How to conduct a speech examination for a speech therapist. Children's center "Harmony"

Description

If you have suspicions that the child’s speech is not developing quite correctly, he does not use some sounds when communicating that he should already be speaking at his age, come with him to a speech diagnostics (also known as a speech therapy examination) and get a complete picture of the child’s development. This is the only way to get advice from our experienced children's speech therapist with 20 years of experience, to prevent the emergence of problems in the child's development and subsequent difficulties in mastering reading and writing in primary school.

If a student has a hard time mastering the Russian language, he writes and reads with errors, and is restless, then diagnostics will also show the reason. It is completely unlike any medical procedure; it is carried out in a playful manner and in a friendly atmosphere in the presence of parents.

• The child does not want to talk, but you are sure that he understands everything.
• The baby is 3 years old and you are alarmed that he says few words, distorts their structure (for example, “cat” - “coca”, “plate” - “taka”), and does not speak in sentences.
• At the age of 4-5 years, he cannot pronounce many sounds, speaks incomprehensibly, as if in his own language: a feeling of “porridge in the mouth” is created. The sound “R” does not count - it can wait until 6-7 years.
• If after 4-5 years he confuses the sounds “s-sh”, “s-sch”, “ch-t”, “z-zh”, “ts-s-t” in his speech. For example, “hat” - “shhapka”, “kettle” - “cache”.
• At the age of 6 years, a child makes many mistakes in speech (for example, “houses - houses”, “ears - ears”), the sounds “L” and “R” are missing in his speech or are replaced by others.
• The child speaks with hesitation, repeats the first sounds, syllables, words, it seems that he stutters.
• At school, it is difficult for a child to remember a story and retell it; he can hardly learn a poem.

If any of the above applies to your child, we strongly recommend that you come for a speech therapy examination. By learning about the problem and methods to solve it now, you can prevent many difficulties and financial expenses in the future.

Despite the fact that each child develops individually, there are certain time intervals for the appearance of sounds, their combination into words, sentences and the formation of speech skills. A speech therapist knows what can be called normal and what is considered a deviation for a particular age. For example, in most children under 5 years of age, speech development has not yet been completed, and this must be taken into account during the examination.

Children often come to us for examination who practically cannot speak at 2–3 years old, or at 4 years old their speech corresponds to the age of 2.5–3 years. They do not want to communicate with a stranger in a new place and open up to him. In this case, a trusting relationship with the child is first established, he is given time to get comfortable in an unfamiliar environment, and is allowed to take toys and objects that interest him. While the child gets used to new conditions, the speech therapist carefully observes his behavior, speech, spontaneous statements and gestures during play and communication with parents.

The diagnostic examination of speech includes testing of oral and written speech, auditory-verbal memory, sound pronunciation, general, fine and articulatory motor skills, articulatory apparatus, facial muscles, phonemic perception, understanding of speech, its lexical and grammatical structure, syllabic structure of the word, connected speech, etc. d. The speech therapist also checks for abnormalities in the structure of the lips, tongue, and palate (short frenulum of the tongue, high “Gothic” palate, paralysis of the facial muscles).

Speech therapy examination is definitely required for children suffering from early childhood autism syndrome. As practice shows, unfortunately, sometimes this diagnosis is given to children incorrectly. The baby may have a delay in speech or its general underdevelopment, which is also a problem, but in comparison with autism it is much less serious. Parents are worried and worried, their children are assigned to special care. classes or schools. You just need to entrust the diagnosis to a good specialist.

Speech disorders can appear at a very early age and it is important to notice them in time. This will allow you to fix them in a short time with minimal investment of money. The longer you wait, the more time and money the correction will require. Therefore, it is recommended to bring children for diagnosis to a speech therapist for the first time between 2.5 and 3 years of age.

Parents should trust a speech therapist and not hide the child’s problems with the nervous system and behavioral characteristics, no matter how unusual they may be. Aggression, hyperactivity, urinary incontinence, tantrums, finger sucking, tics - all these are symptoms of damage or underdevelopment of the central nervous system that affect the development of speech.

Upon completion of the examination, you will receive a conclusion, which describes in detail the final result of the examination. If you need a certificate from a speech therapist, we will also write it out - parents often need this document so that their child with speech problems can apply for a place in a specialized kindergarten or in the speech therapy group of a kindergarten.

It is worth noting this point: it is not always good that children end up in such institutions. We have repeatedly encountered cases where children were assigned to a specialized kindergarten, but in reality this was not required - it was enough to carry out a small correction of the existing speech disorder. Therefore, it is worth taking the diagnosis seriously.

The speech therapist will provide detailed advice on the stages of speech development, tell you what to look for, diagnose the state of the child’s speech abilities and identify existing developmental delays. Nadezhda Valerievna’s 20 years of experience and daily practice make it possible to differentiate existing problems, confirm one or another diagnosis, and create an individual correction course. Even if you do not plan to work with a speech therapist, we still recommend that you find out what needs to be done for the correct and harmonious development of speech and how to correct existing problems on your own, if any.

Characteristics

Frequently asked questions

Questions about the service

Diagnostics are carried out in the following sequence:

1. The speech therapist talks with parents about the characteristics of the child’s development, how his speech developed, the conditions of family upbringing, and studies extracts from the documents provided (if any);
2. A diagnosis is carried out: the child is offered various tasks in the form of a game, during which the specialist records all the data received;
3. A conversation is held with parents, where the speech therapist talks about the diagnostic results and gives recommendations on how to overcome the identified problem, if any. If there are no problems, parents receive recommendations on the further development of their child’s speech, what to pay attention to and what methods to use;
4. The data obtained is analyzed and presented in the form of a conclusion, where detailed diagnostic results are indicated.

