General underdevelopment of speech level III. Methods aimed at correcting OHP level 3. educational and methodological material on speech therapy on the topic

Speech impairment is currently becoming an increasingly common speech disorder among preschool children. Level 3 OHP is especially common, the characteristics of which are often compiled not only by speech therapists, but also by psychologists. This pathology can be corrected with treatment from a speech therapist.

To recognize the disease as quickly as possible, it is important to know what can trigger the development of this condition, how type 3 OHP is characterized, how this condition is treated, and whether it is possible to completely correct the disorder without consequences.

General speech underdevelopment

General underdevelopment of speech is understood as a distortion of any speech characteristic (grammatical, semantic or auditory) with normal intellectual development and a sufficient level of hearing of the child. This deviation is classified as a speech disorder.

Depending on the degree of manifestation of the disorder, there are 4 levels of general speech underdevelopment:

• absolute absence of speech (OSR level 1);
• poor vocabulary (level 2 OHP);
• the presence of speech with certain semantic errors (OSP level 3);
• trace fragments of lexical and grammatical errors (level 4 OHP).

In speech therapy practice, the most common is level 3 of speech impairment, in which the child speaks with a predominance of simply constructed phrases without complex phrases.

Characteristics of the problem

OHP is a speech impairment in which children with normal hearing and relatively good memory experience poor development of the syntactic, grammatical and phonetic components of the speech system.

This is due to the fact that all components of speech develop in a narrow relationship, and if any component has not received sufficient growth, then there is a failure in the progression of the entire speech system. The speech of children at stage 3 is limited, and the forms of words they use in everyday life are incorrect.

Preschoolers do not really understand why it is necessary to learn spoken language, since it is too difficult and at some points seems boring. Therefore, oral speech is severely impaired, with a limited vocabulary that includes a small number of adjectives and words of definition. Often it becomes incomprehensible. First-person narration, without which the material being studied cannot be fully assimilated, is a difficult task and sometimes impossible.

Reasons, first signs

Often, speech problems that determine the level of speech development are predetermined even before the birth of the child due to genetic predisposition or complications during pregnancy. The most common reasons for the development of general speech underdevelopment include:

• Rh conflict between the child and the mother;
• intrauterine strangulation of the fetus, hypoxia;
• injuries caused during childbirth;
• persistent infectious diseases in infancy;
• traumatic brain injuries;
• chronic diseases.

Reasons of a psycho-emotional and mental nature include shock of any nature, place of residence or conditions unsuitable for the development of communication skills, lack of verbal communication, and attention.

Typically, the onset of the disorder can be diagnosed at a fairly late age. The development of OHP may be indicated by a prolonged absence of speech in a child (mostly by 3–5 years). In the presence of speech activity, its activity and diversity are not high; often spoken words are illegible and illiterate.

The concentration of attention may be reduced, the processes of perception and memorization may be inhibited. In some cases, there is a violation of motor activity (especially related to coordination of movements) and hidden motor skills of pronunciation.

Often, general underdevelopment of level 3 speech is mistakenly identified with delayed speech development. These are different deviations: in the first case, there is a pathology of speech reflection of thoughts, in the second - the untimeliness of the appearance of speech while maintaining its clarity and literacy.

Diagnostics

Most often, speech problems appear at the age of four. The specialist conducts diagnostics and identifies the main problems of speech development:

1. Late development . The child begins to speak his first words by the age of three to five.
2. Grammatical structure . In the baby's speech, there are large errors in the construction of words.
3. Speech structure . The child's speech is poorly structured.
4. Expressing your thoughts . The child expresses his thoughts poorly and cannot construct a coherent text due to a lack of understanding of the topic or question posed.
5. Speech . There are few understandable words and statements in the conversation, and the child often speaks indistinctly.

Identification of the main problems can serve as a basis for making a diagnosis. After such a check, a more accurate diagnosis is carried out, during which the level of underdevelopment is determined.

There are different categories of children who:

• There is no oral speech and its perception;
• Delay in speech development due to mental disorders;
• Pronunciation of sounds is impaired;
• The reasons for the delay in speech development are not expressed.

Often such problems can be due to improper development in the womb, and also received during childbirth, due to injuries.

