Methods for correcting stuttering in preschoolers. Kindergarten teachers, school teachers and educators

Stuttering, logoneurosis, hesitation in speech, dysrhythmia

Stuttering in children is a disorder of the tempo-rhythmic aspect of speech caused by repeated convulsions in the articulatory, vocal or respiratory parts of the speech apparatus. Stuttering in children is characterized by “getting stuck” on individual sounds, their repeated, involuntary repetition, accompanying movements, speech tricks, logophobia, and vegetative reactions.

Neurological therapy classes for the correction of stuttering in our center can be based on various author’s methods: Cheveleva, Vlasova and Rau, Shklovsky, Volkova, Mironova, etc. The main methods of speech therapy work for stuttering are breathing-vocal gymnastics, relaxation of tense articulatory muscles, speech exercises on rhythmization of speech, normalization of its tempo, development of expressive speech intonation, logorhythmic exercises.

Children with stuttering, logoneurosis, and even hesitations in speech must be examined by a neuropsychologist and speech therapist.

Competent correction of stuttering, which leads to sustainable results, must necessarily include a neurocorrectional set of measures (neuropsychological correction, neuroacoustic programs) and a system of “correct” speech therapy classes.

Stuttering in children is unintentional stops and hesitations in oral speech that arise as a result of a convulsive state of the speech muscles.

It must be remembered that in addition to speech spasms, stuttering in children is accompanied by a disorder of higher nervous activity, which in some cases may be associated with a neurotic reaction, in others with organic damage to the central nervous system. Therefore, it would be wrong to consider stuttering in a child as a purely speech problem; The study and correction of stuttering in children is impossible without the integration of knowledge from the field of neuropsychology and the development of brain areas.

This is where the root of problems with speech hesitations lies.

Depending on the pathogenetic mechanisms underlying stuttering, there are 2 forms of stuttering in children: neurotic (logoneurosis) and neurosis-like. Neurotic stuttering in children is a functional disorder; neurosis-like is associated with organic damage to the nervous system and brain.

In the most extreme cases, stuttering can make speech and communication nearly impossible. The severity of stuttering may vary for the same child in different situations.

Depending on the nature of the course, the following variants of stuttering in children are distinguished:

wavy (stuttering increases and decreases in different situations, but does not disappear);
constant (stuttering has a relatively stable course)
recurrent (stuttering occurs again after a period of speech well-being).

Children who stutter often exhibit enuresis, night terrors, increased anxiety and vulnerability. Therefore, ignoring stutters and “running” this problem is DANGEROUS.

Perinatal brain damage in children can be associated with toxicosis of pregnancy, hemolytic disease of the fetus, intrauterine hypoxia and asphyxia during childbirth, birth injuries - and all this can subsequently lead to stuttering and hesitation in speech.

Children who are physically weak, with an underdeveloped sense of rhythm, general motor skills, facial expressions and articulation are more susceptible to the development of stuttering.

The increase in the incidence of stuttering is directly related to the introduction of computer games and various computer technologies into everyday life, which unleash a huge flow of audiovisual information on the fragile nervous system of children.

It should be remembered that the processes of maturation of the cerebral cortex and the formation of functional asymmetry in brain activity are generally completed by the age of 5, therefore exposure to any stimulus that is excessive in strength or duration can lead to a nervous breakdown and stuttering in children.

The immediate causes of stuttering in children also include immediate mental shocks or long-term mental trauma.

Stuttering in children can be caused by imitation of people who stutter, overload with complex speech material, and retraining to be left-handed. Experts point to the connection between stuttering in children and left-handedness and other speech disorders (dyslalia, tachylalia, dysarthria, rhinolalia). Secondary stuttering in children can occur against the background of motor alalia.

In the case of neurosis-like stuttering, which occurs against the background of organic damage to the central nervous system in the perinatal or early period of child development, the disorder develops gradually. Neurosis-like stuttering in children appears from the moment speech begins or at the age of 3-4 years, i.e. during the period of formation of phrasal speech.

Children with neurosis-like stuttering have impaired general motor skills : their movements are awkward, constrained, and stereotyped. Characterized by sluggish facial expressions and poor handwriting; Dysgraphia, dyslexia and dyscalculia often occur. The course of neurosis-like stuttering in children is relatively constant; Speech deterioration can be caused by fatigue, increased speech load, and somatic weakness.

