Balashova O.P. OHP correction program of the second and third levels

Balashova O.P. OHP correction program of the second and third levels

Currently, there is a tendency to improve the quality of education and upbringing. In mass educational institutions, medical, psychological and pedagogical examinations of children attending preschool and school educational institutions are organized. The causes of maladaptation of individual schoolchildren are identified in a timely manner, and consequently, the most effective ways to correct certain disorders are selected.

Based on the research of A.V. Yastrebova, L.F. Spirova, T.P. Bessonova and many others, we can confidently say that one of the common reasons for the failure of primary school students in secondary schools is various oral speech disorders, which often make it difficult to master correct reading and competent writing.

In this regard, a full examination and provision of assistance to a child experiencing speech disorders requires the participation of not only a speech therapist, but also other specialists (psychologist, psychiatrist, neurologist), which becomes possible on the basis of a specialized psychological, medical and pedagogical center.

The goal of the program: correction of general speech underdevelopment and prerequisites for the development of written speech disorders in preschool children.

Program objectives:

1. Normalization of the activity of the articulatory apparatus.
2. Formation of respiratory and vocal functions, prosodic aspects of speech.
3. Work on pronunciation (production, automation, introduction to speech, differentiation of sounds)
4. Formation of sound analysis and synthesis skills
5. Enrichment of the dictionary.
6. Formation of the grammatical structure of speech.
7. Development of coherent speech.
8. Formation of cognitive processes.
9. Development of fine motor skills.

Addressee of the program: children with special needs aged 5-7 years.

Conceptuality of the program.

The program is based on the following principles:

• systematic;
• complexity;
• active;
• ontogenetic;
• general didactic (visuality, accessibility, individual approach, awareness).

Forms of speech therapy intervention – group and individual forms of work.

Speech therapy methods:

• Verbal;
• Visual;
• Practical.

Directions for program implementation

• Speech therapy diagnostics.
• Speech therapy correction of oral and prerequisites for the formation of written speech in children.
• Working with parents.

Forms of work with parents

• Individual consultations.
• Open individual and group speech therapy classes.
• Explanation of the peculiarities of doing homework.

Corrective work begins with a comprehensive psychological, medical and pedagogical examination of the child. After diagnosis, an individual correction program is developed for each child, which is implemented in the process of drug treatment, speech therapy, defectology classes and sessions with a psychologist.

The difficulty of correctional work with children within a specialized Center is that the frequency of appointments at the Center is 1-2 times a week, while daily group and individual classes are required. The program is designed for group lessons with children (2-4 people). Classes take place 1-2 times a week.

First year of study

Corrective work begins with the preparatory stage , which includes the development of cognitive processes, activation of the child’s passive vocabulary, and preparation of the articulatory apparatus for the formation of correct articulation of sounds of all groups in the process of performing articulatory gymnastics and articulatory massage. Duration – 2-10 lessons. During the same period, a course of speech therapy massage of the tongue of children with dysarthria is conducted. Individual and group classes are held 1-2 times a week.

Main stage

Correction of the phonetic-phonemic aspect of speech

Correction of sound pronunciation (normalization of the activity of the articulatory apparatus, production, automation and differentiation of sounds) is carried out according to an individual plan for speech therapy work with the child.

Each lesson includes the following sections:

Sample Lesson Plans

Correction of lexical and grammatical aspects of speech and development of coherent speech

Each lesson includes the following sections:

Sample Lesson Plans

At the final stage , a speech therapy examination is carried out, based on the results of which recommendations are given to parents.

Second year of study

At the preparatory stage, the activity of the articulatory apparatus is normalized. It takes 2-3 lessons.

Main stage

Correction of the phonetic-phonemic aspect of speech

Each lesson includes the following sections:

Sample Lesson Plans

Correction of lexical and grammatical aspects of speech and development of coherent speech

Each lesson includes the following sections:

Sample Lesson Plans

At the final stage, re-diagnosis is carried out. Based on the results of the speech therapy examination, recommendations are given to parents and the child’s future educational route is determined.

