Attention, speech hesitations! Consultation on speech therapy

There were hesitations in the child’s speech. What to do?

It happens like this: one fine day, out of the blue, your two- or three-year-old toddler begins to say something strange: “No, no, I don’t want porridge!” It becomes alarming in our hearts, because each of us has encountered people who stutter, we can imagine the restrictions that this illness imposes on normal speech communication. Still, there is no need to panic. Remember that hesitation is distantly related to stuttering.

Stuttering or hesitation?

Physiological hesitations, or iterations, are a common phenomenon in the speech of children two to five years old, which requires a different correction than stuttering, and usually occurs when the development of the child’s thinking outstrips his speech capabilities. Often accompanied by good development, both mental and physical.

So, as soon as you hear “stumbling” in your child’s speech, try to determine whether it is stuttering or hesitation. When hesitating, as a rule, there are no spasms in the mouth, neck, etc. as opposed to stuttering. Pay attention to how the child reacts to requests to speak better, slower, more smoothly. If a child has a stutter, then his speech after this request will only get worse, but for a child with stuttering, it will be better.

It happens that hesitations appear when the child is especially tense (says something long, new, difficult), excited, etc. At such moments, some of the children begin to twirl their hair on their fingers, bite their nails, even blush, and the children hesitantly begin to repeat the first syllables or words. Thus, there is a high risk of stuttering in children who are emotional, very developed, and impressionable.

Analyze all situations in which the child is involved. Minimize or eliminate possible stress. For stuttering, medications are not needed, except in situations where they were caused by severe stress.

Follow the rules!

When correcting stutters, the following rules must be observed:

1. Reconsider your behavior in relation to raising a child: inflated demands, alienation, criticism, ridicule, irritation - all this can provoke hesitation.
2. If hesitation occurs, you need to speak more quietly and slowly to your child. Emotional discussions should be avoided. Under no circumstances should a child’s attention be focused on the uniqueness of his speech. If you worry too much, the baby, looking at you, will intuitively feel: “Something is wrong with me.” Just tell him: “Let's try to sing this word” or: “Let's say this word in a whisper.” Show him how it's done. Usually there are no stutters when using these techniques.
3. When communicating with your child, let him feel that no one is rushing him to tell him that everyone will always wait for the end of his thought. This means that you don’t need to push him when answering, or prompt him for a word. Also, don't use impatient gestures. Wait silently until he selects the words and the correct grammatical form for the statement. Try to contact your child with requests that he can fulfill, ask questions that require only monosyllabic answers. There is no need to initiate complex dialogues.
4. Make particularly serious demands on your daily routine. It is necessary to limit watching TV and computer games. Play quiet music before going to bed.
5. If your child begins to stutter due to intellectual overload, for example, in an early development school, then you need to “slow down” the educational process. Let the baby do nothing for a month or two.

A speech therapist will help and teach

If hesitations in a child’s speech appear infrequently, do not in any way affect the quality of communication, and do not strain the child himself, then there is no need to do anything other than a consultation with a speech therapist. The speech therapist will teach the child in a playful way breathing exercises, relaxation, and control over the fluency of speech.

With the right psychological and pedagogical approach, speech hesitations go away on their own.

We are waiting for you at the family and children assistance department of the social rehabilitation center for minors “Ivanteevsky Teremok” at the address: Ivanteevka, Student Prospect, 39, contact phone number. Our specialists will provide qualified assistance.

A.V. Filatova, speech therapist at the Ivanteevsky Teremok Regional Clinical Center for Children and Children

Source:

https://inivanteevka.ru/novosti/materinstvo-i-detstvo/v-rechi-rebyonka-poyavilis-zapinki-chto-delat

Compiled by: teacher - speech therapist MADOU TsRR - kindergarten No. 50 of the city of Tyumen S.S. Badryzlova

Many parents who actively monitor their child’s speech development sometimes encounter a problem: the child begins to stutter. At the same time, parents are often sure that it is stuttering, which is why they turn to specialists.

In fact, it is not always that the speech feature of a child that is mistaken for stuttering is actually him. Speech hesitations, which have a slightly different basis, are often mistaken for stuttering. Let's try to figure out what the differences are in these speech disorders and what to do about them.

What is stuttering?

