How to set tasks correctly so that they are completed on time and efficiently

June 07, 2021 Article reading time: 7 minutes

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When employees fail to cope with their responsibilities, the manager has to delve into all the issues himself or redo the work. As a result, there can be no question of fulfilling the plan, and efficiency and profit are at zero. Don’t rush to fire your team and recruit a new one. It may be worth reconsidering your approach to setting goals.

In the dictionary D.N. Ushakova

STAGE, productions, female. 1. units only Action under Ch. put in 1, 4, 11, 12, 13 and 15 digits. - put. Setting up pillars. Setting up a monument. “The Forest” by Ostrovsky, staged by the Maly Theater. New production of Gogol's The Inspector General. Interesting formulation of the problem. 2. only units. Action under Ch. put in 2 · digits. - put (sports, special). Correct positioning of the horse's hind legs under the body. Voice production. 3. only units. Position, manner of holding some part of the body. Beautiful head position. Correct hand placement when playing the piano. Body positioning when running. 4. Performance, staging (neol.). The best production of the season. Club performances. 5. only units. Organization, device. Good setup. Correct supply arrangement.

What is goal setting and why is it important?

Companies often close in the first year not only because of high competition, but also because of incorrect internal processes. Any work consists of setting goals and objectives. If the goal is the result, then the task is the answer to the question “how to do this?” For example, your goal is to promote your business on social media. Then the tasks, depending on the specifics, are to assemble a team of SMM manager, designer and copywriter, develop and agree on a promotion strategy, calculate the budget and analyze the results. Often tasks are interconnected: the result of one depends on the other.

It is impossible without planning and management: chaotic and uncoordinated actions of employees cause damage to the company. And vice versa - well-organized work in a team contributes to fruitful work.

Thus, the increase in conversion to purchases is associated with the efficiency of employees who receive calls: salespeople, managers and call center operators. If a client waits a long time or cannot get an answer to a question, he will go to competitors. The Workforce Management MANGO OFFICE system solves issues with organizing the work of the first line. The service will help you determine how many employees are needed to complete a task, create an optimal schedule, and analyze the work of employees in real time.

Manager's mistakes when setting tasks

To eliminate errors, you need to see them. Let's look at a few basic ones.

Tone of speech

An aggressive tone is only appropriate when discussing matters of life and death. In other cases, communication will be effective if the interlocutors treat each other with respect and are not distracted by personal grievances and emotions. It is important to control intonation and select words - the subordinate’s attitude towards the assigned task depends on this.

Wrong setting of deadlines

For some, “soon” means in two days, and for others, in 30 minutes. You shouldn't hope that everyone has the same ideas about time. Such misunderstandings can affect work. Better set dates for milestones and the final deadline.

Lack of examples

If the employee has not encountered such work before, supplement the instructions with an example. Then he will have an understanding of what result is needed. For example, if you ask an employee to write a commercial proposal for partners, send him examples of competitors’ proposals by email.

To ensure that new employees understand how to speak correctly with a client, they can be trained using prepared templates - special scripts. A well-thought-out conversation script is especially useful where there is no room for error - in cold sales over the phone.

With the MANGO OFFICE Contact Center service, you can create an effective sales script and speed up the training process for new employees. The analytics system will help track the efficiency of operators and improve each stage of work with the client.

Lack of feedback

It happens that an employee does his job poorly even after detailed explanations. Perhaps he did not understand the task and what was expected of him. To eliminate mistakes, seek feedback. Ask exactly how the team will perform the work and if additional information is needed. This seems unnecessary, but it is misunderstanding that becomes a frequent cause of conflicts. Avoid closed questions such as “Do you understand everything?” — they do not motivate dialogue.

How to set tasks correctly

When setting a task, it is not enough to tell employees about their responsibilities. Everything is important here: wording, details, monitoring the progress of work. Special rules will help simplify communication between a manager and a subordinate.

Distribution of roles

Project work requires a team of different specialists. To do the work efficiently and meet deadlines, each team member must know their duties and responsibilities.