Before starting to directly study the child’s speech, the speech therapist talks with the parents. He may be interested in the following questions:

• Did the child have any serious illnesses at an early age?
• Is there bilingualism in his environment, speech deficiencies in family members (stuttering, too fast or too slow speech rate, pronunciation defects);
• Have his parents previously sought help from specialists, what work was done, were there any results;
• Features of behavior: a calm or conflict child, how he behaves at home and in a child care facility;
• How and with what toys he plays, what sounds or words he uses to accompany the game;
• Features of the baby’s fine and gross motor skills, whether he is dexterous or somewhat clumsy, difficulties in switching movements;
• Features of early development: when he began to respond to his name, smile, babble, walk, understand the request addressed to him, how early words, phrases, phrases appeared, what they were;
• When and why parents suspected problems in speech development.
• What problems are bothering them at the moment? For example, the baby does not speak, distorts words, does not address loved ones, or his speech is autonomous.

To understand how much a child understands speech addressed to him, he is asked to complete several similar tasks:

• Hug mom, wave your hand, close and open your eyes;
• Show and present the items called by the speech therapist;
• Show parts of your body;
• Show objects, actions depicted in the pictures (4–6 pieces);
• Complete the request of 2-3 actions (take the bear from the closet, remove the scarf from it and place the bear on the window);
• Place or take an object lying in front of the box, behind the box, in the box, under the box, on the box to understand how well the child is oriented in space;
• Answer questions about the content of the short story or fairy tale read by the speech therapist.

Children with different levels of speech development come to speech therapy examinations. Accordingly, for children with speech close to normal, and children who have only a few words in stock, various techniques and methods are used.

If children say almost nothing, the speech therapist uses tasks like this:

• Suggest that the parents invite the child to repeat after them the words the child actively uses;
• Draw out vowel sounds and their combinations: a-a-a (like a girl crying), i-i-i (like a mosquito squeaks), ia-ia (like a donkey talks);
• Offer to name words of 1–2 syllables from the pictures (house, cat, juice, moon, fox);
• Check to see if he can pronounce a phrase in any form, even if it is somewhat distorted: dai ku-ku (give me a doll), chu pi (I’m thirsty).

If children pronounce words and can speak in sentences, the following tasks are offered for speech research:

• Offer to name what the children are doing in the picture;
• Ask to answer questions based on the pictures in order to determine whether the child changes words by cases, genders and numbers;
• Ask to answer where the object is, or where it was taken from (in the table, on the table, under the table, behind the table, in front of the table);
• Offer to repeat after the speech therapist words of 3-4-5-6 syllables (shovel, milk, pyramid, washes, combs hair);

If speech is well developed and there are only minor deficiencies, the following tasks are used to study it:

• Invite children to write descriptions of pictures with simple plots and answer questions about their content;
• Compose a story based on a series of 2–4 pictures connected by one plot;
• Offer to listen to a short story or fairy tale and retell them, answer questions about the content, select from several subject pictures only those that relate to the content of the work;
• Suggest changing the verb according to persons and tenses (I'm going, you... are going, we... are going, they... are going);
• Choose diminutive forms for words (stick - stick, bag - handbag);
• Name baby animals, vehicles, dishes, furniture;
• Choose a word that has the opposite meaning (big - ..., solid - ..., pure - ...);
• Suggest “saying the opposite”: came - left, dirty - cleaned, sat down - stood up;
• Check the correctness of sound pronunciation on picture and poetic material;
• LGNR – lexico-grammatical underdevelopment (with normal sound pronunciation, grammar is impaired, very small vocabulary);
• OHP levels 1, 2, 3 – general underdevelopment (all components of the language are impaired: phonetics, vocabulary, grammar).

The documents also reflect what caused the speech disorder and in what form it is present in the child. The speech therapist indicates one or more pathologies in the final report:

• dyslalia (impaired sound pronunciation of certain groups of sounds);
• motor alalia (understanding of speech, but inability to express one’s own thoughts and emotions);
• sensory alalia (difficulty understanding someone else's speech);
• sensorimotor alalia (a combination of the above disorders);
• aphasia (decay of formed speech);
• SRD (speech development delay);
• severe and moderate dysarthria (impaired pronunciation due to damage to the central nervous system);
• rhinolalia (attachment of a nasal tone);
• bradyllia (slowing the pace of external and internal speech);
• tachylalia (acceleration of tempo);
• stumbling (polturn - accelerated speech with intermittent tempo);
• stuttering (twitches of the muscles of the face and larynx);
• Mental retardation (mental retardation).

If you don’t see what you are looking for among the terms, write to us and we will definitely add it.

First of all, the necessary formal data is recorded.

Data column during speech development usually filled out from the mother's words. It notes how the child’s speech development proceeded from early childhood before entering the group: when the first words, phrases appeared, what difficulties were observed, etc. It is noted whether the mother had previously sought speech therapy help, and if so, how long the classes were held , with what result. In the same column, features of the speech environment are noted (multilingualism, a child’s long stay in closed nurseries and preschool institutions, etc.), as well as various circumstances that impeded the normal development of speech (illness, injury, etc.).

Count hearing. Despite the fact that selection committees should not allow children with hearing loss into speech groups, errors do occur, especially if the hearing loss is minor. A speech therapist checks the hearing of all children without exception. Hearing is considered normal if the child hears individual words spoken in a whisper at a distance of 6-7 m from the auricle (the child is placed with his back to the person conducting the examination). The ability to hear speech at a conversational volume no further than at a distance of 6 to 8 m from the auricle and whispered speech at a distance of 3 to 6 m indicates a mild degree of hearing loss. If a child hears speech at conversational volume at a distance of 4 to 6 m, and whispers at a distance of 1-3 m, we are talking about a moderate degree of hearing loss. With a significant degree of hearing loss, the child hears speech at conversational volume at a distance of 2 to 4 meters, and whispers at a distance of 1 m. With severe hearing loss, the child hears speech at conversational volume at a distance from 0 to 2 m, and whispers from 0 to 0.5 m. Children with hearing loss should be sent to kindergartens for children with hearing loss.

