments, etc.) has its own specifics, due to the characteristics of their sensorimotor and mental development (level of speech development , cognitive activity, features of the child’s sensory sphere and motor skills).

Speech therapy intervention

is a goal-oriented process in which various stages are distinguished. Each stage is characterized by its own goals, objectives, methods and techniques of correction. The prerequisites for the transition from one stage to another are consistently formed.

The main forms of speech therapy influence are: education, training, correction, compensation

tion, adaptation, rehabilitation. In preschool speech therapy, education, training and correction are mainly used.

The level of pedagogical qualifications of the speech therapist and teacher is of great importance for the implementation of full-fledged speech therapy. When working with a complex category of children, the teacher must have professional knowledge in the field of speech therapy and correctional pedagogy, have a good knowledge of the psychological characteristics of children, show patience and love for children, and constantly feel civic responsibility for the success of their education, upbringing and preparation for life and work.

The principles of analysis of speech disorders (development, systematic approach, consideration of speech disorders in the relationship of speech with other aspects of the child’s mental development) help to establish a natural relationship between various speech and non-speech processes: disorders of auditory perception and deviations in the speech motor sphere, between defects in pronunciation activity and phoneme formation, between active and passive speech; reveal the systemic interaction and interdependence of impaired speech components in the process of pathological development of oral and written speech in children.

In the process of organizing remedial training, great importance is attached to general didactic principles:

educational nature of teaching, scientific nature, systematicity and consistency, accessibility, visibility, consciousness and activity, strength, individual approach.

Speech therapy is also based on special principles:

etiopathogenetic (taking into account the etiology and mechanisms of speech disorders), systematicity and taking into account the structure of speech disorders, complexity, differentiated approach, phasing, ontogenetic, taking into account personal characteristics, activity approach, using a workaround, the formation of speech skills in conditions of natural speech communication.

When eliminating speech disorders, it is necessary to take into account the totality of etiological

factors determining

Chapter 1. Theoretical and practical foundations of speech therapy

determining their occurrence (external, internal, biological and socio-psychological factors).

Thus, with dyslalia, malocclusion predisposes to distortion of the articulation of sounds and underdevelopment of articulatory motor skills. In this case, speech therapy is combined with orthodontic intervention to normalize the bite. Dyslalia can also be caused by insufficient attention of others to the child’s speech, i.e. social factor. In this case, speech therapy work is aimed at normalizing the child’s speech contacts with the social environment, at developing speech motor skills and phonemic perception.

The content of speech therapy depends on the mechanism of speech With the same symptoms of speech disorders, different mechanisms are possible. For example, replacement of sounds in dyslalia may be due to inaccuracy of auditory discrimination, inability to distinguish sounds by ear, or replacement of these sounds due to underdevelopment of fine articulatory movements. When eliminating dyslalia, the main thing is to influence the leading disorder - immaturity of auditory differentiation or underdevelopment of articulatory motor skills.

The principle of a systematic approach presupposes the need to take into account the structure of the defect, determine the leading violation, and the relationship between primary and secondary. The complexity of the structural and functional organization of the speech system can cause a disorder of speech activity as a whole, even if its individual links are disrupted, which determines the importance of influencing all components of speech when eliminating speech disorders.

Speech disorders in most cases are a syndrome in the structure of which there are complex connections between speech and non-speech symptoms. This determines the need for a comprehensive (medical-psychological-pedagogical) impact, i.e., impact on the entire syndrome as a whole. The complex effect is especially significant in eliminating dysarthria, stuttering, alalia, and aphasia.

Speech therapy intervention is based on the ontogenetic principle , taking into account patterns and subsequent

Principles and methods of speech therapy intervention________________

the sequence of formation of various forms and functions of speech, from simple to complex, from concrete to more abstract, from situational speech to contextual, etc.

Of great importance in the implementation of speech therapy work is the correction and education of the personality as a whole, which takes into account the peculiarities of personality formation in children with various speech disorders, as well as age-related characteristics. Speech therapy for a child with speech disorders is associated with the normalization of social contacts with people around him.

It is especially important to take into account personal characteristics when correcting speech disorders associated with organic lesions of the central nervous system (alalia, aphasia, dysarthria, etc.). In this case, the symptoms of the disorder show pronounced features of personality formation, both of a primary nature, caused by organic damage to the brain, and the nature of secondary layers.

Correction of speech disorders is carried out taking into account the leading

activities. In preschoolers, it is carried out in the process of play activity, which becomes a means of developing analytical-synthetic activity, motor skills, sensory sphere, enriching the vocabulary, mastering language patterns, and shaping the child’s personality.

Taking into account the child’s leading activity in the process of speech therapy work, various situations of speech communication are modeled. To consolidate correct speech skills in conditions of natural speech communication, close communication in the work of a speech therapist, teacher, educator, and family is necessary. The speech therapist informs teachers and parents about the nature of the child’s speech disorder, about the tasks, methods and techniques of work at this stage of correction, and strives to consolidate correct speech skills not only in the speech therapy room, but also in lessons, during extracurricular hours under the control of teachers and parents.

Speech therapy is carried out using various methods. The teaching method in pedagogy is considered as a way of joint activity between the teacher and children, aimed at children mastering knowledge, skills and abilities.

Chapter 1. Theoretical and practical foundations of speech therapy

tions, on the formation of mental abilities, education of feelings, behavior and personal qualities.

Various methods are used in speech therapy work:

practical, visual and verbal.
The choice and use of methods is determined by the nature of the speech disorder, the content, goals and objectives of correctional speech therapy, the stage of work, age, individual psychological characteristics of the child, etc. At each stage of speech therapy work, the effectiveness of mastering correct speech skills is ensured by optimally successful selection of the appropriate group of methods .
For example, when eliminating stuttering in preschool age, the effectiveness of speech therapy work is achieved by practical and visual methods. At school age, verbal methods are predominantly used, combined with visual ones. Practical methods of speech therapy include: exercises, games and modeling.

