The concept of general speech underdevelopment of level III. Thesis: Features of the development of vocabulary in children of senior preschool age with general speech underdevelopment of level III Correction work

General speech underdevelopment level 3– these are moderate deviations in the formation of various aspects of speech, relating mainly to complex lexical and grammatical units. It is characterized by the presence of an extended phrase, but the speech is agrammatic, sound pronunciation is poorly differentiated, and phonemic processes lag behind the norm. The level of speech development is established using speech therapy diagnostics. Correction of underdevelopment of speech functions involves further work on coherent speech, mastering lexical and grammatical categories, and improving the phonetic aspect of speech.

ICD-10

F80.1 F80.2

General information

The identification of four levels of speech development is caused by the need to unite children with speech pathology into groups to organize special correctional education, taking into account the severity of the speech defect. Level 3 OHP in domestic speech therapy is defined as the presence of a detailed phrasal utterance with specific lexical-grammatical (LG) and phonetic-phonemic (FF) errors. This is a higher stage of speech development compared to OHP levels 1 and 2. However, all linguistic means are not yet sufficiently formalized to be considered as corresponding to the norm, and therefore require further improvement. This disorder of speech skills can be diagnosed in preschoolers, starting from 4-5 years of age, and in primary schoolchildren.

Causes

Factors causing insufficient speech development can be biological and social. The former can affect a child at different periods of development - from prenatal to early preschool age. The second group of factors influences children’s speech after birth.

• Biological. This group includes mild, non-severe lesions of the central nervous system in a child that disrupt the regulation of speech motor skills, auditory perception, and HMF. Their immediate causes may be the bad habits of the expectant mother, toxicosis of pregnancy, birth injuries of newborns, perinatal encephalopathy, TBI, diseases suffered by the child at an early age, etc. The speech therapy diagnosis for such children may be dysarthria, alalia, aphasia, stuttering, and in the presence of clefts of the hard and soft palate - open rhinolalia.
• Social. They include the child’s dysfunctional family and speech environment. Experienced stress, lack of emotional contacts between children and parents, conflict situations in the family, pedagogical neglect and hospitalism syndrome inhibit the development of speech and adversely affect mental development. Another possible cause of OHP in a child is a deficit in verbal communication (for example, in the presence of deaf-mute parents), a multilingual environment, or incorrect speech of adults. An increase in the level of speech development from 1-2 to 3 can occur as a result of targeted speech therapy training.

Pathogenesis

The mechanism of unformed speech activity in OHP is closely related to the primary speech defect. The etiological substrate can be organic damage to the speech centers or cranial nerves, pathology of the peripheral speech organs, and functional immaturity of the central nervous system. At the same time, in children with the third level of OHP of various origins, common typical signs are observed that indicate the systemic nature of speech impairment: elements of PH underdevelopment, errors in sound pronunciation, distortion of the syllabic structure of words with complex sounds, difficulties in sound analysis and synthesis. It should be emphasized that with general underdevelopment of speech, all these deficiencies arise against the background of intact biological hearing and intelligence.

Symptoms of OHP level 3

The main new development of this stage is the appearance of an expanded phrase. Speech is dominated by simple common sentences of 3-4 words, complex sentences are practically absent. The structure of the phrase and its grammatical design may be disrupted: children skip minor parts of the sentence and make many ungrammatical statements. Typical errors are in the formation of the plural, changing words by gender, persons and cases, agreement of nouns with adjectives and numerals. When retelling, the sequence of presentation is disrupted, plot elements are omitted, and the content is impoverished.

Speech comprehension in a child with level 3 ODD is close to the age norm. Difficulties arise when perceiving logical-grammatical structures that reflect spatial, temporal, cause-and-effect relationships. It is not always possible to accurately understand the meaning of complex prepositions, prefixes, and suffixes. At first glance, the volume of the dictionary is close to the norm; when composing a statement, children use all parts of speech. However, the examination reveals insufficient knowledge of parts of objects, failure to distinguish the lexical meanings of many words (for example, a child cannot explain the difference between a stream and a river). Word formation skills have not been developed - children find it difficult to form diminutive forms of nouns, possessive adjectives, and prefixed verbs.

