Development of breathing and correction of its disorders in dysarthria

Article:

Dysarthria (from the Greek dys - a prefix meaning disorder, arthroo - I pronounce clearly) is a pronunciation disorder caused by insufficient innervation of the speech apparatus with lesions of the posterior frontal and subcortical parts of the brain. At the same time, due to restrictions on the mobility of the speech organs (soft palate, tongue, lips), articulation is difficult, but when it occurs in adulthood, as a rule, it is not accompanied by the collapse of the speech system. In childhood, reading and writing, as well as the general development of speech, may be impaired. To correct dysarthria, first of all, it is necessary to establish close contact with the child, treat him carefully and with care. Training consists of correcting oral speech defects and preparing for the acquisition of literacy. When teaching arithmetic, special attention is paid to developing understanding of the text of problems. The ways of compensation depend on the nature of the defect and the individual characteristics of the child. METHODS FOR CORRECTION OF SPEECH BREATHING
IN DYSARTHRIA Breathing disorders are invariably present in the clinical picture of dysarthria. Non-speech breathing of dysarthrics has its own characteristics. It is, as a rule, superficial, its rhythm is not stable enough, and is easily disrupted by emotional stress. Speech breathing is a highly coordinated act during which breathing and articulation are strictly correlated in the process of speech utterance. In dysarthric people, this coordination is often disrupted even in the process of fluent speech. Before speaking, dysarthrics take an insufficient amount of breath, which does not ensure a complete pronunciation of the intonation-semantic segment of the message. Often, dysarthric people (not only children, but also adults) speak while inhaling or in the full exhalation phase. When correcting dysarthria in practice, as a rule, regulation of speech breathing is used as one of the leading methods for establishing fluency of speech.

Breathing gymnastics A.N. Strelnikova

In speech therapy work on speech breathing of children, adolescents and adults, breathing exercises by A.N. are widely used. Strelnikova. This gymnastics is the only one in the world in which a short and sharp breath is taken through the nose using movements that compress the chest. Exercises actively involve all parts of the body (arms, legs, head, abdominals, shoulder girdle) and cause a general physiological reaction of the whole organism, an increased need for oxygen. All exercises are performed simultaneously with a short and sharp inhalation through the nose (with absolutely passive exhalation), which enhances internal tissue respiration and increases the absorption of oxygen by tissues, and also irritates that vast area of ​​receptors on the nasal mucosa, which provides reflex communication of the nasal cavity almost with all organs. That is why this breathing exercise has such a wide range of effects and helps with a lot of different diseases of organs and systems. It is useful for everyone and at any age. In gymnastics, the focus is on inhalation . The inhalation is very short, instantaneous, emotional and active. The main thing, according to A.N. Strelnikova, is to be able to hold your breath, to “hide” your breath. Don't think about exhaling at all. The exhalation goes away spontaneously. When teaching gymnastics A.N. Strelnikova advises following 4 basic rules . Rule 1 . “It smells like burning! Anxiety!" And sharply, noisily, throughout the entire apartment, sniff the air like a dog trail. The more natural the better. The worst mistake is to pull the air in order to take in more air. The inhalation is short, like an injection, active and the more natural the better. Just think about inhaling. The feeling of anxiety organizes active inhalation better than reasoning about it. Therefore, without hesitation, sniff the air furiously, to the point of rudeness. Rule 2. Exhalation is the result of inhalation. Do not prevent the exhalation from leaving after each inhalation as much as you like, but better through your mouth than through your nose. Don't help him. Just think: “It smells like burning! Anxiety!" And just make sure that the inhalation occurs simultaneously with the movement. The exhalation will go away spontaneously. During gymnastics, the mouth should be slightly open. Get carried away with inhalation and movement, do not be boring and indifferent. Play savage like children play, and everything will work out. The movements create sufficient volume and depth for short inhalations without much effort. Rule 3. Repeat the breaths as if you were inflating a tire at the tempo of a song and dance. And, training movements and breaths, count by 2, 4 and 8. Tempo - 60-72 breaths per minute. Inhalations are louder than exhalations. The lesson norm is 1000-1200 breaths, and more is possible – 2000 breaths. Pauses between doses of breaths are 1-3 seconds. Rule 4. Take as many breaths in a row as you can easily take at the moment. The whole complex consists of 8 exercises. At the beginning - warm-up. Stand up straight. Hands at your sides. Feet shoulder width apart. Take short, injection-like breaths loudly, sniffing your nose. Do not be shy. Force the wings of the nose to connect as you inhale, rather than widening them. Train 2 or 4 breaths in a row at a walking pace of “a hundred” breaths. You can do more to feel that the nostrils are moving and listening to you. Inhale, like an injection, instantaneous. Think: “It smells like burning! Where?" To understand gymnastics, take a step in place and simultaneously inhale with each step. Right-left, right-left, inhale-inhale, inhale-inhale. And not inhale and exhale, as in regular gymnastics. Take 96 (hundred) steps-breaths at a walking pace. You can stand still, you can while walking around the room, you can shift from foot to foot: back and forth, back and forth, the weight of the body is either on the leg standing in front, or on the leg standing behind. It is impossible to take long breaths at the pace of your steps. Think: “my legs are pumping air into me.” It helps. With every step - a breath, short, like an injection, and noisy. Having mastered the movement, lifting your right leg, squat a little on your left, lifting your left leg on your right. The result is a rock and roll dance. Make sure that the movements and breaths go at the same time. Do not interfere or help the exhalations to come out after each inhalation. Repeat the breaths rhythmically and frequently. Do as many of them as you can easily do. Head movements

• Turns. Turn your head left and right, sharply, at the pace of your steps. And at the same time with each turn, inhale through your nose. Short, like an injection, noisy. 96 breaths. Think: “It smells like burning! Where? Left? On right?". Sniff the air..
• "Ears". Shake your head as if you were saying to someone: “Ah-ay-ay, what a shame!” Make sure your body doesn't turn. The right ear goes to the right shoulder, the left ear to the left. Shoulders are motionless. Simultaneously with each sway, inhale.
• "Small Pendulum" Nod your head back and forth, inhale and inhale. Think: “Where does the burning smell come from? From below? Above?".

