Speech therapy in tables and diagrams of Lalaev. Congenital cleft lip

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Technical teaching aids in speech therapy work with stutterers

Apparatus Derazhnee

Muting effect, turning off the auditory control of a stutterer at the moment of speech

Devices "Echo", AIR

Playing back a tape-recorded speech of a stutterer with a fraction of a second delay creates an echo effect

Razdolsky's apparatus

Sound amplification of a stutterer's speech through loudspeakers or overhead telephones

Computer program "Visible speech

Various modules for training the strength of the voice, the fluency of speech, the duration of the speech exhalation, etc.

Methods of speech therapy classes with stutterers

1 N.A. Vlasova, E.F. Rau Preschool Children System speech exercises, which become more complicated depending on the degree of independence of the stutterer's speech

2 N.A. Cheveleva Children of preschool and primary school age The system of corrective work in the process of manual activity during the transition from situational speech to contextual

3 S.A. Mironova Preschool children A system of sequential increasingly complex speech exercises in the process of passing through various sections of the program

4 Seliverstov V.I. Children of preschool and primary school age in medical institutions Modernization and simultaneous use of various methods of speech therapy work with stutterers

5 G.A. Volkova Preschool children The system of games in the complex work with stutterers, the impact on the microsocial environment

6 I.G. Vygodskaya,

E.L. Pellinger, L.P. Uspenskaya Preschool children A system of games and game techniques for conducting relaxing exercises in accordance with the stages of speech therapy

7 A.V. Yastrebova Children of primary school (grades 1-4) The development of speech activity and the main interacting components of speech in the process of working on its pace and smoothness during close relationship speech material with the content of the program in the Russian language

8 Methodology GNII ear, throat, nose under the arm. prof. S.S. Lyapidevsky Adolescents and adults who stutter A method for eliminating stuttering in a medical hospital, including special introductory and final instructions, maximum speech restriction (up to 14 days), active restructuring of speech skills, graduation conference.

9 V.M. Shklovsky Adolescents and adults who stutter A comprehensive system of treatment of stuttering, which consists in the restructuring of pathological speech skills and disorders of personality relationships, drug treatment, rational psychotherapy, clinical examination and sanatorium treatment.

10 I.Yu. Abeleva, L.P. Golubeva, A.Ya. Evgenova, N.F. Sinitsyna, M.V. Smirnova Adolescents and adults who stutter Sequential complication of speech tasks with intensive use of breathing, voice, articulation exercises and suggestive forms of psychotherapy (imperative suggestion in the waking state, auto-training, self-hypnosis, hypnosis)

11 N.M. Asatiani, V.G. Kazakov, L.I. Belyakova et al. Adult stutterers Overcoming stuttering is carried out taking into account the nosological heterogeneity of patients, drug, psychotherapeutic, logopedic and logorhythmic effects

The effectiveness of overcoming stuttering

No. Condition Data on the effectiveness of speech therapy

1 Accounting for the etiology of stuttering

Stuttering resulting from infection, mental trauma, imitation is eliminated more successfully than stuttering of another etiology (N.A. Volkova)

2 Accounting for the age factor

In preschool children, the elimination of stuttering is most effective (N.A. Vlasova)

3 Accounting for the timing of speech therapy work

Correctional work is more effective in pre-school and before school age subject to a complex impact on the speech of children (V.G. Kazakov)

4 Completeness of the use of medical and pedagogical measures Drug treatment, physiotherapy, psychotherapy, and other targeted and active treatment affect the success of speech therapy classes; the adequacy and differentiation of the chosen methodology matters

5 Accounting for the nature of stuttering With an organic basis of stuttering, the result is much worse than with a functional one.

6 Consideration of stuttering symptoms The results of speech therapy work are better in cases of mild stuttering (zero degree of painful fixation), worse - in severe stuttering (pronounced degree of painful fixation)

7 Taking into account the duration of complex work Efficiency is facilitated by long-term (at least 1 year) medical examination of stutterers

8 The value of the personality of the teacher

9 Accounting for the microsocial environment Communication of a speech therapist with a family, a doctor, and other teachers increases the effectiveness of speech therapy

10 Taking into account the attitude of a stutterer to classes The effectiveness of speech therapy classes is higher in the case of a serious, persistent persistent desire of a stutterer to correct his speech

11 The need to educate and re-educate the speech and personality of a stutterer in a team It is noted that it is in the team that conditions are created for the natural development and re-education of the communicative function of speech

12 Activity accounting

13 Accounting for shortcomings in sound pronunciation, elements of OHP

14 Accounting for the completeness of the examination of a stutterer

15 The use of TSO The use of TSO in accordance with the age and desire of stutterers helps to increase the effectiveness of speech therapy

16 Accounting for the type of specialized institution In a hospital, in special preschool institutions, the effectiveness of eliminating stuttering is higher than in an outpatient setting

Statistical data on the effectiveness of speech therapy correction in stutterers of different ages

(Data from E.F. Rau, G.A. Volkova, V.I. Seliverstov, M.E. Khvattsev, V.A. Kovshikov)

Alalia

Alalia classification

Alalia prevalence data

(Footnote: Logopedia / Under the editorship of L.S. Volkova, S.N. Shakhovskaya. - M .: VLADOS, 1999.)

