Innovative technologies in speech therapy practice

Causes of speech disorders in children

1. Heredity – mental retardation, hearing impairment in parents.
2. Intrauterine pathologies (the mother suffered a viral disease during pregnancy and was injured). They develop when the fetus is between 1 and 4 months old.
3. Premature birth and birth injuries leading to intracranial hemorrhage.
4. Diseases and injuries in the first years of life: rickets, whooping cough, meningitis, damage to the skull or palate, inflammation of the middle ear.
5. Psychological reasons: parents do not communicate with the child, treat him poorly, leave him alone too often.

How do you know when it’s time to work on your child’s speech?

Initially, the child learns to pronounce sounds, then to put them into words, then to construct phrases and express thoughts. You should not expect from a two-year-old child impeccably clean pronunciation and beautiful speech, observing genders and cases. In addition, until the age of three, a child will not be able to concentrate on classes for more than 10 minutes.

The optimal age for starting classes for a healthy child is four to five years. By six he should already be able to pronounce sounds correctly and express his thoughts coherently. It is better to correct the pronunciation before the molars grow in.

Classes are needed if:

• the baby pronounces individual sounds incorrectly;
• the child rearranges syllables in words, constructs phrases incorrectly, confuses cases, gender, and numbers;
• “porridge in the mouth”;
• speech is too fast, slurred;
• the child stutters;
• the baby has suffered a birth injury or infectious disease;
• The child was diagnosed with hearing impairment, mild mental retardation, and developmental delay.

Even if you are not going to take your child to a speech therapist on an ongoing basis, it is worth bringing him for a consultation - you will receive recommendations for home activities. It is also advised to show the child to a speech therapist before school, even if there are no obvious problems.

The problem of speech disorders is not always purely speech therapy - sometimes it makes sense to correct pronunciation only after treatment.

The main directions of correctional work for the purpose of rehabilitation and socialization of the child

Based on these data, the main directions of correctional work are outlined for the purpose of rehabilitation and socialization of the child, with mandatory medical support:

a/ psychocorrection;

b/ correction of intellectual development;

c/ logo correction;

d/ correction of physical development.

In correctional work on speech development with this group of children, the leading place is given to the formation of phonetic perception:

— It is necessary to arouse the child’s interest in the sounds of the surrounding world and the sounds of speech, teach him to listen, differentiate non-speech and speech sounds, onomatopoeia;

— Learn to differentiate quiet and loud physical sounds, be able to localize sound in space, determine the direction and source of sound, correlate the number of sounds with a number.

• Localize and recognize the voice, distinguish between voices of different volumes, focus on the meaning of what is said, develop sustained attention to the sound envelope of the word. • Develop speech memory. • Encourage them to reproduce by imitation individual sounds (vowels), onomatopoeias, sound complexes and individual, easily pronounced words, and then to reproduce them independently.

Speech problems in children

Speech disorders in children can be caused by the following reasons.

Phonetic underdevelopment

Perhaps the most common type of violation is the incorrect pronunciation of one or more sounds. Before a speech therapist, you can visit an orthodontist - sometimes the problem can be solved by cutting the frenulum.

Phonetic-phonemic underdevelopment

With such a violation, the baby cannot even hear the sound correctly. Difficulties arise with speech, writing, and learning languages. Ask your child to repeat after you the chains of words: “dom-som-kom-lom” or syllables: “gu-ku-gu-ku.” If he makes a mistake, this is a warning sign.

General underdevelopment

Poor vocabulary, difficulty expressing thoughts, inability to write a description of a picture... As a rule, such children begin to speak later than their peers. They find it difficult to concentrate and remember. In addition to a speech therapist, you will most likely need a neurologist.

Pathologies associated with injuries, heart defects, damage to the nervous system

Examples of such pathologies include alalia, aphasia and dysarthria.

Alalia occurs due to damage to the nervous system. The child speaks very poorly, and his speech is meaningless, or he does not speak at all. Also, sometimes a baby may suffer from movement disorders, hyperactivity, or, conversely, retardation.

If alalia implies that speech initially develops incorrectly or does not develop, then aphasia is an acquired disorder. It can be caused by damage to the cerebral cortex, head injuries, and heart defects. With aphasia, children do not understand other people's speech and do not control their own, do not remember words well, and change sounds and syllables.

