OHP level 4: characteristics, diagnostics and correction

According to statistics, general speech underdevelopment (GSD) accounts for 40% of all speech dysfunctions. More often, the diagnosis is made to children who began to speak late, from 2 to 3 years. Level 4 OHP is characterized by minor lexical errors, incorrect morphology and syntax of sentences. Parents may not even pay attention to the gaps in the function of the language apparatus.

If a pathology is detected by a speech therapist in kindergarten, the child is recommended to correct speech underdevelopment. The specialist’s task is to correct the pathological abnormality in private and home settings. Timely diagnosis and treatment prevent the appearance of complexes and difficulties in communicating with other children. The general prognosis for grade 4 speech impairment is positive.

Description

Speech therapy specializes in eliminating dysfunctions of the speech apparatus, as well as preventing their development. Level 4 OHP is diagnosed on the basis of insufficient vocabulary and difficulties in selecting antonyms. The child does not know how to inflect phrases into cases to connect them in meaning. This is especially true for the genitive and accusative. But if you offer to choose from two options, he will do it correctly.

Professor T.B. Filicheva, who defended her doctoral dissertation in pedagogy, described in detail the 4th level of speech development. The characteristics of level 4 OHP are as follows:

speech is unclear, the child has difficulty pronouncing L, Shch, R, Ts, S; he deliberately skips them or syllables with them in order to make his task easier (for example, hammer - skein);
an arbitrary rearrangement of syllables is also noted (cyclist - vesilopedist, dinosaur - disinaurus);
inability to correctly use adjectives to characterize characteristics (fat - thin, kind - evil);
adding unnecessary sounds (belt - belt, pear - toy);
particular difficulty when pronouncing suffixes (dog - dog);
violation of grammar when composing sentences (went to shops for bread).

It is also difficult for the baby to coordinate nouns with numerals. Retelling the text, he confuses the main events with the secondary ones. The inability to use complex prepositions and speech structures leads to the formation of a large number of repetitions. The description from the picture is also carried out in violation of the logical sequence.

The general impression when communicating with children of level 4 OHP is that they speak slowly and incoherently, as if reluctantly and briefly. Their inability to use antonyms and characterize objects by characteristics may look like they do not understand the difference between the concepts oval and round, ball and ball, etc. They also do not perceive the differentiation into masculine and feminine. The most difficult words to learn are adjectives and nouns with diminutive suffixes.

Useful and interesting facts

Ancient people spoke quite primitively, including vocal, visual and tactile functions. It was more like an exchange of information among animals. We learned to talk, when we started using symbols, we began to want to share this knowledge with our people. Scientists believe that the first symbol appeared when they began to make tools from stone. This was almost 2.5 million years ago. The activity played a leading role in the history of the development of human communication.

The first mention of speech defects associated with physical injury was in the ancient Egyptian papyrus of Edwin Smith. In religious epics, such as the Bible and the Koran, there are descriptions of miraculous healing of speech disorders. The priests gave a divine coloring to the fact of difficult speech.

Hippocrates was the first to write about the role of the brain in his writings, where he outlined his view of how the formation of human voice and speech occurs.

The speech correction process is quite lengthy and labor-intensive. The accumulated experience of specialized specialists shows that it is parents who need to pay special attention to the environment in which the baby lives. You also need to engage in speech development from a very early age.

Etiology and pathogenesis

The reasons contributing to the development of deviations are divided into biological, social and mixed. Damage to an area of the cortex can occur before and after childbirth. Risk factors include:

infectious diseases during pregnancy;
toxicosis;
Rh conflict between mother and child;
oxygen starvation;
jaundice of newborns.

Brain injuries, epilepsy and encephalopathy can also lead to speech development disorders. Genetic inheritance can also have a relative influence. Depending on the causes of development, the disease may be characterized by neurological symptoms.

Children with grade 4 ODD have difficulty conducting dialogue, although they understand speech, so they are uncommunicative. Due to their distracted attention, they have poor logical thinking and find it difficult to remember the sequence of actions. Speech disorders can cause mental disorders: the child becomes more anxious and becomes aggressive. In this regard, it is easier for him to be alone than to communicate with peers.

Separately, attention should be paid to the influence of the family situation and immediate environment on the formation of the articulatory apparatus. There is no organic damage to the brain.

Not only lack of attention, lack of communication with the child can cause such a deviation. Overprotection also negatively affects speech training, the baby does not have time to formulate a request, all his desires are predicted.

Causes of the disorder

Various reasons can lead to phonetic-phonemic brain damage. This can happen in the first years of the baby's life, during the placental period of development, or during childbirth.

Speech disorder can occur under the influence of various internal and external causes:

neuroinfection;
intoxication;
birth injury;
hereditary disorder of the central nervous system.

Speech is an important social function. For a child to grow fully, he needs communication with adults who are emotionally close to him. Unfavorable conditions in raising a child during the period of speech formation can lead to a delay in his development.

External factors influencing general speech underdevelopment:

dysfunctional home conditions;
lack of communication due to hearing and speech problems of relatives.