Stuttering - symptoms and treatment

At what age is it best to start treatment in children?

Treatment for stuttering should begin immediately after diagnosis.
Treatment of stuttering, as a rule, is complex, staged and quite long. Several specialists must participate in it.

A neurologist or psychoneurologist is a doctor with a higher medical education as a neurologist who has completed courses in psychiatry. He prescribes appropriate drug therapy based on the state of the nervous system and monitors the dynamics of the development of symptoms of the disease.

A psychotherapist is a specialist with a higher medical education who deals with therapeutic effects on the human psyche. He uses different types of psychotherapy, including direct talking, hypnosis and a number of other stuttering treatment techniques:

Subpersonal analysis . This approach considers elements of behavior as internal images that are perceived by the human consciousness as parts separate from the personality itself. A person’s subpersonalities are tied to his family, social, professional roles (for example, the role of a parent, daughter/son, boss, colleague, etc.). Using this technique, a psychotherapist tries to reveal the traits and manifestations of a stutterer’s subpersonalities when he conducts his internal dialogue, and tries to change pathological behavioral traits, neutralizing stuttering.
NLP (neurolinguistic programming) is a series of psychological techniques that make it possible to influence the subconscious of a stutterer, changing his thinking and behavior through the introduction of special linguistic programs (attitudes) into his consciousness.
Working with toys as breathing exercises. For training, soap bubbles, spinning toys, etc. are used. In this case, the child is asked to blow through a straw, blowing bubbles into the water, blow on dandelions and boats in the water, inflate balloons, etc.
Autotraining is a self-hypnosis technique through which you can change character traits and bad habits.

An acupuncturist is a specialist with a higher medical education as a neurologist or neurologist who has undergone special training in acupuncture. It affects special points and nerve endings, relieving nervous tension.

A psychologist conducts testing, helps to establish the cause of a speech defect and deal with a person’s internal problems, identifying the weaknesses of his character. To do this, he uses verbal methods of influence.

A speech therapist teaches a person who stutters to breathe correctly during speech, use his voice, articulate easily, and speak smoothly and rhythmically [18][19][20][21].

The physical therapy instructor develops health-improving activities, which include hardening procedures, therapeutic massage and physical education. This strengthens the human immune system and allows one to “dump off negative accumulated energy” through increased muscle activity [13][16].

Although each specialist makes an important and invaluable contribution to the treatment of stuttering, none of them can eliminate it completely on their own.

Eliminating stuttering in preschoolers

In children, stuttering goes away on its own, even without treatment. In this case, you should reduce the load on the baby’s speech apparatus, and also from time to time visit specialists who will monitor the development of speech dynamics.

Eliminating stuttering in adolescents and adults

The older a child gets, the less chance there is of completely eliminating his stuttering. In adolescence, stuttering is difficult to correct. The main goal of treatment is to teach relaxation skills and the ability to maintain a positive attitude, maintain constant confidence in yourself and your abilities, and use techniques to increase self-esteem.

An adult has often already adapted to his own speech characteristics or learned to control them. The main goal of stuttering treatment is to reduce stress, as stress can make stuttering worse.

New techniques for treating stuttering

Examples of devices and computer programs for stuttering treatment:

SpeechEasy - worn in one ear and looks like a hearing aid. Changes the sounds passing through the device so that the patient hears his voice with a slight time delay and in a different key. As a result, stuttering sharply decreases or disappears.
AKR-01 “Monologue” - also reproduces speech with a delay, creating an echo effect.
BreathMaker and Cafet are computer training programs for stuttering treatment.

Correction techniques

Elkonin's technique D.B.

D. B. Elkonin’s method of developmental teaching of reading and writing, built on psychological and linguistic principles, allows the student to explore the word and understand the word as a meaningful unit of language.
The methodology takes into account the psychological mechanisms of language acquisition by children. A positional principle is laid down that allows the child to develop an orientation towards the next letter, which contributes to faster reading. The developmental principle is ensured and implemented by an idea - the idea of an educational game, as a transitional form from preschool activities to school education. The technique is used in preparing normal and gifted preschoolers aged 6-7 years for school. The technique encourages children to think, leads them to their own conclusions, is meaningful and exciting!

Methodology Fomicheva M.F.