Deviation characteristic

Children with level 3 ODD are characterized by the use of simple, uncomplicated words without constructing complex sentences. Often the child does not form full-fledged phrases, limiting himself to fragmentary phrases. Nevertheless, speech can be widespread and extensive. Free communication is quite difficult.

With this type of deviation, the understanding of the text is not distorted, with the exception of complex participial, participle, and additional constructions that are built into sentences. The interpretation of the logic of the narrative may be disrupted - children with level 3 OHP do not draw analogies and logical chains between spatial, temporal, cause-and-effect relationships of speech.

In contrast to level 2 OHP, the vocabulary of children with level 3 OHP is extensive, as it includes words from almost all parts of speech and forms, each of which is in the active vocabulary of the speaker. The most commonly used words in children with this deviation are nouns and verbs due to the general simplicity of speech; adverbs and adjectives are less common in oral narration.

Typical for type 3 OHP is the inaccurate and sometimes incorrect use of names of objects and names. There is a substitution of concepts:

• part of an object is called the name of the whole object (hands - clock);
• names of professions are replaced by descriptions of actions (pianist - “a person plays”);
• species names are replaced by a common generic character (pigeon - bird);
• mutual substitution of non-identical concepts (tall - big).

Errors are made in the selection of auxiliary parts of speech (prepositions, conjunctions), cases for them (“into the woods - in the woods”, “from the cup - from the cup”), even to the point of unjustifiably ignoring them. It may be incorrect to coordinate words of different parts of speech with each other (usually children confuse endings and cases). Incorrect placement of stress in words is often observed.

In uncomplicated forms of general speech underdevelopment, type 3 errors in the sound perception of words and violations of the structure of syllables (with the exception of the repetition of long words of 3 or 4 syllables, where such shortening occurs) are practically not observed. The distortion of the sound transmission of speech is less pronounced, but when this symptom manifests itself in a free conversation, even those sounds that the child can pronounce correctly may be distorted.

Speech correction

Corrective education for children who have the third stage of speech deviations includes:

• Further improvement of speech, teaching vocabulary and grammar;
• Improved articulation;
• Studying phonetics;
• Studying the child’s syllables and associative series;
• Improving speech literacy.

Due to the adjectives that have appeared in speech, there is a great chance of improving the quality of sentence construction and their quantitative composition with the help of definitions. The child is helped in studying the style of sentences so that when listening, he can identify what kind of adjectives are in the text, as well as distinguish the endings in words of the feminine, masculine or neuter gender.

After classes on the construction of ordinary sentences, they move on to working on the construction of complex forms in which the conjunctions “and” and “a” are used. Children are taught to correctly determine the sequence of events and give verbal formulations. During classes on composing complex sentences, it is recommended to do question-answer type tasks. Pictures and activities can be used for more effective learning.

The materials for work should contain only those verbs, nouns and adjectives whose meanings are known to the child. Children learn to remember a sequence of actions and apply the acquired knowledge in practice, using previously mastered lexical and grammatical forms.

For subsequent lessons on improving speaking through storytelling, tasks on composing different stories are used. If the level of speech development is almost normal, then tasks for different retellings are used: selective and short, and creative tasks are also given.

When learning to retell, it is recommended to give various tasks to improve the quality of speech. These include:

• First person narration;
• Use of epithets in certain forms of words;
• Conduct a story taking into account time: future, present or past;
• Use degree of comparison in adjectives;
• Use diminutive words and other word forms.

Work to increase the number of words in a child and teach syntax and competent speech construction is closely intertwined with training tasks to improve articulation, as well as work to improve the pronunciation of sounds. Children are taught to recognize words of different lengths by ear, memorize them and form syllables from correctly pronounced sounds.

Diagnosis of ODD by a speech therapist

Diagnosis of speech abnormalities for any type of OHP at the initial stages does not differ. Before the examination, the speech therapist collects an anamnesis of the disease, which indicates all the features of the course of the condition in a particular case:

• duration of the condition;
• moment of occurrence;
• main symptoms;
• speech characteristics of children with special needs development disorder;
• degree of expression;
• possible speech pathologies associated with the activity of the speech centers of the brain (dysarthria, alalia, etc.);
• features of the manifestation of OHP in the early stages;
• illnesses suffered by the child in the past.