Count general development filled out based on examination and observation of the child during classes. Children with reduced intelligence are not eligible for admission to groups for children with underdevelopment of the phonetic aspect of speech. However, among intellectually competent children there may be children with different levels of development. Often children with phonemic underdevelopment, ashamed of their defect, become silent and withdrawn; During classes (meaning classes in kindergarten), they try not to answer questions or take part in the general work. It is not surprising that their development is somewhat delayed. The task of the speech therapist is to identify such children and pay special attention to them in the future.

The examination begins with a conversation.

First, questions are asked that are easy to answer: “What is your name? Who brought you to us? Do you have a brother? What toys do you have? Using pictures, the speech therapist asks a series of questions, the answers to which will show how the child navigates the environment. So, for example, after showing a child a picture depicting winter and children’s winter fun, you can ask the following questions: “What season is depicted here? Why did you guess that it was winter?” Or, showing a picture showing two or three types of transport, you can ask: “What else can you ride?” By asking leading questions, you should try to achieve the most complete answer.

In addition to conversation, you can use the following techniques.

Determination of the sequence of actions. Pictures (4-5 pieces) are used depicting a plot developing in a certain sequence, for example; boy and girl buy a balloon; the ball flew away and became entangled in the branches of a tree; the adult takes out the ball, the adult gives the ball to the children.

The child is asked to carefully examine the pictures (the pictures are pre-shuffled) and arrange them in the correct sequence. Then baby makes up a story.

Check. A child of 6-7 years old can usually count objects within 10, correctly correlate names with quantities within 5-6, and solve (within the same limit) simple arithmetic problems.

You can also ask questions like: “How many eyes do you have? What about me? How many fingers are there on a hand? How many legs does a chicken have? What about the dog? How many wheels does a car have? What about the bicycle?

With the help of object pictures, it is determined whether the child can combine objects into certain groups (animals, vegetables, dishes, transport, furniture, etc.). To do this, he is given a number of pictures (all the pictures are mixed) and asked to arrange them into groups. (What goes with what?) In case of difficulty, the speech therapist shows you how to do it. In most cases, such a task is available to a 5-7 year old child. If, after explanation and demonstration, the child still cannot cope with the task, then the task is made easier - he is asked to lay out pictures that depict objects belonging to the 2-3 most different groups (for example, vegetables, animals, furniture).

You can add cubes or subject or plot drawings cut into 6-8 pieces. This task should also not cause difficulties. If it turns out to be inaccessible, then you should give pictures cut into 4 parts.

Various inserts are also used, that is, children are asked to insert plates or figures of various shapes into the nests or lower them into the slots.

Count attention, efficiency filled in gradually as observations accumulate both during the examination and during classes.

Count general speech sound(tempo, voice, intelligibility, articulation, breathing) can be partially filled in based on the conversation conducted at the beginning of the examination. You can also invite your child to read a poem or tell a familiar fairy tale.

When filling out the column state of the articulatory apparatus It is determined whether there are deviations in the structure and mobility of the speech apparatus.

In order to identify the features motor skills of the articulatory apparatus The speech therapist asks the child to imitate and then follow verbal instructions to make certain movements.

If lip mobility is detected: pull your lips forward with your proboscis and stretch them into a smile.

If tongue mobility is detected: stick your tongue out of your mouth and pull it deep into your mouth, bend the tip of your tongue up and down, show your tongue wide, spread and narrow. When identifying mobility of the soft palate - raise and lower (pronunciation of sound A with your mouth wide open).

Count pronunciation and discrimination of sounds. It is advisable to conduct an examination of the nature of the pronunciation of sounds in groups, combining into one group sounds that are similar in acoustic or articulatory characteristics and therefore are mixed in speech and are not sufficiently distinguishable by ear.

During examination pronunciation For each group or pair of sounds, the speech therapist notes:

1) how the child pronounces sounds outside of speech;

2) how the child uses sounds in speech;

3) how the child distinguishes sounds.

The card notes whether the child pronounces the sound correctly, or distorts it, or replaces it with another sound, or pronounces two sounds the same.

Having checked the pronunciation of all the sounds of the examined group outside of speech, the speech therapist finds out how the child pronounces these sounds in independent speech. It should be noted that the ability to pronounce sounds outside speech does not mean that the child distinguishes these sounds from similar ones and uses them correctly in speech. Often, being able to pronounce a sound correctly, a child in speech mixes it with another sound, replaces it with some sound, omits it, and sometimes distorts it. This is what you need to pay attention to during the examination.

Finding out how the child uses the sounds being tested in independent speech, the speech therapist invites him to read a poem and, listening carefully to the child’s speech, writes down examples of pronunciation of words with the sounds being tested. You can also invite your child to repeat a sentence or short poem.

As a result of the check, approximately the following entries appear in the map:

tivstick (watchmaker); pleasing (squinting); soyniska (sun); old lady (old lady) etc.

3) How a child distinguishes sounds.

Mixing sounds in speech, identical pronunciation of groups or pairs of sounds, replacing some sounds with others are indicators of insufficient discrimination of sounds. In addition, the speech therapist may use some special techniques. Repeating syllables with oppositional sounds following the speech therapist, for example: sa- sha; sha– sa; Sasha- sa; cha– now; now- cha- now etc. (provided that the sounds being tested are pronounced differently by the child). The speech therapist pronounces a number of syllables, for example: as, as, as, as, as... the child is asked to raise his hand if he hears a certain sound as part of a syllable (in this example, the syllable With).

Similarly, you can offer words for comparison that begin with a certain sound; For example; sleigh, hat, dog, pike, grater etc.