Methodology of M.F. Fomicheva “Education of correct pronunciation in children.” Methodology of correctional work to eliminate violations of sound pronunciation. The technique is aimed at developing all components of the sound pronunciation system and ensuring the successful formation of speech breathing, auditory attention, development of voice strength, development of voice pitch, etc. The technique contains game exercises to develop the skills of correct pronunciation of all speech sounds, including late-forming, complex sounds. A system of work for distinguishing between whistling and hissing sounds, sonors, affricates, etc. The technique takes into account the child’s psychology and helps the speech therapist, through imaginative perception and thinking, to form the correct articulatory patterns in the child and automate the sounds.

Methodology of Volkov G.A. Game activity in eliminating stuttering in preschool children. Author Volkova G. A.

The methodology of play activities is aimed primarily at educating children who stutter in the correct forms of social behavior and such aspects of personality as imitation, independence, sociability, activity, necessary for the social rehabilitation of a stutterer.

The method of play activity is used depending on the age of the child. Features of behavior, manifestations of stuttering, stages of correctional work, taking into account didactic principles and the nature of the play activity of a normally speaking and stuttering child.”

Method of Kashe G.A.

Methodology “Preparing children with speech impediments for school” G.A. Porridge. Corrective methodology based on the analytical-synthetic principle of teaching literacy for children with phonetic-phonemic speech underdevelopment. The technique provides for the development of articulatory skills, phonemic perception and analysis of one’s own kinesthetic sensations, and on the basis of this, the formation of analysis and synthesis of the sound composition of speech.

The technique is aimed at strengthening children's ability to distinguish between hard and soft consonants, voiced and voiceless, and oppositional vowels. The method provides for the principle of simultaneously clarifying the correct pronunciation of difficult sounds and teaching reading. At the same time, the methodology includes exercises aimed at clarifying and expanding the vocabulary, eliminating deficiencies in the grammatical structure of speech and coherent statements. The technique uses game techniques and exercises.

For children with defects in the pronunciation of sounds and difficulties in merging sounds, problems with mastering literacy.

Methodology Tkachenko T.A. Methodology by T. A. Tkachenko “System for correction of general speech underdevelopment in children 6 years old”

The technique provides for the development of the grammatical structure of speech and the development of phrasal speech from simple to complex. Exercises in a fun way encourage children to expand their vocabulary, word formation skills, develop the use of verbs with various prefixes, form adjectives from nouns, use synonyms, antonyms, form complex and complex sentences. Formation and use of prepositional constructions. The technique is aimed at increasing the skills of planning speech utterances and improving them to a normal level of development of coherent speech.

The method was created for remedial training of 6-year-old children with general speech underdevelopment in a short time. I have successfully used this technique in my work for a long period of time.

Methods of speech therapy classes to eliminate stuttering in school-age children

Working with schoolchildren has its own characteristics.

The type of leading activity changes; the main one is Educational activity, although elements of play activity coexist with study.
The game form of classes is replaced by a lesson.
If for preschoolers all work is carried out through the family of educators, then at school age speech therapy is carried out by a speech therapist in collaboration with the teacher.
In preschool age, all elements of speech are brought up on the basis of imitation of a speech therapist during play activities; at school age, the focus on consciously overcoming a defect and on independent speech exercises becomes more important. Stuttering is eliminated in the process of passing all subjects at school.
Along with indirect psychotherapy, types of rational psychotherapy are more widely used.
Speech material and types of speech therapy classes are becoming closer to school practice.

The role of the school teacher in eliminating stuttering is great: he creates an atmosphere of caring attitude towards the stutterer in the classroom, gradually leading him to independent answers at the blackboard. The teacher maintains close contact with the speech therapist and the family of the person who stutters. In moments of depressed mood of a stutterer, he must encourage him, switch his attention to the positive aspects of the personality, to activities that interest him. The teacher involves the stutterer in the social life of the class, and then the school, in clubs. It is the primary school teacher who arouses the main interest of the stutterer and contributes to his development. Corrective work on speech should not be limited only to formal exercises. It is necessary to talk not only about the system of speech classes (correction), but also about the rehabilitation education of a stuttering student.

In speech therapy classes with stuttering schoolchildren, methodological recommendations are currently used that are proposed for working either with preschool children (for younger schoolchildren) or with adolescents and adults (for older schoolchildren). For example, N.A. Cheveleva proposes a system for correcting speech for stuttering schoolchildren in grades I-IV in the process of manual activity. Fundamentally, this technique differs little from the previously proposed system of speech therapy classes with stuttering preschool children. What changes mainly is the choice and complexity of crafts that are offered for working with schoolchildren.