Stuttering is a violation of the tempo and rhythm of speech that occurs when the muscles of the speech apparatus are in a convulsive state. Convulsions come in different localizations: vocal, articulatory, respiratory. This speech pathology can manifest itself:

• In two to five year old children with various brain lesions, neurological and psychological problems, disorders of the central nervous system;
• In adolescents with psychological and social problems;
• In adulthood with lesions of the central nervous system.

According to medical research, genetics are to blame in some cases of pathology. Its influence has been established when there are close relatives in the family who suffer from any form of stuttering, for example, one of the parents. But the greatest risks of developing a speech defect are children whose parents have stuttered since childhood, that is, an evolutionary type of disease. It is noteworthy that boys suffer from speech disorders much more often than girls.

What are speech hesitations?

Physiological hesitations (iterations) are a common phenomenon in speech that requires a different correction than stuttering and usually occurs when the development of thinking outstrips speech capabilities. Often accompanied by good development, both mental and physical.

In emotional, highly developed and impressionable children, the risk of speech hesitations increases. Stammering is distantly related to stuttering. However, if you do not pay attention to repetitions of syllables and words in speech in time and do not take preventive measures, then the risk of stuttering is quite high.

How to distinguish speech hesitations from stuttering?

Firstly, with stuttering, as a rule, there are no cramps in the mouth and neck, unlike stuttering.

Secondly, you should pay attention to how the child responds to requests to speak better, slower and more fluently. If a child has a pathological stutter, then speech after this request will only get worse, and if the problem is stuttering, the child will correct himself and speech will become better. People who stutter are characterized by a painful fixation on their defect, and this leads to additional deterioration of speech.

Thirdly, analyze the reasons for the “unexpected” disturbance in the rhythm of speech. The roots of the problem with hesitation go to the area of ​​emotions, characteristics of the nervous system, problems of child-parent relationships; hesitations are often a symptom of neurosis. It happens that they appear when the child is especially tense (says something long, new, difficult), excited, etc. At such moments, someone begins to twirl their hair on their finger, bite their nails, even blush, and children hesitatingly begin to repeat the first syllables or words. Stuttering is a neurological problem and is more difficult to correct than stuttering.

Correction of speech hesitations

Physiological hesitations do not require drug treatment, except in situations where they were caused by severe stress.

When correcting stutters, you should:

• Consult a child psychologist. A psychologist will help eliminate the cause of stuttering. Various methods of psychotherapy help well: fairy tale therapy, sand therapy, art therapy.

• Conduct a course of relaxing massage.

• Spend more time in the water. It's best if you go to the pool, but regular water play at home is fine.

• If necessary, consult a speech therapist. Speech therapy exercises to develop breathing will help the child cope with speech tempo disturbances.

If you find that a child has convulsions in the speech apparatus, neck or other areas, then most likely the matter lies in pathological stuttering. In such cases, the child requires consultation with a neurologist and speech therapist and further corrective intervention.

Stuttering

“Stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus.”

(“Speech therapy” edited by Volkova L.S.)

Symptoms. There are two groups of symptoms in Stuttering: biological (physiological) and social (psychological).

Physiological symptoms

Physiological symptoms include speech convulsions, disorders of the central nervous system and physical health, general and speech motor skills.

The main external symptom of Stuttering is convulsions during the speech act. Seizures vary in form ( tonic, clonic and mixed

), by localization (respiratory, vocal, articulatory and mixed) and by frequency.

With tonic convulsions, a short jerky or prolonged spasmodic muscle contraction is observed - tone: “t-poplar”. With clonic convulsions, there is a rhythmic, with less pronounced tension, repetition of the same convulsive muscle movements - clonus: “this-that-poplar.” Such convulsions usually affect the entire respiratory-vocal-articulatory apparatus, because its function is controlled by a holistically working central nervous system and in the process of speech it works as an indivisible whole. Depending on the predominance of convulsions in certain organs of speech, respiratory, vocal or articulatory convulsions are distinguished.

There are 3 forms of breathing disorders with Stuttering: expiratory (convulsive exhalation), inspiratory (convulsive inhalation, sometimes with sobbing) and respiratory (convulsive inhalation and exhalation, often with a break in the word).

Convulsions in the vocal apparatus are characterized as follows: convulsively (convulsively closed vocal folds cannot open in a timely manner - the voice is suddenly interrupted, or a clonic or prolonged convulsion is formed - a bleating intermittent (“A-a-anya”) or a jerky vowel sound (“a-a-anya”) is obtained. , a, a"); opening (the glottis remains open - in this case there is complete silence or whispered speech); vocal, characteristic of children (children draw out vowels in words).