Main movements

• "Cat". Feet shoulder width apart. Remember the cat that sneaks up on the sparrow. Repeat her movements - squat a little, turn first to the right, then to the left. Shift the weight of your body either to your right leg or to your left. To the direction you turned. And noisily sniff the air to the right, to the left, at the pace of your steps.
• "Pump". Hold a rolled-up newspaper or stick in your hands like a pump handle and think that you are inflating a car tire. Inhale - at the extreme point of the inclination. When the tilt ends, the breath ends. Do not pull it while unbending, and do not unbend all the way. You need to quickly inflate the tire and move on. Repeat the inhalations and bending movements frequently, rhythmically and easily. Don't raise your head. Look down at an imaginary pump. Inhale, like an injection, instantaneous. Of all our inhalation movements, this is the most effective.
• “Hug your shoulders.” Raise your arms to shoulder level. Bend your elbows. Turn your palms towards you and place them in front of your chest, just below your neck. Throw your hands towards each other so that the left one hugs the right shoulder, and the right one hugs the left armpit, that is, so that the arms go parallel to each other. Step pace. Simultaneously with each throw, when your hands are closest to each other, repeat short, noisy breaths. Think: “The shoulders help the air.” Do not move your hands far from your body. They are close. Don't straighten your elbows.
• "Big Pendulum" This movement is continuous, similar to a pendulum: “pump” - “hug your shoulders”, “pump” - “hug your shoulders”. Step pace. Bend forward, hands reaching towards the ground - inhale, bend back, hands hug your shoulders - also inhale. Forward - back, inhale, inhale, tick-tock, tick-tock, like a pendulum.
• "Half squats." One leg is in front, the other is behind. The weight of the body is on the leg standing in front, the back leg slightly touches the floor, as before the start. Perform a light, barely noticeable squat, as if dancing in place, and at the same time with each squat, repeat a short, light breath. Having mastered the movement, add simultaneous counter movements of the arms.

This is followed by a special training of “latent” breathing : a short inhalation with a tilt, the breath is held as much as possible, without straightening, you need to count out loud to eight, gradually the number of “eights” pronounced on one exhalation increases. With one tightly held breath, you need to collect as many “eights” as possible. From the third or fourth training, the pronouncing of “eights” by dysarthric patients is combined not only with bending, but also with “half squats” exercises. The main thing, according to A.N. Strelnikova, feel your breath “caught in a fist” and show restraint, repeating out loud the maximum number of eights while holding your breath tightly. Of course, the “eights” in each workout are preceded by the entire complex of exercises listed above.

Exercises for developing speech breathing

The following exercises are recommended in speech therapy practice:

• Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower chest. Take a deep breath through your nose (this pushes your stomach forward and expands your lower chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).

• Take a short, calm breath through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.
• Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).
• Smoothly pronounce several sounds on one exhalation:

aaaaa aaaaaoooooooo aaaaauuuuuu

• Count on one exhalation up to 3-5 (one, two, three...), trying to gradually increase the count to 10-15. Make sure you exhale smoothly. Count down (ten, nine, eight...).
• Read proverbs, sayings, tongue twisters in one breath. Be sure to follow the instructions given in the first exercise.

The drop and the stone are chiseling. They build with their right hand and break with their left. Whoever lied yesterday will not be believed tomorrow. Toma cried all day on a bench near the house. Don't spit in the well - you'll need to drink the water. There is grass in the yard, there is firewood on the grass: one firewood, two firewood - do not cut wood on the grass of the yard. Like thirty-three Egorkas lived on a hillock: one Egorka, two Egorkas, three Egorkas...

• Read the Russian folk tale “Turnip” with correct inhalation during pauses.

Turnip.

Grandfather planted a turnip. The turnip grew very, very big. Grandfather went to pick turnips. He pulls and pulls, but he can’t pull it out. Grandfather called grandma. Grandma for grandpa, grandpa for the turnip, they pull and pull, but they can’t pull it out! The grandmother called her granddaughter. Granddaughter for grandma, grandma for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out! The granddaughter called Zhuchka. The bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull and pull, they can’t pull it out! Bug called the cat. Cat for Bug, Bug for granddaughter, granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out! The cat called the mouse. Mouse for the cat, cat for the Bug, Bug for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip, pull and pull - they pulled out the turnip!

Practiced skills can and should be consolidated and fully applied in practice. “Whose steamer sounds better?” Take a glass vial approximately 7 cm high, neck diameter 1-1.5 cm, or any other suitable object. Bring it to your lips and blow. “Listen to the buzzing of the bubble. Like a real ship. Can you make a steamboat? I wonder whose ship will hum louder, yours or mine? Whose is longer? It should be remembered: for the bubble to buzz, the lower lip must lightly touch the edge of its neck. The air stream should be strong and come out in the middle. Just don’t blow for too long (more than 2-3 seconds), otherwise you’ll get dizzy. "Captains". Place paper boats in a bowl of water and invite your child to ride on a boat from one city to another. In order for the boat to move, you need to blow on it slowly, pursing your lips like a tube. But then a gusty wind blows in - the lips fold as if to make the sound p . Whistles, toy pipes, harmonicas, inflating balloons and rubber toys also contribute to the development of speech breathing. The tasks become more complex gradually: first, long speech exhalation training is carried out on individual sounds, then on words, then on a short phrase, when reading poetry, etc. In each exercise, children’s attention is directed to a calm, relaxed exhalation, to the duration and volume of pronounced sounds . “Skits without words” help normalize speech breathing and improve articulation in the initial period At this time, the speech therapist shows the children an example of calm expressive speech, so at first he speaks more during classes. “Skits without words” contain elements of pantomime, and speech material is specially kept to a minimum in order to provide the basics of speech technique and eliminate incorrect speech. During these “performances” only interjections are used ( Ah! Ah! Oh! etc.), onomatopoeia, individual words (names of people, names of animals), and later short sentences. Gradually, the speech material becomes more complex: short or long (but rhythmic) phrases appear as speech begins to improve. The attention of beginning artists is constantly drawn to what intonation should be used to pronounce the corresponding words, interjections, what gestures and facial expressions to use. During the work, children’s own imaginations are encouraged, their ability to choose new gestures, intonation, etc.

Methods for correcting speech breathing for dysarthria

 This article examines the essence and features of such a defect in sound pronunciation as dysarthria. The characteristic features of dysarthria and its classification are considered. The possibilities for the development of speech breathing in children with dysarthria are analyzed.