According to the academic quarters, the author identifies four periods of consecutive speech therapy classes:

accompanying speech;
closing speech;
pre-speech;
strengthening independent speech skills.

N.A. Cheveleva considers it possible to conduct classes on correcting the speech of stuttering children in the process of manual labor at school and outpatient speech therapy centers, in special schools.

The system of speech therapy classes with stuttering schoolchildren in the conditions of a speech therapy room in a clinic, specialized hospital or sanatorium, proposed by V. I. Seliverstov, is also not fundamentally different from the complex methodology of classes with preschoolers outlined above. Changes in it are associated only with the older age of children and the increased level of their development, which requires the speech therapist to rely more on the conscious activity of the children themselves.

In the system of speech therapy classes by A.V. Yastrebova, three periods are distinguished in the education of students.

In the first period, stuttering schoolchildren clarify and expand their knowledge in the field of language both through targeted observations of the sound side of speech, and in the process of active exercises to streamline its tempo and smoothness.

The content of speech therapy classes of the first period contributes to:

streamlining the tempo, rhythm and fluency of speech;
expansion and clarification of vocabulary, stock of ideas and concepts;
mastering the grammatical structure of speech;
development and consolidation of skills in sound and morphological analysis of words.

In the second period of classes, the knowledge acquired by students in the field of language is activated and the skill of smooth, rhythmic and expressive speech is consolidated on more complex speech material in order to further expand the vocabulary, language ideas and concepts.

In the third and final period of classes, work continues on the sound and intonation side of speech, the requirement for students to consciously use knowledge in the field of phonetic-phonemic, lexical-grammatical and intonation composition of the language and the skill of smooth, expressive speech in any life situation is realized.

Thus, the state of oral and written speech of stuttering schoolchildren with elements of general speech underdevelopment determines the following main directions of speech therapy work:

targeted and comprehensive development of the main interacting components of speech (phonetics, vocabulary, grammar) in the process of working on its fluency and fluency;
a close relationship between the speech material of speech therapy classes and the content of the Russian language program in primary schools;
development of children's speech activity.

In our country, seasonal (summer) speech therapy sanatoriums and sanatorium-type camps for children who stutter are organized. Corrective pedagogical and therapeutic work with stuttering schoolchildren is carried out during their free time from school and is combined with rest. In this case, climatic and natural factors are widely used.

The staff of summer health institutions (summer health institutions) are faced with the tasks of the general health of children, strengthening their nervous system, preventing and eliminating mild forms of stuttering and its relapses.

The indication for referral to seasonal specialized sanatoriums is the presence of stuttering in children of varying degrees, up to the most severe, as well as stuttering in combination with other speech defects. Children are sent to camps: after a course of treatment for stuttering; with mild forms of stuttering; with other forms of disorders of fluency and tempo of speech (bradylalia, tachylalia).

A seasonal sanatorium and a health camp for children who stutter complement each other.

An integrated approach to overcoming stuttering

CONTENT

Introduction. …………………………………………………………………………………..2

Theoretical foundations of the problem of stuttering. …………………………………………3

2.1 Disadvantages and advantages of traditional methods of stuttering correction. ..…….7

2.2 Methodology of gaming activities in eliminating stuttering. ..…………………………9

3. Summary of an example lesson using this technique. …………………………….17

Conclusion. ……………………………………………………………………………….21

Applications. ………………………………………………………………………………22

List of used literature. ………………………………………………………26

Introduction

In early childhood, when speech development is not yet complete, any harm can serve as an impetus for the emergence of speech disorders and, in particular, stuttering.

Stuttering is a speech disorder, which is not only widespread among children and adults, but it is characterized by a variety of causes, a complex symptom complex and, in some cases, low effectiveness of treatment.

It should be noted that the modern view of stuttering, both in pedagogy and medicine, is not limited to considering it as an isolated speech disorder. The versatility of the essence of stuttering is recognized by all authors, since it has been proven that stuttering is reflected in many aspects of the personality of a stutterer.

Recognizing the need for a comprehensive impact on a child who stutters, it is necessary to emphasize the importance of a differentiated approach in the development, re-education of the personality and speech of a stutterer. The most promising in this regard is the use of play as the leading activity of preschool children. It is in play that the child most actively develops his speech, thinking, voluntary memory, independence, activity, motor skills, and the ability to control his behavior is formed. In the game, children master the social experience of human relationships; it allows them to create independent interacting groups.

