Speech card for examining the speech of schoolchildren with intellectual disabilities
Speech card
student of TOGBOU "Center for Curative Pedagogy and Differentiated Education"
school division
Full Name_______________________________________________________________________________________________
Date of Birth______________________ Class_________________
Conclusion of a psychoneurologist______________________________________________________________________________________________
Early speech development: without features, with delay, phrasal speech from 3 years, first words after 3 years, 4, 5 years.
The structure of the organs of the articulatory apparatus:
Lips (normal, thick, thin, everted, sedentary). Sky (normal, gothic, high, low, wide).
Teeth (edentulous, small large, dentition disturbed, absence of incisors, normal). Bite (normal, progenia, prognathia, anterior open, lateral open). Tongue (normal, thick, thin, small, massive, geographical, forked). Frenum (normal, thickened, shortened, short). Salivation (normal, increased). The structure does not interfere with pronunciation.
Leading hand
(right, left, ambidextrous)
State of speech components
| Components | Beginning of the year Date of examination: | The end of the year Date of examination: |
| General characteristics of speech | no speech, babbling speech, uses separate words, phrasal speech, onomatopoeia; pronounces amorphous combinations of sounds | no speech, babbling speech, uses separate words, phrasal speech, onomatopoeia; pronounces amorphous combinations of sounds |
| Fine motor skills | normal, disrupted, insufficiently formed, motor awkwardness; has difficulty mastering graphic skills and self-service skills; holding a pencil incorrectly; does not have self-service skills; | normal, impaired, insufficiently formed, motor clumsiness, has difficulty mastering graphic skills, self-service skills, holds a pencil incorrectly; does not have self-service skills; |
| Articulatory motor skills | maintains articulatory posture, performs it accurately, does not maintain it, performs it with difficulty; switchability: normal, impaired, weak; synkenesis: absent, insignificant, pronounced; tongue tremor; tone: normal, increased, decreased; no violations | maintains articulatory posture, performs it accurately, does not maintain it, performs it with difficulty; switchability: normal, impaired, weak; synkenesis: absent, insignificant, pronounced; tongue tremor; tone: normal, increased, decreased; no violations |
| Impressive speech | understanding the phrase in full; does not understand complex grammatical structures; understanding is limited to everyday vocabulary; situational; does not understand | understanding the phrase in full; does not understand complex grammatical structures; understanding is limited to everyday vocabulary; situational; does not understand |
| Expressive speech: 1. Phonemic functions | ||
| Repeating a series of 3-4 vowel sounds | repeats correctly, finds it difficult, makes similarities, breaks the sequence | repeats correctly, finds it difficult, makes similarities, breaks the sequence |
| Reproduction of syllables | repeats correctly, finds it difficult, makes similarities, breaks the sequence | repeats correctly, finds it difficult, makes similarities, breaks the sequence |
| Repetition of paronymous words | repeats correctly, finds it difficult, likens | repeats correctly, finds it difficult, likens |
| Playing phrases containing oppositional sounds | does not reproduce; finds it difficult; reproduces: clearly, with hesitations; with likening sounds, syllables; with truncation of phrases and words; skipping sounds, syllables, words | does not reproduce; finds it difficult; reproduces: clearly, with hesitations; with likening sounds, syllables; with truncation of phrases and words; skipping sounds, syllables, words |
| Determining the presence of a sound in a word | copes with exaggeration of sound; can not manage | copes with exaggeration of sound; can not manage |
| Selecting words with a given sound | copes, fails to cope, choice of words is limited | copes, fails to cope, choice of words is limited |
| Selection of pictures with a given sound | copes, fails, makes mistakes | copes, fails, makes mistakes |
| Isolation of the first stressed vowel | releases, does not release, releases with the help of an adult | releases, does not release, releases with the help of an adult |
| Isolation of the last voiceless consonant | highlights, does not highlight, highlights using a sample, leading questions, exaggeration | highlights, does not highlight, highlights using a sample, leading questions, exaggeration |
| Isolation of the first consonant | releases, does not release, releases with the help of an adult | releases, does not release, releases with the help of an adult |
| Determining the sequence of sounds in a word | copes, fails, makes mistakes | copes, fails, makes mistakes |
| 2. State of respiratory function and voice. | ||
| Breathing characteristics | free, smooth, difficult, uneven, superficial, shallow, diaphragmatic, thoracic, clavicular; oral exhalation formed, not formed, unformed speech breathing; nasal breathing is difficult, absent; during phonation, exhalation is oral, mixed. | free, smooth, difficult, uneven, superficial, shallow, diaphragmatic, thoracic, clavicular; oral exhalation formed, not formed, unformed speech breathing; nasal breathing is difficult, absent; during phonation, exhalation is oral, mixed. |