Key words: sound pronunciation, correction, speech breathing, dysarthria.

Modern scientific research has defined dysarthria as a complex defect that is characterized by disturbances in sound pronunciation and prosodic characteristics of speech. The pathogenesis of dysarthria is based on insufficiency of innervation of the muscles that provide articulation, voice formation, tempo, rhythm, intonation, associated with organic damage to the central and peripheral nervous system. These pathological changes negatively affect the psychophysiological development of children and cause complications in the child’s integration into society and the development of educational programs.

One of the ways to overcome dysarthria is to correct speech breathing. Issues of breathing correction for dysarthria were considered in their studies by L. I. Belyakova, A. N. Strelnikova, E. N. Strygina, E. V. Shmidt and others.

Dysarthria is a sound pronunciation disorder that is a consequence of a disturbance in the innervation system of the speech apparatus. Dysarthria is manifested by a clinically pronounced deficiency of sound and prosodic characteristics of speech associated with organic damage to the central and peripheral structures of the nervous system. Other characteristic features of this group of disorders include:

1) voice disorder, it becomes weak, dissonant and is accompanied by the replacement of voiced consonants with voiceless ones;

2) disorders of the rhythm and depth of breathing;

3) impaired coordination between articulation and breathing [5].

E. F. Arkhipova identifies the so-called functional dysarthria, as a result of the weakening of neural connections in the brain centers responsible for speech and hearing, the defeat of which leads to poor perception of speech and its products [1].

Dysarthria is a disorder of articulation resulting from bulbar and pseudobulbar syndromes, as well as extrapyramidal and cerebellar disorders [5]. In children, the main etiological factor should be considered perinatal pathology, primarily cerebral palsy (CP). Cerebral palsy can occur under the influence of a wide variety of causes that affect the fetus in the prenatal period, during childbirth and in the first week of extrauterine life (birth trauma, fetal hypoxia, Rh conflict, developmental defects, and a number of hereditary pathologies). The classification of dysarthria, on the one hand, is based on determining the level of damage to the nervous system. On the other hand, on the characteristics of clinical manifestations and characteristic features of motor dysfunction. Thus, dysarthria is distinguished: cork, cerebellar, extrapyramidal, bulbar, pseudobulbar.

The defect of dysarthria consists of disorders in the formation of the system of phonetic means of pronunciation and the formation of sounds. In the structure of speech defects in children with dysarthria, the leading disorders are disorders of the formation of the system of phonetic means of language used to form sound units of the native language. Despite the mild nature of the violations of sound pronunciation, the vocabulary and grammatical structure are on the verge of normal. In the future, such children have problems learning at school and mastering written language [3].

Such children are characterized by a violation of the prosodic side of oral speech. There is no intonation of the statement, there is a merging of phrases, and the tempo-rhythmic organization of oral speech suffers. A thorough examination allows us to identify the nature of the disorders and establish the form of dysarthria.

When interviewing parents, a difficult perinatal period of life is revealed. In the process of development, deficiencies in the individual development of sound pronunciation appear. The examination reveals a decrease in muscle tone. There is tension in the root of the tongue and insufficient expression. When opening the mouth, the tongue is “worried.” A special feature is uneven changes in muscle tone of different parts of the speech apparatus - an increase in one muscle group and a decrease in others. The accuracy of movements is impaired. Speech development is somewhat behind the norm. Words appear after one and a half years, phrases up to three years [2].

However, in the foreground are persistent violations of sound pronunciation, which are difficult to correct. Children with dysarthria are characterized by polymorphic disturbances in the phonetic aspect of speech: distortion, replacement of sounds, various types of sigmatism, rhotacism, lambdacism, deafening defects, etc. The most distorted sounds are those associated with movements of the tip of the tongue: palatal “G”, simplified pronunciation of hissing and whistling sounds. .

Phonemic perception is impaired in relation to sounds distorted during oral speech. Children can hear the mistakes of others, but they cannot hear their own. The process of automating sounds is not always effective. The voice has a hoarse, nasal tone, the rate of speech is accelerated. Swallowing may be difficult and saliva may accumulate in the mouth. Speech without pauses, monotonous. Breathing is impaired - the child makes additional breathing movements.

Learning to consciously control all phases of the act of breathing through training the respiratory muscles, as well as regulating the functioning of the respiratory center, has a beneficial effect on the health of the entire body as a whole. The speech therapist is faced with the task of constructing his work in the most interesting way for children with dysarthria and with maximum effectiveness. Guided by the fact that the clinical picture of dysarthria invariably includes a disorder of both speech and non-speech (physiological) breathing, which has its own characteristics, a systematic approach to rehabilitation work is necessary [4].

Physiological breathing in children, as a rule, is superficial, its rhythm is unstable and is disrupted even with slight emotional and physical stress. Speech breathing is a highly coordinated act during which breathing and articulation are strictly correlated in the process of speech utterance. Before speaking, children diagnosed with dysarthria take an insufficient amount of breath, which makes it impossible to complete the sentence to the end. The phrase is cut off to take in air, or is pronounced while inhaling, which leads to multiple distortions, and sometimes the inability to reproduce a statement or sound due to a weak and incorrectly directed air stream.

Breathing exercises are used to correct speech breathing in dysarthria. The purpose of using breathing exercises is to teach children to quickly, silently inhale and expend air rationally and economically when exhaling when pronouncing a segment of a phrase or statement, that is, when exhaling through the mouth. Examples of breathing exercises are techniques for establishing fluency of speech, voice modulations, strength and volume, as well as tempo, rhythm and tone of voice [5].

When performing exercises, you should remember that while breathing, the child’s shoulders should be motionless, the chest should not rise much when inhaling and fall when exhaling, the stomach should rise when inhaling and fall when exhaling, do not draw in air through the nose while inhaling, and inhale through your mouth; the inhalation should be soft and short, and the exhalation should be long, calm and smooth; Having inhaled, immediately begin to speak, without holding your breath, speak only as you exhale.

Particular attention must be paid to the hygiene of the breathing training performed. Before carrying out breathing exercises, it is necessary to regularly carry out wet cleaning and ventilate the room. It is strictly forbidden to exercise immediately after eating, but only an hour after eating. It is necessary to ensure that the child’s clothing does not restrict movement and not to exercise in case of acute diseases of the nasopharyngeal system.