For an accurate diagnosis of the condition, a preliminary consultation with a pediatrician and a neurologist who deals with disorders of children's mental activity is necessary.

A direct examination of speech function includes testing all components of harmonious, coherent speech. Typically examined:

• the ability to form coherent thoughts (when describing images, retelling and storytelling);
• the degree of development of the grammatical component (literate agreement of words in a sentence, the ability to change and form word forms);
• the degree of correctness of the sound transmission of thoughts.

In the images for children with level 3 ODD, it is proposed to separate the concept of an object and its part (handle - cup), correlate professions and corresponding attributes (singer - microphone), animals with their cubs (cat - kitten). This way, the ratio of active and passive reserves and their extent are revealed.

The breadth of the vocabulary is examined to determine the child’s ability to make analogies, identify a concept with its denoting object, and relate several related concepts.

When the diagnosis of OHP is confirmed, a study of the ability to remember through auditory memory is carried out. The degree of correct pronunciation of words, the literacy of syllable construction, the phonetic component of speech and the motor skills of the child’s speech activity are analyzed. The child’s skills in speech etiquette are also assessed.

OHP type 3 involves:

• slight change in sound pronunciation and syllabic transmission of words;
• the presence of minor grammatical errors when constructing sentences;
• avoiding the pronunciation of complex sentences;
• simplification of verbal reflection of thoughts.

Based on the results of the examination, the speech therapist makes a conclusion about the presence or absence of OHP, and, if necessary, prescribes a number of preventive or therapeutic measures to correct the condition. A characteristic of the speech of children with ODD is being compiled.

General speech underdevelopment. OHP 1, 2, 3, 4 level. The child speaks poorly.

This includes children with mildly expressed residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are identified during a detailed examination when performing specially selected tasks.

In the speech of children, there are isolated violations of the syllabic structure of words and sound content. Eliminations predominate, mainly in the reduction of sounds, and only in isolated cases - omission of syllables. Paraphasias are also observed, more often - rearrangements of sounds, less often of syllables; a small percentage is perseveration and addition of syllables and sounds.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of overall blurred speech. The incompleteness of the formation of the sound structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the process of phoneme formation that has not yet completed.

Along with deficiencies of a phonetic-phonemic nature, individual violations of semantic speech were also found in these children. Thus, with a fairly diverse subject dictionary, there are no words denoting some animals and birds ( penguin, ostrich

), plants (
cactus, loach
), people of different professions (
photographer, telephone operator, librarian
), body parts (
chin, eyelids, feet
).
When answering, generic and specific concepts are mixed (crow, goose - bird
, trees -
fir trees
, forest -
birch trees
).

When denoting the actions and characteristics of objects, some children use typical names and names of approximate meaning: oval - round; rewrote - wrote

.
The nature of lexical errors is manifested in the replacement of words that are similar in situation ( uncle paints the fence with a brush
- instead of “uncle paints the fence with a brush;
the cat rolls the ball
- instead of “ball”), in the mixing of signs (high fence -
long
; brave boy -
fast
; grandfather old -
adult
).

Errors in use remain persistent:

1. diminutive nouns

2. nouns with singularity suffixes

3. adjectives formed from nouns with different meanings of correlation ( fluffy

– downy;
cranberry
- cranberry;
s'osny
– pine);

4. adjectives with suffixes characterizing the emotional-volitional and physical state of objects ( boastful

– boastful;
ulybkiny
- smiling);

5. possessive adjectives ( volkin

– wolf;
fox
- fox).

Against the background of the use of many complex words that are often encountered in speech practice (leaf fall, snowfall, airplane, helicopter, etc.), persistent difficulties are noted in the formation of unfamiliar complex words (instead of a book lover - a book lover

;
icebreaker - legopad, legotnik, dalekol
;
beekeeper - bees, beekeeper, beekeeper
;
steelmaker - steel, capital
).

It can be assumed that these manifestations are explained by the fact that due to limited speech practice, children, even in a passive way, do not have the opportunity to assimilate the listed categories.