When forming a team, you need to take into account not only hard skills, but also the personal qualities of the employee. This affects efficiency and relationships within the team. Everyone must perform tasks that correspond to their psychotype. It is easier for a disciplined employee, accustomed to control, to carry out routine work, and for a person with creative thinking, it is easier to be creative. Managers need to recognize personality traits and assign tasks to employees with relevant skills and experience.

If all roles are taken into account, then each team member feels comfortable and does what they love, and the number of conflicts is reduced to zero. Efficiency increases, and with it the quality of work and the authority of the company.

Specification of action and result

Vague language is the enemy of efficiency. Often managers assume that employees are familiar with the internal kitchen and do not disclose the details of the task. To avoid misunderstandings, spend more time on clarifications, talk about important and minor points. Then the employee will have a clear idea of ​​what needs to be done and by when.

For example, the wording “attract new customers” is too abstract. It’s better to specify the requirements: “today before 15.00 write and create two posts on Instagram with information about discounts.” Clarifying the details will not take much time, but it will help avoid mistakes.

Appointment of those responsible

Address the task to a specific performer. When a specific person is responsible for the result of the work, the manager understands what stage the project is at, can adjust the process and summarize interim results. This simple action improves the quality of work: employees do not shift responsibilities to each other, but are completely immersed in their work.

Time limit

Set a specific deadline for the task. Not just “the sooner the better”, “in a week” or “in the near future”, but the exact date and time. Employees will do open-ended tasks last. If it is impossible to estimate the operating time, designate control points.

Task tracking

Don’t try to keep all the tasks and deadlines in your head; most likely, you will still get confused. A regular notepad won't solve the problem either. Use convenient programs to set and track tasks:

• for small companies: Google Docs, Trello, Basecamp, Wunderlist, Slack;
• for large projects: JIRA, Redmine, Yandex.Tracker;
• For purposes that go beyond normal planning, CRM systems are used.

Article:

Setting the sounds [L], [L]
A set of exercises for the sounds L, L: “needle”, “fast snake”, “turkey poults”, “bucket”, “horse”, “painter”, “woodpecker”, “steamer”,

Methods and techniques for producing the sounds L, L.

If there is no sound, setting is carried out in 2 stages: Setting [l] interdental. The child is asked to pronounce the combination ya. In this case, [s] is pronounced briefly, with tension in the organs of articulation, then pronounce the combination with the tongue stuck between the teeth. When the sound becomes clear, it is necessary to slow down the movement of the lower jaw. In children with an erased form of dysarthria, it is recommended to fix this sound in syllables and words. Next, move the tongue to the tooth position, pressing the tongue firmly against the alveoli and pronounce ly-ly-ly.

With nasal pronunciation, production is carried out in the same way as in the absence of sound. First of all, it is necessary to develop the correct direction of the air stream.

Setting the sound [L] during interdental pronunciation . If a child pronounces several groups of sounds this way, special attention is paid to the development of motor skills of the tip of the tongue. The performance is carried out as in his absence. You can use mechanical assistance - use a spatula to lift the tongue by the upper incisors and hold it until this position is fixed in the child.