Work on the formation of speech breathing must begin, depending on the degree of impairment, with the development of the child’s ability to differentiate between oral and nasal inhalation and exhalation. Particular attention should be paid to children with cerebral palsy, since due to the increased tone of the general and articulatory muscles it is very difficult to develop stable sensory standards for tactile sensations of the act of breathing. In children, coordination between breathing, phonation and articulation is impaired, and breathing control is difficult at the level of the central nervous system [1].

Good results can be obtained by dynamic breathing exercises, which prepare the breathing apparatus for phonation, that is, speech breathing. Such gymnastics helps to expand the capacity of the lungs, strengthens the muscles involved in the act of breathing, as well as increased ventilation of the lungs and increased enrichment of the circulatory system with oxygen, which in turn has a beneficial effect on overall health.

It is necessary to combine dynamic breathing loads with movements of the torso, arms, legs, which promotes the development of the main muscle groups and involves the lower parts of the lungs in the act of breathing. Non-speech breathing training is achieved by changing the tempo, frequency, and nature of physical exercises.

Violation of the emotional-volitional sphere, its immaturity is a characteristic feature of children with dysarthria, since it is not only a consequence of the immaturity of higher mental functions, but also, on the contrary, a consequence of existing speech disorders that leave an imprint on the character, perception, attention, imagination, thinking, which in in turn, contributes to the development of shyness, negativism, aggressiveness, fears, and low self-esteem. Inclusion in the complex of properly selected training breathing exercises that have a relaxation or activating effect helps to correct emotional-volitional and psychological immaturity. For example, relaxing movements:

- imitation of the flight of birds, butterflies, airplanes;

- imitation of “empty sleeves” (raise your arms to shoulder level and lower them, like empty sleeves, to the sides of your body);

- raise your arms up and lower them to your sides, swinging your relaxed arms forward and back;

— tilt your head forward, relaxing your muscles [3].

Traditional breathing exercises without speech accompaniment, despite their simplicity, do not lose their time-tested relevance:

- rise on your toes, arms up - inhale, lowering - exhale;

- raise your arms above your head, palms facing each other (hands touching each other) - inhale, lower your arms, exhale;

- spread your arms to the sides - inhale, hands in front of you - exhale;

- stretch your arms forward in front of you - inhale, put your hands in the starting position - exhale, etc.

Developing correct diaphragmatic breathing is the basis of speech breathing, and working on its development has a number of other positive effects. All exercises for establishing diaphragmatic breathing contribute to the proper functioning of the gastrointestinal tract, chest organs, head and neck. Due to the movements of the abdominal muscles, the abdominal organs are massaged, their blood circulation and peristalsis improve. Due to the movement of the diaphragm in the game exercises “Ball”, “Dimple”, “Ball - Dimple”, forward movements are transmitted to the entire body [2].

Phonation exercises, along with the further formation of speech breathing, can regulate the wave activity of the brain, which is expressed in the speed of the heartbeat, and therefore the excitation and inhibition of mental processes. Breathe slowly - we calm down, breathe quickly - we activate. Phonation exercises are a kind of exercise in alternative medicine (a kind of chanting of mantras). The ability to pronounce a vowel sound rationally, economically, for a long time, with exaggerated articulation during the process of exhalation is necessary both for producing sounds and for pronouncing a complete utterance. Tension and relaxation of muscles and tissues contribute to the fact that the nasopharynx and lungs begin to work in a certain healing mode [1].

Also, in the process of breathing formation, it is important to carry out work on teaching the distribution of economical exhalation throughout the entire phrase segment. Gradually introduce syllables, words, short phrases, quatrains, short poems into speech. It is necessary to monitor and achieve tempo-rhythmic and syllabic design of the statement.

The development of sensory standards of speech breathing is well facilitated by dynamic rhythmic exercises or movements together with the pronunciation of a quatrain or syllable chain, as well as logorhythmic or musical-logorhythmic games. It is useful to pronounce syllables and verses in combination with movement and with changes in intonation and facial expressions that express different emotions. Such exercises not only shape breathing, but are also elements of psycho-gymnastics, which contributes to the correction of the emotional-volitional sphere.

Theatrical techniques also contribute to liberation, the removal of internal pressures, and are also a kind of motivation, arousing interest and positive emotions. Motor accompaniment of speech in children with dysarthria can be considered new technologies in speech correction, and the education of properly organized speech breathing and coordination of speech with movements can be considered kinesitherapy [4].

Each speech therapy session with children with dysarthria should begin with exercises to activate breathing and develop correct physiological and speech breathing. The interaction of related specialists is of great importance: neurologist and psychiatrist, massage therapists, exercise therapy instructor, sensorimotor development specialists, sand therapy, psychologist, educators and other additional education teachers. An irreplaceable role in the correction of dysarthria is played by the prescription of certain medications and physical therapy procedures. For speech breathing, it is necessary to organize proper, balanced nutrition for children, activities and rest, and maintain a daily routine, which in turn has a beneficial effect on correctional work.

The author's breathing training techniques open up interesting opportunities for speech therapists. Gymnastics by L. N. Strelnikova has established itself as a good method not only for breathing training, but also as a way to strengthen and correct the general condition of the body of children and adults. Despite the fact that this technique has its limitations, when working with children, you can use exercises or elements of gymnastics adapted for children. Such game exercises: “smell the smell of a flower”, “palms”. The peculiarity of this technique is that inhalation occurs during movements aimed at compressing the chest, which contributes to the development of the muscles involved in the breathing process, increasing tension and relaxation. The technique helps strengthen the heart and blood vessels, the respiratory system, has a beneficial effect on the nervous and endocrine systems, as well as the functioning of other internal organs. Gymnastics has positive results for stuttering [2].

To summarize all of the above, we can say that the development of speech breathing in children with dysarthria is one of the forms of health-saving technologies and the basis of oral speech. Such exercises help strengthen the immune system, prevent colds, and normalize the emotional state of hyperactive, emotionally unbalanced and aggressive children. Thus, correction of speech breathing in dysarthria should be aimed at solving several problems: development of the voice and correct sound pronunciation, meaningful sensorimotor and motor kinesthetics, and general improvement of the child’s entire body. A variety of methods and techniques, including games and play exercises, which give children great pleasure, immersing them in a special microworld of fairy tales, interesting poems, funny songs and interesting games.