Any game is an activity, and with this understanding, it opens up wide possibilities for using the game for correctional purposes in eliminating stuttering. This activity includes a variety of games and many actions and operations that meet the conditions for achieving the game goal.

On the basis of precisely this approach to its use, a methodology of play activity is built, within and in connection with which the personal deviations of stuttering children are corrected and their speech is trained.

This course work reveals one of the aspects of pedagogical influence on children in a comprehensive method for eliminating stuttering, developed by Galina Anatolyevna Volkova - the method of play activity.

The main objective of the work is to highlight the use of gaming activity methods in a comprehensive method of overcoming stuttering.

The work uses literary sources, materials kindly provided for work by the speech therapist of the State Educational Institution “Elementary School Kindergarten” of military unit No. 03080 of the Ministry of Defense of the Russian Federation of the city of Priozersk Saule Zhalymbaevna Babekova, the results of her own observations carried out in this institution.

1.1 Theoretical foundations of the problem of stuttering.

Historical aspect.

Stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. Synonyms: balbuties, disphemie, spasmophemie, lalonewros.

The problem of stuttering can be considered one of the most ancient in the history of the development of the doctrine of speech disorders. Different understandings of its essence are due to the level of development of science and the positions from which the authors approached and are approaching the study of this speech disorder.

Works on stuttering can be found in the distant past. In ancient times, stuttering was primarily seen as a disease (Hippocrates, Aristotle).

At the turn of the 17th - 18th centuries. they tried to explain stuttering as a consequence of imperfections in the peripheral speech apparatus (Santorini, Wutzer, Hervé de Cheguan). Other researchers (Arnot, Schulthess, Becquerel, Itard, Lee, Dieffenbach) associated the occurrence of stuttering with disturbances in the functioning of the speech organs. Some researchers linked stuttering with disturbances in the course of mental processes (Blume, Merkel).

At the beginning of the 19th century, a number of French researchers, considering stuttering, explained it by various deviations in the activity of the peripheral and central parts of the speech apparatus (doctors Voisin, Delo, Colombe de lizer).

In Russia, most researchers considered stuttering as a functional disorder in the sphere of speech, a convulsive neurosis (I. A. Sikorsky, I. K. Khmelevsky, E. Anders and others). Or they defined it as purely mental suffering, expressed by convulsive movements in the speech apparatus (Chr. Laguzen, G.D. Netkachev), as psychosis (Gr. Kamenka).

By the beginning of the 20th century, all the diversity of understanding of the mechanisms of stuttering can be reduced to three theoretical directions:

Stuttering is a spastic neurosis of coordination resulting from irritable weakness of speech centers. This was clearly formulated in the works of G. Gutzmann, A. Kaussmaul, and then in the works of I. A. Sikorsky. Proponents of this theory initially emphasized the innate irritable weakness of the apparatus that controls syllabic coordination. They further explained stuttering in terms of neuroticism; stuttering is convulsive spasms.
Stuttering as an associative disorder of a psychological nature. This direction was put forward by T. Knepfner and E. Frechels. Supporters were A. Libman, G. D. Netkachev, Yu. A. Florenskaya. The psychological approach to understanding the mechanisms of stuttering has received further development.
Stuttering is a subconscious manifestation that develops due to mental trauma and various conflicts with the environment. Proponents of this theory were A. Adler and Schneider.

By the 30s and in the subsequent 50-60s of the 20th century, the mechanism of stuttering began to be considered based on the teachings of I. P. Pavlov about the higher nervous activity of man and, in particular, about the mechanism of neurosis. At the same time, some researchers

considered stuttering as a symptom of neurosis (Yu. A. Florenskaya, Yu. A. Povorinsky and others), others - as a special form of it (V. A. Gilyarovsky, M. E. Khvattsev, I. P. Tyapugin, M. S. Lebedinsky, S. S. Lyapidevsky, A. I. Povarnin, N. I. Zhinkin, V. S. Kochergina and others). But in both cases, these diverse and complex mechanisms for the development of stuttering are identical to the mechanisms for the development of neuroses in general. Stuttering, like other neuroses, occurs due to various reasons that cause overstrain of the processes of excitation and inhibition and the formation of a pathological conditioned reflex.