Bibliography:

1. Volkova G.A. Methodology for psychological and speech therapy examination of children with speech disorders. Issues of differential diagnosis. – St. Petersburg, 2003.
2. Zhukova N.S. Primer. – M., 2005.
3. Zhukova N.S., Mastyukova E.M. Filicheva T.B. Speech therapy. Overcoming OHP in preschool children. – Ekaterinburg, 2003.
4. Kashe G.A. Prevention of reading and writing disorders in children with pronunciation deficiencies. -1965.
5. Levina R.E. General characteristics of speech underdevelopment in children and its impact on the acquisition of writing. – 1961.
6. Lopatina L.V., Serebryakova N.V. Development of the lexical and grammatical aspect of speech in preschool children with an erased form of dysarthria. – In the book: Reader on speech therapy. / Edited by L.S. Volkova, V.I. Seliverstova. – M., 1997.
7. Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment. St. Petersburg, 2001.
8. Overcoming the general underdevelopment of speech in preschool children. / Under the general editorship of T.V. Volosovets. – M., 2002.
9. Tkachenko T.A. We learn to speak correctly. System for correcting general speech underdevelopment in 6-year-old children. – M., 2001.
10. Tkachenko T.A. We learn to speak correctly. System for correcting general speech underdevelopment in children 5 years old. – M., 2001.
11. Tkachenko T.A. Formation and development of coherent speech. – M., 2001.
12. Tkachenko T.A. Formation of sound analysis and synthesis skills. Album for individual and group lessons with children 4-5 years old. – M., 2003.
13. Filicheva T.B. General underdevelopment of speech in preschool children. – In the book: Fundamentals of speech therapy work with children. / Under the general editorship of G.V. Chirkina. – M., 2002.

Speech therapy work with children of the second level of speech development

Speech therapy work

with children of the second
level of speech development
Characteristics of children with the second level of speech development

Second level

Speech development is defined as the beginnings of common speech.
A characteristic feature of this category of children is higher speech activity. A distinctive feature is the appearance in the speech of children of two or three, and sometimes even a four-word phrase. (“Yes tena niku” -
“Give me the yellow book”,
“Children are mowing isya asom” -
“Children are coloring the leaves with a pencil”,
“Mom, buy an asaka like this” -
“Mom, buy a mosaic like this”1, etc.). In addition to gestures and babbling words, although distorted, but quite constant commonly used words appear (“Alyazai. The children of the alyazai kill. Kaputn, lidome, lyabaka. Litya give the land” - Harvest. Children harvest the harvest. Cabbages, tomatoes, apples. Leaves fall on land).

At the same time, a distinction is made between some grammatical forms. However, this occurs only in relation to words with stressed endings (table - tables; whines - sing) and relating only to some grammatical categories. This process is still quite unstable, and gross underdevelopment of speech in these children is quite pronounced.

Children's statements are usually poor; the child is limited to listing directly perceived objects and actions.

The story based on the picture and the questions is built primitively, on short, although grammatically more correct, phrases than for children of the first level. At the same time, insufficient development of the grammatical structure of speech is easily detected when the speech material becomes more complex or when the need arises to use words and phrases that the child rarely uses in everyday life.

The forms of number, gender and case for such children essentially do not have a meaningful function. The word change is random in nature, and therefore many different errors are made when using it (“I’m playing mint” - I’m playing with a ball).

Words are often used in a narrow sense, the level of verbal generalization is very low. The same word can be used to name many objects that are similar in shape, purpose or other characteristics (ant, fly, spider, beetle - in one situation - one of these words, in another - another; a cup, a glass is denoted by any of these words). The limited vocabulary is confirmed by ignorance of many words denoting parts of an object (branches, trunk, roots of a tree), dishes (dish, tray, mug), vehicles (helicopter, motor boat), baby animals (baby squirrel, hedgehog, little fox), etc.