Literature:

1. Arkhipova E. F. Speech therapy massage for dysarthria / E. F. Arkhipova. — M.: AST: Astrel; Vladimir: VKT, 2009. - 123 p.
2. Belyakova L. I. Development of speech breathing in preschoolers with speech impairment: method. allowance / L. I. Belyakova. - M.: Knigolyub, 2005. - 55 p.
3. Kubareva E. V. Study of the function of speech breathing in preschool children with erased dysarthria / E. V. Kubareva // Concept. — 2019. — No. 2. — P. 1–7.
4. Posokhova M.A. Correction of speech disorders in preschoolers using breathing techniques / M.A. Posokhova, N.M. Fateeva // Problems of modern pedagogical education. - 2021. - No. 53–7. — pp. 181–187.
5. Shmidt E. V. Methodology for correcting speech breathing in dysarthria / E. V. Shmidt, E. N. Strygina // Modern problems of education, science and technology: a collection of scientific papers based on the materials of the international scientific and practical conference, Moscow, April 30, 2019 / Under the general ed. A. V. Tugolukova. — Moscow: Individual entrepreneur Tugolukov Alexander Valerievich, 2019. — pp. 11–14.

Features of breathing disorders in preschool children with an erased form of dysarthria

 The article explains the relevance of studying the problem of breathing disorders and their correction in children with dysarthria. The results of studying the state of speech breathing in preschool children with dysarthria are presented.

Key words: educational environment, disorder, dysarthria, speech therapy, breathing, correction, diagnosis.

Today, one of the problems of modern speech therapy is the problem of dysarthria in preschool children. Such speech impairment in preschoolers is a pressing problem due to the fact that correction of this disorder is difficult. This is due to the fact that breathing is an important life support function for humans. For this reason, breathing correction is necessary in children with similar speech disorders.

Dysarthria is a speech disorder caused by organic damage to the nervous system. Dysarthria in a child is formed due to insufficient supply of nerve endings to the organs of the speech apparatus. The connection between the speech organs and the central nervous system deteriorates, and the child experiences difficulty in correctly pronouncing sounds.

Most often, children with speech disorders have various breathing disorders. Many authors in their methods attach great importance to the development of this indicator. Speech breathing is the process of breathing during speech. Namely, the ability to take a short, deep breath while speaking and gradually use the air to logically complete a sentence or phrase. Properly organized speech breathing allows the vocal apparatus to work without excessive tension, using logical stops to relax the ligaments, maintains fluency of speech, allows the use of the whole variety of intonation means of expressiveness, observe pauses, etc. With dysarthria, speech breathing is impaired due to the pathology of the innervation of the respiratory muscles [3].

D.K. Wilson, A.P. studied the characteristics of speech breathing as a special system of psychomotor reactions. Zilber, A.G. Khripkova. Issues of speech exhalation were dealt with by M.F. Fomicheva, A.E. Khvattsev, O.V. Pravdina. The leading role of speech breathing for the formation of full sound pronunciation is noted by A.G. Ippolitov [1].

Breathing is part of a complex functional speech system. The peripheral organs of hearing, breathing, voice, and articulation are inextricably linked and interact with each other at different levels under the control of the central nervous system. Each of the speech organs has its own function. According to A.R. Luria, a violation of one of them will affect the activities of other organs. This determines the relevance of the fact that in speech therapy practice, important importance is given to the production of sound pronunciation. When developing various techniques, the authors attach great importance to voice delivery and voice guidance.

To conduct the practical part of the study, the preschool institution MBDOU kindergarten No. 45 in Orel was selected. The study was conducted in a group of preschoolers aged 5-6 years. The subjects were 10 children of senior preschool age with dysarthria.

When conducting the study, elements of A.I.’s methodology were used. Maksakova.

The purpose of the technique: to determine the type of breathing, the purposefulness and strength of the air stream, the duration of non-speech exhalation, the characteristics of phonation breathing, methods for studying external respiration.

The chosen method allows us to determine important characteristics of speech breathing in children: the force of non-speech exhalation, type of breathing, rhythm of inhalation and exhalation, volume of speech breathing. Also, the positive aspects of this technique are its simplicity, relatively short time spent on implementation, and a convenient game form that interests children.

The study showed the fact that in case of insufficient speech breathing in children, the volume of speech and its clarity suffer. Insufficient speech breathing affects the volume and force of exhalation. Also, in children with dysarthria, there is insufficient differentiation of oral and nasal inhalation and exhalation, and unclear diction.

Based on the results of the experiment, the main results of the observations were summed up:

1. Physiological respiration. In children taking the drug during the experiment, spasticity of the respiratory muscles during breathing and associated convulsions of inhalation and exhalation were observed. The differentiation of oral and nasal inhalation and exhalation in the observed children is rather weak.
2. The onset of exhalation in the observed children occurs in an accelerated manner. That is, we can say that the onset of the exhalation phase is accelerated by these children, which leads to the appearance of convulsions of inhalation and exhalation and weakening of speech exhalation. As a result, these children exhibit poor directionality of the air stream.
3. In the process of pronouncing phrases by these children, they experience phonation (voiced) exhalation, which leads to the breaking of phrases and their unevenness during pronunciation. This reduces the duration of the phrase.
4. The study showed that these children have a disorder of coordination between breathing, articulation and phonation, and excessive air intake during the inhalation phase. In addition to this, it is worth noting that when these children pronounce phrases, pronunciation is carried out on exhalation and speech exhalation is weakened in this case.

Children who have been diagnosed with a speech disorder need breathing training. It is necessary to develop their respiratory functions. All exercises for training and correction of breathing in children with dysarthria are aimed at normalizing the breathing rhythm and increasing the strength of the respiratory muscles. The author's methods for breathing correction and training are aimed at improving breathing functions in children. By improving respiratory function, the respiratory system becomes healthier. Thanks to this, the overall level of health of the child increases, which subsequently, of course, affects speech breathing.

Such breathing correction exercises must be carried out systematically. This period will last quite a long time. Subsequently, this will improve the motor skills of the articular apparatus and develop articulatory movements. The job of a speech therapist is to overcome monotony and disturbances in speech rate in a child with dysarthria. Subject to successful work, full-fledged phonemic perception develops.