Setting the sound [L] when replacing [l] with the sound [th]. When replacing [l] with the sound [th], with the mouth open, place a round plastic tube on the middle part of the back of the tongue, and lift the tip of the tongue by the upper incisors. When replacing the sound [L] with a soft sound [l], you can use probe No. 4. Ask the child to repeat the syllable [la] several times, then insert the probe so that it is between the hard palate and the middle part of the back of the tongue. Press the probe down on the tongue (to the right or left). To lower the middle part of the back of the tongue, you can perform the following exercise: rest your tongue firmly on the upper incisors and pronounce the syllables ky several times. Then sharply open your mouth (you can help by pressing on your chin). This technique is not suitable for children with lateral pronunciation. When pronouncing [a], you need to “knock” your tongue on the upper incisors. The exhalation should be hot, smooth and continuous. In some cases, a faster and clearer sound is obtained in the reverse syllable. Pronounce [a] for a long time, then “bite” the tip of the protruding relaxed tongue: [aaall-aaal-aallaallaaa]. From the sound [v] is placed in a mixed way. Ask the child to pronounce the syllable you with his tongue inserted between his lips, then push back the lower lip with your finger. A similar technique can be used from the combination [bl] (“turkey”). While pronouncing the combinations blblbl, gradually move your lips to the sides and your tongue deeper into your mouth (first along the lips - [blblbl], then along the upper teeth and then along the alveoli). Invite the child to give, perhaps, full tension in the area of ​​the shoulder girdle, for which you need to bend your head forward and in this position pull out the sound [l] at the lowest possible tone. Using two fingers - index and ring - apply light pressure on the outside of the neck so that each finger is at a point at the inner edge of the posterior third of the left and right branches of the lower jaw. When pronouncing a sound from the side, you must first achieve the correct air flow and straight position of the tongue. The child should be switched from incorrect articulation. Methods No. 1, 8,9 are suitable for this. The main difficulty in producing the sound [L] is that while pronouncing the sound correctly, the child continues to hear his previous sound. Therefore, it is necessary to attract the child’s auditory attention to the sound that is produced at the moment of its production.

Setting sounds [Р], [Рь]

A set of exercises for the sounds R, Rb: “needle”, “fast snake”, “turkey poults”, “bucket”, “horse”, “painter”, “woodpecker”, “drummer”, “balalaika”.

Methods and techniques for producing sounds [P], [Pb].

By imitation. The child is asked to perform the “mushroom” exercise. At the moment of suction, ask to blow forcefully on the tip of the tongue. A voice is added to the resulting dull vibration.

When the upper elevation of the tongue is set, the child is asked to pronounce the combinations: jzhzh, zhzhzh, or d-d-d-d. At this point, use a spatula, ball probe or clean finger to make quick movements from side to side along the bottom of the tongue closer to the tip.

For spasticity of the tongue root, this technique is used while lying down . In a similar way, you can call [P] from [Z] upper rise . The child is asked to hold his tongue at the base of the upper teeth and pull out the sound [З] for a long time. During its pronunciation, the tip of the tongue is in a more tense state and the air stream is more forced. The resulting sound is not clear, but rather noisy. The resulting sound mechanically causes a trembling [P ].

When pronouncing [P] in the throat, the production takes place in 2 stages. Setting up a single-strike [P] from the sound [Zh] . When pronounced in a drawn-out manner, without rounding the lips, moving the tongue slightly forward, towards the gums of the upper teeth. In this case, the sound is pronounced with significant air pressure and a minimal gap between the front edge of the tongue and the gums. Then the placement is carried out using a probe as in other cases. The most common technique is the production of [D] , repeated on one exhalation, followed by a more forced pronunciation of the latter. When pronouncing the combination [tdtdtdtd] repeatedly, with the mouth slightly open and when the tongue is closed with the gums, vibration occurs. However, this method is not suitable for correcting velar or velar [P]. When the mouth is closed with teeth tightly clenched, sometimes in combination [tr] a voiceless [r] (prodental) is heard. You can make a sound from it if, while pronouncing this combination, you gradually open your mouth, pushing a spatula between your teeth. To maintain the upper elevation of the tongue, use the “turkey poult” exercise. When quickly pronouncing the combination [blblbl], first the lower lip is lowered (the tongue moves along the upper), then the movements are transferred to the upper incisors, and then to the alveoli. This sound turns out to be slightly burry. To eliminate this defect, you should ask the child to fixate a strong exhalation on the sound d . If the child does not maintain the upper position of the tongue, and the sound comes out dull and not booming, you can ask the child to “extend” the sound – drn – drn (“start the car”).

Setting sounds [Ш], [Ф], [Ч]

A set of exercises for making the sounds Ш, Ж, Х: “bowl”, “delicious jam”, “fungus”, “accordion”, “horse”, “trick”, “punish the naughty tongue”.

Methods and techniques for producing sounds [Ш], [Х], [Ч].