There is a lag in the use of words-attributes of objects denoting shape, color, material. Substitutions of word names often appear due to the commonality of situations (cuts - tears, sharpens - cuts). During a special examination, gross errors in the use of grammatical forms are noted:

1) replacement of case endings (“rolled-gokam” - rides on a slide);

2) errors in the use of number forms and gender of verbs (“Kolya pityala” - Kolya wrote); when changing nouns by numbers (“da pamidka” - two pyramids, “dv kafi” - two cabinets);

3) lack of agreement of adjectives with nouns, numerals with nouns (“asin adas” - red pencil, “asin eta” - red ribbon, “asin aso” - red wheel, “pat kuka” - five dolls, “tinya pato” - blue coat, “tinya cube” - blue cube, “tinya cat” - blue jacket).

Children make many mistakes when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“Kadas ladyt aepka” - The pencil lies in the box), prepositions can also be replaced (“The notebook has fallen and thawed” - The notebook fell from the table ).

Conjunctions and particles are rarely used in speech.

The pronunciation capabilities of children lag significantly behind the age norm: there is a violation in the pronunciation of soft and hard sounds, hissing, whistling, sonorant, voiced and voiceless (“tupans” - tulips, “Sina” - Zina, “tyava” - owl, etc. ); gross violations in the transmission of words of different syllabic composition. The most typical reduction in the number of syllables (“teviki” - snowmen).

When reproducing words, the sound content is grossly violated: rearrangements of syllables, sounds, replacement and assimilation of syllables, abbreviations of sounds when consonants coincide (“rotnik” - collar, “tena” - wall, “vimet” - bear) are noted.

An in-depth examination of children makes it easy to identify insufficient phonemic hearing, their unpreparedness to master the skills of sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.).

Speech therapy work with children of the second level of speech development

Development of speech understanding

The child first learns to understand the speech of others, associate the names of objects and actions with specific sound combinations and words, and only then begins to speak. Therefore, the initial, “starting” period is the development of children’s understanding of speech. Moreover, when determining the content of verbal communication with children, situational speech is the earliest, and, therefore, the simplest and most accessible for them (S.L. Rubinstein, D.B. Elkonin, A.M. Leushina). During the period of development of understanding of speech in a visual situation, it is useful to use many routine and play moments for classes: getting ready for a walk, preparing for classes, cleaning the doll's corner, being on duty in a group, preparing for lunch, bed, etc. You need to start by learning to understand some addresses in the imperative form. Using the words show, put, bring, give, carry, take, etc.,

You can teach a child to understand the names of many objects around him.

Gradually, the speech therapist’s phrases should expand: “Show me where the red pencil is, show me
where the big rubber ball is, etc.”
It is very important to repeat the exercises several times in various visual situations so that the child can quite accurately understand the meaning of words * and the conditions for their use.

“Classes conducted by a speech therapist at various scheduled moments turn out to be very productive. For example, when getting ready for a walk, a speech therapist comes with the children to the locker room and, addressing them with instructional phrases, regulates the entire dressing process. For example: “First take off your slippers, now put on
your boots, then you need to put on your coat, now you can put on a hat, tie a scarf, and now take out your mittens, etc.”
Gradually, the speech therapist’s questions and requests become more diverse and more complex. But children still respond only with actions. For example: “Raise your hands, who has already put on boots”
or “Show me, who has already put on a fur coat?” or “tied a scarf”, “Come to me if you are already fully dressed” , etc.
Children should be taught to distinguish:

- actions that are close to the situation (knitting - sewing, bathing - washing, sleeping - lying, buying - selling, carrying - lucky, jumping - running, sewing - embroidering, etc.). At first, children respond by showing the corresponding picture, but gradually begin to try to independently name the desired word, and any, even the most distorted, reproduction of it is allowed. The speech therapist correctly repeats this word after the child;

- actions and signs that are opposite in meaning (put on a coat - take off, pour - pour out, tie a bow - untie, open the door - close; big - small, thick - thin, wide - narrow, high - low);

- actions expressed by personal and reflexive verbs (bathes - bathes, washes - washes, dresses - gets dressed, rolls - rolls, combs - combs his hair).