The sound design of speech is significantly better than with level 2 OHP. However, all types of phonetic defects remain: replacement of articulatory complex sounds with simpler ones, defects in voicing and softening, distortions (sigmatism, lambdacism, rhotacism). The reproduction of words with complex syllabic composition suffers: syllables are reduced and rearranged. The formation of phonemic processes lags behind: the child experiences difficulty identifying the first and last sound in a word, and when selecting cards for a given sound.

Complications

Gaps in the development of vocabulary, grammar and phonetics have their long-term consequences in the form of specific disorders of learning skills. Schoolchildren may suffer from memorizing verbal material. They cannot concentrate on one task for a long time or, conversely, quickly switch to another type of activity. Due to insufficient hand motor skills, which often accompanies OHP, illegible handwriting is formed. Children have difficulties in mastering reading, writing and educational material in general - as a result, dysgraphia, dysorthography, dyslexia, and poor academic performance occur. With level 3 ODD, children are embarrassed by their speech defect, which causes isolation, complexes, and communicative maladjustment.

Diagnostics

The examination of a child with level 3 OHP consists of three diagnostic blocks. The first block is medical, includes clarification of the neurological status, establishing the causes of speech problems with the help of consultations with pediatric specialists (pediatrician, neurologist, maxillofacial surgeon, etc.) and the results of instrumental studies (x-rays of the facial skull, MRI of the brain, EEG). The second block – neuropsychological – falls within the competence of a child psychologist and involves assessing the development of mental functions, cognitive processes, personality, general and fine motor skills. The third block is pedagogical, carried out by a speech therapist-defectologist and includes an examination of the following aspects of speech:

• Lexico-grammatical. The child’s vocabulary is studied (subject, verbal, features, possessive pronouns, adverbs). The ability to select antonyms and synonyms for words, knowledge of parts of the whole, and level of generalization are assessed. When checking the level of grammar development, primary attention is paid to the ability to construct common simple and complex phrases, to coordinate the members of a sentence in number, gender and case.
• Phonetic. The nature of sound pronunciation is specified in isolation, in syllables, words and phrases. Types of pronunciation disorders are identified: substitutions, unstable and undifferentiated use, distortions and confusions. Most children have a violation of 3-4 or more groups of sounds.
• Phonemic. The reflected repetition of pairs or rows of syllables, the discrimination of oppositional phonemes, and the ability to distinguish the first and last sounds in words are tested. For this purpose, verbal, picture and game didactic material is used.
• Syllable structure. The child’s ability to reproduce words with a complex sound-syllable structure is determined. Defects in sound filling, elision, rearrangement, anticipation, interaction, and contamination are identified.
• Connected speech. It is studied on the basis of retelling a familiar text and composing a story based on pictures. At the same time, the completeness, logical sequence of presentation, and the ability to convey the main idea and content are assessed.

Level 3 OHP correction

To carry out correctional work, compensatory speech therapy groups are organized in preschool educational institutions, where children are enrolled for two years of study. Classes are held daily in individual, subgroup or group format. As part of the third level OHP correction, the following tasks are solved:

• Mastering the grammatical norms of the language. The child is taught to competently construct a simple, common phrase based on the speech therapist’s question and diagram, and to use complex and complex sentences in speech. Attention is paid to the correct agreement of words in gender, case and number forms.
• Vocabulary enrichment. It is carried out in the process of studying various lexical topics. Expanding the vocabulary is achieved by mastering general concepts, signs, actions, parts and wholes of objects, synonyms and antonyms. Attention is paid to word formation using suffixes and prefixes, and to the study of the meaning of prepositions that reflect the spatial arrangement of objects.
• Improving phrasal speech. Speech development involves developing the ability to answer questions in detail, compose stories using illustrations, retell texts, and describe events. First, a question-and-answer technique and a story outline are used, then the child plans his own story.
• Development of pronunciation skills. Includes clarification of articulatory structures, sound production and automation of difficult phonemes. Much attention is paid to the auditory differentiation of mixed sounds. When working on phonemic perception, the child is taught to distinguish between hard and soft, voiced and voiceless consonants.
• Preparing for literacy. Propaedeutic work is carried out with the goal of subsequent successful development of reading and writing skills. For this, the child is taught sound and syllabic analysis (the ability to isolate given sounds and syllables, stressed vowels) and synthesis (come up with words with the desired sound), convert direct and reverse syllables into each other. At this stage, they try to correlate the image of a sound (phoneme) with the image of a letter (grapheme).

Prognosis and prevention

Children with level 3 speech development are educated in regular secondary schools, but may experience significant learning difficulties, and therefore must continue to study at school speech therapy. A properly organized speech regime, regular classes with a speech therapist and strict implementation of all his recommendations will help the child achieve clear and correct speech. Prevention of perinatal and early postnatal lesions of the central nervous system, a favorable speech environment and the family environment in which the child grows up helps prevent delays in speech development. For timely detection of speech defects, it is necessary to visit a speech therapist at the age of 2.5-3 years.

Speech therapy characteristics of a preschool child with OHP-III level of speech development.

Description of the state of the child’s speech functions

Articulatory apparatus. Anatomical structure without anomalies. Increased salivation is noted. The volume and accuracy of movements performed suffers; cannot maintain the position of the organs of articulation for a long time; switchability of movements is impaired. When performing articulation exercises, the tone of the tongue muscles increases.
General sound of speech. Speech is inexpressive; the voice is weakly modulated, quiet; breathing freely; rate and rhythm of speech are within normal limits.
Sound pronunciation. Sound pronunciation is impaired in the group of sonorant sounds, affricates; hissing sounds have been delivered, and at the moment these sounds are being automated at the word level. Also, control over the pronunciation of the sound [l] in free speech is still maintained.
Phonemic perception, sound analysis and synthesis. Phonemic representations are formed at an insufficient level. Isolates a given sound by ear from a series of sounds, from a syllabic series, from a number of words. The place of a sound in a word does not determine. The skills of sound-letter analysis and synthesis have not been developed.
The syllabic structure of the word. There are difficulties in reproducing words with a complex syllabic structure.
Passive and active dictionaries characterized by poverty and inaccuracy. There is a lack of knowledge of the names of words that go beyond the scope of everyday everyday communication: parts of the human and animal body, names of professions and actions related to them. Experiences difficulties in choosing antonyms, synonyms, and cognates. The use of generalizing concepts suffers. Has difficulty using some simple and most complex prepositions. Passive vocabulary significantly exceeds active one.
The grammatical structure of speech. Agrammatisms are observed in the formation of adjectives from nouns, in the agreement of nouns with numerals. There are errors when converting nouns into the plural. Persistent and severe violations are observed when trying to form words that go beyond the scope of everyday speech practice. Difficulties in transferring word-formation skills to new speech material are noted. In speech he mainly uses simple common sentences.
Coherent speech. Difficulties in programming the content of extended statements and their linguistic design are noted. There is a violation of the coherence and sequence of the story, semantic omissions of essential elements of the storyline, noticeable fragmentation of the presentation, and a violation of temporal and cause-and-effect relationships in the text.
Speech therapy conclusion: General speech underdevelopment (III level), dysarthria (?)
Recommended: Consultation with a neurologist.

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 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 ();
• 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.

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.

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, the vocabulary of children with level 3 SEN 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.

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 (, 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.

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.

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.