Alalia as a systemic underdevelopment of speech

Concepts for explaining the mechanism of alalia

Comparative characteristics of pronunciation in children with alalia and dysarthria

Pronunciation of sounds in children with alalia Pronunciation of sounds in children with dysarthria

1. general characteristics pronunciation of sounds

Sufficient preservation of the motor activity of the articulatory apparatus

Predominantly phonemic disorders, manifested at the sign level of the activity of the articulatory mechanism

Many sounds subject to disturbances (distortions, substitutions, omissions) have the correct pronunciation at the same time

Miscellaneous speech disorders

In violation of sound pronunciation, substitutions of sounds dominate. A pronounced violation of the articulatory mechanism

Phonetic disorders are predominantly characteristic

Isolated sounds subject to disturbances do not simultaneously have the correct pronunciation

The same type of violations of the pronunciation of sound (only its distortion, replacement or omission)

In violation of pronunciation, distortions of sounds dominate

2. Sound distortion

Distortion not a large number sounds

Distortion of predominantly difficult to articulate sounds

Some distorted sounds are characterized by the existence and correct articulation. Distortion of a large number of sounds.

Distortion of both complex and simple sounds

All distorting sounds have permanent distortion.

3. Sound replacements

Substitutions for articulatory complex sounds

Permanent sound replacements

Various sound replacements

Interchanges of sounds are relatively frequent Substitutions of predominantly articulatory complex sounds

Permanent sound replacements

Monotonous sound replacements

Interchanges of sounds are comparatively rare.

4. Missing sounds

Non-permanent passes

Omissions of both articulatory complex and simple sounds Permanent omissions

Omissions of predominantly articulatory complex sounds

Corrective action system for motor alalia

Stages of corrective work with motor alalia

Corrective action system for sensory alalia

Aphasia

Forms of aphasia

Restorative learning in acoustic-gnostic aphasia

Restorative learning in semantic aphasia

Restorative learning in acoustic-mnestic aphasia

Restorative learning in afferent motor aphasia

Restorative learning in efferent motor aphasia

Restorative learning in dynamic aphasia

Violations writing

Classification of violations of written speech

Steps in the formation of reading skills

Conditions for Successful Reading

Groups of errors in dyslexia

No. Errors in reading

1 Substitutions and mixing of sounds when reading, most often phonetically close sounds (voiced - deaf, affricates and the sounds included in their composition), replacement of graphically similar letters (Х-Ж, П-Н, З-В, etc.)

2 Letter-by-letter reading - violation of the merging of sounds into syllables and words, letters are called alternately

3 Distortion of the sound-syllabic structure of a word, which manifests itself in omissions of consonants in the case of confluence, consonants and vowels in the absence of confluence, additions, permutations of sounds, omissions, permutations of syllables, etc.

4 Disorders of reading comprehension, manifested at the level of a single word, sentence and text while maintaining the reading technique

5 Agrammatism when reading, manifested in the analytic-synthetic and synthetic

and the synthetic stage of mastering the skill of reading

Writing Process Operations

(Based on materials by A.R. Luria)

Speech therapy for reading and writing disorders

The system of work on the differentiation of sounds in dyslexia and dysgraphia

(Based on the materials of I.N. Sadovnikova)

SECTION 3. Peculiarities of logopedic work in case of violations of intellectual activity, sensory and motor disorders

Features of speech therapy work with hearing impairment

Hearing loss classifications

No. Classification Degree Average hearing loss in dB Conditions of speech intelligibility

1 Classification of hearing loss developed by L.V. Neumann I Does not exceed 50 dB

Conversational speech - at a distance of at least 1 m, whisper - at the auricle and beyond

II From 50 to 70 dB

Speech of conversational volume - at a distance of 0.5-1 m, whisper - is not perceived

ІІІ More than 70 dB Speech of conversational volume - at the auricle and up to 0.5 m, whisper - is not perceived

2 International classification of hearing loss I 26-40 dB

II 41-55 dB

III 56-70 dB

IV 71-90 dB

Deafness >91 dB

Minimal hearing impairment in children with speech underdevelopment

(according to E.L. Cherkasova)

Forms of impaired sound pronunciation with hearing loss

No. Violation mechanism Manifestations

1 Insufficiency of the sensory part of the speech apparatus replacement of sounds

distorted pronunciation of sounds associated with the impossibility of their clear auditory differentiation or with the complete impossibility of auditory perception due to the partial loss of sound frequencies

sound substitutions are reflected in the letter in the form of letter substitutions

2 Insufficiency of the motor part of the speech apparatus, distorted sounding of sounds (interdental or lateral C, uvular P, etc.)

3 Sensory and motor insufficiency of the speech apparatus replacement of sounds due to the impossibility of their auditory differentiation from similar phonemes

distortion of sounds with deviations in the structure and functioning of the articulatory apparatus

Violations of the lexical and grammatical structure of speech with hearing loss

№ Type of violation Manifestations

1 Lexical violations limitedness vocabulary

inaccuracy in the use of words, expansion of their meanings; complete replacements of the lexical meaning of words based on their semantic generality; mixing of affixes while maintaining the root part of words with their phonetic similarity

gross distortions of the sound-syllabic structure of words

2 Grammar violations violation of the agreement of words in a sentence

misuse of case endings

skipping prepositions in a sentence, adding extra prepositions, substitutions

substitutions of verb forms

difficulties in understanding and using complex logical and grammatical structures

Writing Disorders in Children with Hearing Impairment

No. Typical and specific mistakes of the hearing impaired in writing

12 Substitutions for oppositional sounds, stressed and unstressed vowels

Omissions and permutations of sounds and parts of words

Continuous spelling of words with prepositions

Violation of inflectional agreement

Lack of sentence boundary markings

Substitutions for Graphically Close Symbols

Vowel substitutions, mostly low and mid frequencies (O-U, A-U)

Mixing oral and nasal consonants (N-D, M-B, etc.)

Multiple substitutions of letters corresponding to groups of disjunctive and oppositional sounds (S-Sh, Z-Zh, B-D, etc.)