| Voice characteristics | strength: weak, quiet, loud, decaying unmodulated; height: high, low; timbre: hoarse, hoarse, nasal | strength: weak, quiet, loud, decaying unmodulated; height: high, low; timbre: hoarse, hoarse, nasal |
| 3. Prosodic side of speech. | ||
| Tempo, rhythm | tempo - normal, fast, slow, tachylalia, bradylalia; rhythm - normal, arrhythmia; dividing words into syllables, chanting | tempo - normal, fast, slow, tachylalia, bradylalia; rhythm - normal, arrhythmia; dividing words into syllables, chanting |
| Speech intelligibility | Speech is clear, intelligible, intelligibility is not impaired; there is slurring of speech, speech is unintelligible, inexpressive, slurred, incomprehensible to others | Speech is clear, intelligible, intelligibility is not impaired; there is slurring of speech, speech is unintelligible, inexpressive, slurred, incomprehensible to others |
| Manifestation of stuttering | Doesn't stutter; repeats the first syllable in words that are complex in structure or semantics; forms of convulsions (tonic, clonic, tono-clonic, clono-tonic); nature of the convulsions (respiratory, vocal, articulatory). Degree of stuttering (severe, moderate, mild) | Doesn't stutter; repeats the first syllable in words that are complex in structure or semantics; forms of convulsions (tonic, clonic, tono-clonic, clono-tonic); nature of the convulsions (respiratory, vocal, articulatory). Degree of stuttering (severe, moderate, mild) |
| 4. State of the sound-syllable structure of words | ||
| Sound pronunciation | ||
| Syllabic structure of the word | not broken, broken; insignificantly, roughly; minor defects; in words with complex syllabic constructions, in phrases with complex syllabic constructions; allows for abbreviation of consonants and syllables, truncation of words; types of disorders: elision (omission of sounds, syllables), perseveration (delayed repetition), iteration (adding), anticipation (replacing previous sounds with subsequent ones), rearrangement of sounds, syllables, contamination (connecting the syllabic parts of two words), paraphasia (replacement) | not broken, broken; insignificantly, roughly; minor defects; in words of complex syllabic construction, in phrases with complex syllabic constructions; allows for reduction of consonants and syllables, truncation of words; types of disorders: elision (omission of sounds, syllables), perseveration (delayed repetition), iteration (adding), anticipation (replacing previous sounds with subsequent ones), rearrangement of sounds, syllables, contamination (connecting the syllabic parts of two words), paraphasia (replacement) |
| 5. Vocabulary | ||
| Dictionary of nouns: toys, fruits, vegetables, clothes, shoes, transport, dishes, furniture, domestic and wild animals | names objects, generalizes groups of them, has difficulty naming objects, replaces the name of an object with an action, does not generalize; generalizes according to secondary characteristics; active vocabulary is smaller than passive, not formed | names objects, generalizes groups of them, has difficulty naming objects, replaces the name of an object with an action, does not generalize; generalizes the active vocabulary less than the passive one according to secondary features, not formed |
| Part and whole | (not) shows and names parts of an object, finds it difficult | (not) shows and names parts of an object, finds it difficult |
| Nominative function | explains the meaning of words, finds it difficult, does not explain; not formed | explains the meaning of words, finds it difficult, doesn't explain |
| Verb dictionary | normal, poor, limited, inaccurate, with lexical substitutions; not formed | normal, poor, limited, inaccurate, with lexical substitutions; not formed |
| Adjectives | normal, poor, limited; not formed | normal, poor, limited; not formed |
| 6. Grammatical structure of speech | ||
| Inflection | ||
| Pl. noun in them P. | (not-) copes, partially | (not-) copes, partially |
| Pl. noun in genus P | (not-) copes, partially | (not-) copes, partially |
| Noun agreement and adjectives | (not-) copes with teaching assistance; finds it difficult | (not-) copes with teaching assistance; finds it difficult |
| Noun agreement and numerals | (not-) copes with teaching assistance; finds it difficult | (not-) copes with teaching assistance; finds it difficult |
| Change noun by case | (not-) copes, partially, according to the model; finds it difficult | (not-) copes, partially, according to the model; finds it difficult |
| Using prepositions | uses (incorrectly); distorts (replaces) the lexical meaning; finds it difficult to use complex prepositions; does not use | uses (incorrectly); distorts (replaces) the lexical meaning; finds it difficult to use complex prepositions; does not use |
| Word formation | ||
| Noun with mind - caress. meaning | (not-) copes, finds it difficult, makes mistakes | (not-) copes, finds it difficult, makes mistakes |
| Antonyms | (not-) copes, finds it difficult | (not-) copes, finds it difficult |
| Relates. attached | (not-) copes, finds it difficult | (not-) copes, finds it difficult |
| Attractive. attached | (not-) copes, finds it difficult | (not-) copes, finds it difficult |
| 7. Coherent speech | ||
| Retelling | absent; independent; on questions, with a simplified syntactic structure | absent; independent; on questions, with a simplified syntactic structure |
| A story based on a series of plot paintings | absent; filled with content in accordance with age (n/border N); the plot (not-) understands, (not-) explains, (not-) highlights the main thing; understands the plot distortedly, misses meaningful links, connecting elements | absent; filled with content in accordance with age (n/border N); the plot (not-) understands, (not-) explains, (not-) highlights the main thing; understands the plot distortedly, misses meaningful links, connecting elements |