It should be added that it was possible to detect these gaps in vocabulary acquisition only through a scrupulous examination using extensive lexical material. As a study of practical experience in diagnosing speech underdevelopment has shown, speech therapists, as a rule, limit themselves to presenting only 5-6 words, many of which are frequently used and well known to children. This leads to erroneous conclusions.

When assessing the formation of the lexical means of a language, it is established how children express “systemic connections and relationships that exist within lexical groups.” Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial opposition (far - close), and evaluative characteristics (bad - good). Difficulties are manifested in expressing the antonymic relationships of the following words: running - walking, running, walking, not running

;
greed is not greed, politeness
;
politeness - evil, kindness, not politeness
.

The correctness of naming antonyms largely depends on the degree of abstraction of the proposed pairs of words.

Not all children also cope with the differentiation of verbs that include the prefixes “oto”, “you”: words that are close to synonyms are more often selected (bend - bend

;
let in – launch
;
roll up - roll up
;
take away - take away
).

The insufficient level of lexical means of the language is especially clearly evident in these children in the understanding and use of words, phrases, and proverbs with a figurative meaning. For example, “as ruddy as an apple” is interpreted by the child as “he ate a lot of apples”; “collide nose to nose” - “hit noses”; “hot heart” – “you can get burned”;

Analysis of the features of the grammatical design of children's speech allows us to identify errors in the use of nouns in the genitive and accusative plural cases, complex prepositions ( at the zoo they fed squirrels, foxes, dogs

);
in the use of some prepositions ( looked out of the door
- “looked out from behind the door”;
fell from the table
- “fell from the table”;
the ball lies near the table and chair
- instead of “between the table and chair”). In addition, in some cases there are violations of the agreement of adjectives with nouns, when there are masculine and feminine nouns in the same sentence.

The insufficient formation of lexical and grammatical forms of the language is heterogeneous. Some children show a small number of errors, and they are inconsistent in nature, and if children are asked to compare the correct and incorrect answer options, the choice is made correctly.

This indicates that in this case the formation of grammatical structure is at a level approaching the norm.

Other children have more persistent difficulties. Even when choosing the correct sample, after some time in independent speech, they still use erroneous wording. The peculiarity of the speech development of these children slows down the pace of their intellectual development.

At the fourth level, there are no errors in the use of simple prepositions, and there are minor difficulties in agreeing adjectives with nouns. However, difficulties remain in using complex prepositions and in coordinating numerals with nouns. These features appear most clearly in comparison with the norm.

Particularly difficult for these children are sentence constructions with different subordinate clauses:

1) missing conjunctions ( mom warned me, I didn’t go far

– “so that I don’t go far”);

2) replacement of conjunctions ( I ran where the puppy was sitting

- “where the puppy was sitting”);

3) inversion ( finally, everyone saw the kitten they had been looking for for a long time

- “we saw a kitten that we had been looking for for a long time”).

The next distinctive feature of children at the fourth level is the uniqueness of their coherent speech.

1. In a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted;

2. When talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.

3. Difficulties remain in planning your statements and selecting appropriate linguistic means.

Filicheva T.B.

Features of speech formation in

Level 3 OHP correction

There is no main, commonly used treatment method: for each specific case, the type of treatment is selected differentially due to differences in speech development in different children.

When stage 3 OHP is diagnosed, corrective speech therapy sessions are prescribed. During the course of treatment, the skills of forming coherent thoughts are developed, the quality of speech is improved according to lexical and grammatical parameters, the sound pronunciation of words and their auditory reflection are improved.

During the correction, children with level 3 SEN are simultaneously prepared to study the grammatical aspects of the language.

Usually, regular sessions with a speech therapist are sufficient to correct the condition, but for complicated cases of speech disorders, training in specialized preschool and school educational institutions is provided. The duration of education for children with level 3 SEN is 2 years. Correction is more effective at an early age (about 4 or 5 years) - it is at this age that enrollment in such educational institutions occurs.

In general, there are no grounds for mandatory enrollment of a child with level 3 special needs in a specialized school. Such a child is distinguished by increased absent-mindedness of attention, as well as concentration.