Omitting sounds and syllables at the beginning and end of words, adding unnecessary elements of words

Voicing of the deaf and stunning ringing sounds in strong positions

Lack of softness in writing when necessary

Complex effect in case of underdevelopment of speech and impaired auditory function

(FOOTNOTE: Cherkasova E.L. Speech disorders with minimal auditory function disorders. M .: ARKTI, 2003)

Stages

/blocks Content and implementation

Medical unit (doctor, nurse) Psychological and pedagogical unit (speech therapist) Linguistic unit (speech therapist)

1. Preparatory

Therapeutic effect: conservative, surgical methods of treatment of diseases of the upper respiratory tract. Determination of the auditory possibilities of speech perception.

Development of communication motivation.

Activation of attention and memory of auditory modality Development of understanding of oral speech: the ability to listen to addressed speech, highlight the names of objects, actions, features, generalized meanings

2. Prephonemic Conducting medical procedures (according to individual indications).

Carrying out preventive measures: sanitation, massage, hardening of ENT organs, restorative complexes, etc. Conditions that facilitate auditory perception as much as possible.

Development of non-speech hearing: differentiation is not speech sounds by the nature of the sound, acoustic properties, determining the number of sounds and sounding objects, the direction of the sound.

Development of auditory-motor coordination.

Formation of auditory and auditory-motor control. Refinement and expansion of vocabulary.

Practical mastery of some methods of word formation without drawing attention to phonemic differences.

Practical assimilation of syntactic construction.

3. Phonemic Carrying out preventive measures Gradual complication of the conditions of auditory perception.

Development of attention and memory of auditory modality.

Development of auditory, kinesthetic and language control, auditory-motor self-control Development of phonemic hearing: differentiation of acoustic features of speech sounds, directionality of sounding speech stimuli, intonational means of language.

Correction of sound pronunciation, intonation-rhythmic contour of words.

Mastery of phonemic processes.

Expansion of lexical and grammatical meanings of words based on phonemic differences

4. Integrative Carrying out preventive measures Auditory perception in difficult conditions.

Development of attention and memory of auditory modality.

Formation of self-control of speech. The development of coherent speech, the adequate use of sound, lexical-grammatical and intonation design of one's own statement in various communicative situations.

The specifics of speech therapy work with children with hearing loss

Features of speech therapy work with visual impairments

Levels of speech formation in children with visual impairments

The specifics of speech therapy work with children with visual impairments

Peculiarities of speech therapy work in children with intellectual disability

The prevalence of writing disorders in secondary school students

(FOOTNOTE: Speech therapy / Under the editorship of L.S. Volkova, S.N. Shakhovskaya. - M .: VLADOS, 1999)

The specifics of speech therapy work with children with intellectual disabilities

Features of speech therapy work in children with cerebral palsy

The frequency of speech disorders in children with cerebral palsy

Speech disorders in children with cerebral palsy

Specific difficulties in mastering the lexical system of the language in children with cerebral palsy

№ Type of violation Manifestations

1 Lexical disorders

(N.N. Malofeev, 1985) slow pace of vocabulary expansion

the predominance of nouns, verbs and prepositions in the lexicon (90% of the total vocabulary)

repeated repetition of the same words in connected speech

insufficient degree of possession of verbs, ignorance of their exact meaning

2 Lexico-semantic and grammatical disorders (L.B. Khalilova, 1984, 1991) ignorance of the meanings of words

replacing the meanings of words that sound the same

mixing the semantics of the original word with lexical meaning other words that are with him in a relationship of synonymous dependence

isolation in the word of only a specific meaning, misunderstanding of the figurative meaning

difficulties in establishing a functional community between the meanings of a polysemantic word

extremely limited semantic representations, insufficiency of language abstractions and generalizations

Peculiarities of speech understanding by students with cerebral palsy

(Based on the materials of E.M. Mastyukova)

Impaired speech comprehension Manifestations

Option 1 Difficulties in distinguishing between phrases with correct and incorrect syntactic agreement of words, in understanding complex grammatical structures containing sequential subordinations, relative or distant constructions; narrow understanding of the meanings of individual words, understanding of complex forms of contextual speech, the hidden meaning of stories

Option 2 Difficulties in translating sequentially incoming information into a holistically monitored simultaneous system, impaired understanding of inverse constructions, the content of stories, task conditions and other program material

Option 3 Difficulties in understanding addressed speech are associated with limited vocabulary, inaccurate understanding of the meanings of individual words, insufficient knowledge and ideas about the environment, poverty of practical experience; difficulty understanding verbs of motion (especially prefixed ones)

The specifics of speech therapy work with children with cerebral palsy (vocabulary development)

Features of speech therapy work with mental retardation

Speech disorders in children with mental retardation

Classification of children with mental retardation, taking into account their speech disorders

(Based on the materials of E. V. Maltseva)

Group Characteristics of the group

The first group Children with an isolated defect, manifested in the incorrect pronunciation of one group of sounds. Violations are associated with an anomaly in the structure of the articulatory apparatus, underdevelopment of speech motor skills

The second group Children with phonetic and phonemic disorders. Defects in sound pronunciation cover 2-3 phonetic groups and are manifested mainly in substitutions of phonetically close sounds. There are violations of auditory differentiation of sounds and phonemic analysis

Third group Children with systemic underdevelopment of all aspects of speech (OHP). In addition to phonetic and phonemic disorders, there are significant disorders in the development of the lexical and grammatical side of speech: the limited and undifferentiated vocabulary, the primitive syntactic structure of sentences, and agrammatism.