Dysarthria is a relatively rare disorder in which a person's speech is slurred and slurred. Dysarthria is provoked by disturbances in speech breathing and articulation, which are associated with lesions of the nervous system.

Such problems need to be dealt with comprehensively - with the help of neurologists, teachers, psychologists and speech therapists.

Causes of delayed psycho-speech development

Based on the analysis of anamnestic data, conclusions of a neuropsychiatrist and geneticist, the results of a diagnostic examination and the presented characteristics, we can draw conclusions about some of the reasons for the delay in the psycho-speech development of this child :

a/ The child was born prematurely, the brain structures responsible for the development of speech and intelligence as a whole have not yet been fully formed;

b/ Low body weight also indicates insufficient physical readiness of the fetus for birth:

— both gross and fine motor skills are impaired: a girl of asthenic build with poor posture (mild stoop), basic movements are not clear and coordinated enough;

The face is slightly asymmetrical, inexpressive, the nasolabial folds are smoothed, the muscles are weak - insufficient closure of the lips, there is no salivation.

Articulatory motor skills are impaired, the movements of the articulatory apparatus are blurred, unclear, and there is a slight tremor of the tongue.

Fine motor skills are low, movements are awkward, it is difficult to grasp and hold objects, especially small parts of a mosaic or construction set; holds the pencil incorrectly, grips it with the whole palm, cannot open the clothespin, fasten and unfasten clothes.

c/ There is a general immaturity of the psyche: the processes of formation of perception, attention, memory, and thinking are disrupted.

How to create an activity at home?

The main principles of homework:

1. Regularity. Exercise every day, but without overloading the baby and taking into account his age and well-being. You can start with 3-5 minutes a day, gradually increasing to 15-25.
2. Game form. Only you know what your child will like most: retelling an interesting story or a competition to see who can pronounce a tongue twister the fastest. Start with tasks that are more interesting to your baby, gradually moving on to less exciting ones.
3. Comfortable environment. For many types of activities you need, at a minimum, a table, a comfortable chair, and often a mirror on a stand.
4. Patience. It is impossible to achieve amazing results in one mini-lesson. Encourage your child, praise him for successes and don’t get angry for mistakes, don’t laugh or imitate. Otherwise, the baby will withdraw into himself, and speech problems may worsen.
5. Do not do tasks for your child if he cannot cope with them. The point of the classes is to benefit the baby, and not to impress the speech therapist.

Types of activities for speech development

Articulation gymnastics

This is a set of exercises that develop the speech apparatus and promote the production of sounds. Articulation gymnastics helps to pronounce words clearly and clearly even without the help of a speech therapist. Suitable for overcoming any speech defects.

You need to exercise twice a day every day. Each lesson is 3-5 minutes, each exercise is five times. You can add no more than one new exercise per day. All classes must be conducted sitting in front of a table mirror. It’s good if the mother or father does them together with the child.

Examples:

1. “Tube”: the lips are pulled forward, the teeth are closed.

2. “Barrier”: the tongue rises behind the upper teeth, the mouth is slightly open.

3. “Swing”: the tongue moves down and up alternately, in each position for several seconds.

4. “Fence”: the lips are held in a smile, the upper and lower front teeth are exposed. 5. “Pancake”: a relaxed tongue is held behind the lower teeth.

6. “Stretch”: the tongue sticks out and reaches for the nose, chin, and corners of the mouth in turn. 7. “Mushroom”: the child should smile, open his mouth wide and suck his wide tongue to the roof of his mouth.

8. “Horse”: the mouth is open, the lips are held in a smile. You need to suck the tip of your tongue to the roof of your mouth and start flicking your tongue. Performed 5-6 times.

9. “Cup”: smile, open your mouth and bend the edges of your tongue in the shape of a cup.

It is important to learn how to hold the chosen pose for the required time - for example, counting from 1 to 5 or 10.

Development of fine motor skills

The speech center of the brain is located close to the motor center. Scientists have proven that if you develop the fine motor skills of a child’s hands, that is, teach him to perform small, precise movements with his hands and fingers, the speech center will also become active. Such exercises are useful for any speech disorders.