By imitation . Sound [Ш]. Ask the child to lift his tongue with a scoop over his upper teeth. While holding this position, pronounce the sound [s], paying attention to the fact that the sound [sh] is heard. The child pronounces the syllable [sa] several times, and the speech therapist gently raises the tip of the tongue with a spatula or probe towards the alveoli. Then you need to blow strongly on the tip of your tongue, adding the sound [a] to the exhalation. When the sound r is intact, the child pronounces the syllable [ra], and at this moment the speech therapist touches the lower surface of the tongue with a spatula or probe to slow down the vibration. Or they ask you to pronounce the sound [r] as quietly as possible. When pronouncing the sound x, which produces a strong air stream, the child is asked to raise his wide tongue to the alveoli. However, so that the resulting sound does not remain rear-lingual, it is necessary to focus on the tip of the tongue. If, when the tongue is raised, its lateral edges are not adjacent to the upper molars, then the thumbs of both hands press it on both sides. Or, standing behind the child, insert your index and middle fingers under the tongue and ask them to blow on the tip of the tongue. The child pronounces the sound [t] ([d] for the sound [zh]) for as long as possible, holding the tongue behind the upper teeth. The resulting sound is close to noisy [s]. Then the speech therapist uses a spatula to slightly move the tongue towards the alveoli. The same technique can be used if the child pronounces the sound [h].

The sound [zh] is placed similarly, but with the inclusion of voice. The sound [h] is easier to place in reverse syllables (aCh-och-uch). To do this, ask the child to pronounce the syllable [at] with a strong exhalation on [t], while slightly stretching his lips forward, and control the exhalation with the palm of his hand.

If a child has the sound [sch], then you can put [ch] from it if the child quickly begins to pronounce the combination [tsch]. From the sound [ts], at the moment of its pronunciation, ask the child to raise the tip of his tongue upward and stretch his lips forward. In some cases, it is possible to place [h ] from the combination [ts] . To do this, fix your lips in the “horn” position and pronounce the combination “like a shot” with a strong exhalation. If the tongue does not rise, use mechanical assistance - a spatula, a probe.

The sound [ш] is placed in imitation of the sound [h] - stretching it out, or from [sh], moving the tongue to the base of the upper teeth. From the sound [zh ], pronouncing it in a whisper. From the sound [sya ] mechanically, lifting the tongue up or showing.

Setting the sounds S, Сь, З, Зь, Ц.

A set of exercises: “spatula”, “punish the naughty tongue”, “brush your teeth”, “the train whistles”, “swing”, “angry cat”, “groove”.

Methods and techniques for producing sounds [С], [Сь], [З], [Зь], [Ц]

In cases of dental sigmatism, it is sufficient to lower the tip of the tongue to the lower teeth with mechanical assistance and thus obtain a gap instead of a bow. In labial-dental pronunciation, it is necessary to inhibit the participation of the lips, for which preparatory articulation exercises are carried out. Or slow down the movement of your lips with your finger. In other cases, the child is asked to smile, pulling the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce a whistling sound. The child is asked to pronounce the syllable ta repeatedly, the speech therapist inserts probe No. 2 or a ball probe between the alveoli and the tip of the tongue (as well as the front part of the back of the tongue) and presses down lightly.

With interdental sigmatism, you need to pronounce the syllable [sa] with clenched teeth at the beginning of its pronunciation or slightly lengthen the pronunciation of the consonant, and lower the jaw on the vowel a.

For lateral sigmatism, a two-stage placement technique is used: they cause interdental pronunciation to get rid of the squelching noise, and then move the tongue to the interdental position.

In some cases, with isolated nasal sigmatism, the sound is placed from the sound [F]. By pushing the tongue between the teeth and moving the lips away with mechanical assistance. Pronunciation of the combination [ee] or [th] with tension prepares the desired form of the tongue and produces a concentrated air stream.