Violation of sound pronunciation in children with mental retardation

(According to E.V. Maltseva)

The main directions of speech therapy work with children with mental retardation

Development of mental operations of analysis, synthesis, comparison, generalization

Development of visual perception, analysis, visual memory

Correction of disorders of motor development, especially disorders of manual and articulatory motility

Correction of violations of sound pronunciation, distortions of the sound structure of the word

Vocabulary development (enrichment of the dictionary, clarification of the meanings of the word, formation of lexical consistency, structure of the meaning of the word, consolidation of links between words

Formation of the morphological and syntactic system of the language

Development of phonemic analysis, synthesis, representations

Formation of sentence structure analysis

Development of the communicative, cognitive and regulatory function of speech

SECTION 4. Education and upbringing of children with FFNR and OHR

Phonetic-phonemic underdevelopment of speech

Disadvantages of sound pronunciation in children with phonetic and phonemic underdevelopment of speech

Replacing sounds that are simpler in articulation (for example, S and Ш are replaced by the sound Ф

The presence of diffuse articulation of sounds, replacing a whole group of sounds

Unstable use of sounds in various forms of speech

Distorted pronunciation of one or more sounds

Correction of phonetic and phonemic underdevelopment of speech

General underdevelopment of speech

Clinical types of general underdevelopment of speech

Speech therapy impact with general underdevelopment of speech

The system of institutions providing speech therapy assistance

The manuals contain entertaining game tasks for children aged 5-7, which contribute to the formation of correct sound pronunciation, enrichment of vocabulary, development of logical thinking and graphic skills. The illustrations for the manual were made by the artist A.V. Savelyev. Addressed to children's teachers preschool institutions speech pathologists, parents.

In an accessible form, notes are presented for classes with children 3-4 years old. Classes can be held both for the development of the speech of children with limited speech abilities, and for children without speech problems. The level of development of speech can be very different. The form of classes is both individual and subgroup.
The notes describe the lessons in an accessible form, which will help parents to independently conduct them at home. And they can also be useful to specialists (educators, tutors, speech therapists, defectologists).

The exercises given in the book will help children correct speech defects against the background of game movements, and vice versa, based on the rhythm of verses, develop coordination of movements, finger motor skills, emotionality, and thinking. The book is based on poems written by the author over many years of work with children. The book is designed for speech therapists, educators, parents.

The book outlines modern ideas about the general underdevelopment of speech in preschoolers: questions of the etiology and pathogenesis of this speech anomaly are highlighted, and its variants are highlighted.
In a comparative plan, the process of mastering the native (Russian) language by a child in normal and pathological conditions is considered. Taking into account these data, a system of phased remedial training has been developed.
The manual is intended for speech therapists, can be used by defectologists, as well as teachers of speech therapy kindergartens.

Development of activities with preschool children. The book will be useful to speech therapists, educators, parents.

At present, no one doubts that speech therapy work with children should be started as early as possible. Identification of deviations in speech development, their correct qualification and overcoming at an early age are most effective when the language development of the child has not yet been completed. The system of speech therapy influence proposed by the authors of this book is based on the gradual assimilation of the native (Russian) language by children with the correct formation of the speech function. The manual outlines new achievements of science and practical experience both in the field of pedagogical science - speech therapy, and in the field of related disciplines: psychophysiology of speech, medicine. The book also includes practical materials, which, subject to the sequence proposed by the authors in remedial education, can be creatively used by specialists - speech therapists, defectologists and educators of speech therapy gardens.

Paradigm; Moscow; 2009

ISBN 978-5-4214-0003-5

annotation

The manual discusses the theoretical foundations of speech therapy, the main forms of speech disorders and speech-thinking activity, directions and technologies of correctional and speech therapy influence. In terms of content, the material of the manual is fully consistent with traditional speech therapy, and the form of presentation is innovative: the text is minimal, and the material is presented in the form of tables and diagrams. Such visualization of the material ensures its assimilation during independent work of students and optimizes the educational process.

For each section of the book, there are control questions (tasks) for self-examination and a list of references. The manual contains a glossary.

The manual is addressed to students (bachelors, masters) studying the course of speech therapy, it can be used by students in advanced training courses and retraining of practicing teachers.

Introduction 4

Theoretical basis speech therapy 7

Dyslalia 49

Rinolalia 65

Dysarthria 81

Stuttering 112

Alalia 132

Aphasia 173

Dysgraphia 183

Dyslexia 194

R.I. Lalaeva L.G. Paramonova S.N. Shakhovskaya

Speech therapy in tables and diagrams

Introduction

Speech therapy is currently developing intensively, there is a continuous search, accumulation of new facts, which is associated with the success of medicine, psychology, psycholinguistics, physiology and special techniques that allow expanding the areas of scientific research, analyzing and summarizing practical experience. This manual maintains the successive and interdisciplinary connections of speech therapy with other sciences and the connections of different sections of speech therapy.

AT last years in connection with the transition from knowledge-oriented to personality-oriented education, there has been a tendency for the formation of such a principle of selection and structuring of material as the fundamental nature of the content. Fundamental knowledge cannot be assimilated automatically, it cannot be absorbed from mentors, teachers, books, it is developed independently as a result of internal creative activity, as a product of self-education, self-organization of thinking. Taking this principle into account and focusing on the modernization of the content and forms of education necessitate the development of theoretical, methodological and technological approaches in speech therapy. Raising the level of training of speech therapists is possible only on the basis of progressive methods and technologies.

Proposed tutorial for university training in the specialty of speech therapy, more precisely for those studying the training course of speech therapy, opens a series of a new generation of manuals on speech therapy and other sections of correctional pedagogy and special psychology. A similar single edition was undertaken in 1997: “Special / correctional / pedagogy with history / specialty “speech therapy”, textbook for independent work students of pedagogical higher educational institutions". Team of authors: E.V. Oganesyan, N.M. Nazarova, S.N. Shakhovskaya, L.B. Khalilov. This is the only work among educational and scientific-methodical publications on speech therapy, where the material is visualized by diagrams and tables. This manual continues this didactic line, presenting the material in the form of diagrams. In university work, in correctional pedagogy and special psychology, such a presentation of material was practically not undertaken, although in work with children with developmental disabilities, sign-symbolic activities of various types have long been widely used.