Using paired story pictures, children learn to distinguish: .

- actions expressed by singular and plural verbs (swims - swim, sings - sing, drinks - drink, walks - go, sleeps - sleep, eats - eat, hangs - hang);

- actions expressed by verbs of the past tense singular, masculine and feminine: Valya sang - Valya sang; Valya soap - Valya soap; Valya drank juice - Valya drank juice; Valya ate soup - Valya ate soup.

- case forms (where a baby puts on a fur coat, where a baby puts on a fur coat; where a wolf catches a hare; where a hare catches a wolf; where a mother feeds her daughter; where a daughter feeds her mother);

- possessive pronouns (give mom a pencil, give mom’s pencil):

- spatial relationships of objects, expressed by prepositions (in, on, under, from, about).

Development of phonemic hearing

In play correction classes, children are first taught to distinguish between non-speech sounds and their direction: tapping; pat; rustling paper; door creaking; tambourine sounds; sounds of a metallophone; piano sounds; sounds of an accordion, etc.

Then the children distinguish:

- nouns whose names differ in one sound. They show pictures named by the speech therapist: mouse - bowl; Masha - mask; daughter - dot; barrel - kidney; pussy - bowl; roof - rat;

- nouns that differ in sound by several sounds: donkey - goat; donkey - goat; lawn-car; snake - earth; cart - nose;

- verbs that sound similar: who rolls - who bathes; who bathes - who buys; who they graze - who they carry; who stands - who builds; who carries - who carries.

Further, using the game situations “Modification of a doll (a-a-a-a)”, “Sore ear (o-o-o-o)”, “Echo” (lost in the forest - ouch), “Crying baby” (wa -ua), teach children to distinguish these sound complexes from other combinations by ear.

Formation of vocabulary

Refinement and expansion of vocabulary is carried out based on thematic cycles. Mastering the initial skills of word formation involves distinguishing by ear, and then independently using in speech words with a diminutive meaning that are well known to the child (with the suffix “-ik” - house, forehead; with the suffix “k” - arm, leg). In classes to develop understanding and consolidate skills in the practical use of diminutive nouns, a doll and a child, portraits of a mother and baby are used.

Using special didactic games, children can be taught to distinguish between actions that are similar in appearance. For this purpose, first of all, you should select those actions that are easily demonstrated: came - left; brings - carries; pours - pours out; opens - closes, etc..

In this case, it is necessary to clearly show how the meaning of a word denoting an action changes in connection with a change in the sound of its initial part (jump - jump - jump over - jumps, etc.).

Formation of the grammatical structure of the language

Exercises to develop an understanding of grammatical categories create the basis for using these forms in independent speech. First of all, it is necessary to teach children to establish connections between an object and its action. Therefore, first they consolidate the skills of using imperative verbs and converting them into 3rd person singular present tense verbs. Then the skills of practical use in speech are formed:

- categories of number of nouns;

- categories of verbs;

- case categories.

Consolidating practical skills in using the category of number of nouns.

Didactic game 1

The speech therapist suggests listening carefully to the words he says. If one object is named, the children are silent, if several, they clap their hands. You need to remember these words, and then find the corresponding toys in the group (butterfly - butterflies, pyramid - pyramids, cabinet - cabinets, table - tables, vase - vases).

Didactic game 2

The leader places objects in one or more quantities in different places of the group. The speech therapist names them, and the children must quickly find, name them and place them on the table (drum, tambourines, metallophone, pipes, telephones, pencils, pens, etc.)

Game "Successful Fishing".