| Story based on the picture | absent; (not-) sufficiently complete, detailed, logical, consistent; consists of simple (un-)common sentences; the stories are based on leading questions; omission of semantic parts; semantic inconsistencies; the story is replaced by a listing of actions; the phrase is expanded, without errors; there is a violation of the order of words in a sentence; agrammatisms; sentences of 2-3 words; poverty and monotony of language means, monologue coherent speech is not formed | absent; (not-) sufficiently complete, detailed, logical, consistent; consists of simple (un-)common. proposals; the stories are based on leading questions; omission of semantic parts; semantic inconsistencies; the story is replaced by a listing of actions; the phrase is expanded, without errors; there is a violation of the order of words in a sentence; agrammatisms; sentences of 2-3 words; poverty and monotony of language means, monologue coherent speech is not formed |
| 8. Written speech | ||
| Reading | ||
| Reading technique | does not read, does not know letters; knows some letters; does not merge syllables; reading letter by letter, reads syllables; syllable-by-syllable, with transition to words; whole words; with a transition to syllabic when reading words with difficult sound-syllable structure or unfamiliar words; whole words with pauses (double reading using hidden letter-by-letter reading); slow, fast, smooth, guessing, with rearrangement of letters, syllables, words, monotonous, expressive, with distortions of words | does not read, does not know letters; knows some letters; does not merge syllables; reading letter by letter, reads syllables; syllable-by-syllable, with transition to words; whole words; with a transition to syllabic when reading difficult ones in sound-syllable structure or unfamiliar words; whole words with pauses (double reading using hidden letter-by-letter reading); slow, fast, smooth, guessing, with rearrangement of letters, syllables, words, monotonous, expressive, with distortions of words |
| Reading Comprehension | understands the meaning of what is read, (not-) answers questions, answers leading questions; (not-)retells | understands the meaning of what is read, (not-) answers questions, answers leading questions; (not-)retells |
| Reading errors | not broken; violated: errors in language analysis (at the level of sentences, words), phonemic (articulatory-acoustic: substitutions of letters, omissions of letters, syllables, rearrangements of letters, syllables, additions, repetitions of syllables, words), semantic, grammatical, optical (substitutions of letters); accent errors; repetitions and additions of syllables, words | not broken; violated: errors in language analysis (at the level of sentences, words), phonemic (articulatory-acoustic: substitutions of letters, omissions of letters, syllables, rearrangements of letters, syllables, additions, repetitions of syllables, words), semantic, grammatical, optical (substitutions of letters); accent errors; repetitions and additions of syllables, words |
| Letter | ||
| Character of the letter | does not trace or write independently; traces the letters along the contour; copies letters according to the model; (not) writes from dictation, copies from handwritten or printed text | does not trace or write independently; traces the letters along the contour; copies letters according to the model; (not) writes from dictation, copies from handwritten or printed text |
| Writing errors | not broken; violated: errors in sound-syllable analysis; phonemic perception, lexical, grammatical design, optical, spelling; replacements, omissions of letters: vowels, consonants; omissions of syllables and parts of words; rearrangements of letters and syllables; adding letters, syllables; underwriting of letters and syllables; distortions of words; separate writing of parts of a word; continuous writing of words and their arbitrary division; inability to determine the boundaries of a sentence in a text; agrammatisms in writing; continuous writing of prepositions and separate writing of prefixes; graphic substitutions of letters, errors in style, mirror writing | not broken; broken: audio errors syllable analysis; phonemic perception, lexical, grammatical, optical, orthographic; replacements, omissions of letters: vowels, consonants; omissions of syllables and parts of words; rearrangements of letters and syllables; adding letters, syllables; underwriting of letters and syllables; distortions of words; separate writing of parts of a word; continuous writing of words and their arbitrary division; inability to determine the boundaries of a sentence in a text; agrammatisms in writing; continuous writing of prepositions and separate writing of prefixes; graphic letter replacements, errors by style, mirror writing |
Speech therapy report:_______________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher speech therapist _____________________
Long-term planning of individual speech therapy work for _________
1. Enrichment of vocabulary.
a) Formation of generalizing concepts on lexical topics: “Vegetables”, “Fruits”, “Autumn”, “Wild Animals”, “Domestic Animals and Their Young”, “Domestic Birds”, “Wild Birds”, “Toys”, “Wintering” and migratory birds”, “Winter”, “Clothing”, “Shoes”, “Furniture”, “Utensils”, “Transport”, “Tools”, “Spring”, “Insects”, “Summer”.
