Diagnosis of OHP in children from 3 to 4.5 years old: a comprehensive test

A speech therapy examination of children 4-5 years old is necessary to determine the level of their speech, communicative and emotional-volitional development. The study is carried out comprehensively and consists of an examination of the child’s speech and non-speech capabilities, analysis of anamnestic data and conversations with parents and teachers (if it takes place in kindergarten).

The topic will be complemented by our previous material on speech therapy massage for children.

We check compliance with the word pattern.

Ask your child to repeat after you words of 1-3 syllables.

Example words : chair, table, scarf, thunder, elephant, eyebrow, leaf, hail, snow, plaid, maple, food, cake, wolf, elevator, bread, hand, face, rose, fox, sea, grove, saw, sky , dew, goat, forest, axe, lawn, fence, spout, sand, skein, plant, scoop, sandpiper, bag, chest of drawers, bag, pattern, car, milk, knee, cabin, wheel, crown, feather bed, magpie, head , gate, town, bun, hammer, nightingale, fly agaric, pedestrian, samovar, leash, kitten, headband, scooter.

Assess whether the child follows the sequence of sounds and syllables. Use words that the child pronounces inaccurately or not always accurately. Avoid words that are overloaded with consonant clusters, when 2-3 consonant sounds come in a row (for example, pillar, potato). Let the child repeat several unfamiliar words of 2-3 open syllables: mine, viburnum.

If you had to teach your child the pronunciation of such words, check if he can repeat them after some time. Do not offer words with sounds that the child cannot pronounce or misses. All sounds must be pronounced somehow, albeit distorted.

Result:

a) The child confuses the order of syllables in familiar words; the same word can be pronounced differently. Sometimes the word is distorted beyond recognition. New words are remembered with great difficulty, learned words are quickly forgotten - there is ONR

b) The picture of the words is not damaged or is slightly damaged. A child sometimes swallows one of the sounds in familiar words: table - “tol”, scarf - “shaf”. This is not a system, but concerns some words. The child may confuse the order of syllables in unfamiliar words. If you learn a word with him, he is able to repeat it correctly after some time - the norm.

We check vocabulary.

Verbs. Perform clear actions and ask your child to name them. For example, you jump and ask, “What am I doing?”

Ask what certain objects do. For example, “What does the machine do?” - “He’s going.” - “What is the bird doing?” - “Flying.”

Nouns. Show your child an object or a picture with its image and ask “what is this?”

Sample words.

Body parts : eyebrows, cheeks, neck, head, stomach.

Clothes : underpants, socks, jacket, shirt, T-shirt, fur coat, hat, scarf, pants, trousers.

Plants : tree, flower, bush, rose, chamomile, dandelion, burdock, nettle.

Animals : dog, cat, hare, bear.

Baby animals : kitten, puppy, fox cub, wolf cub, tiger cub, elephant calf, frog.

Adjectives . Show your child an object and ask him to name its color. He must know the primary colors: black, white, red, green, blue, yellow, brown.

Ask to name the sizes of objects: large - small, long - short, narrow - wide, high - low.

Prepositions. Check the use of prepositions: in, on, above, under, behind, near. Place an object under the table and ask where the object is. For example, “Where is the pen?” - "Under the table". - "At the table". - "On the table".

Result:

a) The child does not know most words, does not speak adjectives and prepositions, uses the simplest nouns and several verbs in speech, including incorrectly. The child mixes words that are close in meaning: go - run, sofa - chair - severe form of OHP

The child has a poor vocabulary. He confuses the meanings of adjectives and prepositions - a milder form of OHP.

b) The child generally copes with the tasks and uses all the tested parts of speech. Ignorance of certain words is acceptable - the norm.

Calculation of the result

The formula for calculating the level of speech development: BRR = KVR x 100 / KV, in which:

BRR—speech development score;
KVR—developmental age coefficient;
KA - calendar age of the child.

We multiply the number of correctly completed tasks by 6 (the number of months to complete each of the 12 tasks) and get the CVR.

The EF is equal to the number of full months of the child’s age from birth to the date of the test (if the remainder is more than 15 days, it is counted as a full month).

For example, if the child’s age at the time of testing is 6 years 4 months 20 days, then his EF is 77.

The BRR number indicates the degree of general speech development in a child.

For example:
The kid completed 9 tasks, his calendar age is 77. As a result, we get: BRR = 9x6x100/77 = 70,123 = 70 We compare the obtained result with the BRR matrix.

We check speech literacy.