The system of work on the formation of vocabulary for children with general speech underdevelopment (III level) is based on the following principles:

An activity-based approach that determines the content and structure of training taking into account leading activities;

Systematicity, which allows the development of speech as a complex functional system, the structural components of which are in close interaction;

Development of a sense of language, which consists in the fact that with repeated speech reproduction and the use of similar forms in one’s own statements, analogies are formed in the child at a subconscious level, and then he learns linguistic patterns;

Corrections and compensations that require flexible compliance of correctional pedagogical technologies and an individually differentiated approach to the nature of speech disorders in children;

General didactic (visuality and accessibility of the material, gradual transition from simple to complex, from concrete to abstract, individual approach).

R.I. Lalaeva and N.V. Serebryakova offer their methods for developing vocabulary in preschoolers with OPD.

When carrying out speech therapy work on the development of vocabulary, it is necessary to take into account modern linguistic and psycholinguistic ideas about the word, the structure of the meaning of the word, the patterns of vocabulary formation in ontogenesis, and the characteristics of vocabulary in preschool children with speech pathology. Taking these factors into account, vocabulary formation is carried out in the following areas:

Expanding the volume of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity;

Clarification of the meanings of words;

Formation of the semantic structure of a word in the unity of basic

Its components;

Organization of semantic fields, lexical system;

Activation of the dictionary, improvement of word search processes, translation of a word from a passive to an active dictionary.

Considering the close connection between the development of vocabulary and word formation, this technique also includes tasks for inflection, the purpose of which is to clarify the structure of the meaning of a word, master the meaning of morphemes, a system of grammatical meanings, and consolidate connections between words.

1.2 Patterns of development of the vocabulary of older preschoolers in ontogenesis

Preschool age is a period of active mastery of all structures of the native language, a unique time for the formation and development of the lexicon.

The speech of a preschooler is formed and develops from several sides: phonetic, lexical, grammatical, which act in close unity, at the same time, each of them has its own meaning, affecting the development of speech utterance. When forming a vocabulary, the semantic component comes to the fore, since only a child’s understanding of the meaning of a word (in a system of synonymous, antonymic, polysemantic relations) can lead to a conscious choice of words and phrases and their precise use in speech (A.A. Leontiev).

Under favorable social conditions and proper upbringing, the child’s life experience is enriched, his activities are improved, and communication with the outside world and people develops. All this leads to the active growth of the lexicon, which increases very quickly (E.A. Arkin, A.N. Gvozdev, T.N. Naumova, E.Yu. Protasova, V.K. Kharchenko, V. Stern, K. Kezop ).

The study of the characteristics of vocabulary acquisition by children with normal speech development is devoted to studies that examine the issues of vocabulary development from the point of view of accuracy of use (M.M. Alekseeva, V.V. Gerbova, N.P. Ivanova, V.I. Loginova, Yu S. Lakhovskaya, A. A. Smaga, E. M. Strunina, E. I. Tikheeva, V. I. Yashina).

The first meaningful words appear in children by the end of the first year of life (10-12 words); at the end of the second year of life, the lexical composition is 300-400 words; by three years - 1500 words; by four - 1900; at five years - up to 2000 - 2500, at six seven years - up to 3500 - 4000 words.

The lexicon is growing both quantitatively and qualitatively. Thus, children aged three to four years, knowing a sufficient number of words, correctly name objects and phenomena, designate the qualities of objects and actions, and freely form words with diminutive suffixes. By the age of four, correct sound pronunciation, the intonation side of speech, as well as the ability to express a question, request, or exclamation with intonation are formed. By this point, the child has accumulated a certain vocabulary, which contains all parts of speech. The predominant place in the vocabulary used by children is occupied by verbs and nouns that denote objects and objects of the immediate environment; they begin to use adjectives and pronouns.

