TECHNOLOGY FOR INVESTIGATING THE TEMPO-RHYTHMIC ORGANIZATION OF ORAL SPEECH IN STUTTERING

Tahilalia (accelerated rate of speech)

Tachylalia is a speech tempo disorder characterized by a pathologically fast speech flow. For tachylalia:

– the rate of speech and general motor skills is significantly accelerated;

– repetitions, hesitations, “swallowing” are noted,

– there are distortions of syllables and words,

– writing and reading impairments have been noticed.

A child with tachylalia must be examined by a neuropsychologist, speech therapist and psychologist.

Corrective work for tachylalia includes complex medical and neurological therapy.

Tahilalia (tachyphrasia) is a rapid, sloppy speech stream that makes it difficult for others to perceive and understand speech.

Along with bradylalia (slow speech), tachylalia is considered a disorder of the tempo-rhythmic organization of speech.

Unlike stuttering, with tachylalia there are no speech convulsions, and if correction is not started in time, the transition of non-convulsive speech hesitations into convulsive ones is not excluded.

The structure of the defect in tachylalia is a pathologically fast pace of oral speech, impaired written speech, motor restlessness, and acceleration of all mental processes .

Tachylalia is heterogeneous; inside it there are:

• Polturn with motor disorders (fast speech rate with incorrect articulation of sounds)
• Poltern with sensory impairment (fast speech rate with impaired auditory attention)
• Poltern with difficulty finding words
• Poltern with difficulty formulating speech

That is why correctional work should be aimed not only at eliminating external manifestations (increasing the rate of speech, hesitation), but also at eliminating the causes of the disorder, which have neuropsychological roots.

Unbalanced, easily excitable, hyperactive children with ADHD are more prone to tachylalia. Having arisen in childhood, tachylalia, without special correction, intensifies in adolescence and often accompanies a person in adulthood.

The pathogenesis of tachylalia is based on the predominance of excitation processes over inhibition in the brain, which, in turn, leads to disorders of the tempo of internal and external speech.

The predominance of the subcortical nucleus of the pallidum (gray matter in the subcortical region of the brain) causes increased motor activity. However, in this case, movements in general and articulatory motor skills become insufficiently coordinated, which is accompanied by a disorder of rhythm, tempo, and fluency of speech . The child remains very active despite being very tired and neurodynamics reduced.

Along with expressive oral speech, with tachylalia, internal and written speech is impaired. The words that appear in the mind quickly replace each other, even before a person has time to pronounce them. When reading and writing, sounds, letters and syllables are rearranged and replaced with similar acoustic or graphic characteristics.

Non-speech neuropsychological manifestations of tachylalia are characterized by disorders of general motor skills, emotional-volitional sphere, neurodynamics, behavior, and the autonomic nervous system. Matching the speech, all movements of a patient with tachylalia are fast and impetuous; motor restlessness is observed not only during wakefulness, but also during sleep. The cognitive sphere is characterized by instability, rapid switching of attention, and insufficient motor, auditory and visual memory.

Medical and neuropsychological examination of patients with tachylalia is carried out by a neurologist and neuropsychologist. At the same time, concomitant neurological symptoms, state of intelligence, and mental abnormalities are clarified. Anamnesis data, complaints, observation, instrumental studies (Echo-EG, MRI of the brain) help with this.

A neuropsychologist examines the sensory, cognitive, emotional and volitional spheres.

Neuropsychological and speech therapy examination makes it possible to differentiate tachylalia from stuttering and dysarthria .

It must be remembered that tachylalia is not a speech therapy problem at all (it only has speech therapy symptoms), so correction should first of all be aimed at correcting concomitant neurological symptoms.

In Neurologopedic, the course program for the correction of tachylalia may include:

• neuropsychological correction,
• neurodynamic correction,
• neuroacoustic stimulation according to the Tomatis Method;
• neuroacoustic correction with an integrated rhythm therapy program;
• Neuropsychological correction with an expanded program of cerebellar stimulation;
• Neuropsychological correction with an integrated sensory stimulation program (in the sensory room);
• Neuropsychological correction with biofeedback video biofeedback “Timokko”;
• Neuropsychological correction with the Interactive Metronome (IM) program link;
• Neurodynamic correction with an integrated kinesiotherapy and brain fitness program link

Neuropsychological correction drug-free today , which means it has no side effects. With the right approach, it is the most effective and sustainable, because it is based on training the Brain and certain of its zones!!!

Techniques for correcting the tempo-rhythmic aspect of speech in preschool children

Suturina E.V., Cherepennikova M.V. Techniques for correcting the tempo-rhythmic aspect of speech in preschool children // Sovushka. 2021. N1(11). URL: https://kssovushka.ru/zhurnal/11/ (access date: 10/18/2021).