Causes

During the period of growing up and development, the child begins to speak his first words. They are monosyllabic and not always constructed correctly, but even this young parents begin to rejoice at. Due to age, vocabulary is limited to a few short phrases consisting of words. Do not forget that in addition to the development of the speech apparatus, the baby masters walking skills. In the process of formation, this becomes a priority task, so spoken language fades into the background.

Since the child is still small, multifunctionality in tasks is difficult for him. Therefore, what is important comes to the fore. And it's not always communication. Because of this, it turns out that the baby can remain silent for a long time, devoting his attention to mastering other skills: walking, eating independently, and, most importantly, exploring this world. In such cases, parents begin to panic, because previously the child, although babbling, uttered words, but now is silent. This is not a problem at all.

Children at an early age absorb all the material that their relatives provide them, but much of it can be difficult to comprehend, so such words fade into the background. It is necessary to communicate with the baby as often as possible, describe actions, talk about objects and name them at the same time. This form of communication will help the child accumulate a certain vocabulary that he will use in the future.

Preventive measures, prognosis for correction of OHP

Level 3 OHP is much more treatable than grade 2 OHP. At the same time, the process of improving oral speech skills is long and complex, as it is associated with changing speech habits, expanding the vocabulary, and developing the correct pronunciation of complex words.

Preventive measures are aimed at reducing the influence of unfavorable factors. For the harmonious development of speech it is important:

• pay sufficient attention to the development of communication skills;
• reduce the likelihood of infectious diseases in childhood;
• prevent traumatic brain injury;
• stimulate speech activity from infancy.

It is especially important to adhere to this regimen during and after OHP correction, because it is necessary to maintain the effect with the formation of a habit.

ONR grade 3 responds well to therapy, since this type of deviation is not critical. Children can express their thoughts relatively freely, despite the simplification of speech reflection and the appearance of some grammatical, lexical or sound errors during narration.

Compulsory education in a specialized school for such a disorder is not required - it is enough to properly organize the child’s daily routine, follow the recommendations of a speech therapist, and, if necessary, regularly attend general correction sessions.

Exercises for home practice

In addition to classes with a speech therapist, it is recommended to practice at home. With the help of small lessons you can significantly improve your speech in a short period of time. It is important not to overtire the child, since at preschool age he is restless. Such activities will help develop patience, which will be useful when entering school.

Cards and games improve a child’s visual perception and develop speech. It is best to choose pictures with definitions of specific actions and movements. The child must learn to identify certain objects by their characteristics. Good exercises:

1. Parts of my body . The child will learn new definitions and also learn what parts of the body are called. To better understand the topic, parents are advised to clarify what each part is for and what function it performs.
2. Items of clothing . The baby expands his horizons and learns about what clothes are available. To develop the topic, you can explain to the child on which part of the body a particular item of clothing should be worn.
3. Household items . The child learns new words and remembers everyday objects. In order to build an associative series, you should explain to the baby what certain things are for.
4. Such different animals . The game and cards with animals will help the child remember what animals exist. It is important to divide the game into 2 groups: domestic animals, wild animals.
5. All the colors of the rainbow . The baby will be able to learn the color scheme.
6. The game “I, you, we, you, he, she, it, they . Helps the child learn pronouns and use them correctly.
7. What are they doing? The child will learn new verbs and will be able to use them correctly in oral speech.
8. Fruits and vegetables . Flashcards with pictures will help you enrich your vocabulary with nouns and learn fruits and vegetables. The child will learn to determine by sight the name of a particular product.
9. Funny family . It develops speech well and helps to remember family members, as well as build associations with all relatives.

OHP level 3 is not a problem. Thanks to qualified specialists and individual lessons on speech development, the child will be able to quickly cope with speech defects and get rid of them. It is important to identify deviations in time and pay attention to treatment.

Four levels of OHP

General speech underdevelopment occurs in 40% of preschool children. Speech therapists distinguish four levels of speech development:

• Level 1 – characterized by a complete absence of coherent speech. In the medical field, this condition is called “speechless children.” Babies communicate using simplified speech or babble, and also actively gesture;
• Level 2 – the initial development of general speech is observed, but the vocabulary remains poor, and the child makes a large number of mistakes when pronouncing words. In such cases, the maximum that a child can do is utter a simple sentence that will consist of no more than three words;
• Level 3 – differs in that children can compose sentences, but the semantic and sound load is not sufficiently developed;
• Level 4 is the mildest stage of the disease. This is explained by the fact that the child speaks quite well, his speech is practically no different from his peers. However, disturbances are observed during pronunciation and construction of long phrases.