Disorders of oral speech and tempo can be caused by the following diseases:

disorder of the vocal apparatus - dysphonia;
frequent repetition or prolongation of sounds – stuttering;
violation of sound pronunciation - dyslalia;
nasality - rhinolalia;
complete or partial loss of speech – aphasia;
difficulty making disarticulated sounds - bradyllia;
jerky stops for breathing - battarism;
inability to master writing - dysgraphia;
accelerated speech with hesitations, stumbling, and unnecessary pauses.

Often a combination of different reasons can be identified. Therefore, it is very important to establish the true factors to help the child cope with his problem. Severe violations require immediate treatment and special corrective work.

Diagnostics

To make a diagnosis, an examination by a pediatrician and a pediatric neurologist is required. Differentiation with other deviations in speech development is necessary: alalia, rhinolalia, autism, dysarthria, organic brain lesions and cerebral palsy.

A series of pictures to compose a story

During a comprehensive examination, the child is consulted by a speech therapist. Using special speech therapy methods, coherent speech during retelling, grammar, vocabulary, amplitude of movements of the articulatory apparatus, and features of sound pronunciation are assessed. They test the ability to identify and reproduce images. In conclusion, the teacher provides information about the type of OHP and its clinical symptoms.

What are the differences between the levels?

Level 3 speech defects are among the most common among modern preschoolers. This is due to the fact that this diagnosis is often given to children at the age of 5 years. During this period of development, the baby is already mastering walking and makes many independent movements that are ingrained in memory. Now speaking becomes a priority. Due to violations of the associative series, as well as due to a general lack of understanding of simple rules in speech production, the child often speaks incoherently, with errors in the construction of verbal forms, and replacing one thing with another.

Level 1 OHP is significantly different from grade 3 OHP. The first stage of underdevelopment involves incoherent speech. Children speak exclusively in babble, sometimes simple syllables slip through. It is characterized by a small vocabulary, the reserve of which is no more than 20-25 words. The concepts of grammar, syntax and phonetics are missing.

The second level differs from the first in that the vocabulary is enriched and becomes significantly larger. However, such children still form words and their forms incorrectly. Due to the active development of the associative series, they replace some words with others as they consider correct. In addition, shortening of words, most often professions, is noticed. Children replace a long, difficult word for them with an occupation. For example: a doctor or veterinarian treats, a teacher teaches, a dancer dances. The grammatical and syntactic structure of speech is still poorly developed, and the auditory perception of words, especially unfamiliar or difficult to understand, does not work correctly. Unlike OHP level 3, the vocabulary does not yet have a sufficient number of nouns, verbs, and, especially, adjectives - they are the least of all.

Condition correction

To achieve a normal level of speech development, the ability to assimilate school material, adapt the child to society, and attend a preschool educational institution, an integrated approach is used. The correction scheme for children with OHP 4 includes the following classes:

normalization of the reproduction of labial sounds;
training to combine several consonants in a row;
generation of sounds;
improving speech and writing literacy.

In the process of correctional work, educational cards with letters are used, from which words and short sentences are formed. In a playful way, children learn with the help of tasks “Field of Miracles”, “Magic Tree”, filling in empty fields, solving puzzles.

The methods are based on expanding vocabulary, studying the concept of antonyms, and the ability to denote the characteristics of objects. Gradually, the child is taught to use complex prefixes and suffixes. In addition, a speech therapist deals with speech grammar correction.

The prognosis for grade 4 OHP is positive, since there is no gross violation of phonemic perception. In classes, they practice coherent speech and language patterns.

How is the diagnosis made?

Babies develop speech at different rates.
To establish a speech therapy conclusion, the child must accumulate a passive and active vocabulary, be able to compose coherent small sentences, and form the plural. It is by the age of 3 that the main components of speech begin to form. Therefore, the diagnosis begins to be made at this age. At the beginning of the school year, speech therapists conduct classes for children to identify speech disorders. Differential diagnosis is based on the general didactic principles of accessibility, perception, and gradual complication. Children are encouraged to draw, work on letter assignments, and solve conflicting problems. This could be writing a short essay about vivid impressions or finding a hidden letter in a picture.

To examine phonemic perception, the teacher asks the child to draw a word and find mistakes.

To test letter recognition, the baby is given printed and written versions of letters. He must either complete the missing part, or find differences, or convert the printed font into handwritten one.

The results may help select a group of children with whom speech therapists should work and with whom further in-depth examination will be required.

The main condition for diagnosing pathology is multicomponentity. Clinical diagnosis examines impairment of oral and written language.

A good exercise for correcting speech is “learn the letters”

Recommendations

The experience accumulated by speech therapists indicates that it is necessary to improve speech development; for this, children require motivation. Despite the fact that lexical and grammatical errors are unimportant, the child subsequently experiences difficulties with the learning process. Compared to his peers, he remembers new material less well and does not master grammatical rules. To get rid of isolation and shyness, the child is immersed in social situations through games. Their complexity increases gradually, individually for each patient.