A more complex task that requires the child to independently isolate a sound (i.e., without relying on auditory perception) is the selection, using object pictures, of words beginning with a specific sound. (This task is given only to those children who can isolate a sound from a word.) A similar task can be given to distinguish any pair of sounds.

The speech therapist writes down examples of erroneous answers.

Graph of pronunciation of words with complex syllabic composition. Some children, along with incorrect pronunciation of sounds, experience errors when pronouncing polysyllabic words or difficult phrases. If this kind of difficulty appears sharply, that is, children often distort words, omit or rearrange syllables and sounds, for example, lisipedes, mitzanei instead of policeman, etc., this must be taken into account when drawing up individual plans.

Examples of distorted pronunciation of words are recorded on the card during the sound pronunciation check process. In addition, you can invite the child to repeat after the speech therapist individual words or sentences and texts that include polysyllabic words. For example: construction, aquarium, policeman, thermometer. Multi-colored light bulbs burned out on the Christmas tree. Sasha liked the plastic boat. A policeman regulates street traffic. A motorcyclist rides a motorcycle. An astronaut controls a spaceship. The weaver weaves fabric. Etc.

By filling out the column for analysis of the sound composition of speech, the speech therapist finds out whether the following forms of analysis are available to the child:

a) Isolating a stressed vowel from the beginning of a word. This is the easiest form of analysis and is normally available with 4 -5 years. The following words are suggested to highlight the sound: Alik, duck, Olya.

b) Isolating a consonant from the beginning of a word. This is a more difficult form of analysis. Normally, it is available to approximately 60% of children of senior preschool age; sometimes some preliminary explanation and training is required. In most cases, this is inaccessible to children with phonemic underdevelopment - they either name the syllable, or do not understand the question, sometimes repeat the entire word or most of it.

c) Isolating the final consonant from light words like poppy, cat, bow, nose, shower. Often this form of analysis makes it very difficult for children with phonemic underdevelopment.

d) Isolating the final vowel (stress) from words flour, moon, balls.

Children with phonemic underdevelopment rarely cope with these forms of analysis.

Count grammatical structure of speech.

Children with phonemic underdevelopment often experience some delay in the formation of the grammatical structure of the language. However, during a conversation with a child it is not always possible to detect agrammatism in his speech. It is necessary to use special techniques to determine the level of speech development of the child. However, it should be borne in mind that using the recommended techniques you can only get an approximate idea of ​​the state of the child’s speech.

Appendix 3.

Speech therapy examination of children with OHP

Examination of the speech of children with ODD begins with studying the condition coherent speech(slide 2,3) - ability to compose a story from a picture, a series of pictures, retelling, story, etc.
Then the speech therapist examines the level of development grammatical processes
- where the child’s ability to understand and use prepositions is tested (sweet 4)
- testing the ability to form the plural form of nouns. The child is asked to name pairs of pictures (sweet 5)
-testing the ability to use the suffix method of word formation, where it is proposed to name large and small objects. Moreover, the child should name the small object affectionately (sweet 6)
then the child forms prefixed verbs based on pictures, continuing the story begun by the speech therapist (slide 7)
-formation of possessive and relative adjectives (slide 8,9)
- testing the ability to coordinate nouns with adjectives (slide 10)
- testing the child’s ability to coordinate numerals with nouns. It is suggested to count the objects in the pictures and answer the question “how many?” (slides 11,12,13)
- testing management and coordination skills (slides 14,15,16)

Survey vocabulary with OHP, it allows you to assess the ability of children to correctly correlate a particular word-concept with the designated object or phenomenon.
- material is selected on various lexical topics, which reveals the child’s ability to generalize (slides 17-30)
- pictures with objects are also offered for naming the details that make up this object (slide 31)
- picture for naming body parts (slide 32)
- selection of antonym words (slides 33,34)
- words - synonyms (slides 35,36)

State of articulatory motor skills– students are asked to perform a series of exercises by imitation: “Smile”, “Proboscis”, “Pancake”, “Needle”, “Fence”, “Swing”, “Horse”. Performance with exact compliance of all movement characteristics is noted: accessibility of movements; volume; tone; pace of execution and switchability; long search for a pose; deviations in configuration, synkinesis, hyperkinesis (slide 37)
Pronunciation state– picture material is selected for all groups of sounds, which are examined in different positions: at the beginning, middle, end of the word (slides 38-57)
- the state of the syllabic structure of words - first, pictures in the names of which have a simpler word structure “float”, then a complex syllable structure (slides 58-59)
Survey of phonemic processes– the child must indicate pictures whose names of objects differ from each other in only one sound. Pictures are provided to differentiate different groups of sounds (slides 60,61,62)
Survey of sound analysis and synthesis skills– (on slide 63) pictures of monosyllabic words are presented, which will help identify the skills of sound analysis and synthesis.
- “Name the first sound in the word juice...”
- “Name the last sound in the word poppy...”
- “What sound in the word nose is heard in the middle?”
- “Determine the sequence of sounds in the word catfish”
- “Determine the number of sounds in the word cancer”
- “Guess what word is hidden. This word contains sounds: [k], [o], [t]
Similarly, the examination of sound analysis and synthesis skills occurs in complex words (slide 64)

The result of an examination of the state of speech and non-speech processes in a child with OSD is a speech therapy report reflecting the level of speech development and the clinical form of the speech disorder (for example, level 2 OSD in a child with dysarthria). GSD (general speech underdevelopment) should be distinguished from SRD (delayed speech development), in which only the rate of speech formation lags behind, but the formation of linguistic means is not impaired.
The use of computer technology provides ample opportunities to use various analyzing systems in the process of performing and monitoring activities. In particular, visualization of the main components of oral speech. During classes using a computer, children learn to overcome difficulties, control their activities, and evaluate results. Diagnostic material presented in a bright, interesting and accessible form for the child arouses interest and attracts attention.