Plural endings for nouns . Show your child one and two identical objects. Show one hand: “This is a hand,” show two hands: “And this is ... (hands).” A child is allowed to sometimes use incorrect endings: house - “houses”, tree - “trees”, but this should not be a system.

The feminine ending of the past tense verb . Tell your child: “The boy has come home. How can you say this about a girl? He’s home... (came).” - “The dog ran away from home. The dog... (ran away).”

Plural endings for adjectives. Show your child the picture and ask: “The flower is red. And the flowers? ... (Red.)".

Suffix for the diminutive form of nouns . Show your child a pair of identical objects or their images that differ in size (for example, two houses). Say: “This is a big house. And this is a small house." Show the following pair of objects: “This is a big sheet. And this is a small... (leaf).” It would not be a mistake if the child uses another diminutive suffix: leaf, leaflet.

Verb prefixes with the opposite meaning. Prefixes pri-, y-. Say two sentences with opposite meanings. The child needs to complete the second statement by correctly using the prefix: “The boy came home. The boy from home... (left).” Prefixes v-(vo-) and you-. The task is similar to the previous one: “A boy came through the door. The boy from the door... (came out).”

Result:

a) The child speaks extremely illiterately. He does not use endings, prefixes, or suffixes at all, and if he does use them, it is most often incorrectly, without taking into account their inherent meaning - a severe form of OHP.

The child incorrectly pronounces certain grammatical forms, for example, plural adjectives or prefixed verbs - a mild form of OHP.

b) The child speaks competently. Occasionally he uses incorrect endings, prefixes and suffixes, which, nevertheless, express the required meaning: “houses” instead of house, “leaf” instead of leaf – the norm.

Checking phrasal speech

Two-word sentences (subject + predicate). Show your child how a toy dog runs. If the child himself does not comment on the actions, ask: “What is the dog doing?” The child can answer in monosyllables: “Running.” Then ask: “Who is running?” The child will say: “Dog.” Although he has not constructed a detailed phrase, he has this phrase in his head. Do the same action with other toys. If the child is silent, encourage him to say: “Here is a dog running. And now? (A cat, a bunny is running.)" Using the same toys, depict other actions: "Here is a dog running. And now... (the dog jumps, bites, barks).” Use gestures and onomatopoeia to explain actions. Combine the last two tasks, pushing the child to utter complete phrases: “The dog is barking. The cat meows. The cat is running. The dog is running. The dog is jumping."

Three word sentences (subject + predicate + object). Perform actions whose meaning can only be conveyed by a verb with an object: waving my hand, bathing a doll. Ask: “What am I doing?” If a child uses a verb without an object: “You’re waving,” clarify: “With what?” - “Waving your hand.” Sample sentences . You kiss mom. You wash your hands. You are brushing your teeth. You are petting the cat. You throw the ball. You comb your hair. You are looking for a pen.

Sentences with two subjects or predicates with the conjunction “and” or “a”. Use two toys to perform the same action: “The dog and the cat are running. The dog and cat are eating." The child comments on the actions. A similar task for sentences with listed predicates: “The dog runs and barks. The dog barks and bites." Perform various actions with toys: “The cat runs and the dog sits. The dog barks and the cat meows.”

Sentences with prepositions . Perform actions that can be commented on using prepositions: in, to, by, on, above, under, for, near. Sample sentences . You look out the window. The ball rolls on the floor. You go to the window. You put your pen on the table. The ball rolled under the sofa. You are standing near the table.

Ask leading questions.

Result:

A) The child does not form phrases, uses individual words, and fills in gaps in speech with gestures. Sentences are constructed grammatically incorrectly, prepositions and conjunctions are not used in speech - a severe form of OHP.

It is difficult to construct independent sentences; basically, the child tries to repeat after you. Sentences based on opposition are difficult to come by - an easier form of OHP.

B) The child copes with tasks; sometimes he may confuse prepositions - this is normal.

Diagnosis of speech development of a 4-year-old child. Speech therapy test (middle group) on the topic

SPEECH CARD

/test diagnostics for a 4-year-old child using the method of T.V. Kabanova/

Child's last name_______________________________________________group__________________________

Date of Birth______________________________________________________________________________