Exercises:

1. Games with plasticine. For younger children, it is enough to knead it and sculpt figures of one color; for older children, assign multi-colored figures that are more complex.
2. Sorting small items (especially important in the third year of life). Mix two types of beads or buttons, peas and beans, shells and pebbles in one container and ask your child to separate one from the other. You can “tailor” some story to this - for example, one doll likes peas for dinner, and the other likes beans. Gradually complicate the task - let there be objects of three, four or more types in one container. The baby should perform the exercise with two or three fingers and bend the rest.
3. Exercise with bulk substances. Teach your child to pour cereals, peas, and lentils from one dish to another (glass, bottle) using a spoon or funnel. Dip small toys and beads into the sand and ask your baby to find them and pull them out with his fingers.
4. Rolling balls. The child rolls small balls on a flat surface with his palm or finger and does not allow them to slip out.
5. Playing with paper. The child crumples, tears and kneads a piece of paper, learning to put it in the trash can.
6. Exercise with raisins. Roll out the dough and invite your child to decorate it with raisins. Let him take each one with two fingers and place it at a distance from each other.

Finger games

One of the types of exercises is “finger games”. This is a short dramatization (often rhythmic, poetic) of stories, fairy tales using fingers. The child repeats the movements of adults.

Examples:

1. I knock with a hammer (my fists knock against each other), I want to build a house (the fingertips of both hands are connected, depicting the roof of the house). I am building a tall house (palms, touching each other, rise up), I will live in that house (clap our hands).
2. We wrote, we wrote (we depict the process of writing), our fingers were tired. Let's shake our fingers (shaking the hands) and start writing again (a movement similar to that at the beginning of the exercise).
3. Four brothers walk towards the eldest (we connect our fingers one by one to make a pinch). Hello big! Hello, Vaska-pointer! (connect the thumb with the index finger). Hello, Little Bear! (large - with medium). Hello, Grishka the orphan! (large - with nameless). Hello, little Timoshka! (big - with little finger).
4. The fingers played hide and seek and the heads were removed. Like this, like this, and the heads were removed. (All ten fingers rhythmically bend and straighten at the same time.)
5. Our fingers woke up, stretched, stretched and shook. They ran, ran, ran, ran, galloped, galloped - and got tired. (We depict all the movements one by one, then shake our fingers and put our hands on our knees.)
6. This finger is grandpa, this finger is grandma, this finger is daddy, this one is mommy, this one is me, this is my family! (At first, the hand is clenched into a fist, then we extend it one finger at a time, and at the end there is an open palm.)

It is advisable to perform the exercises slowly, 3 to 5 times: with one hand, then with the other hand, then with both. After each “session,” relax your fingers and hands by shaking them.

There are no strict rules on the frequency of exercise. The main thing is regularity.

Development of auditory perception, phonemic hearing

Without developed auditory perception, correct oral speech is impossible. Show children pictures of animals and ask them to reproduce the sounds they make. While walking, pay children's attention to the sounds of the street and their differences. Play audio recordings with nature sounds and ask your child what sounds and where. Introduce him to audio fairy tales.

Keep jars of pebbles, cones, vessels with water, pipes and whistles at home. Let the child make the sound from them himself.

By the first grade, a child should already have developed phonemic awareness - the ability to hear and distinguish speech sounds. He must be able to determine whether a word contains a particular sound and select words using it.

Exercises:

1. "First Sound" Invite your child to name the first sound in the names of the heroes of their favorite fairy tale.
2. "Cotton". Pronounce different sounds one by one - let the child clap his hands when he hears the one you asked.
3. "Find similarities." Say several words with the same distinct sound and ask your child what they have in common.
4. "Guess the object." Make a sound - let the child name the vegetable/fruit/toy that begins with it.
5. "Lost Sound" Say the sentence so that the first sound is “lost” in one of the words, and let the child “find” it.
6. "True False". Show your baby a thing, name it and repeat the word, first pronouncing one of the sounds correctly and then incorrectly. Let the child indicate which option is correct.

Vocabulary expansion

A rich vocabulary promotes effective communication and successful study, and also signals to others that this is an erudite person with a developed intellect. Vocabulary can be developed without the help of a speech therapist and at any frequency.