Presentation on the topic: Examination of children’s speech

A speech therapist should not be interested in finding speech pathology where there is none. In any case, a preschool child with cerebral palsy needs speech therapy support to prevent deviations in the development of not only oral, but also written speech in the future.

The purpose of a speech therapy examination is to compile the most objective, detailed picture of the child’s speech development and to identify factors that have a negative or positive impact on this picture.

Speech therapy examination includes 2 stages: preliminary and actual examination stage.

At the preliminary stage, the speech therapist gets to know the child in absentia based on materials from pedagogical and medical documentation, conversations with parents and persons who worked with the child. In the process of studying the documentation, the speech therapist receives information about the child’s age, the time of diagnosis of cerebral palsy, the presence of concomitant diagnoses, attempts and results of the child’s regular and special education.

In order to assess the dynamics of a child’s development, it is necessary to collect anamnestic information. In speech therapy, a popular approach is when the speech therapist collects detailed information about the prenatal, natal and early postnatal development of the child. Sometimes the entire pediatric history is copied into speech therapy records. Speech therapists often try to establish cause-and-effect relationships between the presence of unfavorable factors in the child’s medical history and a speech therapy diagnosis. At the same time, the polymorphism of factors influencing the development of speech in ontogenesis is ignored.

In our opinion, such an approach is unlawful and inappropriate. It leads to the speech therapist going beyond the boundaries of professional competence and does not contribute to high-quality speech therapy diagnostics. Speech therapy diagnosis should be carried out primarily on the basis of current symptoms and data from medical specialists.

For a speech therapist, anamnestic information about the progress of the child’s early psychomotor and speech development is, of course, important, and this information should be collected as carefully as possible. It is necessary to enter into speech therapy cards only those anamnesis data that may be directly related to the development of the child’s speech.

Next, it is necessary to obtain the latest data from medical specialists about the form of cerebral palsy, the state of intelligence, the state of hearing, the state of the nasopharyngeal and oropharyngeal areas, the state of vision, and the state of the child’s musculoskeletal system.

In a conversation with parents, the information obtained from the documentation should be clarified and supplemented. It is important to determine how parents assess the condition and prognosis of the child’s development, what expectations they associate with speech therapy work, and to what extent they intend to take part in this work themselves.

In the process of an actual examination, it is necessary, first of all, to identify the level of development of the child’s communication: the dominant form of communication, its motives, the need for communication and means of communication. It is important to compare the child’s actual level of communication development with the ideas of parents and immediate family about his communication capabilities. The data obtained is used in the examination procedure using an approach that is adequate for the child.

It is possible that the child does not communicate well with others and does not fully demonstrate his capabilities during examination. In this regard, it is necessary not only to use standard examination techniques, but also to find out from parents whether the child has certain speech abilities, as well as under what conditions these abilities manifest themselves. It is also recommended to pay attention to the communication style of those around you with the child. Thus, parents often accompany their speech with gestures and actions, and the child is guided by these movements, and not by the speech itself. In this case, only the appearance of a satisfactory understanding of everyday speech is created. In addition, during examination, speech therapists usually use standard picture material that is already familiar to children, which can also mask speech impairment.

The child’s ability to understand and reproduce speech is determined in conversation. The conversation must be structured in such a way that one can draw a conclusion about the presence of situational and contextual speech, as well as the level of speech development. To determine the level of development of situational speech, a conversation is held about surrounding objects using pictures. So, in order to identify the presence and nature of contextual speech, you need to ask the child about his home, hobbies, etc.

Depending on the extent of the answers, a preliminary conclusion can be made about the level of development of expressive speech: 1 - absence of speech or one-word speech, 2 - phrasal speech, 3 - coherent speech. Next, it is necessary to study in detail the state of all linguistic subsystems: lexical, grammatical, phonetic, phonemic aspects of speech in the impressive and expressive planes.

To identify the level of development of subject vocabulary, it is recommended to use variable material: natural objects, toys, pictures. A child’s understanding and use of verbs, adverbs, and prepositions can be revealed in the process of conversation and joint substantive activity.

The study of the lexical side of speech involves identifying the state of various aspects of the lexical meanings of words, i.e. the presence of denotative, significative, structural and pragmatic aspects. To study the state of the denotative aspect, it is necessary to give tasks to correlate words with phenomena of the surrounding reality. The simplest technique is to ask the child to show objects, actions, signs, and then name those that the speech therapist points out.

The study of the significative aspect involves identifying the ability to generalize and transfer. To do this, you can offer different types of objects with the same name - for example, tables, cups, etc. - of different shapes and sizes. The child is asked to select these objects and name them. It must be remembered that knowledge of concepts that unite a class of objects (for example, vegetables or dishes) depends only on whether the child has received appropriate training and, therefore, is not an indicator of the development of linguistic or intellectual abilities.

To study the structural aspect, the presence of systemic connections between the lexical meanings of words is established. These connections are divided into two types: paradigmatic and syntagmatic. The identification of such connections is carried out in associative experiments, where you need to match a word to a stimulus word. Taking into account the preschool age, the child can be given the opportunity to rely on clarity, but in such a way that he is in a situation of choice.

The state of the pragmatic aspect is determined based on an understanding of the emotional content of the word. To do this, you can invite children to divide words into “good” and “bad”.

The study of the grammatical structure of speech involves identifying the ability to perform grammatical operations of inflection and word formation. When studying the ability of inflection, it is necessary to identify how the child masters the categories of number, gender, case of nouns and adjectives, as well as the categories of number, tense and gender of verbs. Thus, to study the category of number, it is proposed to show and name paired pictures depicting objects in the singular and plural, and to study the category of gender, the child is invited to show and name pictures depicting objects denoted by masculine, feminine and neuter nouns, combined with the words my, mine, mine. To study the category of case, children are offered pictures that correspond to phrases that include nouns in different cases. The speech therapist pronounces part of the phrase, and the child is asked to complete it.