There are quite a large number of techniques aimed at correcting speech breathing in dysarthria. In the process of their use, problems such as normalizing the breathing rhythm, increasing endurance and strength of the respiratory muscles, and improving air conduction of the pulmonary system are solved. During the performance of specially selected exercises, breathing in general is optimized, the overall level of the child’s health increases, which has a positive effect on speech development [2].

Most often, in speech therapy work, breathing exercises by A.N. are used to correct breathing in children with dysarthria. Strelnikova. This technique was formed in the last century. A similar technique was developed by the author in order to restore the singing voice, since Strelnikova was a singer. But given the practical significance of this technique and its effectiveness, it has become very often used in the correction of various breathing disorders. In particular, this technique is very effective in correcting breathing in children with dysarthria.

Carrying out his activities to correct breathing in children with dysarthria, the speech therapist selects individual programs for the correction and development of breathing. Work can be carried out both individually and through individual and group classes. The speech therapist uses generally accepted methods, makes any changes to existing exercises, and selects individual development methods. The implementation of breathing correction activities is carried out through the organization of a developing subject-spatial environment in the group.

If activities to correct breathing in children with dysarthria are successful, subsequently it is necessary to constantly monitor and monitor the correct breathing of these children.

That is why it is necessary to carry out periodically repeated exercises in order to consolidate the results obtained. Work to correct breathing in children with dysarthria should be carried out on the basis of a preschool institution together with teachers who carry out the educational function of these children.

Literature:

1. Voroshnina L.V. Development of speech and communication of children who do not attend preschool: practical work. manual for academic bachelor's degree [Text]. / L.V. Voroshnina. // 2nd ed. - M.: Yurayt Publishing House, 2021. - 158 p.
2. Galasyuk I.N. Fundamentals of correctional pedagogy and correctional psychology. Supervision of the family of a special child: textbook. manual for open source education [Text]. / I.N. Galasyuk, T.V. Shinina. - M.: Yurayt Publishing House, 2019. - 179 p.
3. Kolesnikova G.I. Fundamentals of special pedagogy and special psychology: textbook. manual for open source education [Text]. / G.I. Kolesnikova. // 3rd ed., revised. and additional - M.: Yurayt Publishing House, 2021. - 176 p.
4. Yashina V.I. Theory and methods of children's speech development. [Text] / V.I. Yashina. - M.: Publishing House, 2007. - 149 p.

Dysarthria

Dysarthria is a pronunciation disorder due to impaired innervation of the speech apparatus, resulting from damage to the nervous system. With dysarthria, the mobility of the speech organs (soft palate, tongue, lips) is limited, which makes articulation difficult.

Dysarthria is manifested by a violation of sound pronunciation and prosodic aspects of speech (tempo, rhythm of speech, intonation, timbre of voice, speech breathing). These disorders are associated with organic damage to the central and peripheral nervous systems.

Causes of dysarthria

The causes of the disease are different, therefore, if the corresponding symptoms of dysarthria appear, it is necessary to carefully examine the child and immediately proceed to treatment. The causative factor in childhood forms of dysarthria is organic matter in the subcortical structures. Occurs due to:

- infections suffered in the perinatal period under the influence of toxicosis during the period of bearing a child;

— hypoxia or brain injury during childbirth;

- history of inflammatory diseases of the brain.

The consequences of the disease can affect the mental development of the child, manifested by:

- disturbance in the development of movements, especially in performing small, precise movements;

— difficulties in communication, expressed in a lack of understanding of the meaning of requests; — — learning difficulties (writing and reading).

Difficulties in speech development contribute to a lag in the development of intellectual characteristics. Such children have to be educated in special educational institutions.

Symptoms of dysarthria

A complete description of children with dysarthria is compiled by specialists, but parents can see a number of symptoms on their own and take the necessary measures to treat the disease. In addition to disturbances in sound pronunciation, the voice, speech breathing, tempo, rhythm, and melody of speech become confused. Signs of dysarthria include:

- weakness of the articulatory muscles, which manifests itself in different ways: when the child’s mouth is open, the child’s tongue spontaneously falls out, the lips are too tightly compressed or too flaccid and do not close, increased salivation is observed;

- it seems that the child is constantly speaking through his nose, although there are no signs of sinusitis or runny nose;

- sounds in words are distorted, replaced with others, skipped - and not just one specific sound, but several or all at once;

- speech breathing is impaired: towards the end of the phrase, speech fades out, in the middle of a sentence the child may suffocate and begin to breathe rapidly;

- voice disturbances are observed: in children suffering from dysarthria, the voice is too high and squeaky;

- problems with the melody of speech: the child is not able to change the pitch, speech is monotonous, the flow of words is too fast or too slow, but in both cases it is incomprehensible.

Attentive parents can notice speech disorders in their children at an early age. This will allow you to contact the right specialists in a timely manner and, if possible, prepare your child for school.

Treatment of dysarthria

The disease requires complex therapeutic and pedagogical intervention. Drug treatment of dysarthria in children is combined with speech therapy correction and exercise therapy.

1. Speech therapy work.

Speech therapy correction consists of special classes for children.

After diagnosing the child, the speech therapist draws up a plan for correcting the defect. In most cases, these are exercises on:

— development of fine motor skills (finger games, gymnastics);

— development of articulatory motor skills (articulatory gymnastics);

— development of speech and physiological breathing;

- correction of impaired pronunciation and strengthening of correct sound pronunciation;

— development of phonemic processes;

— development of speech communication.

1. Speech therapy massage, back and neck-collar massage
2. Physiotherapy (SMT under the root of the tongue, paraffin applications, Vocastim, etc.)
3. Exercise therapy (exercises aimed at developing general motor skills), training on devices with biofeedback
4. Drug treatment is prescribed if dysarthria is combined with other neurological disorders (for example, decreased memory, perception of information, etc.)

The prognosis for dysarthria in childhood always remains uncertain, since the disease involves irreversible disorders of the central nervous system and parts of the brain. The goal of treating this disease is to develop a child’s speech that is understandable to others and does not interfere with the further acquisition of basic reading and writing skills.

Detailed information and registration by phone or registration form on the website.