Exercise

- this is the child’s repeated repetition of actions when performing practical and mental tasks. In speech therapy work, they are effective in eliminating articulatory and voice disorders.

Exercises are divided into imitative and performing

(respiratory, vocal, articulatory; developing general, manual motor skills);
constructive (constructing letters from elements, reconstructing letters); creative,
involving the use of learned methods in new conditions, on new speech material.

Speech tools are widely used in speech therapy work.

exercises (repetition of words with a given sound, etc.),
game exercises (imitation of actions, habits of animals), which relieve tension in children and create an emotionally positive mood.
When performing exercises, the following conditions must be met:

- the child’s awareness of the purpose of the exercise;

- systematicity, which is implemented in multiple repetitions;

Principles and methods of speech therapy intervention______________

— gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child;

— conscious implementation of practical and verbal actions;

— independent implementation, especially at the final stage of correction;

— a differentiated approach to analysis and evaluation of implementation.

The gaming method involves the use of various components of gaming activity in combination with other techniques: demonstration, explanations, instructions, questions. The leading role belongs to the teacher, who selects the game in accordance with the intended goals and objectives of correction, distributes roles, and organizes the activities of children.

Modeling is the process of creating models and using them to form ideas about the structure of objects, relationships and connections between their elements (graphic diagrams of the structure of a sentence, the syllabic and sound composition of a word).

Visual methods are forms of assimilation of knowledge, skills and abilities, depending on the visual aids and technical teaching aids used in teaching. Visual methods include observation, examination of drawings, paintings, models, demonstration of films and films, listening to audio recordings, as well as showing a sample of completing a task, a method of action, which in some cases act as independent methods.

Observation involves the use of paintings, drawings, articulation profiles, models, as well as showing sound articulation and exercises.

Visual aids must meet the following requirements: be clearly visible to all children; be selected taking into account the age and individual psychological characteristics of the child; meet the objectives of speech therapy work at this stage of correction; accompanied by precise and specific speech.

The manuals can be used for various purposes: to correct sensory impairments; for development

Chapter 1. Theoretical and practical foundations of speech therapy

Principles and methods of speech therapy intervention

phonemic awareness; development of sound analysis and synthesis; to reinforce the correct pronunciation of sounds; for the development of lexical and grammatical structure of speech; improving coherent speech.

Using verbal methods

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

The main verbal methods are story, conversation, reading.

Story

is a form of teaching in which verbal presentation is descriptive. The story involves influencing the child’s thinking, imagination, feelings, and encourages verbal communication and exchange of impressions. Retelling of fairy tales and literary works is also used.

Conversation

Depending on the didactic tasks, it can be preliminary, final, generalizing.
The use of conversation in speech therapy work must meet the following conditions:
- be based on a sufficient volume of ideas, the level of speech skills, and be in the child’s “zone of proximal development”;

- take into account the peculiarities of the child’s thinking;

- questions must be clear, precise, requiring an unambiguous answer;

- it is necessary to activate the mental activity of children using a variety of techniques;

— the nature of the conversation must correspond to the goals and objectives of correctional work.

In the process of speech therapy, a variety of verbal techniques are also used: explanation, explanation, pedagogical assessment.

Explanation and Explanation

are included in visual and practical methods.

Pedagogical assessment

the result of the task, the method and progress of its implementation contributes to increasing the effectiveness

the effectiveness of the correction process, stimulates and activates the child’s activity, helps the formation of self-control and self-esteem. When assessing a child’s activity, it is necessary to take into account his age and individual psychological characteristics.

Speech therapy intervention is carried out in the following forms of training: frontal, subgroup, individual lesson, lesson.

Main tasks

Speech therapy interventions include speech development, correction and prevention of speech disorders. In the process of speech therapy work, the development of sensory functions is provided: motor skills, especially speech motor skills, cognitive activity, attention, memory, the formation of the child’s personality with the simultaneous regulation or correction of social relationships, the impact on the social environment.

Efficiency

speech therapy intervention is determined by the following factors:

— the level of development of speech therapy as a science;

— connection between theory and practice;

— the nature of the defect and the severity of its symptoms;

— the person’s age, his state of health;

— mental characteristics of a person, his activity in the process of speech therapy correction;

— start dates and duration of speech therapy work;

— implementation of the basic principles of correctional and speech therapy work;

— skill and personal qualities of a speech therapist (11).

Thus, the professionalism of the speech therapist, his choice of adequate means and methods of speech therapy, taking into account the structure and nature of the speech disorder, the age and individual characteristics of the child with speech pathology, determine the prospects for the process of eliminating speech disorders.

Chapter 1. Theoretical and practical foundations of speech therapy

Principles and methods of speech therapy intervention

Questions and tasks for self-control ____________

1. Define speech therapy as a science. Expand the meaning of speech therapy.

2. What is the subject of speech therapy?

3. What are the goals and objectives of speech therapy?

4. How do true speech disorders differ from temporary speech impairments?

5. Expand the methodological foundations of speech therapy.

6. Describe the principles and methods of speech therapy.

7. What sciences is speech therapy related to?

8. Justify the need to know the patterns of speech development in children.

9. What are the features of the preparatory stage for children to master speech?

10. Determine the features of the development of active speech in children in the pre-preschool period.

11. What are the features of speech development in children in preschool age?

12. Describe the features of children’s speech development at the school stage.

13. What hypersensitive phases of speech development are observed in preschool age?

14. Compare the concepts of “speech” and “language”.

15. Briefly describe the mechanisms of speech.

16. Describe the structure of the central part of the speech apparatus.

17. Determine the structure and functions of the peripheral speech apparatus.

18. What are the features of the structure and functioning of the speech apparatus of children?

19. What role do hearing and vision play in the development of children’s speech?

20. Expand the concept of etiology.

21. What causes of speech disorders were identified by M.E. Grab-

22. Characterize exogenous-organic factors as causes of speech disorders.

23. Expand the role of hereditary factors in the occurrence of speech disorders.

24. What are the functional causes of speech disorders in children?

25. What social and living conditions can lead to disturbances in the formation of speech in children?

26. What criteria are used as the basis for existing classifications of speech disorders?

27. Describe the types of speech disorders identified in the clinical and pedagogical classification.

28. Give a comparative analysis of several speech disorders.

29. Give a brief description of the types of speech disorders identified within the framework of the psychological and pedagogical classification.