Active replenishment begins at approximately 2-3 years. If for a three-year-old it is enough to know about 1,200 words, then for a six- to seven-year-old child, experts estimate the norm at 3.5 thousand. It is important that the baby not only hears a word briefly, but also understands its meaning, remembers it and uses it several times. Then it will be fixed in the active dictionary.

How to help the process:

1. Read to your child and with him, and most importantly, let him regularly see how enthusiastically you read books. Be sure to discuss the books you read together.
2. Involve the child in the conversation, when talking with him and in front of him, speak correctly, use synonyms and antonyms.
3. Play with your child. For example, in the game “Don’t take black and white, don’t say yes and no.” It begins with the question: “Are you going to the ball?” Next, the presenter builds the dialogue in such a way as to force the player to say the words “yes”, “no”, “black” or “white”, and he must answer, avoiding them. If he says it by accident, he loses.

Exercises:

• ask your child to come up with or find synonyms or antonyms for given words in the text;
• “What is a tomato? This is a vegetable. What vegetables do you know?”;
• “What is the sun doing? What morning?”;
• let the child learn to select related words (“table”, “table”, “dining room”, “tabletop”);
• ask for a detailed description of an object or creature;
• suggest matching the name of the animal with the name of its baby.

Breathing game exercises for training speech breathing

Correct speech breathing ensures proper sound production, normal timbre, clarity, volume, and expressiveness. The baby should learn to use air sparingly and control the time of exhalation.

Examples of exercises (each performed 4-5 times):

1. "Blowing out the candle." Use a strip of paper as a candle, which is held 10 cm from the child’s lips. He is asked to slowly and smoothly blow on the “candle” so that the “flame” flickers. You need to blow for no longer than 10 seconds, after which there is a 5-second break.
2. "Inflating a tire." The child spreads his arms in front of him, says “sh-sh-sh” as he exhales, slowly crosses his arms so that the right one is on the left shoulder and vice versa. Then takes the starting position. Then they clench their hands into fists, taking the “pump handle.” Smoothly bend forward with an exhalation on the sound “ssss.” Straightening, involuntary inhalation.
3. "Airplane". Let the baby spread his arms out to the sides, palms up. Raising your head - inhale. Turn to one side with the pronunciation “zhzh”, exhale, stand straight, lower your arms, pause. The same thing - with a turn in the other direction.
4. "Hedgehog". Hands on the belt, elbows bent. As you exhale, “puff-puff-puff” and move your elbows forward. Starting position, involuntary inhalation.
5. "Crow". Hands rise up through the sides. The child slowly lowers his arms and squats, pronouncing “ka-a-ar” in a drawn-out manner. Starting position, involuntary inhalation.
6. "Geese." Hands on the belt, slowly bend the torso forward, while keeping the head down. We pronounce it drawlingly “ga-a-a.” Starting position, inhale.

Performing exercises in which you need to inhale smoothly through your mouth, without lifting your nose, shoulders and chest, and without puffing out your cheeks.

Music games

Helps develop speech hearing and improve voice control.

Will help:

• onomatopoeic songs (“Geese-geese, ha-ha-ha”, “Kwa-kwa, says the frog”);
• games with duplicating sounds with words (the drum “does” knock-knock, boom-boom, bell - ding-ding);
• dances with short words denoting movements (top-top, jump-jump, skok-skok);
• singing sounds with mom or dad (“doo-doo-doo-dudochka”);
• performance of any song to the rhythm of clapping and stamping;
• Guessing a song by rhythm.

Characteristics of the child

Valeria B., born 23.09.07, living at the address: Krasnodar, attending a special group for children with SUD at the preschool educational institution, based on an extract from the protocol of the State Medical Inspectorate.

The girl was born from the third pregnancy, which occurred against the background of weight deficiency, was born premature (38 weeks) with a body weight of 2100 g. body length - 48 cm, she screamed immediately. On artificial feeding from the first day of birth. After birth, nursing procedures were carried out for a month. The child's early development was delayed:

Motor formula (3 m - 6 m - 14 m)

Teeth – by 4, 5 months 4 teeth appeared. At the age of 1 year all teeth were present.