In the articulatory apparatus there are different types of convulsions - labial, lingual and soft palate. They appear more often and more sharply when pronouncing consonant plosive sounds (K, G, P, B, T, D); less often and less intensely - slotted. On voiced sounds, as they are more complex in coordination, convulsions appear more often than on deaf sounds, especially when combined with vowels, as well as at the beginning of a word heading a phrase or paragraph. Consequently, in addition to the difficulties caused by the phonetic nature of the difficult sounds themselves, grammatical factors play an important role: the position of the word in the phrase, the structure of the text, etc. In this case, it is necessary to take into account the content of the utterance, since it is known that stuttering intensifies as the semantic and emotional complications of what is spoken are increased: people stutter less often during a simple narration about well-known things than during difficult reasoning and debate. Students stutter less when reciting well-prepared educational material. The rhythm of speech is of known importance in relation to the frequency of stuttering.

Stuttering is often accompanied by impaired sound pronunciation and lexical and grammatical disorders. Word stress, intonation, and rhythm are disrupted. Speech is intermittent, with unreasonable pauses, repetitions, changes in the volume and tempo of pronunciation, strength, pitch and timbre of the voice associated with the speech intention and emotional state of the stutterer.

Psychological symptoms

The manifestations of Stuttering are also characterized by various disturbances of speech and general motor skills, which can be violent (speech spasms, tics, myoclonus in the muscles of the face, neck) and arbitrary tricks.
Tricks include auxiliary movements that stutterers resort to in order to disguise or facilitate their difficult speech. General motor tension, stiffness of movements, motor restlessness, disinhibition, incoordination or lethargy are often noted.

One of the main phenomena from which a neurotic disorder develops is a feeling of inferiority. And the more the patient fixes his attention on his painful symptom, the more persistent he becomes. This is how a vicious circle is formed from which the patient is in no way able to get out: a painful symptom forces him to fix his attention on it, and as a result, the symptom intensifies and attracts the patient’s attention even more. N.I. Zhinkin, considering stuttering as a disorder of speech self-regulation, notes that the more fear for the outcome of speech increases and the more pronunciation is assessed as defective, the more speech self-regulation is disrupted. After several repetitions, this condition turns into a pathological conditioned reflex and occurs more and more often, now before the start of speech.

The phenomenon of fixation is a reflection of an objectively existing speech defect (speech spasms) in the entire mental activity of a stuttering person.

According to the degree of painful fixation

There are three groups of people who stutter:

1. Zero degree of painful fixation: children do not experience any pain from the awareness of the defect or do not notice it at all. There are no elements of embarrassment, touchiness for one’s incorrect speech, or any attempts to overcome the defect.

2. Moderate degree of painful fixation: older schoolchildren and teenagers experience their defect, are embarrassed by it, hide it, resort to various tricks, and try to communicate less. They are aware of their stuttering, experience a number of inconveniences from it, and try to disguise their deficiency.

3. A pronounced degree of painful fixation: in people who stutter, worries about the defect result in a constantly painful feeling of inferiority, when every action is interpreted through the prism of speech inferiority. These are often teenagers. They focus on speech failures, experience them deeply, and are characterized by withdrawal into illness, morbid suspiciousness, fear of speech, people, situations, etc.

Awareness of a speech defect and unsuccessful attempts to get rid of it or at least disguise it give rise to various psychological characteristics in people who stutter, such as vulnerability, defenselessness, fearfulness, timidity, suggestibility and much more.

Depending on the favorable or unfavorable conditions in which a child grows up and is brought up, as well as on his premorbid characteristics, mental phenomena can manifest themselves to varying degrees and for a short time, or be consolidated and develop into persistent mental states and personality traits, generally determining the psychological characteristics of people who stutter. Attempts to disguise speech difficulties give rise to various non-speech and speech tricks in people who stutter, which are observed in general motor skills (movements of the arms, legs, body, head, etc.); less often - in speech motor skills (biting the tip of the tongue, lower lip, licking lips, smacking, silent articulation of sounds, etc.) in the form of auxiliary sounds, their combinations or words (emboli): uh, and, well, here, yes and etc.