Many researchers note the special sensitivity of children of the fifth year of life to the sound, semantic and grammatical side of the word during this period; in their opinion, the formation of monologue speech occurs (N.A. Gvozdev, A.V. Zaporozhets, D.B. Elkonin, etc. ). A child of the fifth year of life expands the scope of his communication; he is already able to tell not only directly perceived circumstances, but also what was perceived and said earlier. At the same time, the speech of fifth-year children retains the features of the previous stage of development: when telling stories, they often use demonstrative pronouns this one, there.

Preschool children at the age of five or six can already form adjectives from nouns, various parts of speech from one root (runner - run - running, singer - sing - singing, blue - turn blue - blue), as well as nouns from adjectives.

Five-year-old preschoolers improve the elements of the sound side of a word necessary for the formation of a statement: pace, diction, voice strength and intonation expressiveness. In the statements of children of this age, various words appear that express the state and experience, and coherent speech begins to develop (V.V. Gerbova, G.M. Lyamina).

Analyzing the vocabulary of the spoken speech of six- to seven-year-old children, it can be noted that they basically complete the formation of the core vocabulary. At the same time, “semantic” and partially grammatical development remains far from complete (A.V. Zakharova).

Clarification of the semantic content of words by older preschool age is gaining momentum. In speech, along with the use of words with a general meaning, words with an abstract meaning (joy, sadness, courage) are used. At first, preschoolers do not consciously use metaphors in their speech, but at an older age, conscious cases of metaphor use are observed. They develop a great interest in the word and its meaning (V.K. Kharchenko). The vocabulary of older preschoolers is actively enriched by words invented by them. At this age, word creation is one of the important features of children's speech.

Taking into account the above, we can conclude that senior preschool age is the end of the period of spontaneous acquisition of the native language. By this time, the child, on the one hand, has already mastered an extensive vocabulary, the entire complex system of grammar and coherent speech to such an extent that the acquired language becomes truly native to him (A.N. Gvozdev). On the other hand, the semantic and partially grammatical development of the child’s speech remains far from complete.

1.3 General underdevelopment of speech and its causes

The psychological and pedagogical approach to the analysis of speech disorders is a priority direction in domestic speech therapy. Within the framework of this direction, the development of language in children with speech disorders is analyzed. Conducted in the 60s. (R.E. Levina and co-workers) linguistic analysis of speech disorders in children suffering from various forms of speech pathology made it possible to distinguish general speech underdevelopment and phonetic-phonemic underdevelopment. .

General speech underdevelopment (GSD) is characterized by a violation of the formation in children of all components of the speech system: phonetic, phonemic and lexico-grammatical.

Children with OSD have a pathological course of speech development. The main signs of ODD in preschool age are a late onset of speech development, a slow pace of speech development, a limited vocabulary that does not correspond to age, a violation of the formation of the grammatical structure of speech, a violation of sound pronunciation and phonemic perception. At the same time, children have preserved hearing and a satisfactory understanding of spoken language accessible for a certain age. The speech of children with SLD may be at different levels of development. Based on correctional tasks, R.E. Levina used a systematic approach to the analysis of speech disorders and conventionally designated three levels of OHP, each characterized by specific difficulties in speech development.

First level - the lowest. Children do not know commonly used means of communication. In their speech, children use babbling words and onomatopoeia, as well as a small number of nouns and verbs that are significantly distorted in terms of sound (“kuka” - doll). With the same babbling word or sound combination, a child can designate several different concepts and replace them with the names of actions and names of objects (“bi-bi” - car, plane, go).