The first babbling words appeared by the age of 1.5 years. After 1.5 years, speech stopped as a result of stress (in a dream I was scared by the sharp sound of a drill).

I attended mass kindergarten from the age of 2, at this age 3 words appeared (mom, dad, uncle).

The family is complete, the living and upbringing conditions are satisfactory.

She entered MDOU No. from the mass group of MDOU No. in September 2011.

The adaptation period proceeded without any special features. The girl is sociable, comes into contact with adults, the prevailing mood is positive. Communicates mainly through gestures and facial expressions. He understands spoken speech at an everyday level, and his reaction to speech is adequate. Can follow simple one-step instructions for everyday use. Independent speech is represented by a limited number of words: (mom, dad, uncle, yes, na), sound complexes and onomatopoeia.

Follows the rules of behavior in the team. Possesses basic cultural, hygienic and self-service skills. Uses the toilet with minimal assistance and uses cutlery to eat. Dresses and undresses with the help of an adult.

Rarely participates in activities with children. Classes with specialists are individual. She is emotional in class and works willingly. But he doesn’t always cope with the task and quickly becomes exhausted.

Cognitive processes are disrupted: attention is unstable, there is a feeling of getting stuck on certain monotonous actions (clapping your hands, tapping your palm on the table).

Attention span is sharply reduced. Memory is low. Mechanical, motor, and emotional memory predominates.

In music and physical education classes she is lively, emotional, but acts spontaneously.

Play activity is not formed and cannot occupy itself independently. Doesn't show much interest in toys. Playing with toys is manipulative, plotless, or imitative.

The stock of general knowledge and ideas is reduced by age and is formed with difficulty: Lera can correlate red and yellow colors with a pattern, can perform basic actions with objects (within the limits of the material studied), and distinguishes objects by size.

Skills in visual arts have not been developed, and interest in this activity is insufficient. Completing tasks using the “Hand in Hand” method causes protest.

The parents consulted a pediatric psychoneurologist. Diagnosis: “Consequences of perinatal brain damage in the form of right-sided pyramidal insufficiency, expressive speech disorder with motor alalia syndrome, cognitive impairment.” (receives treatment).

Currently undergoing examination at a genetic consultation.

The specification is issued at the place of request.

Head of MDOU No.:

Chairman of the PMPC:

Members of the council:

- senior educator: - speech therapist teacher: - teacher - psychologist: - educator: - educator:

Date of:

Pronunciation of complex sounds

Articulation develops gradually; children usually master the pronunciation of complex sounds last. Often in speech the child replaces them with simpler ones or does not pronounce them at all.

Sound "R"

Experts advise studying this difficult sound in a child at the age of 5. If the baby pronounces “r”, but incorrectly, then even earlier - then it’s more difficult to relearn.

To help:

1. Tongue twisters with “r” (“Karl stole corals from Clara, and Clara stole Karl’s clarinet.”
2. Imitation (just say “r” in your speech in front of the child as clearly and cleanly as possible).
3. Production from other sounds that the child pronounces correctly. For example, when a child pronounces “zh”, carefully move the tongue deeper into the mouth with a stick - a “r” is formed. Strengthen the sound by repeating the exercise several times. Or the baby says “z”, lightly touching the alveoli with his tongue, and blows heavily on the tongue. The sound "r" is heard.
4. Three-stage exercise: the tongue is “sucked” to the hard palate, the child takes a deep breath through the nose and a short exhale through the mouth, connecting the voice.
5. Setting up mechanically (carried out only by a speech therapist - with a hammer, spatula).

Sound "Sh"

The production of this sound occurs at 3–5 years of age.

The most commonly used way is through “s”. The child raises his tongue to the sky, pronounces “s” and smoothly exhales air to make “sh”. Before directly placing the “w,” experts recommend developing articulation of the lips and tongue with the help of exercises:

1. A wide smile, exposing both rows of teeth, for 5-7 seconds.
2. Licking lips with a “wide tongue” from top to bottom.
3. Curling the wide tip of the tongue towards the nose.
4. The child stretches out his lips with a straw and blows on a cotton ball for a long time, pushing it, for example, into the corner of the table.
5. The baby blows through his closed lips onto a strip of paper - stronger, weaker, stronger again.