There are three degrees of stuttering:

· Mild - they stutter only in an excited state when trying to quickly speak out. In this case, delays are easily overcome, stutterers speak without being embarrassed by their defect; · Medium - in a calm state and in a familiar environment they speak easily and stutter little, in an emotional state severe stuttering appears; · Severe - they stutter throughout the entire speech, constantly, with accompanying movements.

Types of stuttering

:

· Constant - stuttering, having arisen, manifests itself relatively constantly in various forms of speech, situations, etc. · Wavy - stuttering sometimes intensifies, sometimes weakens, but does not completely disappear · Recurrent - having disappeared, stuttering appears again, i.e. a relapse occurs, the return of stuttering after quite long periods of free, hesitating speech.

Forecast

overcoming stuttering depends on many conditions, primarily on its mechanisms, on the timing of the onset of complex influence and the completeness of its application. But first of all - from the desire of the stutterer himself. In most cases, the prognosis for stuttering is favorable and social adaptation of stutterers is achieved to a high degree.

(“Speech therapy” edited by Volkova L.S.)

Comment from speech therapist Irina Petrovna 11/25/2010

Definition

Stuttering refers to a group of speech disorders caused by a violation of the use of means of communication
. Those. a person has all the means to communicate (voice, articulation, words...), but the process of communication itself is difficult. Stuttering is characterized by psychological (fear of speech) and physiological (speech spasms) features.

Why is Stuttering considered a severe speech disorder? From whatever point of view stuttering is considered, speech pathologists always note the complexity of symptoms: speech convulsions, speech breathing disturbances, disturbances in the tempo and rhythm of speech, intonation coloring of statements, logical (semantic) stresses, phonetic and grammatical disorders, psychological difficulties (logoneurosis, tendency to introspection, defensive tricks, neurotic personality type....). In modern speech therapy it is customary to talk about the triad of stuttering

– speech convulsions, fear of speech and the desire to hide the defect.

Causes

Very often parents say, “The child stutters after he was scared by a dog, a cow...”.
Fear could be a trigger, but not the cause of stuttering. After all, in childhood we were all frightened, if not by dogs, then by loud noises, quarrels, etc., but not every one of us stutters. Most often, stuttering occurs when there is already an existing predisposition, due to the special structure of the cerebral cortex. Modern research says that there are 3 options for the occurrence of stuttering: 1. Stuttering appears “against the background of delayed speech ontogenesis.” At the same time, the children did not have a “fright” (psychotraumatic situation), but verbal (verbal) speech appeared later than normal, while the child may experience general motor awkwardness, impaired fine motor skills, somatic weakness (diseases), difficulties in determining right and left ... In this case, stuttering occurs due to the fact that the brain cannot cope with the increased speech load. Therefore, when in kindergarten such a child is given poems that are difficult to understand and reproduce to memorize (a long line, many long words with a complex syllabic structure, with a large number of consonant clusters), the child’s brain simply does not have time to process this entire flow of information, a time shift occurs - stuttering, stuttering again, let's add unpleasant emotions here (“Repeat!”, “Wrong!”, “You won’t tell the poem to Santa Claus!”) - hello, stuttering. Sometimes even speech development classes can lead to stuttering, because... This is also an increase in speech load. This does not mean that you should not practice speech correction with young children. You just need to do this carefully, perhaps stretching it out over time, gradually increasing the load, praising the child as much as possible, monitoring the emotional state, using conjugate speech more, teaching the child to pronounce words smoothly. Sometimes you have to interrupt classes with a speech therapist or add classes with a psychologist (who, in fact, works more with parents).

2. In the second case, the child’s brain is initially “ready to stutter.” This happens when the brain has not decided which hemisphere is the main one, the left or the right. The left hemisphere is responsible for verbal speech, for the correct distribution of speech units in time. And the right hemisphere is figurative, in it information is stored “in pictures.” And if several pictures can be superimposed on each other at the same time, then the speech flow is strictly sequential. Imagine if the right hemisphere takes over the responsibility for speech, which absolutely does not care what is brought to the surface in what order. This is where a glitch occurs in the program, speech spasm - emotions - stuttering.