Breathing exercises for dysarthria; educational and methodological material on speech therapy on the topic

Dysarthria (from the Greek dys - a prefix meaning disorder, arthroo - I pronounce clearly) is a pronunciation disorder caused by insufficient innervation of the speech apparatus with lesions of the posterior frontal and subcortical parts of the brain. At the same time, due to restrictions on the mobility of the speech organs (soft palate, tongue, lips), articulation is difficult, but when it occurs in adulthood, as a rule, it is not accompanied by the collapse of the speech system. In childhood, reading and writing, as well as the general development of speech, may be impaired.

To correct dysarthria, first of all, it is necessary to establish close contact with the child, treat him carefully and with care. Training consists of correcting oral speech defects and preparing for the acquisition of literacy. When teaching arithmetic, special attention is paid to developing understanding of the text of problems. The ways of compensation depend on the nature of the defect and the individual characteristics of the child.

METHODS FOR CORRECTION OF SPEECH BREATHING IN DYSARTHRIA

The clinical picture of dysarthria invariably includes breathing disorders. Non-speech breathing of dysarthrics has its own characteristics. It is, as a rule, superficial, its rhythm is not stable enough, and is easily disrupted by emotional stress.

Speech breathing is a highly coordinated act during which breathing and articulation are strictly correlated in the process of speech utterance. In dysarthric people, this coordination is often disrupted even in the process of fluent speech. Before speaking, dysarthrics take an insufficient amount of breath, which does not ensure a complete pronunciation of the intonation-semantic segment of the message. Often, dysarthric people (not only children, but also adults) speak while inhaling or in the full exhalation phase.

When correcting dysarthria in practice, as a rule, regulation of speech breathing is used as one of the leading methods for establishing fluency of speech.

1. Breathing exercises

A.N. Strelnikova

In speech therapy work on speech breathing of children, adolescents and adults, breathing exercises by A.N. are widely used. Strelnikova.

This gymnastics is the only one in the world in which a short and sharp breath is taken through the nose using movements that compress the chest.

Exercises actively involve all parts of the body (arms, legs, head, abdominals, shoulder girdle) and cause a general physiological reaction of the whole organism, an increased need for oxygen.

All exercises are performed simultaneously with a short and sharp inhalation through the nose (with absolutely passive exhalation), which enhances internal tissue respiration and increases the absorption of oxygen by tissues, and also irritates that vast area of ​​receptors on the nasal mucosa, which provides reflex communication of the nasal cavity almost with all organs.

That is why this breathing exercise has such a wide range of effects and helps with a lot of different diseases of organs and systems. It is useful for everyone and at any age.

In gymnastics, the focus is on inhalation. The inhalation is very short, instantaneous, emotional and active. The main thing, according to A.N. Strelnikova, is to be able to hold your breath, to “hide” your breath. Don't think about exhaling at all. The exhalation goes away spontaneously.

When teaching gymnastics A.N. Strelnikova advises following 4 basic rules.

Rule 1. “It smells like burning! Anxiety!" And sharply, noisily, throughout the entire apartment, sniff the air like a dog trail. The more natural the better. The worst mistake is to pull the air in order to take in more air. The inhalation is short, like an injection, active and the more natural the better. Just think about inhaling. The feeling of anxiety organizes active inhalation better than reasoning about it. Therefore, without hesitation, sniff the air furiously, to the point of rudeness.

Rule 2. Exhalation is the result of inhalation. Do not prevent the exhalation from leaving after each inhalation as much as you like, but better through your mouth than through your nose. Don't help him. Just think: “It smells like burning! Anxiety!" And just make sure that the inhalation occurs simultaneously with the movement. The exhalation will go away spontaneously. During gymnastics, the mouth should be slightly open. Get carried away with inhalation and movement, do not be boring and indifferent. Play savage like children play, and everything will work out. The movements create sufficient volume and depth for short inhalations without much effort.

Rule 3. Repeat the breaths as if you were inflating a tire at the tempo of a song and dance. And, training movements and breaths, count by 2, 4 and 8. Tempo - 60-72 breaths per minute. Inhalations are louder than exhalations. The lesson norm is 1000-1200 breaths, and more is possible – 2000 breaths. Pauses between doses of breaths are 1-3 seconds.

Rule 4. Take as many breaths in a row as you can easily take at the moment.

The whole complex consists of 8 exercises. At the beginning - warm-up. Stand up straight. Hands at your sides. Feet shoulder width apart. Take short, injection-like breaths loudly, sniffing your nose. Do not be shy. Force the wings of the nose to connect as you inhale, rather than widening them. Train 2 or 4 breaths in a row at a walking pace of “a hundred” breaths. You can do more to feel that the nostrils are moving and listening to you. Inhale, like an injection, instantaneous. Think: “It smells like burning! Where?" To understand gymnastics, take a step in place and simultaneously inhale with each step. Right-left, right-left, inhale-inhale, inhale-inhale. And not inhale and exhale, as in regular gymnastics.

Take 96 (hundred) steps-breaths at a walking pace. You can stand still, you can while walking around the room, you can shift from foot to foot: back and forth, back and forth, the weight of the body is either on the leg standing in front, or on the leg standing behind. It is impossible to take long breaths at the pace of your steps. Think: “my legs are pumping air into me.” It helps. With every step - a breath, short, like an injection, and noisy.

Having mastered the movement, lifting your right leg, squat a little on your left, lifting your left leg on your right. The result is a rock and roll dance. Make sure that the movements and breaths go at the same time. Do not interfere or help the exhalations to come out after each inhalation. Repeat the breaths rhythmically and frequently. Do as many of them as you can easily do.

Head movements

1. Turns. Turn your head left and right, sharply, at the pace of your steps. And at the same time with each turn, inhale through your nose. Short, like an injection, noisy. 96 breaths. Think: “It smells like burning! Where? Left? On right?". Sniff the air..
2. "Ears". Shake your head as if you were saying to someone: “Ah-ay-ay, what a shame!” Make sure your body doesn't turn. The right ear goes to the right shoulder, the left ear to the left. Shoulders are motionless. Simultaneously with each sway, inhale.
3. "Small Pendulum" Nod your head back and forth, inhale and inhale. Think: “Where does the burning smell come from? From below? Above?".