Stuttering is not a symptom or a syndrome, but a disease of the central nervous system as a whole (V.S. Kochergina).

Etiology of stuttering.

Stuttering is a consequence of many reasons. Many researchers note that stuttering in children in most cases occurs between the ages of 2 and 5 years and coincides with the period of active development of phrasal speech. This period is characterized by insufficient stability and significant vulnerability of the phylo- and ontogenetically most recently developing speech function. The resulting speech deficiency with an unfavorable course is recorded by the mechanism of conditioned reflex communication. Intensifying over the years, it especially begins to manifest itself in emotionally significant situations in response to negative conditioned signals included in the pathological reflex chain.

It is obvious that the indicated pathophysiological mechanism, while explaining much in the occurrence and development of logoneurosis, still does not underlie all cases of stuttering. O. Bloodstein notes that there is still no single scientifically substantiated theory from the standpoint of which it would be possible to generalize and systematize experimental data and various hypotheses expressed by many authors regarding the etiology of this speech disorder.

Basically, adhering to traditional ideas about the predisposing and producing causes of stuttering (I. A. Sikorsky, N. P. Tyapugin and others), the etiology of stuttering can be presented in the following points:

general predisposition to stuttering due to child development:
age-related features of brain activity;
accelerated speech development;
social conditions in speech development.

The child’s individual predisposition to stuttering:
constitutional predisposition;
brain damage in early childhood;
abnormal character traits;
hereditary factors;
functional brain asymmetries;
somatic weakness and infectious diseases.

3) social factors contributing to the occurrence of stuttering:

Work of the Center

Under the guidance of the author of the method, Liliya Zinovievna Harutyunyan (Andronova), highly qualified professionals who have received special education from the author and have significant practical experience work at Arlilia.

By contacting the Speech Center, you will learn at the first consultation how to achieve sustainable normalization of speech. Specialists will give you not only general, but also individual recommendations, depending on the patient’s age, “experience” and the causes of the illness. Treatment is carried out according to one of the developed programs, individually or in a mini-group. For descriptions of programs, see our website. The main course is 11 days of classes of 8 hours each for adults or 15 classes of 1.5–2.5 hours each for children (depending on age), during which the formation of correct speech skills accompanied by the fingers. At this stage, patients can already speak without stuttering, but spontaneous speech is temporarily limited. Gradually, time restrictions are being lifted. Subsequent microcourses allow you to consolidate what you have achieved and achieve expressive, normal-paced speech in any communication situation without using your fingers.

No matter how serious the problem, Arlilia will help you solve it. The center's specialists are confident that stuttering can be corrected completely and forever.

To schedule a consultation, please fill out our form and we will contact you. If there is our branch in your city, then a specialist from the branch will answer the questionnaire.

How to write a term paper on speech therapy

07.09.2010 232706

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Features of L.Z.’s technique Harutyunyan (Andronova)

Stuttering is one of the most common speech disorders, the signs of which are noticeable even to a person without special knowledge. Stuttering comes in varying degrees of severity and sometimes manifests itself so strongly that it deprives a person of the opportunity to fully communicate, express his thoughts, etc. as a result, it does not allow you to choose a profession to your liking, interferes with your personal life, and does not allow a person to feel happy. And it happens that repetitions of individual syllables and pauses during speech seem quite harmless, but even such minor manifestations can cause deep feelings. prevent you from fully opening up and realizing yourself, and achieving success in life. That is why today no one has any doubt that this speech disorder needs to be gotten rid of, preferably in childhood and irrevocably.

While developing her method of treating stuttering, L.Z. Harutyunyan (Andronova), as a practicing speech therapist, had the opportunity to observe hundreds of different cases of stuttering, which helped systematize symptoms and identify their causes. The “triad of components” of stuttering that she identified forms a vicious circle that must be “broken” in order to cope with the disease.

Spasmodic delays (the jaw is clenched, the teeth are clenched and sounds are literally pushed through the lips, tongue, larynx).
Spasmodic delays, in turn, lead to fear of difficult sounds and the appearance of obsessive thoughts (“I won’t be able to pronounce this word,” “I won’t be able to talk to this person”) and a feeling of excitement and anxiety during speech.
Sooner or later (usually already at primary school age), a natural desire appears to hide a speech defect, so the person who stutters begins to simplify statements, postpone or completely avoid communication...