3. The third case is neurotic stuttering. Initially, the child's brain works correctly. But if he is exposed to a traumatic situation for a long time, or the stress is extremely strong, then stuttering may occur. Stuttering also occurs in a child with primary developmental neurosis, when the child’s relationship with the world is uncomfortable or inadequate. “Hereditary” stuttering can occur if parents passed on to their child a type of nervous activity (sometimes they say temperament) or their own neurosis - an anxious mother “infects” the child with neurosis.

Mechanism

Stuttering is made up of several interrelated things - first of all, a speech spasm
, which can manifest strongly from the very beginning or grow gradually (depending on the type of stuttering), emotions are added to it (anxiety, fear) - at this moment the defect is fixed.
Until this moment, stuttering is quite easily reversible, if adults behave correctly, relieve the child from a stressful situation, relieve negative emotions, calm the child, and most importantly, do not panic themselves, turn to a specialist (a psychologist or speech therapist) - up to 50% of cases of stuttering go away by themselves. But this only applies to cases with young children, when only a spasm manifested itself, and not the entire triad of stuttering. But if the convulsions are firmly associated in the child’s mind with the fear of speech
... Subsequently, to these two components, a third root of stuttering is added -
awareness of the defect
, manifested in tricks, the desire to hide the defect. The stuttering tree is in full bloom. Those. if there is awareness of the defect, if the thought of speaking causes fear, stuttering will not disappear by itself.

So, the basis of stuttering is a mismatch in the operation of the “computer” - the human brain, which, for various reasons, produces and receives speech signals in the wrong sequence (for example, the vocal folds closed before the exhalation began, a signal is sent to the brain about an “error”, back with a delay, a signal is received to correct the error, again closing, delay, again an error - a spasm results). But while there is no fixation and awareness, it is too early to talk about stuttering.

Therefore, in children it is sometimes worth talking about hesitations as natural child iterations (repetitions of syllables or sounds). They happen when the child still does not have enough vocabulary to fully convey to his mother his thoughts, feelings and, most importantly, emotions. For example, he went to the circus. There was so much new, colorful, fun... Try, calmly tell your mother about this, when you don’t even know such words yet. So it turns out: “Ma, ma, ma, and there, there, there... monkeys, ki, ki and elephants, and dogs, ki, ki...” - all these “ki, ki” are a way of stalling for time to pick up next word. There is nothing wrong with children's iterations; it is a natural phenomenon. But they can develop into a wonderful neurotic stutter if adults, instead of calming the child, supporting him, suggesting a word, start to get scared themselves: “Oh, he stutters! Don’t rush, repeat it correctly again!...”, the baby sees that instead of joy, his mother for some reason feels fear, which means he also needs to be scared. Do you notice how that same negative emotion is superimposed on the hesitation? There's only a little time left before stuttering...

Sometimes stuttering can be a symptom of some mental or neurological problem. Therefore, it is imperative to undergo examination by a speech therapist, psychologist and neurologist.

Treatment. Forecast

All people who stutter are concerned about the question: is stuttering treatable?
Yes, it is being treated. There are several methods that work and give very good results. This is the technique of L.Z. Andronova-Harutyunyan, method by Yu.B. Nekrasova and the technique of N.L. Karpova. If you dream of a “pill”, I’ll disappoint you, they haven’t invented one. And they are unlikely to come up with it, because you already understand that stuttering is a problem of the individual, and not of chemical processes in the body. To overcome stuttering, to completely get rid of it, you will need the active participation of the stutterer himself, hard work, and the support of loved ones. The joint work of a speech therapist and a stutterer, with the possible support of a neurologist and psychologist, the result is achievable. According to Andronova’s method (Probability of cure 95%), the main course lasts 24 days, independent consolidation of high-quality non-convulsive speech - throughout the year. The question is often asked - how to cure yourself, how to alleviate stuttering, how to quickly and painlessly, quickly and easily get rid of stuttering? You should not look for easy ways, such as anti-stuttering pills, to alleviate stuttering - you need to defeat it once and for all. And attempts at “relief” - maybe this is also a stuttering trick? Hypnosis as a remedy for stuttering, unfortunately, does not provide a long-term effect - due to the fact that in the case of hypnosis, responsibility for the result is placed on another person, and with the next stress, the mindset for non-convulsive speech disappears. If a person himself (with the help of a speech therapist!) has learned to speak without stuttering, under such stress he will be able to return to calm on his own; after hypnosis he does not have such an opportunity. Worse, in this case the person generally ceases to believe in the possibility of a cure.