The content and design of the manual is based on a system-structural approach, which is a necessary condition for the training and formation of professional competence of specialists. The manual meets the requirements of the intensification of education, as students are freed from the overload of educational information and get the opportunity for creative self-development. Working with the manual, they will learn to solve specific tasks of practical activity: observe, analyze, diagnose, teach, correct, develop and educate.

Implemented in the manual scientific method general logical, analytical comparison, opposition, analogy, generalization. Schematization as a variant of the sign-symbolic system is used as a methodological technique for mastering knowledge, developing skills and abilities. The authors proceeded from the concept of a philosophical understanding of the sign as a means

orientation in the problems of speech therapy. Students learn to schematize the material in order to use sign-symbolic means in their future professional activities. Systematization and schematization of the material is a condition for its effective assimilation.

The principle of consistency ensures the assimilation of interdisciplinary concepts in interdependence within a single system. The manual is focused on the principle of information content, its content and form make it possible to introduce modern information technologies as training and control programs, provided textual and graphic material and electronic media. Working with the manual implements the technological function of education, the solution of cognitive, research and methodological problems.

In modern educational models, the teacher acts not as a repeater of a certain amount of information, but as a manager, organizer of learning. Study Information is used not as a goal of learning, but as a means of mastering the activity of cognition, the formation of self-education, self-education, thereby increasing the efficiency of organizing and managing the learning process.

Educational and cognitive activity is implemented by the unity of educational, upbringing and developing tasks. The dynamics of students' activities becomes a special object of analysis and management. When the pedagogical impact is understood and accepted by the students, educational activity perceived by them as their own. Monitoring of the fragmentary use of such an organization of educational material in the university training of speech therapists has been carried out by the authors for a number of years and reveals its indisputable effectiveness. The manual presents the material in a schematized form, fully agreed

ny with the fundamental textbook "Speech therapy" edited by L.S. Volkova and S.N. Shakhovskaya. The textbook went through five editions from 1989 to 2007. The manual fully meets the curriculum of the speech therapy departments of universities, the program training course, State standard for training personnel in this specialty. For all sections of traditional speech therapy, the basic concepts are presented in a generalized form, but they are supplemented by an original non-traditional organization of education.

Methodological improvement and didactic reconstruction of educational material, its modernization is not a rejection of traditional stereotypes, but a qualitatively new approach to the organization of professional education in speech therapy. The textual and schematized material presents not only all the basic concepts of speech therapy, but also debatable problems, options for private methods proposed by different authors. The textual information is minimized. Schemes - auxiliary materials that complement the course and textbook. Although the manual is designed for students, including those who study part-time, it can also be successfully used by teachers if multimedia equipment is available: verbal means of transmitting information are supplemented and replaced by new information means.

A methodological apparatus is woven into the content and schematized part of the manual: references to literature, a glossary of terms, questions, assignments / select the desired answer, give your own examples, compare, etc. This provides methodological assistance to students and teachers in self-education and preparation for classes. Working with the manual activates attention, perception, development of thinking and memory, understanding of theoretical provisions, methodological concepts, analysis of facts and phenomena.

The authors of the manual: Doctor of Pedagogical Sciences, Professor R.I. Lalayeva, candidates of pedagogical sciences, professors L.G. Paramonova and S.N. Shakhovskaya jointly selected and mutually reviewed the material, they are collectively responsible for the quality of the manual and express their gratitude to the colleagues whose materials were used. Any

critical comments and suggestions will be considered by the authors as friendly, and they will certainly be taken into account in further work.

Find the right answer

Prosody is:

rhythm accent

correct pronunciation

In case of violations of the structure of the articulatory apparatus, the child is sent to:

neurologist orthodontist psychotherapist

Kinesthetic sensations are: pain sensations speech motor sensations sensations of muscle weakness

Choose a synonym for the word correction:

training and education correction compensation

Levels of general underdevelopment of speech are defined:

L.S. Vygotsky R.E. Levina A.R. Luria

Pedagogical systematization of speech disorders is proposed:

A.R. Luria

A.N. Leontiev R.E. Levina

The type of speech activity is NOT:

writing memory speaking

An integrated approach to speech correction includes:

speech therapy classes use of games and visualization speech therapy rhythmics

Literature

1. Becker K.P., Sovak M. speech therapy. - M., 1981.

2. Wiesel T.G. Fundamentals of neuropsychology. - M.: Astrel, 2005.

3. Glukhov V.P. Fundamentals of psycholinguistics. - M.: Astrel, 2005.

4. Gorelov I.N., Sedov K.F. Fundamentals of psycholinguistics. - M., 2001.

5. Zhinkin N.I. Speech as a conductor of information. - M., 1982.

6. Speech therapy / Ed. L.S. Volkova, S.N. Shakhovskaya. - M., 2000.

7. Fundamentals of speech therapy / Ed. T.V. Volosovets. - M., 2000.

8. Pravdina O.V. speech therapy. - M., 1973.

9. Psycholinguistics and modern speech therapy / Ed. L.B. Khalilova. - M., 1997.

10. Khvattsev M.E. speech therapy. - M., 1959.

11. Reader on speech therapy / Ed. L.S. Volkova, V.I. Seliverstov. Ch. I, II. - M., 1997.

Sound pronunciation is closely related to the voice, so voice disorders violate the correctness of speech. Voice disorders may affect general development children and adolescents, their neuropsychic state, speech formation. The importance of voice for the communication process cannot be overestimated. The nature and extent of the negative impact of voice disorders on the personality as a whole and its individual manifestations depend on the nature and depth of the disorder.