b) Selection of antonym words for adjectives, verbs, nouns.
c) Selection of synonymous words for adjectives, verbs, nouns.
d) Formation of nouns with diminutive suffixes: -ik-;-chik-;-k-;-ochk-;-echk-;-onk-;enk-;-ushk-;-yshk-;-ic-;- ec-;-ts-.
e) Formation of nouns with the suffix –nits- in the meaning of container: soup-tureen, salad-salad bowl.
f) Formation of names of cubs.
g) Formation of nouns denoting professions and persons carrying out actions with the suffixes –schik-, -chik-, -nits-, -its-.
h) Formation of relative names of adjectives with suffixes -oe-, -ev-, -n-, -yann-, -sk-, -enn-.
i) Formation of possessive adjectives with suffixes –in-, -oe-;
with the suffix –j- without changing the sound structure of the root of the spoken word;
with the suffix –j- and with alternation in the root.
j) Formation of verbs by prefixes.
2. Development of the grammatical structure of speech.
a) Overcoming constructive agrammatism.
b) Formation and consolidation of the skill of practical construction of a simple sentence according to the model:
SP The boy is drawing. SPL Children playing in the garden.
SPO Boy draws a house. SPOL A girl picks flowers in the garden.
SPOO The boy draws a house with a pencil. SPOA Grandmother knits a red scarf.
c) Dissemination of proposals by introducing homogeneous definitions
d) Formation and consolidation of the skill of practical construction of complex sentences with conjunctions a. And. But.
e) Formation and consolidation of the skill of practical construction of complex sentences with conjunctions because; to; because; if, then.
f) Use of nouns in different cases:
in the accusative with the ending – zero, -у, -у; -A; -I; in the instrumental with the ending - -ом, eat; -oh, -ey, -yu.
in the genitive with the ending – -а, -я; -y; -Yu; in the prepositional; in the dative with the ending – -у, yu; -e;
g) Formation of plural nouns in the nominative case with endings -ы; -A; -ja.
h) Formation of the plural of nouns in the genitive case with endings: -ov;
-ev; zero; -to her.
i) Agreement of adjectives with nouns in gender and number.
j) The use of number and gender when agreeing a noun with a past tense verb
k) Coordination of cardinal numbers “one-one”, “two-two” with nouns.
l) Agreement of nouns with possessive pronouns “my”, “mine”, “mine”, “mine” in gender and number.
m) The use of number and person when agreeing a noun and pronoun with a present tense verb: The boy is singing - The boys are singing.
o) Understanding and using prepositions:
simple - on, with (co), in, from, to, from, under, over, behind, at, near, between; complex - from - under, from - behind.
3. Development of coherent speech.
a) Retelling.
b) Compiling narrative stories based on a series of pictures and a plot picture.
c) Compiling descriptive stories based on subject pictures.
d) Compiling stories based on ideas (from personal experience).
4. Development of visual perception.
a) Recognition of contour images of objects;
b) Silhouettes of objects;
c) Silhouettes of objects in noise
d) Contour images of objects superimposed on each other
e) Collecting cut-out pictures from 3, 4, 5, 6, …….9… items
5. Development of the tempo - rhythmic side of speech.
6. Overcoming violations of the syllabic structure of words.
7. Staging and automation of sounds:
[s], [z], [s`], [z`], [ts], [w], [zh], [sch], [h], [r], [r`], [l] , [l`], [j].
8. Differentiation of sounds:
[s] – [z], [s] – [c], [s] – [w], [z] – [g], [h] – [c], [s`] – [sch], [ р] – [р`],
[r] – [l], [l] – [l`], [l`] – [j]
TV – soft, ________________________________bell. - deaf. ___________________________
9. Development of sound-letter analysis and synthesis.
10. Development of syllabic analysis and synthesis.
11. Work on reading technique.
12. Development of fine motor skills.
13. Development of auditory and visual memory for a linear series of 5-7 words (objects).
14. Development of visual perception:
15. Development of thinking:
the formation of generalizations, the exclusion of “4 extra”, the establishment of the sequence of events in a series of plot pictures.
16. Development of spatial concepts.
17. Development of temporary representations.
18. Speech development based on onomatopoeia and the child’s existing vocabulary.
19. Development of art mobility. apparatus. Massage, development of articulatory motor skills.
20. Formation of primary pronunciation skills.
21. Development of auditory perception. Development of speech hearing, visual and auditory attention.
22. Development of phonemic perception, phonemic representations and analytical-synthetic activity.
23. Differentiation of sounds that are articulatory and acoustically similar in writing.