I express my deep gratitude to Liliya Zinovievna Andronova-Harutyunyan, who taught us a course on stuttering, gave us her methodology, and taught us how to effectively treat stuttering.

«With all responsibility, we must emphasize that in our practice we have not encountered forms of incurable stuttering. Moreover, sometimes severe forms of this disease were cured more easily and reliably than mild ones. Apparently, success in this case was explained by a more powerful volitional message, a greater “need” for healing

».

(L.Z. Andronova-Harutyunyan)

General speech underdevelopment. OHP 1, 2, 3, 4 level. The child speaks poorly.

Organic brain lesions with Aphasia, Alalia, Dysarthria, Stuttering and speech tempo disorders.

Severe speech disorders. TNR. Motor and sensory alalia, dysarthria, rhinolalia, stuttering, childhood aphasia

Differential diagnosis (difference) between tachylalia and stuttering.

Differential diagnosis of speech tempo and rhythm disorders from similar diseases

Bilingualism, bilingualism and speech disorders

Attention, speech hesitations! Consultation on speech therapy

Prevention of speech hesitations

Consultation for parents

Prepared by a speech therapist teacher

MBDOU No. 305 Martynova E.I.

From two to five years, during the period of active formation of children's speech, a large number of children increasingly experience speech hesitations - stumbling, unreasonable pauses in words and phrases, and an intermittent speech rate.

Most often, these phenomena in children's speech are caused by hesitations of a non-convulsive nature - physiological iterations (from the Latin iterare - repeat). Czech speech therapist Miloslav Zeeman noted that repetitions are generally often observed in children's speech, and this is not a painful sign, but a physiological one, characteristic of a certain period of development of children's speech. If there are no complications, these repetitions pass, as soon as speech conditioned reflexes are consolidated, the child acquires sufficient confidence in expressing his thoughts through speech.

In children who do not experience difficulties in speech development, these hesitations are physiological in nature, the thought is ahead of the word. The reason for this is age-related imperfection of the speech apparatus. Over time, with proper control over children's speech, all inaccuracies in oral speech are smoothed out, and speech acquires the correct tempo-rhythmic coloring.

In cases where a child’s speech develops under unfavorable conditions and/or a deficiency or delay in speech development, such iterations lead to disruption of the fluency and tempo of the child’s speech. The lack of high-quality, timely medical and pedagogical assistance aggravates the process of consolidation of the pathologically formed reflex.

Frequently encountered unfavorable conditions include the child’s discomfort in a children’s group, hereditary predisposition (weakness of the muscles of the organs of articulation), imitation of the incorrect speech of adults, insufficient attention of parents and teachers to the child’s speech, and frequent affective states.

Often, parents, in passing, notice that the child is on an emotional high, enthusiastically tells a story, pronouncing words and phrases while inhaling, swallowing words and endings, repeating the same sound, incorrectly distributing speech breathing, and falls silent without saying a phrase. This phenomenon can be repeated more and more often, gradually becoming part of everyday practice. In this case, there is a risk of aggravation of the situation and the emergence of a more severe violation of the tempo-rhythmic organization of speech - stuttering.

Stuttering is a neurological problem involving a speech disorder characterized by frequent repetition of sounds, syllables and words, or prolongation of them. There is also frequent stopping and hesitation in speech, disrupting its rhythmic and smooth flow. Stuttering is more difficult than speech hesitations and can be corrected.

Prevention of speech hesitations:

1. Having noticed alarming symptoms, parents should be vigilant, accept and understand the cause of speech hesitations. It is necessary to delicately and calmly, in relation to the child, seek help from specialists (neurologist, speech therapist), since hesitation is often the result of childhood neurosis.
2. It is worth reconsidering your relationship with your child, without focusing on the problem, avoiding any traumatic situations.
3. The requirements of all family members for the child must be the same and consistent.
4. In a child’s life, strict adherence to routine moments of the day is necessary. Restriction of viewing information content.
5. Listening to calm rhythmic music, walks in nature, quiet pauses help achieve psychological comfort and balance.
6. Playing with sand, water, and loose objects has a beneficial effect on fluency of speech and control of emotions.
7. A temporary regime of silence and whispered speech will help the articulation organs relieve excess tension and consolidate smooth, unhurried, intelligible speech.

Timely prevention and compliance with vocal hygiene contributes to the development of correct, smooth, leisurely child speech skills.