Similar to the sound [x]. Lips in a smile, teeth in the form of a correct bite (slightly closed). Ask the child to pronounce the sound [x] “into the teeth” and feel the cool air stream with his palm. The child is asked to pronounce the sound [T] with a strong forced exhalation . The resulting noisy sound (close to [Ts]) should be stretched out as long as possible. It is necessary to monitor the position of the lips in a smile and control the force of the air stream with the palm of your hand. An equivalent method of staging from the sound [ts]. By lengthening and adjusting the strength of the sound pronunciation, a clear [s] is achieved: TSSSSssssssss. A very rare technique of staging while inhaling. Place a wide tongue at the bottom of the mouth so that it is in contact along the entire perimeter with the lower teeth. Stretch your lips into a smile, teeth slightly closed in the form of a correct bite. In this position, after exhaling (shoulders should be lowered), the child should “suck” very little air into himself, so little that it hits the very tip of the tongue. Next, “drive” a stream of air into and out of the mouth. At first, the exercise is performed at a fast pace, then, if the sound is clear, slow down the pace.

From the sound [sh] by imitation or mechanically, slowly moving the tongue forward to the upper teeth, then down. The teeth should be closed.

The sound [Сь] can be placed from [С ] in combination [isi] with the highest possible sound [и] at a fast tempo. Similar to the production of [s] from the sound [Хь].

The sound [З] (зь) is placed in the same way as [s] (сь), but with the voice connected. In cases where the sound [z] still turns out to be dull, it is pronounced between two consonants - [mzm]. Draw out the sound [m] as long as possible, and pronounce the sound [z] (s) quickly.

The sound [Ts] is made from a combination of [t] and [s] or from [t ] at a fast pace with a forced exhalation on [t]. However, the sound in the reverse syllable is better - [ats].

[Ts] from the sound [h] by imitation, stretching your lips as much as possible in a smile.

Sound setting [Y]

A set of exercises: “brush your teeth”, “needle”, “slide”, “reel”.

Methods and techniques for producing sound [Y].

It is often possible to create a sound by imitation. It is useful to add the display of articulation and the tactile sensation of the expiratory stream during prolonged pronunciation [yyy]. the combination [aia] or [ia] several times The exhalation intensifies somewhat at the moment of pronouncing [i], and immediately, without interruption, [a] is pronounced. You can put the sound immediately in words where the sound [th] is first . The child pronounces the syllable [zya], repeating it several times. During pronunciation, the speech therapist presses the front part of the back of the tongue with a spatula, moving it back slightly until the desired sound is obtained. When pronouncing the sound [хь] for a long time, pay attention to the very thin gap between the teeth and increased exhalation.

If the sound [th] is replaced by the sound [l], differentiation should be made by lowering the tip of the tongue down with a spatula or as shown.

Setting sounds [K], [G], [X]

A set of exercises: “slide”, “coil”, “painter”, gargling, coughing. Ways and techniques of making sounds k, g, x.

The sound [X] is made by imitation of the “let’s warm our hands” exercise. Open your mouth two fingers and blow warm air onto your palms. In some cases, tilting your head up helps.

The sound [К] (кь) is placed from the sound [т] (ть ) with mechanical help. The child pronounces the syllable [ta] (tya) several times; at the moment of pronouncing, the speech therapist uses a spatula or probe to move the tongue deeper into the mouth by pressing on the front part of the back of the tongue. First one hears [ta], then [tya – kya – ka].

Sound [G]. Sometimes it’s easier to first put the sound [g] from [s]. The child throws back his head and pronounces [yyy] with a strong exhalation, while slightly pushing his lower jaw forward, lowering and raising it - “the bear growls.” If the sound turns out to be South Russian. It happens that even the sound [x] is pronounced without raising the back of the tongue and part of the air passes into the nose, so the air flow should be controlled by slightly pinching the nose.

The sound [X] is placed from the sounds s and w mechanically - at the moment of their pronunciation, move the tongue deeper into the mouth.

The sound g is placed from the sound d in the same way as the sound k.

Staging other sounds

Sound setting [U].

Stretching your lips forward, pronounce the sound [u], then close and open your lips with your fingers. Or do the “balalaika” exercise with your fingers on your lips at a faster pace. The sound can be immediately entered into words: paper, Pinocchio, etc.

When replacing [B] with [P], you should initially teach: to distinguish sounds, to distinguish incorrect pronunciation from correct, to teach to include the voice at the stage of preparing the articulatory position.