30. What types of speech disorders, identified in the clinical and pedagogical classification, can be attributed to the Group of phonetic speech underdevelopment, phonetic-phonematic speech underdevelopment, general speech underdevelopment?

31. What are the characteristics of speech therapy as a pedagogical process?

32. Expand the content of the special principles of speech therapy work.

33. Describe the features of using practical teaching methods in speech therapy work.

34. Compare the features of using visual and verbal teaching methods in speech therapy work.

Literature__________________________________

1. Badalyan L.O.

Neuropathology. - M., 2000.

2. Becker K.P., Sovak M.

Speech therapy. - M., 1981.

3. Belyakova L.I., Dyakova E.L.

Basic mechanisms of oral speech // Stuttering. - M., 1998. - P. 7-49.

4. Vlasenko IT.

Features of verbal thinking in adults and children with speech impairments. - M., 1990.

Chapter 1. Theoretical and practical foundations of speech therapy

5. Education and training of children with speech disorders / Ed. S.S. Lyapidevsky, V.I. Seliverstova. - M., 1968.

6. Gvozdev A.N.

Issues in studying children's speech. - M., 1961.

7. Defectology: Dictionary-reference book / Ed. B.P. Pu-zanova. - M., 1996.

8. Zhinkin N.I.

Speech as a conductor of information. - M., 1982.

9. Leontyev A.N.

Problems of mental development. - M., 1981.

10. Lisina M.I.

Problems of ontogenesis of communication. - M., 1986.

11. Speech therapy / Ed. L.S. Volkova, S.N. Shakhovskaya. - M., 2000.

12. Lubovsky V.I.

Development of verbal regulation of actions in abnormal children. - M., 1975.

13. Luria A.R.

Fundamentals of neuropsychology. - M., 1973.

14. Fundamentals of speech therapy with a workshop on sound pronunciation / Ed. T.V. Volosovets. - M., 2000.

15. Pravdina O.V.

Speech therapy. - M., 1973.

16. Speech disorders in children and adolescents / Ed. S.S. Lyapidevsky. - M., 1969.

17. Filicheva T.E., Cheveleva N., Chirkina G.V.

Basics of speech therapy. - M., 1989.

18. Reader on speech therapy / Ed. L.S. Volkova, V.I. Seliverstova. - M., 1997. - 1-2 hours.

Chapter 2. Speech therapy rehabilitation of children and adolescents...

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Independent website about stuttering

As already indicated, the variability of stuttering manifestations

gives rise to the hope among specialists of finding a means or a way to retain, consolidate and expand the possibilities of free speech that every stutterer has: be it in a certain form of speech activity or in a certain speech situation.
Hence the goal is to find techniques, methods, and means that would allow people who stutter to transfer the rudiments of free speech from the area of narrow, special conditions for them into an environment of natural communication with people around them. This explains the attempts to create different systems of gradual, successively more complicated speech exercises that would serve as a transition bridge from easy speech conditions for a stutterer to more difficult ones. Therefore, what unites different methods of speech therapy classes
with stutterers can be considered a common desire to implement the principles of systematicity and consistency in practice. Different approaches to the choice of speech activities and speech situations, the use of different aids or techniques; The different ages of people who stutter are what distinguishes different methods of speech therapy for people who stutter.

Authors of the first domestic method of speech therapy work with people who stutter

children of preschool and preschool age - N.A. Vlasova and E.F. Rau built an increase in the complexity of speech exercises depending on the different degrees of speech independence of children. Hence the sequence they recommended: 1) reflected speech; 2) memorized phrases; 3) retelling based on the picture; 4) answers to questions; 5) spontaneous speech. At the same time, the authors recommend mandatory rhythmic and musical classes with children and conducting explanatory work with parents.

N.A. Vlasova distinguishes 7 “types of speech”, which, in order of gradualness, must be used in classes with preschool children: 1) conjugate speech; 2) reflected speech; 3) answers to questions based on a familiar picture; 4) independent description of familiar pictures; 5) retelling a short story heard; 6) spontaneous speech (story based on unfamiliar pictures); 7) normal speech (conversation, requests), etc.

E.F. Rau sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All classes on speech retraining for children who stutter

distributed according to the degree of increasing complexity into 3 stages.

The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases and rhymes. Recitation is widely used.

The second stage - exercises are carried out in the oral description of pictures in questions and answers, in composing an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale that was read by a speech therapist.

The third stage is the final stage, children are given the opportunity to consolidate their acquired fluent speech skills

in everyday conversation with surrounding children and adults, during games, activities, conversations and at other moments in a child’s life.

The methods of N.A. Vlasova and E.F. Rau are characterized by a certain similarity - they are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence of speech exercises

in working with young children, we developed instructions for the individual stages of a sequential system for correcting the speech of preschoolers who stutter.

For many years, the proposed technique was one of the most popular in practical work with children who stutter. And currently, many of its elements and modifications are used by speech therapists.

A unique system of correctional work with stuttering preschoolers in the process of manual activities was once proposed by N.A. Cheveleva. The author proceeds from the psychological concept that the development of a child’s connected speech proceeds from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, related to past events, to missing objects, to future actions). Therefore, the sequence of speech exercises

is seen in the gradual transition from visual, lightweight forms of speech to abstract, contextual statements. This transition is achieved in the child, according to the author, in a sequence that provides for a different relationship of the child’s speech to his activity over time. Hence, the “main line of increasing complexity of independent speech” includes the following forms: accompanying, final, and preceding.