The need to speak creates fear, and fear aggravates the manifestations of stuttering. A “vicious circle” of symptoms arises, which is constantly repeated. Treatment according to the method of L.Z. Arutyunyan (Andronova) is aimed at forming an equally stable habit of speaking smoothly instead of a stable pathological state of stuttering speech,

The know-how of the technique is the synchronization of speech with finger movements: the leading hand, “trained” in a special way, supports a new stereotype of speech and speech behavior. It is consolidated during functional training and subsequently acts at the subconscious level. The technique is patented (see patents on the website) and is effective for patients with different degrees and causes of stuttering, adapted for all ages: from preschool children to adults.

Independent website about stuttering

The development of a modern comprehensive approach to overcoming stuttering

was preceded by the development of a number of different methods and ways to overcome this disease. The large number and sometimes insufficient effectiveness of these methods are explained by the complexity and diversity of manifestations of stuttering itself and the level of knowledge about its nature.

When analyzing existing methods of overcoming stuttering

It seems to us appropriate to consider them depending on the nature of the recommended means of influence on a stutterer - medical or pedagogical. In one case these are therapeutic measures (therapeutic, surgical, orthopedic, psychotherapeutic), in another - measures of education and training (didactic techniques) and, finally, in the third - various combinations of therapeutic and pedagogical influences.

Therapeutics for overcoming stuttering

have been used in varying degrees and forms at all times, starting with the ancients (Hippocrates, Aristotle, Celsus, Galen, Avicenna, Mercurialis, Klenke, Lichtinger, etc.). As a rule, therapeutic agents were not exhaustive in the treatment of stuttering, but only supplemented it to one degree or another.

Surgical treatment for stuttering

used since the 1st century.
AD until the middle of the 19th century, until the opinion about its uselessness and danger of use was finally established (Antillus, Aegina, Fabricius, Dionysus, Dieffenbach, Petit, Bonnet, etc.). The surgical method appeared as a result of the understanding of stuttering as a consequence of the pathological structure of the articulatory apparatus or insufficient innervation of the muscles of the tongue. The ineffectiveness of this method and, most importantly, the emergence of a new stage in the understanding of the pathogenesis of stuttering as a neurotic disorder
put an end to the use
of surgical intervention for stuttering
.

In the literature on overcoming stuttering

There are also numerous indications of the need to use orthopedic aids that facilitate and correct speech and various motor exercises.
The use of mechanical devices for orthopedic purposes dates back to Demosthenes, who, according to Plutarch’s description, successfully used foreign objects (sea pebbles) to treat his own stuttering, holding them under the tongue during speech exercises
. Subsequently, specialists used various mechanical devices in the treatment of stuttering: a tongue fork; lingual depressor and lip spacer; overlays for both rows of teeth; a wooden plate in the shape of an arc under the tongue; whalebone bracket for lower teeth, etc.

Orthopedic devices, however, had no independent value in the treatment of stuttering

and were recommended as additional means.

Treatment for stuttering

, like any disease itself, it is unthinkable to consider without taking into account the healing effect of the doctor’s personality on the patient, conversations with him about the essence of the disease and ways to overcome it, without creating certain conditions for favorable treatment, maintaining faith in its positive outcome, and convincing him of the need for the patient’s active participation in the treatment process, etc.
Consequently, all methods of overcoming stuttering,
, had, to varying degrees, a targeted psychotherapeutic effect on the psyche of people who stutter.

With the advent of views on stuttering as a neurotic disorder, some authors began to attach paramount importance to psychotherapeutic effects in overcoming it (Bertrand, Schulthess, Lagusen, Merkel, A. Libman, G.D. Netkachev, Frechels, etc.). Supporters of the psychological approach to overcoming stuttering

They saw it primarily as mental suffering. Therefore, when choosing means of influence on a stutterer, they first of all took into account the influence of these means on his psyche.

Supporters of only didactic methods of teaching correct speech to a stutterer

recommended systems of varied and progressively more complex speech exercises, covering both individual elements of speech and speech as a whole (Soranus of Ephesus, Caelius Aurelian, Oribazius, Itar, Lee, Cohen, Dengardt, A. Gutzman, A. Kussmaul, Andres, Himiller, etc. .).

Isolated use of pedagogical or therapeutic measures in the treatment of stuttering

, of course, impoverished the therapeutic effect on the patient. Therefore, regardless of the name of the treatment method, almost each of them includes, to varying degrees and in different forms, elements of both a pedagogical and medical nature.