Adjectives are examined similarly in combination with nouns. The category of number of verbs is studied in combinations with nouns using paired pictures. Categories of tense and gender of verbs are studied in phrases using visualization. The phrases are structured like this: “Today the boy... is walking, and yesterday he... was walking. Today the girl... sings, and yesterday she... sang.”

The ability of inflection is tested using the example of suffixal and prefixal methods. To study the suffixal method of inflection, it is usually proposed to change the word using diminutive suffixes. In this regard, paired pictures depicting a large and a small object are given. The child is asked to name a large object, and then to name a small object affectionately.

To study the prefix method, a series of cognate verbs are usually taken such as jump - jump - jump over - jump, etc. Picture material is selected accordingly.

At the same time, it should be remembered that lexical and grammatical violations manifest themselves most clearly in coherent speech. Therefore, when examining a child, you must first pay attention to the nature of his spontaneous statements.

The study of the phonemic system of speech must be carried out with special care in preschool age. It is necessary to check the state of the ability to distinguish phonemes using all phonemic features. The ability to distinguish between voiced - voiceless, nasal - oral, palatal - non-palatalized, posterior lingual - anterior lingual, sibilant - sibilant, fricative - occlusive, labial - lingual, vibrant - occlusive is tested.

The most correct technique for studying the ability to distinguish phonemes is the use of paired pictures denoting quasi-homonym words. For example, a child is offered a pair of pictures: a kidney - a barrel. Next, the instructions are given: “Look, in one picture there is a barrel, and in the other there is a kidney. I'll check your attention now. Several times I will name one or the other picture. Listen carefully and show the picture that I name.” During this task, the child should only show the pictures, but not name them. If, when working with one pair of pictures, the child gives unstable results, another pair of pictures is offered for the same opposition, for example, arable land - tower. The speech therapist names pictures from among the four pictures presented.

Next, you need to check the state of the child’s phonemic awareness. To do this, he is asked to choose from the presented pictures those whose names contain one or another phoneme. Of course, it takes a lot of time to check all 42 phonemes, so first of all they check those phonemes that the child pronounces incorrectly, or those with which the speech therapist is going to start working.

The next step in the study of the phonemic system is to identify the state of phonemic analysis and synthesis. To do this, the ability to perform simple and complex forms of phonemic analysis and synthesis is examined (table).

Research on phonemic analysis and synthesis abilities

The state of the semantic distinguishing function of phonemes can be determined as follows. The child is offered phrases in which one of the words is replaced by a quasi-homonym, for example: “There is a red rat in this house. There’s a roof running near the fence.” If a child reacts to mistakes, it means he is aware of the differences in the meaning of words.

To study the state of the phonetic system of speech, it is necessary to check the state of sound pronunciation, the state of the sound-syllable structure of words, and the presence of different types of intonation. The state of sound pronunciation is first checked in reflected speech - the child is asked to pronounce sounds in isolation and in syllables (open, closed, with a combination of consonants). Picture material is used to study the state of sound pronunciation in words and phrases. The pictures are selected in such a way that when naming them, the child demonstrates how he pronounces sounds in different positions - at the beginning, middle, end of words. To study the state of the sound-syllable structure of words, it is proposed, based on pictures, to name words that have different sound-syllable structures. To study intonation abilities, pictures of different content are offered, allowing you to reproduce the exclamations “Ay” or “Oh” with different intonation. In addition, pictures are given that correspond to the pronunciation of phrases with different intonations.

A conclusion about the conditions for the formation of the phonetic-phonemic system in a child can be made after examining the state of the respiratory, vocal, and articulatory sections of the speech apparatus.

When examining the breath, the following is determined:

type - diaphragmatic, thoracic, clavicular breathing;

volume -- sufficient to pronounce 10 syllables or less (specify quantity);

rhythm - even or uneven breathing;

tempo - normal, rapid.

timbre - normal, nasal, muffled;

modulation -- modulated (there is a change in pitch), unmodulated.

When examining the articulatory apparatus, its anatomical structure is first checked. Thus, deviations in the structure of the lips include: cleft lip - cheiloscis; increased size of the upper lip, its protrusion and overhang over the lower lip - procheilia.

Deviations in the structure of the jaws lead to a change in their relationship - the bite. Normal (orthognathic) bite is expressed in the fact that the frontal incisors of the upper and lower dentition are in contact, and either the upper incisors overlap the lower ones by 1/3, or the lower incisors overlap the upper ones by the same distance.

Bite changes:

Prognathia (distal bite) - the upper row of teeth protrudes noticeably forward, the frontal incisors do not touch the lower row of teeth.

Progenia (mesial occlusion) - the lower dentition protrudes forward, the frontal incisors do not touch the upper dentition.

Direct bite - the frontal incisors touch the cutting surfaces without overlapping each other.

Crossbite is a displacement of the upper and lower jaws relative to each other in the horizontal plane.

Deep bite - the upper frontal incisors completely overlap the lower ones or vice versa.

Open bite - lack of closure between the dentition in the frontal plane (direct open bite) or from the side (lateral open bite).

Narrowing of the jaws. There may be a narrowing of the upper or lower jaw, unilateral or bilateral.

Micrognathia is the small size of the upper jaw in relation to the lower jaw.

Microgenia is the small size of the lower jaw in relation to the upper jaw.

Teeth position problems:

The arrangement of individual teeth within the dental arch. The location of the upper teeth inside the dental arch is referred to as the “palatal position”, the location of the lower teeth is called the “lingual inclination of the incisors”.

Diastema is the space between the incisors. The diastema can be medial (in the middle) or lateral (side).

Deviations in the structure of the palate: cleft palate - palatoschisis; postoperative scars; high (synonyms: gothic, domed, deep) palate. A high palate is typical for young children.