On the other hand, the system of consistent complication of speech here follows the line of “gradual complication of objects of activity” through the complication of the number of “individual elements of work into which the entire labor process in the manufacture of a given craft breaks down.”

This system for overcoming stuttering

in children it includes 5 periods.

1) Propaedeutic (4 lessons). The main goal is to instill in children the skills of organized behavior. At the same time, children learn to hear the speech therapist’s laconic but logically clear speech and its normal rhythm. The children themselves have temporary speech restrictions.

2) Accompanying speech (16 lessons). During this period, children’s own active speech is allowed, but only in relation to the actions they simultaneously perform. Constant visual support ensures the greatest situationality of speech. At the same time, there is a constant complication of children’s speech due to a change in the nature of the speech therapist’s questions and the corresponding selection of crafts (identical, repeatedly spoken answers, variant answers for children; monosyllabic, short and complete, detailed answers).

3) Closing speech (12 lessons). In all classes of this period, children use accompanying and final speech (in the latter case, they describe the work already completed or part of it). By adjusting (gradually increasing) the intervals between the child’s activity and his response to what he has done, varying complexity of the final speech is achieved. At the same time, by gradually reducing visual support for the work performed, it becomes possible to make a gradual transition to contextual speech.

4) Preliminary speech (8 lessons). Here, along with accompanying and concluding speech, a more complex form of speech is activated - preliminary, when the child tells what he intends to do. Children’s ability to use speech without visual support develops. Children learn to plan their work, name and explain in advance each action that they still have to do. Phrasal speech becomes more complex: children learn to pronounce several phrases related in meaning, use phrases of complex construction, and construct a story independently. During this period, they are required to be able to think logically, express their thoughts consistently and grammatically correctly, and use words in their exact meaning.

5) Consolidation of independent speech skills (5 lessons). During this period, it is planned to consolidate the previously acquired skills of independent, detailed, specific speech. Children talk about the entire process of making this or that craft, ask questions, answer questions, speak out of their own free will, etc.

Thus, the methodology proposed by N.A. Cheveleva implements the principle of consistently increasing the complexity of speech exercises in the process of one of the types of activities of a preschool child. The author methodologically substantiates and describes the stages of this sequential work. It clearly shows the possibilities of how, in one section of the “Program of Education and Training in Kindergarten” (namely, in the process of manual activities), correctional work can be carried out to overcome stuttering in children.

S.A. Mironova proposed a system for overcoming stuttering

for preschoolers in the process of completing the entire program of the middle, senior and preparatory groups of kindergarten. Corrective influence on children who stutter is carried out in classes (as the main form of educational work in kindergarten) in the following sections: “Familiarization with the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, application, design” .

Work with children in all sections of the “Program” is subordinated to the goal of re-educating the speech of people who stutter

. Therefore, the author sets two tasks for the speech therapist: programmatic and correctional, which are distributed across academic quarters (or, accordingly, into four stages of progressively more complex correctional work).

When completing a program with children who stutter

in the mass kindergarten, some of its changes are proposed, related to the speech capabilities of children. These include: using material from the previous age group at the beginning of the school year, rearranging some program tasks and topics, extending the time frame for studying more difficult classes, etc.

The correctional tasks of the first quarter consist of teaching the skills of using the simplest situational speech in all classes. Vocabulary work occupies a significant place: expanding the vocabulary, clarifying the meanings of words, activating passive vocabulary. The speech therapist himself is expected to be particularly demanding of the speech: specific questions, speech in short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.

The correctional tasks of the second quarter consist of consolidating the skills of using situational speech, a gradual transition to elementary contextual speech in teaching storytelling based on questions from a speech therapist and without questions. Much attention is paid to working on phrases: a simple phrase, a common phrase, constructing variants of phrases, grammatical design of phrases, constructing complex constructions, moving on to composing stories. The selection of program material and the sequence in its study are also changing. If in the first quarter, in all classes, children come into contact with the same objects, then in the second, the objects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.

The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: using visual support and questions from a speech therapist, independent storytelling, and retelling. Children's speech practice in complex contextual speech increases. In the third quarter, the need for slow study of the program, characteristic of the first stages of education, disappears, and the topics of classes approach the level of mass kindergarten.

Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, vocabulary work and work on phrases, begun at the previous stages of training, continue. In speech, children rely on specific and general questions from the speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. During this period, correctional training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional provisions and clarifications.

All correctional work with children who stutter

carried out throughout the year by a speech therapist and a teacher.

As we can see, the methods of N.A. Cheveleva and S.A. Mironova are based on teaching children who stutter to gradually master the skills of free speech from its simplest situational form to the contextual one (the idea was proposed by Professor R.E. Levina). Only N.A. Cheveleva does this in the process of developing children’s manual activity, and S.A. Mironova does this in the process of developing children’s speech when going through different sections of the kindergarten program. The very principle of the necessary combination of tasks of correctional and educational work with children who stutter

should be considered absolutely correct in speech therapy practice.

Methodology of Seliverstov V.I. primarily designed for speech therapy work with children in medical institutions (in outpatient and inpatient settings). In essence, it is a comprehensive system of speech therapy sessions with children, as it involves modification and simultaneous use of different (known and new) methods of speech therapy work

with them. The author proceeds from the basic position - the work of a speech therapist should always be creative and exploratory. There cannot be strict deadlines and identical tasks for all people who stutter without exception. The manifestations of stuttering are different for each child, and his abilities in speech therapy sessions are also different, and therefore, in each specific case, a different approach is necessary in finding the most effective methods for overcoming stuttering.

In the scheme proposed by the author of successively complicated speech therapy sessions with children

three periods are distinguished (preparatory, training, consolidative), during which speech exercises become more complicated depending, on the one hand, on the varying degrees of independence of speech, its preparedness, the structure of complexity, volume and rhythm; and on the other hand, from the varying complexity of speech situations: from the situation and social environment, from the types of activities of the child, during which his speech communication occurs.

Depending on the level of free speech and the characteristics of stuttering

in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with groups of children.