The causes of voice disorders are diverse, the nature of the violations varies from minor changes to its complete loss of voice (aphonia). Voice disorders are analyzed in medical, psychological and speech therapy aspects.

Voice education is a work that allows the best use of the voice with minimal fatigue of the vocal folds. Even a naturally good voice should be developed not only for singing, but also for speaking. It is extremely important to take preventive measures to prevent voice disorders, which include the actual prevention, education of a healthy voice and its constant training.

Direct work over the voice is the work on all its qualities - strength, height, duration and timbre and their variability in the speech process. In some cases, work on the voice is preceded and accompanied by medical measures.

A complex effect using a variety of special techniques ensures the normalization or significant improvement of the voice.

QUESTIONS AND TASKS ON THE TOPIC

1. Describe the organization of speech therapy assistance for voice disorders.

3. How can people with psychogenic voice disorders be characterized?

4. Expand the types of psychotherapy that are used in the correction of voice disorders.

5. List the conditions for conducting breathing exercises with children.

6. Give comparative analysis rhinolalia and rhinophony.

Literature

1. Almazova E.S.. Speech therapy work on the restoration of voice in children. - M.,

5. Dmitriev L.V. Fundamentals of vocal technique. - M., 1968.

6. Ermolaev V.G. Some questions of phoniatry. - M., 1963.

7. Lavrova E.V. Phonopedic therapy for paresis and paralysis of the larynx. - M., 1977.

8. Maksimov I. Phoniatrics. - M., 1987.

11. Taptapova S.L. Correctional and pedagogical work with voice disorders. -

Dyslalia

Dyslalia- violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.

Dyslalia is considered to be one of the least complex and relatively easily eliminated speech disorders. However, in recent decades and in relation to this form of speech pathology, significant changes have occurred, which are expressed in the following:

Its prevalence has sharply increased (from 8–17% in the 1950s to 52.5% in the 1990s).

Dyslalia is less and less common as an independent speech disorder, and is observed mainly against the background of general underdevelopment of speech in children (OHP), in which, in addition to sound pronunciation, vocabulary and grammatical structure of speech also suffer.

Polymorphic forms of sound pronunciation disorders became predominant, manifested in the defective pronunciation of many sounds at once, which often represents phonemic underdevelopment (FFN).

Dyslalia in most cases does not manifest itself in a “pure form”, but in combination with the so-called “erased dysarthria”, which is characterized by a partial violation of the innervation of the articulatory apparatus.

Pathological forms violations of sound pronunciation are now often observed already in the period of age-related peculiarities of children's speech, that is, at the age of up to five years.

The widespread prevalence of dyslalia and the complication of its symptoms lead to the fact that, against its background, the three most common types of dysgraphia develop in the future: on the basis of a violation of phonemic recognition (acoustic in the old terminology), articulatory-acoustic, and on the basis of an unformed phonemic analysis of words.

In view of the foregoing, it becomes necessary to delve deeply into each specific case of this relatively “simple” speech disorder. It is especially important to master the ability to distinguish dyslalia from the age-related peculiarities of children's speech as early as possible, so as not to rely on the fact that the child's sound pronunciation in this case can normalize "with age". It is important not to focus on the state of the child's only sound pronunciation, but to try to notice in a timely manner the quite possible lag in his lexical and grammatical development. All corrective work to overcome dyslalia must be built in such a way that it is simultaneously the prevention of the three above-mentioned types of dysgraphia.

QUESTIONS AND TASKS ON THE TOPIC

1. By what two main principles is dyslalia classified?

2. Name the classifications of dyslalia developed by different authors.

3. Do anatomical defects in the structure of the articulatory apparatus always lead to the appearance of mechanical dyslalia? Why?

4. Why is it necessary to work on the development of articulatory motility in case of mechanical dyslalia?

5. Give an example of possible variants of sound pronunciation disorders in case of combination of sensory functional dyslalia and erased dysarthria.

6. On what basis can a differential diagnosis be made between sensory functional dyslalia and age-related features of sound pronunciation, if sound substitutions occur in both cases?

7. Is it possible to “predict” already at the age of 3-4 years that sound substitutions in some children will not disappear without speech therapy help? If yes, on what basis can this be done?

8. Name the games for the development of mobility of the articulatory apparatus.

9. Expand the basic principles of correction of phonetic and phonemic underdevelopment

10. Describe the main violations of the structure of the articulatory apparatus and pro-

analyze how this affects the nature of sound pronunciation.

11. Check the state of sound pronunciation in 1-2 children and outline a plan for corrective work.

Literature

1. Gvozdev A.N. Questions of studying children's speech. - M.: APN RSFSR, 1961.

2. Grinshpun B.M. Dyslalia. Speech therapy, ed. L.S. Volkova and S.N. Shakhovskaya. M.: VLADOS, 1998 and other publications.

3. Kashe G.A. Disadvantages of pronunciation of sounds in students of a mass school. Speech Disabilities in Students primary school mass school / Ed. R.E. Levina. - M., Education, 1965.

4. Martynova R.I. On the psychological and pedagogical features of dyslalic and dysarthric children. Essays on the pathology of speech and voice / Ed. S.S. Lyapidevsky, vol. 3. - M., Enlightenment, 1967.

5. Melekhova L.V. Dyslalia differentiation. Essays on the pathology of speech and voice / Ed. S.S. Lyapidevsky. Issue. 3. - M.: Enlightenment, 1967.

6. Nikashina N.A. Speech therapy assistance to students with speech underdevelopment. Shortcomings of speech in primary school students / Ed. R.E. Levina. - M.: Enlightenment, 1965.

7. Paramonova L.G. Violation of sound pronunciation in children. Essays on the pathology of speech and voice / Ed. S.S. Lyapidevsky. Issue. 3. - St. Petersburg: Soyuz, 2005.