However, the versatility of the corrective influence on the speech of a stutterer

in the past, this was usually a rather primitive (from a modern point of view) desire to combine different therapeutic and pedagogical means.
This desire cannot be identified with the comprehensive approach to overcoming stuttering
that is currently used.

We first find indications of the need for complex influence and serious attempts to use it for stuttering in the works of domestic authors - I.A. Sikorsky (1889) and I.K. Khmelevsky (1897). I.A. Sikorsky in the treatment of stuttering

included: a) speech gymnastics (a system of exercises for breathing, voice, articulation, various forms of speech); b) psychotherapeutic treatment (creation of appropriate conditions surrounding the patient, consistent complication of speech classes, impact on the patient’s mood, etc.); c) pharmaceutical and dynamic treatment (medicines, physiotherapy, movement exercises). The diversity of therapeutic effects, according to I.A. Sikorsky, for the first time became a comprehensive system for overcoming stuttering.

Based on the materialistic teachings of domestic physiologists - I.M. Sechenov, I.P. Pavlov and their followers, scientists and practitioners overcame the bias of previously developed methods for eliminating stuttering, selected the best, rational ones from them and determined a modern comprehensive approach to overcoming stuttering . V.A. Gilyarovsky, M.V. Serebrovskaya, Yu.A. Florenskaya, F.A. Rau, M.I. Paikin, M.E. Khvattsev, N.P. Tyapugin, N.A. Vlasov, M. S. Lebedinsky, S. S. Lyapidevsky, V. S. Kochergina, V. I. Seliverstov, V. M. Shklovsky, Yu. B. Nekrasova, A. I. Lubenskaya, L. Z. Andronova and others with their research and practical activities contributed to the development of a therapeutic and pedagogical approach to overcoming stuttering

Under the modern comprehensive approach to overcoming stuttering

We understand the therapeutic and pedagogical impact on different aspects of the psychophysical state of a stutterer using different means and different specialists.

Into a complex of therapeutic and pedagogical measures for children who stutter

includes medications and procedures, psychotherapy, speech therapy classes, physical therapy and rhythm, educational activities. The goal of these closely intertwined and complementary measures is to eliminate or weaken seizures and accompanying disorders of voice, breathing, and motor skills; healing and strengthening the nervous system and the entire body as a whole; ridding the child of an incorrect attitude towards his speech defect, from psychological layers in the form of fear, embarrassment for his defective speech; re-education of his personality, formation of correct social behavior.

Speech therapist as the main specialist in the fight against speech defects

, in general, organizes friendly medical and pedagogical work of the necessary specialists (doctors, educators, rhythmist, exercise therapy instructor, music worker, etc.), using their methods and means when influencing people who stutter. In other words, a speech therapist uses consultations and appropriate assistance from various specialists in his correctional and educational work with children who stutter.

Experience of working with people who stutter allows us to conclude that the entire treatment and pedagogical complex, according to the nature of its impact, can be conditionally divided into two components: treatment and health-improving and correctional-educational.

The main task of medical and health work, which is mainly carried out and directed by a doctor, is to strengthen and improve the nervous system and physical health of a person who stutters, eliminate and treat deviations and pathological manifestations in their psychophysical state (weakening or removing speech cramps, disorders of the autonomic nervous system, motor impairments and etc.).

The main task of correctional and educational work, which is mainly carried out and directed by a speech therapist, is the elimination of speech defects (re-education of incorrect speech) and psychological changes in people who stutter.

Let us repeat that therapeutic and health-improving and correctional-educational work are components of a single comprehensive medical and pedagogical impact on a stutterer.

Isolating these parts is necessary to provide a more complete picture of the similarities and differences between individual parts of a comprehensive approach to overcoming stuttering.

IN AND. Seliverstov “Stuttering in Children”

This is interesting:

Self-massage techniques to eliminate stuttering. General information

Massage is performed to relieve tension and stiffness of speech and facial muscles and, conversely, to increase the tone of weak and flaccid muscles. To relieve tension from your face and relax it, you can use so-called self-massage. Here we will get acquainted with its two types: hygienic and vibration. Hygienic massage is performed by stroking, which activates the nerve endings located close to the skin. This massage has a dual role: it relieves tension and stiffness in the facial and facial muscles and increases the tone of these muscles if they are weak.