A prerequisite for speech therapy classes is their connection with all sections of the “Program of Education and Training in Kindergarten” and, above all, with play as the main activity of a preschool child. Speech therapy classes are based on the active consciousness and participation of children in the process of working on their speech and behavior. Visual aids and technical teaching aids (in particular, a tape recorder) are widely used in classes. The child’s parents are placed in the position of obligatory and active assistants to the speech therapist in the classes.

In modern methods of speech therapy with children who stutter

In recent years, more and more attention has been drawn to the possibility of using various games for correctional purposes. Games known in the practice of preschool education, modified or even invented by speech therapists.

In particular, G.A. Volkova developed a system for using games (didactic, singing, moving, dramatization games, creative games) with children who stutter

4-5, 5-6, 6-7 years at different stages of successive speech therapy sessions: at the stage of silence (4-6 days) and whispered speech (10 days); conjugate (4-5 weeks) and reflected speech (4-5 weeks); question-answer speech (8-10 weeks); independent speech (8-14 weeks) and at the stage of consolidating active behavior and free communication of children.

In the proposed system of various games, according to the author, “children learn the rules of behavior in game, imaginary situations, but reflecting real, life phenomena and relationships of people. And the learned forms of relationships contribute to the restructuring of the behavior and speech of stuttering children and the elimination of the defect.”

Interesting games and gaming techniques are also offered for speech therapy classes.

with stuttering children I.G. Vygodskaya, E.L. Pellinger, L.P. Uspenskaya. Games and gaming techniques in accordance with the objectives of the successive stages of speech therapy classes with children here contribute to relaxation exercises (relaxation), a regime of relative silence; education of correct speech breathing; communicating in short phrases; activation of an expanded phrase (individual phrases, story, retelling); re-enactments; free speech communication.

The manual proposes a system of targeted game techniques and situations, which, according to the authors, “form children’s independent speech skills, helping them move from communicating with words at the first stage of work to detailed statements at the end of the course.”

IN AND. Seliverstov “Stuttering in Children”

This is interesting:

Muscle relaxation

Most people who stutter experience feelings of anxiety, uncertainty, and fear in the process of verbal communication. They are characterized by an imbalance and mobility between the processes of excitation and inhibition, and increased emotionality. Any, even minor, stressful situations become excessive for their nervous system, cause nervous tension and intensify the external manifestations of stuttering. Many people who stutter are known to speak freely when they are calm. A state of calm is mainly ensured by general muscle relaxation. And vice versa, the more relaxed the muscles, the deeper the state of general peace. Emotional arousal weakens with sufficiently complete muscle relaxation.

Effective methods and techniques for working with children with speech impairments in preschool educational institutions

author: Nikulshina Olga Anatolyevna

teacher-speech therapist MBDOU d/s No. 7 Severomorsk

Effective methods and techniques for working with children with speech impairments in preschool educational institutions

O.A. Nikulshina

teacher speech therapist

MBDOU d/s No. 7

Severomorsk

Russia

Effective methods and techniques for working with children with speech impairments in a preschool educational organization.

One of the key indicators of human development is the development of speech. Speech development includes mastery of speech as a means of communication and culture; development of coherent, grammatically correct dialogical and monologue speech; enrichment of the active vocabulary; development of intonation and sound culture of speech, phonemic hearing; development of speech creativity.

With normal development, by the age of 3, the child is able to formulate simple phrases and sentences. However, disorders of the speech apparatus occur in more than 10% of cases among the child population. In middle and older age, deviations in speech acquisition become more complex and develop into various forms of speech disorders. The largest number of children with speech disorders were identified at the age of 4–5 years (91%), 5–6 years (85%).

Violations of the means of communication, namely, violations of the formation of the lexical, grammatical and phonemic components of speech, are often found in modern preschoolers. (phonetic-phonemic disorder (FFN) and general speech underdevelopment (GSD)).

An isolated lesion of the phonetic-phonemic apparatus is characterized by a violation of sound pronunciation in preschool children of oral speech. Children make mistakes (missing or changing sounds) in the pronunciation of individual phonemes or whole words.

General speech underdevelopment in preschool children is a diagnosis that is established when all components of oral speech are affected while intellectual development is preserved. According to the severity of the symptoms expressed, four levels of pathology are divided. A preschooler with ODD has not developed a sufficient vocabulary to express thoughts and emotions; the level of speech development corresponds to the age of babbling and pseudowords.

The success of pathology correction depends on the timeliness of diagnosis. Speech disorders in preschool children are considered the most favorable for treatment, when the probability of achieving the desired result is 80-100%.

The tasks of a speech therapist in a preschool educational organization are: to integrate the education and training of children in a general education group with receiving specialized assistance in speech development, to carry out the necessary correction of speech disorders in preschool children, to improve the methods of speech therapy work in accordance with the capabilities, needs and interests of the preschooler.

Insufficient level of motivation for educational activities in preschoolers: the child is not active in classes or shows negativity towards educational activities - a problem that sooner or later every specialist in a preschool educational organization faces.

The search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a speech therapist.

Modern speech therapy, being on the border of contact between pedagogy, psychology and medicine, uses in its practice, adapting to its needs the most effective, non-traditional methods and techniques of related sciences, which help optimize the work of a speech therapist teacher. These methods cannot be considered in speech therapy as independent, they become part of generally accepted time-tested technologies, and bring into them the spirit of the times, new ways of interaction between the teacher and the child, new incentives, serve to create a favorable emotional background, contribute to the inclusion of intact mental health and the activation of impaired mental health. functions.

The methods and techniques used by teachers in working with preschoolers should be varied and exciting for children. The game method stimulates children's interest in activities. The game is always accompanied by a fairy tale. This becomes possible thanks to educational games by V.V. Voskobovich. The developmental technologies “Purple Forest” and “Carpet” developed by him are actively used by specialists in game activities for speech development.