Sound setting [B]. Stretching your lips forward, pronounce the sound u, then mechanically press your lower lip to your teeth. Bite the edge of your lower lip, slightly stretch your lips into a smile and hum, then sharply open your mouth and say [A]. Particular attention should be paid to the duration and force of exhalation on the lower lip.

Sound setting [D]. Pronounce the sound [B] with your tongue stuck between your teeth, then use your fingers to spread your lips. From the sound [Z] or [Zh]. At the moment of pronouncing, use sharp movements of the spatula to press the tip of the tongue against the alveoli.

Recommendations for producing sounds for various speech disorders

Phonetic-phonemic speech underdevelopment (FFSD).

The production of sounds during FFNR is carried out with the maximum use of all analyzers. Children's attention is drawn to the basic elements of sound articulation during the period of its evocation. The following is taken into account: for the initial production, sounds belonging to different phonetic groups are selected; sounds mixed in children's speech are gradually worked out in a delayed manner; the final consolidation of the studied sounds is achieved in the process of differentiation of acoustically close sounds. From the very beginning of learning, it is necessary to rely on conscious analysis and synthesis of the sound composition of the word. Hearing impairment. In case of impaired hearing, a defect in voicing is observed. If voicing is completely impaired, work begins with fricative sounds, and with the simplest of them in articulation - [B]. After it they move on to the sounds [Z] and [Zh], and then to plosives in the sequence: [B], [D], [G]. You can achieve voicing of a sound thanks to a direct transition to it from one of the sonors - [M], [N], [L], [R] (mmmba, nnnba). At the beginning, the speech therapist focuses the child’s attention on the clarity of correct pronunciation in general, i.e. clarity and correctness of pronounced sounds and correct stress, then deals with the production of sounds (usually S, Ш, Ж, Р, Б, Д, Г) and their automation in the child’s dictionary. The main thing in working with hearing-impaired children is visual and tactile control. Stuttering. Corrective work on sound pronunciation is carried out in parallel with the correction of stuttering. Evoking sounds begins with the easiest and most preserved ones. A detailed defect analysis is of particular importance. The process of working on sounds is similar to working with dysarthria. Ways and methods of producing sounds for stuttering are used as for dyslalia. Dysarthria. Corrective work for dysarthria is complex and includes work on: normalizing muscle tone; strengthening the perception of articulatory patterns and movements through the development of visual-kinesthetic sensations; development of conditioned connections between movement, voice and breathing. Speech therapy work is carried out against the background of medication, physiotherapy, physical therapy and massage; if necessary, a reflex-inhibiting position is used. Working on sounds with dysarthria has its own characteristics: It is not necessary to immediately achieve complete purity of sound; polishing each sound should be carried out over a long period of time, against the backdrop of increasingly developing, increasingly complex work on other sounds. It is necessary to simultaneously work on several sounds belonging to different types. The sequence of work on sounds is dictated by the gradual complication of articulatory settings and the structure of the defect. First of all, phonemes with the simplest articulation or more intact pronunciation are selected for correction. In practice, it often happens that sounds that are more complex in articulation are less disturbed. Before evoking sounds, it is necessary to distinguish the phoneme by ear. The child must also learn to recognize the difference between his pronunciation and normal sound. In the process of work, it is necessary to establish inter-analyzer connections between the movement of articulatory muscles and their sensation, between the perception of a sound by ear, the visual image of the articulatory structure of a given sound and the motor sensation when pronouncing it. The most common method is phonetic localization. When a speech therapist passively gives the child’s tongue and lips the necessary position for a particular sound. Many exercises are carried out without visual control, drawing the child’s attention to proprioceptive sensations. Particular attention should be paid to the pronunciation of vowel sounds, which contribute to the activation of the soft palate and jaw movement.

Alalia (ONR).