8. Prevention of violations of reading and writing in children with deficiencies in pronunciation. There.

9. Spirova L.F. Deficiencies in pronunciation, accompanied by violations of the letter. Disadvantages of speech of primary school students / Ed. R.E. Levina. - M.: Enlightenment, 1965.

10. Tokareva O.A. Functional dyslalia. Speech disorders in children and adolescents / Ed. S.S. Lyapidevsky. - M.: Medicine, 1969.

11. Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment ( senior group kindergarten). - M., 2008.

12. Fomicheva M.F. Teaching children the correct pronunciation. - M., 1997.

13. Khvattsev M.E. speech therapy. - M.: Uchpedgiz, 1959.

14. Reader on speech therapy / Ed. L.S. Volkova and V.I. Seliverstov. Part I. - M., 1997.

15. Shembel A.G. Mechanical dyslalia. Speech disorders in children and adolescents / Ed. S.S. Lyapidevsky. - M.: Medicine, 1969.

Rhinolalia

The term "rhinolalia" comes from the Greek roots RINOS - nose, LALIA - speech and in translation means - speech with a nasal shade, nasalized speech.

In terms of symptoms and mechanisms, rhinolalia differs from other disorders of the pronunciation side of speech (dyslalia, dysarthria, etc.).

Dyslalia manifests itself only in violations of sound pronunciation. With rhinolalia, there are not only defects in sound pronunciation, but also violations of the timbre of the voice. With dyslalia, the innervation of the speech apparatus is preserved. With rhinolalia, in most cases, the innervation of the speech apparatus is preserved, the structure or functioning of the peripheral part of the speech apparatus is disturbed. However, in some cases, rhinolalia occurs due to insufficient innervation of the speech apparatus.

With dysarthria, unlike dyslalia and rhinolalia, all components of the pronunciation side of speech (sound pronunciation, sound-syllabic structure of words, prosodic components of speech) suffer. Dysarthria in all its manifestations is due to a violation of the innervation of the speech apparatus. At the same time, as already noted, only certain types of rhinolalia are due to insufficient innervation of the speech apparatus.

With rhinolalia, the interaction of the nasal and oral cavities is disrupted in the process of generating speech.

With the normal functioning of the speech apparatus, the ratio of resonation of the oral and nasal cavities is not the same when pronouncing oral and nasal sounds.

During the pronunciation of oral sounds, the palatine curtain rises. At the same time, a thickening, the Passavan roller, is formed on the back wall of the pharynx.

As a result, a palatopharyngeal closure (palato-pharyngeal closure) is formed, which prevents the passage of the air stream into the nasal cavity. The density of closing of the palatine curtain and the muscles of the posterior pharyngeal wall is different during the pronunciation of sounds. The air jet can pass through the nasal cavity. This is facilitated by the formation of a bow in the oral cavity during the pronunciation of nasal sounds. So, when pronouncing the sound M, a lip closure is formed, and when pronouncing the sound H, a closure of the tip of the tongue with the neck of the upper incisors is formed. Nasal sounds are stop-passing.

Violation of the interaction between the oral and nasal cavities leads to a change in the timbre of the voice, nasalization (from Latin NASUS - nose). Violation of the timbre of the voice in rhinolalia manifests itself in hypernasalization (increased nasalization during the pronunciation of oral sounds) and in hyponasalization (reduced nasalization of nasal sounds).

Depending on the nature of the violation of the timbre of the voice (hypernasalization or hyponasalization), as well as the nature of the violation of the ratio of the oral and nasal cavity, open, closed and mixed rhinolalia are distinguished.

Open rhinolalia.With open rhinolalia nasalization is noted during the pronunciation of oral sounds. Increased nasalization is due to the fact that, for one reason or another, the air stream passes through the nasal cavity during the pronunciation of sounds.

Depending on the etiology, functional and organic open rhinolalia are distinguished.

Functional open rhinolalia.Functional organic rhinolalia associated with insufficient functioning of the muscles of the soft palate and the posterior pharyngeal wall. Functional open rhinolalia may be seen in children with flaccid articulation. One of the reasons for this form of open rhinolalia is the removal of adenoid

expansions. Less commonly, functional open rhinolalia occurs due to post-diphtheria paresis, due to prolonged limitation of the mobility of the soft palate.

Organic open rhinolalia.Open organic rhinolalia is divided into congenital and acquired. The most common form of open organic rhinolalia is congenital organic open rhinolalia.

Congenital open organic rhinolalia due to cleft lip and palate. This form of rhinolalia is a complex problem and is currently being studied in various aspects: anatomical and physiological, medical, speech therapy, psychological, linguistic, etc. (M.D. Dubov, A.G. Ippolitova, I.I. Ermakova, G V. Chirkina, L. I. Vansovskaya, T. V. Volosovets, Z. A. Repina, etc.).

In the occurrence of clefts, genetic and external factors, as well as their combinations, are distinguished. The most common causes of clefts are biological factors (mumps, rubella, toxoplasmosis, influenza), chemical factors(exposure to pesticides, acids, etc.), exposure to radiation, endocrine diseases of the mother, mental trauma, etc. The influence of occupational hazards, alcohol and smoking is also noted. Most critical period for the occurrence of clefts is 7–8 weeks of embryogenesis.

Currently, the following classification of congenital clefts has been adopted (according to G.V. Chirkina and others).

Congenital cleft lip:

Hidden cleft;

Incomplete cleft;

Complete fissure.

Congenital cleft palate:

Cleft of the soft palate: hidden (submucosal), incomplete, complete;

Clefts of the soft and hard palate: hidden, incomplete, complete;

Complete cleft of the alveolar process, hard and soft palate: unilateral; bilateral;

Complete cleft of the alveolar process and anterior hard palate: unilateral, bilateral.