Goals of gaming activities:

Development of a child’s speech, enrichment and activation of vocabulary, practicing grammatical structures, development of coherent speech, teaching literacy.
Development of a child's cognitive interest and research activity.
Development of observation, imagination, memory, attention, thinking and creativity.
Harmonious development of emotional-imaginative and logical principles in children.
Formation of basic ideas about the surrounding world, mathematical concepts, sound-letter analysis.
Development of fine and articulatory motor skills, prosodic aspects of speech.

Games developed on the basis of the “Purple Forest” and the carpet machine take into account the interests of the child, help him make new discoveries through exciting gameplay and receive emotional satisfaction from completed tasks. Good heroes of fairy tales help a child in a playful way to master not only the basics of reading and develop speech in general, but also teach the child communication and mutual understanding. Together with the correction of sound pronunciation, motor skills and prosody, we contribute to the development of speech and the child’s personality as a whole. During classes, the carpet maker becomes that fabulous island that turns learning into an exciting and educational game. By completing game tasks, the child gains new knowledge and trains basic skills. Voskobovich's educational games include all the necessary materials, tools and devices with which you can create a multifunctional developmental and learning environment for children with special cognitive needs: in the “Purple Forest” we get acquainted with prepositions, learn speech creativity; A carpet grapher helps in the development of auditory and visual perception, in learning to reproduce rhythmic structures: with the help of circles we lay out a “rhythmic pattern”, then clap the proposed rhythm. Dividing the carpet into cells helped us develop a “Find the Sound” game similar to the “Battleship” game. We fill the playing field with cards, face down. Using the so-called coordinates (for example, the upper axis is letters, the lower axis is numbers), the child finds the desired card, turns it over and determines the presence of the desired sound in the picture and its position in the word. The rules of the game vary according to the individual abilities of the children and become more complex as they acquire skills.

An effective method of working on sound pronunciation and the development of coherent speech is the didactic manual “The Rings of Lull”. With interest, children perform tasks on the formation of phonetic hearing, the ability to determine the place of a sound in a word “Find the given sound”, familiarization with the meaning of prepositions, reinforcing the use of prepositions with a noun, learning to correctly compose a sentence, fixing the prepositional case of nouns with a preposition, while working on the lexical meaning words and expansion of the active vocabulary of preschoolers.

Great importance is paid to the development of fine motor skills of preschoolers. Along with traditional finger gymnastics, we actively use su-jok exercises with prickly balls and massage rings in our work; games with rubber bands like “Geokont”; “walkers” for fingers. Games with marbles are very interesting for children: laying out the outlines of letters, graphic and sound patterns.

Another bright and effective discovery for us in the issue of speech development was the psychotherapeutic sandbox. Playing with sand stabilizes the child's emotional state. Playing with sand, a child can express his emotional experiences, is freed from fears, and helps to get rid of psychological stress, which is very important for children with general speech underdevelopment and phonetic-phonemic speech disorders. Playing with sand develops tactile-kinetic sensitivity and fine motor skills in children; relieves muscle tension; develops motivation for verbal communication; contributes to the expansion of vocabulary, helps to master the skills of sound-syllable analysis and synthesis; allows you to develop phonemic hearing and perception; promotes the development of coherent speech, lexical and grammatical concepts; helps in learning letters, mastering reading and writing skills.

The teacher must be in constant search, have an inquisitive mind and skillfully combine classical methods of educational activity with new, non-traditional techniques, thinking, first of all, about the needs of the child. So that the basis of the methods and techniques used is the cognitive interest of children, creativity and learning.

Only in this case will our activities as specialists working with children with disabilities bring joy and, most importantly, results!

The use of variable games and developmental exercises makes it possible to more effectively implement the special educational needs of children with speech impairments (children with disabilities) and implement the Federal State Educational Standard for preschool education. This approach allows for correctional speech therapy work aimed at developing oral and written speech (sound pronunciation, vocabulary, grammar, coherent speech, literacy training) and the development of mental processes: memory, attention, thinking, imagination, as well as effectively carrying out the sensory development of preschoolers.

Bibliography.

Nishcheva, N.V. Speech card of a child with general speech underdevelopment from 4 to 7 years old // N.V. Nishcheva. - St. Petersburg: Detstvo-Press, 2014. - 48 p.
Nishcheva, N.V. Modern system of correctional work in a speech therapy group for children with general speech underdevelopment (from 3 to 7 years) // N.V. Nishcheva. - St. Petersburg: Detstvo-Press, 2013. - 624 p.
“From birth to school. Approximate basic general education program for preschool education” // Ed. NOT. Veraksa, T.S. Komarova, M.A. Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2010.

Effective methods and techniques for working with children with speech impairments in preschool educational institutions

At the end of the speech therapy course, the speech therapist builds a final conversation based on the material from the last comparative tape lesson. Using it, the speech therapist advises those who stutter to systematically monitor their speech and daily consolidate the skills acquired in classes.

Tape-recording sessions are recommended in cases where the stutterer is fixated on his defect and aware of his incorrect speech.

Currently, there are a number of speech therapy techniques to eliminate stuttering. They can be considered depending on the age of stutterers: work with preschoolers, schoolchildren, teenagers and adults.

METHODS OF Speech Therapy LESSONS WITH PRESCHOOL CHILDREN who STUTTER

The authors of the first domestic method of speech therapy work with stuttering children of preschool and preschool age, N. A. Vlasova and E. F. Pay, build on the increasing complexity of speech exercises depending on the varying degrees of speech independence of children.

N. A. Vlasova distinguishes 7 types of speech, which, in order of gradualness, must be used in classes with preschool children: 1) conjugate speech, 2) reflected speech, 3) answers to questions about a familiar picture, 4) independent description of familiar pictures, 5 ) retelling a short story heard, 6) spontaneous speech (story based on unfamiliar pictures), 7) normal speech (conversation, requests, etc.).

E.F. Pay sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All classes on speech re-education for stuttering children are divided into 3 stages according to the degree of increasing complexity.