___________________________________________________________________________________________

SERIES I 1.Vocabulary Comprehension Study. Show me where:
1.Understanding general words by topic					2. Differentiation of singular and plural nouns
HOUSE-E ANIMALS					TREE-TREES
WILD ANIMALS					MACHINE-MACHINES
FURNITURE					LEAF-LEAVES
SHOES					BOOTS-BOOTS
3.distinction between prepositional and case constructions					4.nouns with diminutive suffix
bird above the tree					Apple-bull's-eye
under the tree					bunny hare
near the tree					High chair
on the tree					Car-typewriter
5. study of word discrimination Show where:					6. Understanding two-step instructions
They carry and carry					Take the toy from the table and put it in the closet
Hanging and standing					Put the bunny on a chair and put the doll to sleep
7. distinguishing opposites by meaning Look at the pictures, show where:
Big bear-little bear
High house - low house
Clean hands are dirty hands
SCORE: 1-point completes tasks correctly; 0.5 - performs after several repetitions; 0.25 has difficulty understanding speech addressed to him; 0 points - fulfills
TOTAL FOR SERIES I: 23 samples -23 points
Series II. Study of the sensorimotor level of speech
1. The state of phonemic perception. Repeat after me :
TA-NA					KA-GA
TA-DAH					HA-YES
BA-MA					TA-WA
ME-MA					TOTAL PER SERIES
SCORE: 1-point accurately and correctly reproduces at the pace of presentation; 0.5 - the first term reproduces correctly, the second assimilates to the first; 0.25 inaccurate both terms with permutation, replacement and omissions; 0 points - does not reproduce. Total 7 samples - 7 points.
2. Phonemic analysis and synthesis. Select the sound “m” - the mooing of a cow (“r” motor) from the words (only the selection of a word containing the sound “m” or “r” is considered a breakdown):
mouse					fish
frame					window
mosquito					firewood
house					table
board					ball
SCORE: 1 point - answers correctly on the first try; 0.5 - on the second attempt; 0.25-from the third attempt; 0 points - answers incorrectly. Total 4 samples - 4 points Read also: How to teach a child to hold a pen correctly? 6 basic methods and some additional tips

Continuation of the speech map_____________________

3. Articulatory motor skills. Repeat the movements.
"Smile-pipe"				"swing"
"Let's lick our lips"				"spatula"
"needle"				Total 5 trials -5 points
SCORE: 1 point - performs movements correctly; 0.5-slow and intense; 0.25 - with errors: long search for a pose, deviation, synkinesis, hyperkinesis; 0 - does not perform
4.Sound-syllable structure of the word. Repeat the words.
whistle				snowdrop
policeman				medicine
aquarium				Only 5 samples - 5 points
SCORE: 1 point - correctly and accurately at the pace of presentation; 0.5 - slow syllable-by-syllable reproduction; 0.25 distorts the structure of the word (omissions and rearrangements of sounds and syllables); 0 point. -does not play
5.Sound pronunciation research
Cotton wool, owl, fork				Fur coat, cat, baby
House, fishing rod, food				Tea, glasses, night
Jar, lunch, loaf				Beetle, knives, hedgehogs
Dog, bowl, nose				Pike, things, bream
Bunny, umbrella, goat				Paw, milk, table
Hay, letter, goose				Fish, cow, fence
Winter, goat, shop				Lion, coat, salt
Heron, sheep, finger				Turnip, jam, door
Leg, cinema, sleep				Geese, needle, carriage
Yod, jay, may				Fly, lemon, house
SCORE: 1 point - correct in any speech situations; 0.5-isolated and reflected correctly, sometimes subject to replacement or distortion; 0.25-correct in isolation, but not automated in speech; 0 - in any position is distorted or replaced. 20 trials-20 points

RESULT FOR SERIES II: 41 samples, 41 points
SERIES III. Study of the grammatical structure of speech and inflection.
Use of singular and plural nouns Name them				In the singular dative form Tell me who you will give food to
Chair-chairs				Cat (milk)
elephant elephants				Mame (flowers)
Hare-hares				Hare (carrot)
Cat-cats				To the bear (honey)
3.Use of prepositional-case constructions. Answer the questions.
Where did the cat jump from (from the sofa)
Where did you put the pencil (in the box)
Where did you get the book from (from the closet)
Where did the ball roll (under the table)
4. The use of adjectives and nouns in the singular and plural of feminine, masculine, neuter
Red flags				Yellow jacket
Flower blue				Apple green
Score: 1 point - forms almost all words correctly, 0.5 - half of the words, 0.25 points 1-2 words, phrases; 0 - does not form words. According to the series 18 samples - 18 points.
RESULT FOR SERIES III: 16 samples, 16 points

_NOTE_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Continuation of the speech map______________________