Prevention

Diagnosing a child with ODD does not mean that this disorder cannot be eliminated. Timely and correct correction, compliance with all recommendations of speech therapists and doctors often provides a good result, in which the baby’s speech becomes coherent and understandable until it fully complies with the age norm. Associated violations in this case are also corrected.

Prevention of OHP in children is, first of all, following all doctor’s recommendations during pregnancy, childbirth and the first years of the baby’s life, reducing the risk of injury and regular developmental activities, talking with the child, reading books. It is also important to promptly consult a specialist at the first signs of speech impairment.

If you have any doubts about your baby's speech, do not worry ahead of time. Doctors and speech therapists at the SM-Doctor clinic will conduct the necessary tests and diagnostics, and, if necessary, draw up a program of corrective measures.

Symptoms

Children with ODD speak their first words late. Usually by three or four years, sometimes by five. Speech is rarely used, sounds are pronounced incorrectly and phrases are constructed incorrectly. Others do not understand such a child well.

First level. The child cannot pronounce many sounds. Speaks in babbling words. He complements them with facial expressions and gestures, the meaning of which is difficult to understand outside the situation. Vocabulary is limited to consonances, onomatopoeia and a few words. He cannot speak in phrases and does not understand the meaning of many words.

Second level. The child distorts sounds and replaces them. Along with babbling and gestures, he begins to speak in simple sentences of up to three words. Often uses cases incorrectly and coordinates words. Peers know noticeably more words.

Third level. The child pronounces sounds and syllables, making mistakes mainly in difficult cases. Speaks in detailed phrases, but uses simple sentences, having difficulty constructing and understanding complex ones. Uses all parts of speech, but makes mistakes in prepositions and agreement. Names objects inaccurately, and also makes mistakes in cases and accents.

Fourth level. The child pronounces specific sounds and complex words with errors. The vocabulary is varied, but the child has difficulty understanding rare words, synonyms and proverbs. They have difficulty setting out a logical chain of events. They often miss the main point and get stuck on details and repeat themselves.

Characteristics of children

To obtain a conclusion from a doctor and a referral for primary medical care, a child must draw up a profile. A speech therapist or teacher may suggest that a preschooler has general speech underdevelopment; to confirm the diagnosis, it is necessary to examine the child in the relaxed atmosphere of a kindergarten or in classes with a specialist.

When compiling a specification, pay attention to the following points:

• History, heredity. A survey of parents and analysis of records in the child’s outpatient record will be required.
• Anatomical structure of the speech apparatus.
• Level of development of motor skills (fine, gross), determine the leading hand.
• Intelligibility, coherence of speech, its understandability to others.
• Level of understanding of someone else's speech.
• The presence of defects in sound pronunciation.
• Level of vocabulary development (active and passive).
• Features of the grammatical structure of speech.

An example of a characteristics of a preschool child compiled for presentation at the PMPK.

Novikova Irina, 5 years old. Attends preschool educational institution No. 4 in Oryol. Speech disorders were not observed in parents in childhood. The family is complete and socially prosperous. The girl was born full-term, weight 3400, height 53 cm, no congenital diseases, somatically healthy.

Organs of the articulatory apparatus without anatomical features. When performing articulation exercises, breathing becomes difficult, the muscles of the tip of the tongue work weakly.

Speech is slurred, quiet, unexpressive, and not always understandable to others. Understanding someone else's speech is normal.

Sound pronunciation is difficult due to parasigmatism of sibilants and rhotacism. In isolation, pronounces almost all sounds correctly. Omission and simplification of syllables are noted.

Vocabulary is average, passive predominates over active. Has difficulty selecting synonyms, describing objects, and confuses prepositions. In speech he uses simple phrases and sentences of 3-4 words; there are numerous errors in coordination and word formation.

An examination of Irina’s speech showed that the disorders correspond to the signs of grade 3 ODD.