Children come to a makeshift lake. An angler is selected. He casts a fishing rod with a magnet and takes out a picture. If one object is drawn on it, puts the picture in the first basket, if there are many objects

- in the second. Children take turns approaching the baskets, take out one picture from each of them, show it to everyone and say: I have a table and lamps.
I have cats and a bag, I have a pen and mushrooms,
etc.

"Getting ready for a walk"

Children put clothes and shoes on the bench that they will wear for a walk, calling them: these are hats (boots, fur coats, etc.) The presenter, addressing the children, tells what they are wearing: I am putting on a hat, fur coat, etc. . children, performing the same actions, talk about themselves: We
put on hats, fur coats, mittens, boots, etc.
"The Fourth Wheel"

Children choose a picture that does not fit and explain why.

For example: dolls, parsleys, clowns, doll (there is an extra doll - there is only one)

Plates, plate, saucers, dishes; (one plate);

Mittens, scarf, mitten, scarf (several mittens)

To develop auditory perception, plot pictures are used depicting identical actions performed by one or several persons (a bird flies, birds fly; a girl sings, children sing).

The sequence of use of case constructions is focused on the patterns of their assimilation during normal speech development (accusative, genitive, dative, instrumental, prepositional). At this stage of training, you can gradually move on to developing the skills to hear, recognize and name prepositions in phrases, using the technique of grammatical comparison (the ball is on the table -

the ball is on the table;
the cat is sitting at the table -
the cat is sitting under the table). It is important to give the child the same words in various combinations as much as possible, to reinforce the general meaning of the words (What else can the ball lie on?).

The main content of speech therapy classes on the development of coherent speech includes exercises in the use of various sentence structures. Forming the skills of composing 2 and then 3 word sentences becomes possible with a certain amount of speech understanding: “Who? What is he doing? Who? What is he doing? What?"

Using demonstrations of actions, plot pictures, and a flannelgraph, children learn to listen to questions, correlate them with the endings of verbs, and compose sentences. Dolls, favorite characters, or children themselves can act as characters. First of all, sentences include actions that are familiar and often encountered in everyday situations. At the initial stages of training, the active assistance of a speech therapist plays an important role. It is expressed in the joint pronunciation of sentences, in the child’s completion of sentences begun by the speech therapist.

Children independently make sentences on the questions: Who? What is he doing? What?

(Grandma drinks milk. Grandfather eats bread.)

Making proposals on the following questions: Ktr? What is he doing? What? (Olya is sewing a skirt). Speech therapist in

puts the proposal diagram on the board.

Making proposals on the following questions: Ktr? What is he doing? What? To whom?

(Tanya cooks fish for Olya. (for dad, mom). Tanya cooks soup for Olya. (for grandma, grandpa).

Making proposals on the questions: Who? What is he doing? What? How? (The fox cuts the meat (with what?)

with a knife.) Answers are spoken out in chorus and individually.
Come up with suggestions for 2 cards: a girl and a pencil ( The girl draws a ball with a pencil).
The next task is to expand the scope of proposals. You should offer object pictures as a visual support, using which the child completes the sentence: “The boy draws a house, a mushroom, an airplane.”

Formation of coherent speech

The ability to make sentences based on a picture and demonstrate actions allows you to move on to writing short stories. Teaching children storytelling includes several areas.

Compiling stories based on plot pictures.

First, children look at the picture and answer questions about its content. Next, the speech therapist gives a sample of his story, which the children repeat. Then you are asked to listen carefully to the questions, which are a plan for an independent story about the picture.

Compiling stories based on a series of paintings.

When teaching how to compose stories based on a series of paintings, it is necessary to select scenes from everyday life that is well known to children. First, teach them to identify cause-and-effect relationships and arrange pictures correctly. For example: children played in the garden; it began to rain heavily; the children ran into the house.

Next, each episode of the plot is played out. The use of a flannelgraph helps to consolidate the skills of writing a story.