Children's statements can be accompanied by active gestures and facial expressions. Speech is dominated by sentences of one or two words. There are no grammatical connections in these sentences. Children's speech can only be understood in specific situations of communication with loved ones. Children's understanding of speech is limited to a certain extent. The sound aspect of speech is severely impaired. The number of defective sounds exceeds the number of correctly pronounced ones. Correctly pronounced sounds are unstable and can be distorted and replaced in speech. The pronunciation of consonant sounds is more impaired; vowels may remain relatively preserved. Phonemic perception is grossly impaired. Children may confuse words that sound similar but have different meanings (milk - hammer). Until the age of three, these children are practically speechless. Spontaneous development of full speech is not possible for them. Overcoming speech underdevelopment requires systematic work with a speech therapist. Children with the first level of speech development should be educated in a special preschool institution. Compensation for speech defects is limited, so such children subsequently need long-term education in special schools for children with severe speech impairments.

It would seem like just yesterday you were picking up a tiny, defenseless bag with a softly squeaking baby from the maternity hospital. The first name days are behind us, and the family is impatiently waiting to see what the first word uttered by the baby will be like. But the little one postpones the solemn moment, forcing parents to suffer and worry. Or the baby, who has to go to school, still babbles so unintelligibly that even the mother sometimes does not understand anything. What is general speech underdevelopment (GSD) and how to cope with it?

ONR refers to a set of speech disorders in all their manifestations:

• phonetic – sounds are pronounced incorrectly (both individually and together);
• lexical – poor vocabulary, understanding of others and expression of one’s own conclusions is difficult;
• grammatical - sentences are inconsistent in form or excessively abrupt, as if adapted for the telegraph.

The thinking of children diagnosed with ODD is developed at a similar level compared to their peers. There is also no deafness or partial hearing loss.

It is worth understanding that the severity of the disorder directly depends on the etiology of the disease. Prerequisites for the occurrence of unpleasant features of speech development:

• Intrauterine malformations of the fetus
• Hypoxia and problems in labor
• Severe TBI and organic brain damage
• Social deprivation
• Lack of attention from parents and interactions with them (mainly before the age of three).

Classification

The classification of OHP depending on origin looks like this:

1. Uncomplicated, or weak - in case of insufficient interaction with society, weak tone of the facial muscles, individual characteristics.
2. Complicated or moderate severity – with hydrocephalic syndrome, increased intracranial pressure and other neurological abnormalities).
3. Rough or severe - if the brain is damaged due to infections, injuries, tumors and causes of a similar degree of impact.

OHP is directly associated with the levels of speech development of children.

Level 1

Adjuvant drug therapy is used:

• Pantogam
• Vitamin course
• Phenibut
• Cortexin
• Glycine
• Encephabol.

Self-prescribing medications is dangerous. But a much worse choice would be to refuse to take the medications prescribed by your doctor.

An experienced neurologist will help support brain activity with medications so that the exercises are effective.

Correction

To teach literacy to children with special needs development, the primary task is to overcome phonetic-phonemic underdevelopment of speech, as well as stimulate the development of logical thinking, memory, and attention. If you remove the main obstacle, your performance will certainly increase.

Correction of OHP is carried out through a course of exercises:

• The baby is blindfolded or turned away, hiding something from the table. The task is to find the hidden object and name it correctly.
• Learn poems and nursery rhymes by heart.
• Show the thing in a picture book.
• “Edible-inedible”: a ball is thrown, the names of food are pronounced mixed with other words. If the named object is edible, the ball is caught, otherwise it is thrown back.
• Place items of a certain type in a box: all squares, all green, animal-shaped toys, etc.
• Depiction of wild animals with pronunciation of their properties. “Show me the bunny. He jumps like this - jump and jump. The bunny has long ears - show mommy what kind of ears the bunny has.”
• - rotation of the tongue, opening and closing of the lips.
• Pronouncing tongue twisters for problematic sounds.
• Finger and standard drawing.
• Massage of the facial muscles is also useful. It is best to conduct it with an experienced speech therapist.

Whether the treatment of OHP will be successful depends on the collective and consistent efforts of the speech therapist, teachers and, first of all, the family. Love and sincere support are the best medicine, sometimes helping the most. Don’t keep the heir “on a short leash” by letting him socialize – and, believe me, the problem will soon be solved.