Deviations in the structure of the tongue: macroglossia - large size of the tongue in relation to the size of the lower jaw; microglossia - small size of the tongue in relation to the size of the lower jaw; shortened hypoglossal ligament. Usually it is not the size of the hyoid ligament that is meant, but the distance from the tip of the tongue to the insertion of the hyoid ligament. Normally, it is approximately equal to the length of the terminal phalanx of the patient's thumb.

Next, you need to check the state of the oral motor functions involved in pronunciation. The ability to perform basic articulatory movements is revealed by checking the mobility of the lips, tongue, and soft palate.

Lip mobility: grin; pulling the lips forward.

Tongue mobility: protruding tongue; raising the tip of the tongue to the upper lip; lowering the tip of the tongue onto the lower lip; movements of the tip of the tongue to the right and left; licking lips; sticking out a narrow tongue.

Mobility of the soft palate: pronouncing “a” with the mouth open.

The listed movements must be assessed according to the following parameters:

Volume of articulatory movements.

Symmetrical performance of articulatory movements.

Synchronicity of breathing, phonation and articulation.

When examining children with cerebral palsy, it is especially important to determine the presence of neurological symptoms in the oral area. These symptoms include:

increased salivation (salivation);

increased, variable or decreased muscle tone;

the presence of synkinesis;

the presence of hyperkinesis;

presence of ataxia;

* unreduced reflexes of oral automatism.

The presence of oral apraxia, in our opinion, can only be detected in automated movements formed during life. Such movements include voluntary smiling, folding lips into a tube when blowing air, voluntary licking of lips, etc. Of course, such movements also include movements made while eating. However, identifying apraxia in movements unrelated to pronunciation is unlikely to provide clues to pronunciation problems. As mentioned earlier, in children with neurological pathology of the oral region, articulatory praxis is always formed specifically.

Due to the fact that the most characteristic pathology for children with cerebral palsy is dysarthria, let us dwell in more detail on the diagnosis of this speech disorder.

Diagnosis of dysarthria is based on a combination of linguistic, psychological and neurological symptoms. The linguistic symptoms of dysarthria primarily include various violations of the phonetic aspect of speech. Characteristic is lateral and interdental pronunciation with squelching sounds. At the same time, it should be taken into account that both lateral and interdental pronunciation are not necessarily signs of dysarthria. They can also be caused by an open bite, imitation and other reasons.

To understand the mechanism of impaired pronunciation, it is important not so much to state the nature of the deviation (interdental, velar, etc.), but to evaluate why this method of pronunciation was formed. For example, the basis of the labial-dental pronunciation of sibilants is not the excessive activity of the lips, but the inability of their formation in the lingual way.

For the analysis of pronunciation disorders, it is important that with congenital dysarthria the process of formation of the phonetic-phonemic system itself takes place specifically, which is influenced by the following factors.

Insufficient or incorrect air flow.

Impaired control of the muscles of the velopharyngeal ring, which may cause nasalization of oral sounds.

Paralysis, paresis, hyperkinesis, ataxia in the oral area. They make it difficult to form articulatory complex sounds, but have a greater effect on the speed of pronunciation and fusion of sounds. In this regard, in speech there is a slow pace of pronunciation, blurriness, and the presence of overtones.

Increased salivation (salivation) is the cause of squelching sounds.

Distorted formation of the phonemic system. This factor is the most significant in the process of developing pronunciation in a child with dysarthria. A child with dysarthria perceives his speech as normal-sounding (this is a pattern of speech ontogenesis) and adjusts his phonetic system in accordance with his distorted ideas about how speech should sound. And thus another central symptom of dysarthria is formed:

distorted formation of articulatory praxis.

Psychological symptoms include communication problems in conditions of inadequate pedagogical support.

When determining the form of dysarthria, one should focus primarily on symptoms. At the same time, we can take into account the degree of probability of this form in a child (Table 4).

Clinical forms of dysarthria in children

It must be borne in mind that children can have mixed forms of dysarthria. Thus, in children with cerebral palsy, as a rule, there is a component of pseudobulbar insufficiency in combination with other components.

The speech therapy conclusion, or diagnosis, begins first of all with the definition of speech impairment according to the clinical and pedagogical classification. This may be dyslalia, rhinolalia, dysarthria, alalia, functional delay in language development (paraalalia), aphasia, dyslexia, stuttering, dysphonia, speech tempo and rhythm disorders. The clinical diagnosis should be written indicating the form of the disorder. The following factors are taken into account.

Almost all of these disorders can be combined.

Such complex disorders as alalia require prolonged diagnosis, and initially this diagnosis can only be questioned.

If a child receives speech therapy help not only individually, but also in a group, then it becomes necessary to assign him, in accordance with the diagnosis, to a speech therapy group according to the psychological and pedagogical classification. In accordance with this classification, such groups are: phonetic speech underdevelopment, phonetic-phonemic speech underdevelopment, general speech underdevelopment, stuttering.

The group of children with “phonetic speech underdevelopment” may include children who have phonetic disorders with a normally developing phonemic system. These are usually children with dyslalia. Less commonly, children with mild dysarthria.

The group of children with “phonetic-phonemic speech underdevelopment” includes children with problems in the development of phonetic and phonemic systems. Accordingly, these may be children with dyslalia, dysarthria, or rhinolalia.

The group of children with “general speech underdevelopment” includes children with underdevelopment of the lexico-grammatical and phonetic-phonemic systems. These may be children with alalia or delayed language development.

Thus, a speech therapy report usually has two points, for example:

functional dyslalia. Phonetic speech underdevelopment.

Organic dyslalia. Pseudobulbar dysarthria. Phonetic-phonemic underdevelopment of speech.

Pseudobulbar dysarthria. Phonetic-phonemic underdevelopment of speech.

Pseudobulbar dysarthria. Delayed language development. General speech underdevelopment. 3rd level.

Expressive alalia.