Cleft lip and palate are often combined with various deformities of the dentoalveolar system.

In children with congenital clefts, there are disorders of sucking, swallowing, breathing, which lead to frequent somatic diseases of these children. The neurological and mental status of children with cleft palate and cleft palate is characterized by heterogeneity.

The speech symptoms of this form of rhinolalia are characterized by complexity and diversity.

The most constant and pronounced symptom of congenital open rhinolalia is nasalization of oral sounds. In addition, a specific timbre of the pronunciation of the back-palatal consonants is often noted due to the connection of the pharyngeal resonator.

As a result of the formation of compensatory, adaptive mechanisms in congenital cleft palate, an altered pattern of organs of articulation is formed during pronunciation: high elevation of the root of the tongue, shift of the tongue to the back of the oral cavity, excessive participation of the root of the tongue in articulation, insufficient participation of the lips when pronouncing labialized vowels , as well as labiolabial and labiodental consonants, tension of the facial muscles.

Sound pronunciation disorders in this form of rhinolalia are polymorphic in nature, affecting all groups of vowels and consonants.

Violations of sound pronunciation and voice timbre make it difficult for a child to communicate, cause secondary underdevelopment phonemic perception, vocabulary and grammatical structure of speech. In milder cases, in children with rhinolalia, phonetic-phonemic underdevelopment is detected, in more severe cases, a general underdevelopment of speech. Due to disorders in the formation of oral speech in children with rhinolalia, specific disorders of written speech, dyslexia and dysgraphia often occur.

Correction of congenital open rhinolalia due to clefts of the hard and soft palate is complex. Medical-psychological-pedagogical influence is carried out.

Medical impact includes orthodontic, surgical treatment, physiotherapy, drug treatment, massage, etc.

The timing of surgical treatment depends on the nature and form of the cleft, on the state of health of the child. The operation to stitch the upper lip (cheiloplasty) is carried out in the period from 10 days after birth to 1 year. Operations to stitch the hard and soft palate (uranoplasty) are performed at the age of 5 years. However, the elimination of residual defects is carried out in the period from 7 to 14 years.

Psychological impact involves psycho-correction of cognitive activity and emotional-volitional sphere.

Speech therapy impact carried out in the following areas:

Activation of the activity of the articulatory apparatus;

Formation of the correct articulation of sounds;

Automation of sounds in the process of speech communication;

Differentiation of sounds;

Normalization of the prosodic aspect of speech.

A.G. Ippolitova developed a system of speech therapy work, including two stages: preoperative and postoperative.

AT preoperative period work is being done on:

Development and differentiation of oral and nasal breathing;

Development of the mobility of the lips, tongue;

Setting sounds;

Automation of sounds;

Sound differentiation.

AT postoperative period work continues in all areas of the preoperative period, as well as on the development of phonemic perception, phonemic analysis and synthesis. Wherein great attention is given to the activation of the soft palate.

Activation of the soft palate is carried out in the following areas:

The use of unconditioned reflex movements (swallowing, yawning, coughing, etc.);

Passive gymnastics of the soft palate;

Active gymnastics of the soft palate.

The sequence of work on sounds is determined differently by different authors (A.G. Ippolitova, I.I. Ermakova, L.I. Vansovskaya, etc.).

In the postoperative period, a long and purposeful work is carried out to eliminate nasalization, the formation of prosodic components of speech.

In OHP in children with rhinolalia, much attention is paid to the development of vocabulary and the grammatical structure of speech. At preschool age, prevention is necessary, and at school age - correction of violations of written speech.

Acquired open organic rhinolalia. Causes acquired open organic rhinolalia are: perforations of the hard and soft palate, cicatricial changes, as well as paresis and paralysis of the soft palate.

Closed rhinolalia.Closed rhinolalia characterized by reduced physiological nasal resonance during the pronunciation of nasal sounds.

When pronouncing nasal sounds, the passage to the nasal cavity is closed, there is no nasal resonance. Nasal sounds are pronounced as mouth sounds (M as B, N as D) or as sounds with intermediate articulation. At the same time, the timbre of vowel sounds changes, which acquire an unnatural shade.

Depending on the causes, closed rhinolalia is divided into functional and organic.

Functional closed rhinolalia.Functional closed rhinolalia occurs with neurotic disorders in children. When pronouncing nasal sounds, the soft palate rises strongly and closes the passage to the nasal cavity.

Organic closed rhinolalia.Closed organic rhinolalia caused by organic changes in the nasopharynx and nasal cavity.

M. Zeeman distinguishes two types of closed rhinolalia: anterior and posterior.

Causes front closed rhinolalia are: chronic hypertrophy of the nasal mucosa, polyps in the nasal cavity, curvature of the nasal septum, tumors of the nasal cavity.

rear closed rhinolalia is observed with nasopharyngeal adenoids, less often polyps, fibromas in the nasopharynx and other tumors.

The elimination of closed rhinolalia also has a complex, medical-psychological-pedagogical character.

Surgical, medical, physiotherapeutic treatment is carried out in order to eliminate the causes of obstruction of the nasal cavity.

Speech therapy work includes the development of breathing, the differentiation of oral and nasal breathing, the development of auditory differentiation of nasal and non-nasal voice timbre, the production and automation of nasal sounds, the differentiation of nasal and oral sounds (M-B, N-D).

Mixed rhinolalia.Mixed rhinolalia characterized by reduced nasal resonance during the pronunciation of nasal sounds and the presence of nasalization during the pronunciation of oral sounds.

The causes of mixed rhinolalia are a combination of organic obstruction of the nasal cavity and insufficiency of the palatopharyngeal closure of an organic or functional nature. Most often, there is a combination of a shortened soft palate, a submucosal gap, and adenoid growths.