Order No. 53263

Often the speech of preschool children is slurred, intermittent and hasty. Children often have difficulty with monologue speech: trying to tell a story faster, the child does not pronounce words, fiddles with clothes, speaks as if choking, sometimes stuttering, and there is a violation of logical stress. In other words, the fluency of speech and its tempo-rhythm are not formed.

These problems are successfully solved with exercises aimed at developing a sense of rhythm: logorhythmics and logoplasty.

A system of motor exercises in which various movements are combined with the utterance of special speech material is called logorhythmics. Logoplasty combines two concepts: the creation of a verbal image and plastic movement, without rhythmic actions associated with rhyming.

The range of these exercises is very wide: from the correction of speech disorders, the development of speech breathing, to the coordination of the activity of all parts of the peripheral speech apparatus, the development of motor coordination, and voluntary behavior.

These techniques are successfully used not only by speech therapists, but also by preschool teachers of various age groups in classes on speech development, physical education, music, and visual arts.

The sources of movements for rhythm are considered to be physical exercises, dance and plot-shaped movements.

The rhythm uses:

Tempo and rhythm are in a complex relationship and interdependence.

Tempo plays a significant role in conveying emotional and modal information. The rhythm of speech is defined as the regular repetition of similar and commensurate speech units, performing a structuring, text-forming and expressive-emotional function [1, p.6].

In their work, teachers of preschool institutions use the following series of techniques aimed at developing a sense of rhythm and tempo of children’s speech:

1. Playing music with sounding gestures;

2. Games with sounds;

3. Speech music making or speech rhythmic exercises;

1. Improvised movement;

5. Game rhythms and game gymnastics with elements of creative training.

1. Playing music with sounding gestures is a rhythmic play with the sounds of your body, or on its surfaces:

- clapping (loud - with the whole palm, quiet - with bent palms, rubbing palms, etc.)

- spankings (on the knees, on the hips, on the sides, on the chest);

- foot stomps (whole foot, heel, toe);

- clicks (fingers in the air, on knees, on puffy cheeks)

For example, Speech game “Hello, palms”

2. Games with sounds are aimed at developing phonemic hearing and perception. These games are used both for the development of non-speech hearing (recognition by ear of the sounds of nature, memorizing rhythm, tone) and speech hearing (discrimination and correct naming of phonemes).

3. Speech music-making or speech rhythmic exercises are indispensable for developing a sense of rhythm and intonation hearing in children.

The method and technique of repeatedly repeating the rhythmic figure of a melodic phrase or harmonic turn is called ostinato.

The rhythm contained in words and phrases can be conveyed not only by sounding gestures, but also with the help of noise instruments (Kinder surprises filled with cereals, sand, bricks, bells, pencils, etc.).

Exercise with ri [2]

(performed while sitting on the carpet or at a table in a circle)

Speech and movement are closely related. Children unconsciously, while reciting poetry, sway to the beat, or twist a piece of clothing, thereby helping themselves to clearly pronounce the rhythmic test. The teacher, knowing that exercises in which rhythmically pronounced words accompanied by gestures contribute to the establishment of speech-motor coordination, the development of polyrhythmic hearing and metrorhythmic sense. The integrated use of rhythmic speech and movement is easy for children to understand. They are happy to repeat these exercises.

1. Improvised movement is a creative, playful and independent manifestation of one’s perception of music. It is important that this music is not familiar to children, and the movements are created by children independently at the time of listening, reflecting the nature of the work, the tempo, rhythmic basis, and emotional coloring.

5. Game rhythms and game gymnastics with elements of creative training are aimed at developing visual and auditory attention, spatial orientation, coordination, accuracy and expressiveness of macro movements.

Speech motor game "Puddle"

There is a circle of rope on the floor. Children stand on the outside of the circle and perform actions with the teacher in accordance with the Russian folk song “Ay-gu-gu-gu”

Rhythmic exercises develop children's dexterity, coordination, flexibility, plasticity, expressiveness and precision of movements, spatial orientation, which is why teachers use them in the process of physical education of preschoolers.

The rhythmic series is also implemented in visual activities in the process of learning drawing and appliqué. This is a repetition based on changing the elements of a series, the intervals between them, or both at the same time. So, for example, in drawing it is necessary to develop the ability to rhythmically apply lines, strokes, spots, and strokes. And at an older age - the image of simple and complex ornaments.

In visual arts classes, forming a sense of rhythm in preschoolers, the teacher uses visual and verbal methods and techniques. Visibility contributes to the development of the visual-sensory basis of visual activity, and the word helps to correctly convey the perceived image. In accordance with the topic of the lesson, a poem is selected that conveys the rhythm of the phenomenon being depicted. For example, when drawing rain, you can use the following poem:

List of sources used:

1. https://pedlib.ru/Books/2/0015/2_0015-6.shtml#book_page_top

2. https://kladraz.ru/blogs/olga-andrevna-ilicheva/razvitie-chuvstva-ritma.html