At the first stage, exercises are offered in joint and reflected speech, in the pronunciation of memorized phrases and poems. Recitation is widely used. At the second stage, children practice verbally describing pictures based on questions, composing an independent story based on a series of pictures or on a given topic, and retelling the content of a story or fairy tale read by a speech therapist. At the third and final stage, children are given the opportunity to consolidate their acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, activities, conversations and at other moments in a child’s life.

Methodology for organizing speech therapy classesconsultation on speech therapy on the topic

MBDOU "Kindergarten "Rainbow" of a combined type" of the Ruzaevsky municipal district, structural unit "Kindergarten No. 10 of a combined type"

Topic: “Methodology for organizing speech therapy classes”

(consultation with a young speech therapist at school)

Speech therapist teacher at Kindergarten No. 10

combined type"

Gerasimenko I.I.

2013

Methodology for organizing speech therapy classes.

Many years of practice and the search for new ways to increase the effectiveness of speech therapy work have shown that it is possible to achieve a positive result in correctional work with children with speech pathology if you change the form and content of training sessions and use a comprehensive game method for organizing frontal lessons. The plot-thematic organization of lesson i1 is more appropriate for activation of speech, development of cognitive processes and corresponds to children's psychophysical data, since the game maximizes the potential of children.

The purpose of this brief methodological presentation is to show the multivariate organizational forms of training, its developing nature and the variety of methodological techniques used in each part of the lesson. In addition to tasks aimed at developing speech, classes include tasks to develop the function of language analysis and synthesis, i.e. preparation for literacy training is carried out. Thanks to the specifics of childhood, everything is easier to assimilate within the plot of a fairy tale, travel, adventure, game or one lexical topic. As the actions in the plot unfold, children, through play, comprehend the concepts of “sound”, “syllable”, “word”, “sentence”, “letter”, reinforce the correct use of sounds in the pronunciation of proverbs and sayings, and participate in the composition of fairy tales , poems, pure sayings.

The organizational plot basis of frontal classes can be infinitely diverse. Everything depends on the desire and capabilities of the speech therapist, his readiness to impromptu. Here are some options for organizing classes using:

Fairy tales, elements of folklore; imaginary journeys, excursions, trips, adventures;

Literary characters;

Known and invented games;

Elements of a plot-based didactic game;

Subject landscape paintings;

Specially made manuals - drawings, collages, mosaics.

panel;

Board and printed games;

Cartoon stories and characters.

It is not necessary to use only well-known plots and themes. You can come up with the entire plot yourself, or use the basis of the plot and develop it as the lesson progresses. Most of the proposed lesson notes are based on invented stories. For example, some feature characters from familiar fairy tales “Cinderella” (sound l), “Our Guest Chiipolino” (sound h), others feature cartoon characters “The Treasure of Leopold the Cat” (sounds l, l), and others feature fictional characters from the plots “Flight on a Starship” "(sounds z, z), "Journey to the Blue Country" (sound l), etc. in some activities, children themselves become protagonists of the plots: “The journey of the sounds s, w”, “how the sound r came to us”, “The abduction of the letter v”, etc. Children choose their own transport, route, fantasize “at rest”, etc. These activities broaden children's horizons.

Classes conducted and organized around a single theme or plot contribute to: -development of all components of speech;

- formation of the skill of sound-syllable analysis and synthesis;

-development of cognitive processes;

-development of children's creative abilities;

- education of moral and aesthetic feelings.

Plot-thematic lessons are addressed to the child’s soul, his

feelings. They encourage kindness in children, teach them to understand what

what is good and what is bad makes you want to do good

actions.

The structure of frontal lessons on automation of pronunciation and differentiation of sounds includes the required elements:

1) organizational moment;

message of the topic of the lesson;
characteristics of sound by articulatory and acoustic

signs;

pronunciation of the studied sounds in syllables and syllable combinations;

pronunciation of sounds in words;
physical minute;
working on a proposal; 8) pronunciation of sound in connected speech;

9) teaching elements of literacy;

10) the result of the lesson.

In addition to the mandatory elements, additional ones are introduced: tasks to develop the function of language analysis and synthesis; literacy preparation; leke and ko - grammar tasks; voice, breathing, facial exercises: imitation of movements and actions occurring as the plot develops; creative tasks; games and exercises to develop cognitive processes; poems, dialogues, etc.

Let us consider in more detail the tasks and options for organizing elements of plot-thematic frontal lessons.

1. the first stage is organizational.

Its goal is to introduce the topic of the lesson, create a positive attitude towards learning, and interest in learning new sounds. The main task of a speech therapist is to include children in work from the first minutes of class. Organizational moments are carried out in different ways, but in any case it is useful to include relaxation, facial expression and imitation exercises.

For example, a lesson on the topic “Theft of the letter c” begins with reading a telegram; in another version, a lesson based on the plot “A Walk in the Woods” (sound l) begins with a riddle about summer, followed by relaxation exercises “imagine that it is summer. Stretch your hands to the sun, turn your face. You feel warm and pleasant (relaxation). The sun hid. Hunch into a ball, show how cold you are (tension). The sun was shining again (relaxation). Relaxation exercises help relieve increased muscle tension in children with dysarthria. The third option uses psycho-gymnastics. Children depict different animals (grumpy, sad, cheerful, kind and evil). Facial exercises improve the functioning of the facial muscles and promote the mobility of the articulatory apparatus.

2. Report the topic of the lesson.

Toys, flat figures or images of characters participating in the lesson are usually placed in front of children. Children get to know them, highlight the sounds they are learning and the names of the characters. For example, in a lesson on the topic “The Three Little Pigs” (Sounds n-n), the topic message reads like this: “Today we will compose a fairy tale about Nif-Nyaf, Naf-Naf, Nuf-Nuf and study the sounds n-n.”

Thus, the playful form of communicating the topic of the lesson not only awakens children’s interest in the lesson, but also achieves the main thing for this purpose - children’s attention is directed to the sound being studied, to the perception of new or repetition of sounds they have learned.