Compilation of descriptive stories.

This type of work involves writing stories with the help of a speech therapist. The objects for description are colorful toys, household items, clothing, and furniture surrounding children. use visual diagrams as a visual support, which serve as a kind of plan when composing stories-descriptions of toys, objects, etc.

Retelling.

When teaching retelling, it is important to choose the right text for the story: it should be small in volume, have a clearly defined sequence of actions, an interesting plot for the child, and familiar vocabulary. The story consists of short, simple sentences with direct speech included.

The sequence of work on the retelling involves several stages:

- preliminary conversation

-reading a story about a kitten with the speech therapist laying out individual elements of the plot on a flannelgraph

- conjugate recitation of the story;

- re-reading the story, followed by children arranging the corresponding pictures;

— guessing one of the removed pictures;

— restoration of the broken sequence of pictures;

- reading a story and independent retelling of it by children. The pictures remain as a visual support.

Formation of sound pronunciation and
syllabic structure of words
The content of classes on the formation of sound pronunciation includes:

1. Development of phonemic hearing (the sequence of sound formation depends on their articulatory complexity; auditory perception is the leader in the process of phoneme formation; children are taught to distinguish phonemes that are similar in sound).

2. Clarification of the correct pronunciation of sounds.

3. Staging missing sounds.

4. Automation of supplied sounds.

5. Consolidating the skills of correct, clear reproduction of 3-4 complex words of varying sound content.

In the process of speech therapy work on the development of sound pronunciation. first of all, the consonant sounds of early ontogenesis are practiced - P, B, M, T, D, N, F, K; vowel sounds A-U-O-I.

The formation of the pronunciation aspect of speech is closely related to the formation of the syllabic and rhythmic structure of speech. Exercises are carried out on the basis of only correctly pronounced sounds. One-syllable, two-three, and then four-syllable words with closed and open syllables from correctly pronounced sounds are introduced into children's speech, focusing on classes of syllable structures.

Organization of speech therapy classes

The greatest effectiveness in teaching children with the second level

Speech development can be achieved in classes with 1-2 children (the first two months of training). This is explained by the fact that children perceive tasks and new material much better when it is addressed directly to them. The child is not yet able to distribute his attention to several objects or retain several verbal instructions in memory.

Individual work in the first months of training is more effective if the duration of classes does not exceed 10-15 minutes. After 2 months, children are united in subgroups of 2-3 people, and classes last 15-20 minutes.

In the second half of the year, when children are already accustomed to listening and being heard by a speech therapist and purposefully performing nonverbal and verbal tasks, the composition of the subgroups increases to 4-5 children. When conducting classes, it is important to maintain children’s speech activity at all times.

The more sentences a child composes and speaks about questions, plot pictures and demonstrations of actions, the better he will learn grammatical categories in practical terms and the faster he will advance in his speech development. Each speech therapy session includes exercises to develop attention, memory, and logical thinking.

When determining the content of speech therapy classes, it is important to focus on choosing feasible requirements for the child. Children show great interest in the activity when entertaining game stories are created, in which they themselves are often active participants. Children should develop cognitive interest. To do this, you can use surprise moments and various forms of encouragement. All this together helps to activate children’s speech activity. Incentives may include:

pictures, flags, stars, crosses, various symbols: drawings, chips, medallions; public assessment by a speech therapist, children (applause), verbal praise, handshake of a puppet character);

- distribution of sweets and fruits;

— labor reinforcements (distribution and collection of painting material, toys, monitoring the completion of tasks, etc.).

When conducting classes with children, you should always remember that many of them are physically and somatically weakened, get tired quickly, and cannot withstand prolonged sitting in class. In this regard, it is useful to carry out dynamic pauses in the middle of classes, which help relieve children’s muscle tension and fatigue.

Under the influence of special correctional education, children move to a new - III level of speech development, which allows them to expand their verbal communication with others.