Main movements

1. "Cat". Feet shoulder width apart. Remember the cat that sneaks up on the sparrow. Repeat her movements - squat a little, turn first to the right, then to the left. Shift the weight of your body either to your right leg or to your left. To the direction you turned. And noisily sniff the air to the right, to the left, at the pace of your steps.
2. "Pump". Hold a rolled-up newspaper or stick in your hands like a pump handle and think that you are inflating a car tire. Inhale - at the extreme point of the inclination. When the tilt ends, the breath ends. Do not pull it while unbending, and do not unbend all the way. You need to quickly inflate the tire and move on. Repeat the inhalations and bending movements frequently, rhythmically and easily. Don't raise your head. Look down at an imaginary pump. Inhale, like an injection, instantaneous. Of all our inhalation movements, this is the most effective.
3. “Hug your shoulders.” Raise your arms to shoulder level. Bend your elbows. Turn your palms towards you and place them in front of your chest, just below your neck. Throw your hands towards each other so that the left one hugs the right shoulder, and the right one hugs the left armpit, that is, so that the arms go parallel to each other. Step pace. Simultaneously with each throw, when your hands are closest to each other, repeat short, noisy breaths. Think: “The shoulders help the air.” Do not move your hands far from your body. They are close. Don't straighten your elbows.
4. "Big Pendulum" This movement is continuous, similar to a pendulum: “pump” - “hug your shoulders”, “pump” - “hug your shoulders”. Step pace. Bend forward, hands reaching towards the ground - inhale, bend back, hands hug your shoulders - also inhale. Forward - back, inhale, inhale, tick-tock, tick-tock, like a pendulum.
5. "Half squats." One leg is in front, the other is behind. The weight of the body is on the leg standing in front, the back leg slightly touches the floor, as before the start. Perform a light, barely noticeable squat, as if dancing in place, and at the same time with each squat, repeat a short, light breath. Having mastered the movement, add simultaneous counter movements of the arms.

This is followed by a special training of “latent” breathing: a short inhale with a tilt, the breath is held as much as possible, without straightening, you need to count out loud to eight, gradually the number of “eights” pronounced on one exhale increases. With one tightly held breath, you need to collect as many “eights” as possible.

From the third or fourth training, the pronouncing of “eights” by dysarthric patients is combined not only with bending, but also with “half squats” exercises.

The main thing, according to A.N. Strelnikova, feel your breath “caught in a fist” and show restraint, repeating out loud the maximum number of eights while holding your breath tightly. Of course, the “eights” in each workout are preceded by the entire complex of exercises listed above.

1. Exercises for developing speech breathing

The following exercises are recommended in speech therapy practice:

1. Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower chest. Take a deep breath through your nose (this pushes your stomach forward and expands your lower chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).

1. Take a short, calm breath through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.
2. Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).
3. Smoothly pronounce several sounds on one exhalation:

aaaaa aaaaaoooooooo aaaaauuuuuu

1. Count on one exhalation up to 3-5 (one, two, three...), trying to gradually increase the count to 10-15. Make sure you exhale smoothly. Count down (ten, nine, eight...).
2. Read proverbs, sayings, tongue twisters in one breath. Be sure to follow the instructions given in the first exercise.

The drop and the stone are chiseling. They build with their right hand and break with their left. Whoever lied yesterday will not be believed tomorrow. Toma cried all day on a bench near the house. Don't spit in the well - you'll need to drink the water. There is grass in the yard, there is firewood on the grass: one firewood, two firewood - do not cut wood on the grass of the yard. Like thirty-three Egorkas lived on a hillock: one Egorka, two Egorkas, three Egorkas...

1. Read the Russian folk tale “Turnip” with correct inhalation during pauses.

Turnip.

Grandfather planted a turnip. The turnip grew very, very big. Grandfather went to pick turnips. He pulls and pulls, but he can’t pull it out. Grandfather called grandma. Grandma for grandpa, grandpa for the turnip, they pull and pull, but they can’t pull it out! The grandmother called her granddaughter. Granddaughter for grandma, grandma for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out! The granddaughter called Zhuchka. The bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull and pull, they can’t pull it out! Bug called the cat. Cat for Bug, Bug for granddaughter, granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, they pull and pull, they can’t pull it out! The cat called the mouse. Mouse for the cat, cat for the Bug, Bug for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip, pull and pull - they pulled out the turnip!

Practiced skills can and should be consolidated and fully applied in practice.

“Whose steamer sounds better?” Take a glass vial approximately 7 cm high, neck diameter 1-1.5 cm, or any other suitable object. Bring it to your lips and blow. “Listen to the buzzing of the bubble. Like a real ship. Can you make a steamboat? I wonder whose ship will hum louder, yours or mine? Whose is longer? It should be remembered: for the bubble to buzz, the lower lip must lightly touch the edge of its neck. The air stream should be strong and come out in the middle. Just don’t blow for too long (more than 2-3 seconds), otherwise you’ll get dizzy.

"Captains". Place paper boats in a bowl of water and invite your child to ride on a boat from one city to another. In order for the boat to move, you need to blow on it slowly, pursing your lips like a tube. But then a gusty wind blows in - the lips fold as if to make the sound p.

Whistles, toy pipes, harmonicas, inflating balloons and rubber toys also contribute to the development of speech breathing.

The tasks become more complex gradually: first, long speech exhalation training is carried out on individual sounds, then on words, then on a short phrase, when reading poetry, etc.

In each exercise, children’s attention is directed to a calm, relaxed exhalation, to the duration and volume of the sounds pronounced.

“Skits without words” help normalize speech breathing and improve articulation in the initial period. At this time, the speech therapist shows the children an example of calm expressive speech, so at first he speaks more during classes. “Skits without words” contain elements of pantomime, and speech material is specially kept to a minimum in order to provide the basics of speech technique and eliminate incorrect speech. During these “performances” only interjections are used (Ah! Ah! Oh! etc.), onomatopoeia, individual words (names of people, names of animals), and later short sentences. Gradually, the speech material becomes more complex: short or long (but rhythmic) phrases appear as speech begins to improve. The attention of beginning artists is constantly drawn to what intonation should be used to pronounce the corresponding words, interjections, what gestures and facial expressions to use. During the work, children’s own imaginations are encouraged, their ability to choose new gestures, intonation, etc.