3. Characteristics of sounds by articulatory and acoustic characteristics.

At this stage the following tasks are implemented:

articulation is clarified - the position of the lips, tongue and teeth when pronouncing the sound being studied;
the sound “profile” is shown in the figure;
the acoustic characteristics of the sounds of a “sleeping” or “not sleeping” voice (vowel or consonant) are specified;
there is a figurative comparison of sound (the sound r is the roar of a tiger, the sound sh
rustling foliage);
sounds are indicated by color symbols;
their place in the sound-letter city is determined (they will live in the Blue, Red or Green castle).

Since the characterization of sounds according to articulatory and acoustic characteristics follows the same plan, only some of these tasks are presented in separate notes.

4. Pronunciation of the studied sounds in words and syllable combinations.

The main task is the development of auditory-speech memory and phonemic perception, facial expressions and prosodic components of speech (rhythm, stress and intonation). The pronunciation of syllable series is usually combined with the development of intonation expressiveness of speech and facial expressions. Syllable combinations are pronounced by the character of the lesson: with Winnie the Pooh, children repeat “screams”, “teases”, etc. For example: sa - sha - sa - sha (say hello)

so - sho - so - sho (surprised)

su - tu - su - shu (angry), etc.

5. Pronunciation of sounds in words. At this stage of the lesson the following tasks are solved:

development of phonemic awareness and phonemic representations;
clarification and expansion of vocabulary;
mastery of grammatical categories of inflection and word formation, comprehension of the meaning and ambiguity of words;
development of auditory attention and visual memory;
mastery of simple and complex types of sound-syllable analysis and synthesis.

To solve these problems, the principle of selecting speech and visual material is important. The first selection criterion is determined by the topic and plot of the lesson, the second - by the task. In work to enrich children's vocabulary and develop phonemic awareness, objects, toys and pictures must be displayed. In the process of developing phonemic awareness, visual material is not demonstrated, and if it is displayed, it is only after children have named words.

The development of auditory attention is facilitated by word games “Sound Lost”, “Sound Got Lost”, as well as guessing words by the first and last sound and syllable, and restoring mixed up syllables.

At this stage, work is underway on mastering the grammatical categories of the language. The questions are posed so that children can repeat the same word in different cases, singular and plural, in the present or past tense and with different prefixes. Speech tasks are well combined with the development of fine motor skills. Visual memory and attention are well developed in the games “What has changed?”, “Who hid?”, “Who flew away?” etc. Of particular interest to children are tasks in which “scattered” sounds are “collected” or, vice versa. Drawing up schemes using color symbols alternates with selecting or searching for suitable words for a given scheme. At later stages, children solve crosswords: and puzzles. At the same time, teach children to independently ask questions about sounds, syllables and words.

6. Physical exercise.

Closely related to the topic of the lesson and is a transition to the next part of the lesson. The main tasks of physical training:

relieve fatigue and tension;
add an emotional charge;
improve gross motor skills;
develop clear coordinated actions in conjunction with speech.

Physical exercise can also be carried out in the form of psychophysical gymnastics. It is advisable to conduct it with music related to the topic of the lesson.

7. Work on the proposal.

At this stage the following tasks are solved:

establishing lexical and grammatical relations between members of a sentence;
updating the accumulated vocabulary;
formation of coherence and clarity of statements;

working on a sentence as a means of developing thought processes; analysis and synthesis of the verbal composition of a sentence as a means of preventing raffia diets.

The methods for working on a proposal are varied, but in any case it is necessary to remember that the tasks must comply with the basic rule - from simple to complex. At the initial stage, these are answers to asked questions based on pictures, then children are asked to make sentences using a set of words or reference words. 11a at a higher level, tasks are offered to restore the deformed text of a sentence.

In parallel with the assimilation of lexical and syntactic relations between the members of a sentence, work should be carried out on the analysis and synthesis of the verbal composition of the sentence. In this case, stripes are used to indicate words, etc.

8. Pronunciation of sound in coherent speech.

The main part of the stage is improving the skill of correct pronunciation of sounds in related texts, i.e. bringing the pronunciation of sounds to automaticity. Tasks of this stage:

development of imagination and creative imagination;
development of word creation;
development of melodic and intonation components.

A necessary and mandatory condition for tasks is a semantic and playful connection with the topic or plot of the lesson and with the tasks of the previous stage. So that the tasks are rich in the sounds being studied. They were entertaining and approachable.

9.0 teaching elements of literacy.

This is the final stage of the lesson, which includes the following tasks:

introduce the letter that represents the sound being studied;
teach to read this letter, as well as syllables and words with it;

teach to write a letter in printed font, as well as syllables and words. When solving the first two problems, it is necessary to connect the sound image of the sound with the visual image. Children should know: we hear sounds, but we see, write and read letters. Acquaintance with the letter begins by demonstrating capital and lowercase printed letters. The letters are compared, their similarities and differences are noted. Reading syllables and words with the letter being studied should already be known to children. Then children are asked to form words from letters, words with a missing letter, words from rearranged letters, as well as words in which one letter is replaced by another, etc. Naturally, the most acceptable form of organizing a lesson is a game. 10. Summary of the lesson.

At the final stage of the lesson, the results are summed up, i.e. its effectiveness is determined. It is not carried out in the form of “This is good and this is bad.” Rather: “Thank you, children, you made me very happy with your answers!” It was a pleasure to work with you and it’s a pity that the lesson has come to an end and we have to leave.”

When assessing individually, one should note activity and luck, even if it’s small.

The least important thing is to find out the children’s assessment of the past lesson in answers to the questions: “What did you like? What tasks did you find interesting? What was the most difficult task for you? What would you like to hear next time? And the answers will help you find closer contact with children and select a successful principle for constructing tasks for each stage. The outcome of the lesson can be presented in a playful way - with a surprise moment

The final “chord” of the lesson should be a positive assessment and confidence that tomorrow you will do even better. It is important to end the lesson so that the children look forward to the next meeting with the speech therapist.

But the main thing is that the lesson must be kind from start to finish!