SERIES IV. Study of vocabulary and word formation skills.
1.1. Subject dictionary. Look and name what you see in the pictures (5 pictures for each topic)
dishes			shoes
family			cloth
animals			furniture
1.2. Nouns denoting parts of objects. What parts do these objects consist of?
Human
Car (cabin, wheel, steering wheel, door, headlight, motor)
doll
Clothing(sleeve, collar, pocket, button, belt)
1.3.Name of professions. What professions are people depicted in the pictures?
doctor			teacher
hairdresser			cook
salesman
1.4.Verb dictionary. Name the action words:
Five things a child does during the day
Actions to professions
Who eats what (chicken, cat, dog)
Action words based on the presented pictures (dances, sings, walks, flies,
1.5.Dictionary of adjectives. Name it.
Color (six primary colors, black and white)
Qualitative adjectives (soft, prickly, cold)
Shape (round, square, triangular)
2. Study of word formation
2.1.Call me affectionately.			2.2.Name the cubs
Ball-ball			hare
dog			cats
cat			ducks
hare			foxes
squirrel			goose
SCORE: 1 point - gives the correct answer; 0.5 - after a little help; 0.25 - forms the form incorrectly; 0-task does not perform.
. RESULT FOR SERIES IV: 32 tests, 32 points
SERIES V. Study of coherent speech. Telling a familiar tale using illustrations Look at the pictures. Tell the fairy tale “Turnip”, “Ryaba the Hen”, “Kolobok” - optional).
Semantic integrity assessment: 1 test, 5 points 5 points - corresponds to the situation, has all the semantic links located in the correct sequence; 2.5 - the child slightly distorts the situation, incorrectly reproduces cause-and-effect relationships; 1-loss of semantic links in the story, significant distortions; 0-no story
Assessment of lexical and grammatical design 1 sample, 5 points 5b-story was compiled without violations of lexical and grammatical norms; 2.5 - does not contain agrammatisms, but stereotypical statements are observed; 1 - agrammatisms, repetitions, and inadequate substitutions are noted; 0 points - the story is not completed
Assessment of independent performance 1 test, 5 points 5 points - independently selects and arranges pictures; 2.5-pictures are arranged using; 1-lays out pictures and composes a story based on leading questions; 0-task not available even with help
RESULT FOR SERIES V: 1 sample, 15 points

Continuation of the speech map____________________

SERIES VI Exploring Gross and Fine Motor Skills Follow my instructions:
General motor skills Total: 14 tests, 14 points	Movements of the arms and shoulder girdle.	Raise your hands up (show how big you are)
		Show how birds fly and flap their wings
	Torso movements	Swing like a clock pendulum (tick tock)
		Bend over and pick up an object from the floor (don’t bend your knees)
	Leg movements and maintaining balance. Follow my instructions	Show me how little you were (Squat)
		Show how the cockerel stands on one leg
		Jump on one leg to the indicated landmark
		Step over puddles or rocks (walking with high knees)
	Statics	Stretch your arms forward and close your eyes. Stay like this for 5 seconds.
	Dynamics	March like a soldier (marching)
		Perform 3 squats in a row
	Spatial orientation by imitation	Walk around the circle, first clockwise, then counterclockwise
		Walk around the circle and stand in the center
		Walk around the entire office and stand in a given place
SCORE: 1 point - correctly, accurately and completely performs all movements at a normal pace the first time; 0.5 correct, but with repetition of instructions or repetition of the demonstration, at a slow pace; 0.25 - incomplete range of movements, uncoordinated movements, motor restlessness, not all tasks are completed; 0 points - unable to perform movements
Fine motor skills Total 9 samples, 9 points	Kinesthetic basis of movements Follow my instructions:	Show the “horned goat” (index finger and little finger extended forward, the rest clenched) alternately with each hand, and then with both hands together
		Show “bunny ears” (index and middle fingers extended upward, the rest clenched into a fist) with each hand in turn, and then with both hands together
		Show the “ring” (each finger in turn touches the thumb on one hand, then on the other)
		Show “glasses” with both hands at the same time
	Kinetic basis of movements Follow my instructions.	Alternately bend the fingers of your right and left hands (possibly reading the nursery rhyme “Forty-forty...”)
		Fingers say hello (alternately touching the pads of the fingers of the hand, and then the same fingers of both hands)
		"Piano playing"
		Changing the position of the hands (fist - left hand / palm - right hand and vice versa, with both hands)
		Fist-rib-palm
SCORE: 1 point - performs movements in full at a normal pace; 0.5 - retardation and lack of coordination of movements when performing; 0.25 - the presence of synkinesis in the general skeletal and facial muscles and difficulty in switching movements; 0 - refuses to complete the task
RESULT FOR SERIES VI: 23 samples, 23 points
FINAL RESULT: 136 samples, 150 points

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Date:________________ / ___________speech therapist:__________________/_________________