General speech underdevelopment. 2nd level.

Speech therapy diagnostics is the most important part of speech therapy work. The better a speech therapist understands the causes and nature of a speech disorder, the more effectively he can build the process of its correction.

Speech therapists often have to deal with the same manifestations of different pathological conditions. When diagnosing, it is important to evaluate the nature of these manifestations and their dynamics. Of course, as a result of the survey it is necessary to draw conclusions. But you need to keep in mind: the more complex the pathology, the more these conclusions are preliminary, requiring further clarification in the process of dynamic observation.

Olga Tselykovskaya
Examination of a preschooler in a speech therapy center. To help speech therapists

I work in a kindergarten at speech therapy center.

At When examining a preschooler, you are faced with the fact that children find the process boring. That's why I developed a speech map examination of a preschooler in a speech therapy center presentations for examination of preschoolers.

I present to your attention a speech map.

Speech card for examination of a preschool child in a speech therapy center.

Compiled by teacher- speech therapist: Tselykovskaya Olga Borisovna.

Personal information.

Last name, first name, patronymic of the child ___

Date of birth ___

Telephone ___

TPMPC conclusion___

Protocol No. ___ dated ___

Received from ___ of ___

Speech therapy examination.

1. State of the speech apparatus.

Lips (thin, thick) ___

Teeth (small, large, outside the arc, absent, tilt) ___

Bite (open, lateral, cross, straight, progeny, prognothia) ___

Sky (high, flattened, gothic) ___

Language (micro-, macroglossia, condition of the hypoglossal ligament) ___

2. Mimic articulatory muscles.

Movement Is there movement, replacement, volume, accuracy, activity, inhibition, muscle tone, synkinesis, tremor, deviation, switchability, exhaustion, incorrect reproduction.

Raise your eyebrows

Frown

Close your right eye

Close left eye

Cheeks "chubby"

Cheeks "skinny"

"Smile"

"Proboscis"

"Spatula"

"Needle"

"Cup"

"Slide"

"smile" - "proboscis"

"peacock"

At examination facial articulatory muscles, the author's presentation attached to the speech card is used.

3. State of sound pronunciation.

Sound At the beginning of a word In the middle of a word At the end of a word

With sled wasp pineapple

Smiling lilac donkey goose

Z umbrella goat

3 zebra basket

C chicken mill cucumber

Sh ball shower machine

F beetle knives

Shch puppy box raincoat

H teapot keys ball

L boat squirrel chair

Lion lion stroller medal

R cancer pencil ax

Rowan turtle anchor

Sound pronunciation screen.

Condition for pronouncing a sound

Isolated

At the beginning of the word

In the middle of a word

At the end of a word

«+» -- correct pronunciation;

«-» -- lack of sound;

«=» - sound replacement;

"claim."-- sound distortion;

"m/z"- interdental pronunciation of sound;

"throat."- throat pronunciation of sound.

At examination sound pronunciation using the author's selection of illustrations attached to the speech card.

4. Differentiation of sounds.

Varnish Evening Wind

Raspberry Bear Bowl

Braid Soap Mila

Yawn Smears Waving

House Kaska Kaska

Fishing Rod Barrel Kidney

Tower Bear Mouse

Year of the Bunny Saika

Bark Mountain Horns Spoons

At examination To differentiate sounds, the author's presentation attached to the speech card is used.

5. Language analysis and synthesis.

Is there an R sound in words?: HOUSE, CAKE, BAG, PEAR.

What is the first sound in word: STORK, LAKE, CLOUD, DUCK, EAR.

What sound is at the end of a word, at the beginning, at middle: CAT, JUICE, WHALE.

How many sounds are in a word: house ___ fox___ bag ___

Make up a word from syllables: zi – ma, ko – le – so, kuk – la. Make up a word from sounds: K-O-T, L-U-K, L-U-N-A, S-T-O-L, K-O-T-I-K.

Conclusion ___

Date ___ signature ___

At examination Language analysis and synthesis uses the author's selection of illustrations attached to the speech map.

6. Conclusion of the TMPK.

By the decision of the TPMPC dated ___ the protocol ___ was left (A) for a repeat course

TPMPC conclusion ___

Members of TPMPC (F.I.O., place of work)

Signature___

Signature___

By the decision of the TPMPC dated ___ protocol ___

released (A) V (kindergarten, school) With ___

Members of TPMPC (F.I.O., place of work)

Signature___

Signature ___

I bring to your attention one of these presentations.

Explanation of the presentation.

Speech therapist says a few words to the child, covering his mouth so that the child does not see facial expressions speech therapist. The child must repeat after speech therapist. After some time, the correct answer appears on the screen.

I use this presentation not only for examination, but also in work on the development of phonemic hearing. I hope you find my presentation useful

Publications on the topic:

Speech therapy examination of children with speech disorders in the context of the introduction of the Federal State Educational Standard Khruleva N.V., teacher-speech therapist of the Municipal Educational Institution PPMS TsDK “Chance”, 2014 “Speech therapy examination of children with speech disorders under the conditions of the introduction of the Federal State Educational Standard.”

A preschooler’s portfolio as a means of individualizing the educational process in the conditions of the Federal State Educational Standard before Relevance. The personality-oriented model of education puts the child with his individual and age-related characteristics at the center of attention.

Diagnostic examination of a child Test your child's knowledge! (for older children). We consistently ask questions; if he knows, we put +, if he doesn’t, we put -. You can offer it to your parents.

Summary of a speech therapy lesson on speech development for children of the senior group in a speech center Summary of a speech therapy lesson on speech development for children of the senior group in a speech center Goals: - expansion and activation of the dictionary.

Summary of the educational activities of the teacher-speech therapist of the speech therapy center “My Guest Tiger Cub” Topic: Automation of the sound R. Goal: automation of the sound R in words and sentences. Objectives: correctional and educational: - consolidate.