Speech therapy work can only be effective if it is carried out comprehensively against the background of active medication and physiotherapeutic treatment carried out by a neuropsychiatrist. Speech therapy work on sound pronunciation is closely related to the development of children's vocabulary. When expanding the vocabulary or working on a phrase, individual sounds appear in children's speech. At the initial stage, work is needed to clarify vowel sounds and pronounced consonants. When setting and consolidating, the sequence of assimilation of sounds in a certain position in a word is of great importance. The most successful way to fix a sound is at the end of a word, then at the beginning of a word, a sound in a position between two vowels, a sound in a confluence before a consonant, a sound in a confluence after a consonant. Work on sounds during alalia or OHP is carried out in stages: developing an oral image of the pronounced sound; development of kinesthetic sensations of the speech motor analyzer. Exercises aimed at compensating apraxic disorders. Development of differentiated movements of the tongue and lips. Development of conscious differentiated movements of the tongue (raising the tip of the tongue, the front or back of the back of the tongue) to close with different parts of the palate. Development of differentiated movements of the lips and tongue in various ways of producing sounds (differentiation of stop and fricative). Development of conscious differentiated movements of the tongue (tip and back) for the formation of frication. Development of differentiated movements of the lips and tongue for the formation of palatoglossus and labiolabial friction. As an auxiliary technique for motor alalia, early literacy training is used, and for sensory alalia, repetition of the heard phrase and elements of lip reading are also used. A child’s lack of certain sounds is not a serious obstacle to memorizing letters and mastering the technique of sound merging. The child gradually develops the connection between phoneme, grapheme and articule.

Aphasia. With afferent motor aphasia, the call of sounds begins with the imitation of labial and front-lingual, as well as contrasting vowel phonemes A and U. The speech therapist calls sounds by imitation, and then adds the sounds m and v. When working on sound pronunciation in aphasia, a number of features should be taken into account: you cannot evoke the sounds of one articulatory group; sounds should not be introduced into nouns in the nominative case, but into words and phrases necessary for communication (ok, I will, tomorrow, today, etc.). The interrelation of two processes - the formation of the syllabic structure of a word and the pronunciation of sounds included in the word - causes the pronunciation of a new difficult sound.

Rhinolalia.

Planning work to correct pronunciation for rhinolalia is recommended in the following sequence: Vowels A, E, O, U, Y.

Consonants P, F, V, T, K, X, S, G, L, B and their soft variants.

Sounds: I, D, Z, Sh, R. Sounds: Zh, Ch, C.

In the process of posing phonemes, it is necessary to involve visual, auditory and kinesthetic analyzers. Reliance on kinesthetic and visual control helps to become familiar with the sensation of moving the tongue forward and the degree of tension in the organs of articulation. Particular importance is given to the ability to sense directed exhalation.

Production of sounds begins only after correct speech breathing has been formed. The evocation and automation of sound occurs on a very calm exhalation with concentration of attention not on the sound, but on the correct exhalation. The mechanical method of pinching the nose should be done with one finger, while pressing the wing of the nose against the face, and not the nasal septum. Taking into account the degree of activation of the soft palate, first of all, fricative voiceless consonants are placed in the sequence: F, S, Ш, Ш, Х. They start with the sound [F], since it is the easiest, accessible by articulation. The child is asked to place the lower lip to the upper teeth and exhale through the middle of the mouth. Turning on the voice, we get the sound [B]. Explosive sounds in the work are more complex due to their short duration, so the production is carried out later. To obtain the sound [P], you can ask the child to exhale forcefully with his lips tightly compressed, at this time using his index finger to alternately close and open the lower and upper lips. The sound [T] can be caused by interdental pronunciation of the sound [P] or [S]. Pravdina O.V. recommends putting sounds, both vowels and consonants, first without voice. Naming a sound, as well as fixing it with a letter, is allowed after accurately pronouncing it in a whisper. The pronunciation of vowels is formed on a firm attack, loudly, without shouting or tension (“in a mask”). Practicing the vowels A, E, O, Y, U prepares the articulatory apparatus for the production of hard consonants, and the sound [I] for soft ones. Correction of posterior palatal sounds is impossible with a narrow, gothic palate or with a pronounced shortening of the soft palate. In such cases, the pharyngeal articulation of sound should not be inhibited, since it differs slightly from the normal sound. Children with reduced kinesthesia and phonemic hearing disorders have to use analogue sounds at first. If there is a proto [P], we put [W] from the whispered form []P with teeth close together and lips rounded. If the child finds lower articulation [Ш] easier, then we introduce it into speech. When staging sounds Povalyaeva M.A. recommends the use of mechanical assistance in extreme cases, since mechanical assistance makes it difficult to introduce sound into speech. It is important to take into account that evoking sound through interdental articulation delays the pace of work. With rhinolalia, it is not recommended to pronounce consonant sounds in a drawn-out, exaggerated manner, since tension and exhalation increase and the time of the bow lengthens. General recommendations for staging sounds When staging, one should take into account the economy and strength of sound formation and assimilation processes. The child's efforts to achieve articulation should be as natural as possible. The production of sounds is carried out in a sequence determined by the physiological course of the formation of sound pronunciation in children in normal conditions. This sequence corresponds to the training program for children in the preparatory speech therapy group. However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful advancement. The order of working on sounds (Konovalenko V.V., Konovalenko S.V.): Whistling S, Z, Zz, Ts, S'. Hissing Sh. Sonor L. Hissing J. SonoraR, Ry. Hissing Ch, Shch. Optimal age for correcting sounds. Bogomolova A.I. considers the optimal age for correcting sound pronunciation to be 4-5 years, and for the sound [p] - 6 years and recommends starting work with hissing sounds, since they have a less focused, therefore weaker air stream. Relying on this or that sound as a base one, the speech therapist must proceed from the fact that only a syllable is the minimal unit in which it is realized. Therefore, we can talk about the production of a sound only if it appears as part of a syllable. The starting points for producing hard sounds should be sounds in a syllable with the vowel A (Y for L), for soft sounds syllables with the vowel I should be taken. Automation of the corrected sound begins with direct, then reverse syllables, and lastly, in syllables with a combination of consonants. The sounds Ts, Ch, Shch, L are easier to fix in reverse syllables, and then in forward ones. The sounds P, Pb can be automated from a proto analogue and at the same time generate vibration. In some difficult cases, for example with dysarthria, sounds with a slight deviation from the norm can be introduced into speech: pronounced p, hissing. Literature: Pravdina O.V. Speech therapy. / Textbook manual for defectologist students. fact-tov ped. Inst. Ed. 2nd, add. and processed M.: “Enlightenment”, 1973. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. M.: Humanite. ed. VLADOS Center, 1998. Khvattsev M.E. Speech therapy: study. for ped. Institutes. M, 1937 Povalyaeva M.A. Speech therapist's reference book - Rostov-on-Don: “Phoenix”, 2002 Polyakova M.A. Self-instruction manual on speech therapy. M.: Iris-Press, 2012 Pelymskaya T.V., Shmatko N.D. Formation of oral speech in preschool children with hearing impairment. M.: Vlados, 2003. Fomicheva M.F. Education of children's correct sound pronunciation: Workshop on speech therapy: Textbook. manual for students of pedagogy. special education school No. 03.08 “Doshk. education" M.: Education

Sounds T, Т, Д, Дь

Staging and automation of sound [D].

Staging and automation of sound [D].

Consonant, stop, lingual-dental, instantaneous plosive, voiced oral.

Articulation is normal when spoken in isolation.

The lips are open and take a position depending on the next sound. The distance between the incisors is small. The tongue is tense. At the first moment, it forms a bow with its front edge with the upper incisors, and the lateral edges are adjacent to the upper molars. At the second moment, the bow explodes and the air is pushed out. The position of the soft palate is raised. The vocal cords are closed and vibrate even at the moment of bowing. You can see the position of the lips, the edges of the incisors and the work of the tongue. You can feel a jerky stream of air, less strong than with T. Vibration of the larynx.

Evocation.

The law of assimilation applies - ADA. We don’t take analysis down to the syllable, in isolation.

1. We draw vowels, there is always a voice - auditory - visual.

2. Based on the syllable ABA. BA-BA without pauses, and now the tongue is up, it should work BA-DA, BA-DA - the law of assimilation applies, the sound D becomes sonorous by analogy. In the end, we get YES-YES-YES.