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Introduction

1. Theoretical aspects of the use of correctional and pedagogical exercises in logorhythmics classes with stuttering preschool children

References

Introduction

Speech occupies a special place in the system of human mental functions. The study of the ontogenesis of children's speech shows its enormous role in the mental development of the child, since the formation of thinking, cognitive functions and the formation of personality are closely related to the emergence and development of speech activity. Like any other functional system, speech turns out to be most susceptible to the influence of unfavorable factors during the period of intensive formation.

Stuttering is one of the most common speech disorders, which is characterized by a complex symptom complex and, in some cases, low treatment effectiveness. Occurring during a sensitive period of development (from 2 to 6 years), stuttering limits the child’s communication capabilities, distorts the development of personal qualities, and complicates his social adaptation. In the initial stage, stuttering is often mild. But a slight stutter, barely noticeable at first, can intensify over time and cause painful experiences and fear of speech in the child. The more time passes from the moment stuttering begins, the more often it turns into a permanent defect and entails changes in the child’s psyche. pedagogical logorhythmics stuttering preschool

In this regard, preschool age occupies a special place in the general problem of stuttering. Carefully carried out preventive and corrective work at this age, based on a comprehensive consideration of factors contributing to the occurrence of a defect, can significantly reduce the percentage of schoolchildren, adolescents and adults who stutter. In preschool age, developmental deficiencies are more easily overcome and speech therapy work can be carried out most effectively, covering all components of the speech system.

A special place in working on children’s speech is occupied by musical games, singing and movements to music. This is due to the fact that music primarily affects the emotional sphere of the child. Based on positive reactions, children learn the material better and faster, and quietly learn to speak correctly.

Logorhythmic activities are based on the close connection of words, movement and music and include finger, speech, musical-motor and communicative games, exercises for the development of gross and fine motor skills, dancing to the rhythmic recitation or singing of an adult, rhythmic games with musical instruments, poems with movements.

During the classes, the basic pedagogical principles are observed - consistency, gradual complication and repetition of the material, the rhythmic structure of the word is worked out, and clear pronunciation of sounds that are age-appropriate, the children's vocabulary is enriched.

Practice has shown that regular logorhythmic classes contribute to the rapid development of speech and musicality, form a positive emotional attitude, and teach communication with peers.

The practical significance lies in the possibility of using the developed system of differentiated logorhythmic influence in the activities of a speech therapist in speech therapy groups of preschool institutions, a physical instructor, and a music director.

Purpose of the study: to theoretically substantiate and experimentally test the influence of correctional pedagogical exercises on overcoming stuttering.

Object of study: the process of overcoming stuttering in preschool children.

Subject of research: the use of correctional and pedagogical exercises to overcome stuttering.

In accordance with the purpose of the study, the following tasks can be set:

1. Study scientific and methodological literature and practical experience on the problem under study.

2. To experimentally test the influence of correctional pedagogical exercises on overcoming stuttering in preschool children.

The main research method is pedagogical experiment. Additional methods were also used, such as theoretical analysis of speech therapy and psychological-pedagogical literature, observation, conversations, etc.

The course work consists of an introduction, two chapters, a conclusion, a list of references and applications.

1. Theoretical aspects of the use of correctional and pedagogical exercises in logorhythmics classes with stuttering and preschool children

1.1 Types of stuttering, causes

Stuttering is one of the most severe speech defects. It is difficult to eliminate, traumatizes the child’s psyche, slows down the correct course of his upbringing, interferes with verbal communication, and complicates relationships with others, especially in children’s groups.

Outwardly, stuttering manifests itself in involuntary stops of utterance, as well as in forced repetitions of individual sounds and syllables.

These phenomena are caused by muscle spasms of certain organs of speech at the time of pronunciation (lips, tongue, soft palate, larynx, pectoral muscles, diaphragm, abdominal muscles).

In modern speech therapy, stuttering is defined as a violation of the tempo-rhythmic organization of speech, caused by a convulsive state of the muscles of the speech apparatus.

There is still no single scientifically substantiated theory with the help of which it would be possible to generalize and systematize experimental data and various hypotheses. Stated by many authors regarding the causes of this speech disorder. At the same time, all researchers agree that when stuttering appears, there is no specific single cause that causes this speech pathology, since this requires a combination of a number of factors.

Based on existing ideas about the etiology of stuttering, two groups of causes can be distinguished: predisposing and producing. Moreover, some etiological factors can both contribute to the development of stuttering and directly cause it.

Predisposing reasons include:

1. a certain age of the child (from 2 to 6 years)

2. state of the central nervous system.

3. Hereditary factor

4. Functional asymmetry of the brain (there are indications that stuttering often occurs when retraining left-handedness to right-handedness, if it is carried to the point of torture)

5. Features of the course of speech ontogenesis - For the onset of stuttering, the period of intensive speech formation is of particular importance. At this time, many children are characterized by the appearance of physiological iterations (from the Latin iterare - repeat)

6. The pace of speech development can also be of great importance in the appearance of stuttering, especially the appearance of phrasal speech: slowed or accelerated. During these periods, the speech system is especially susceptible to the influence of unfavorable factors. Of particular importance in these cases is the behavior of adults surrounding the child. Additional speech and emotional stress, fixation on iterations can provoke stuttering;

7. Sexual dimorphism - stuttering occurs on average 4 times more often in boys than in girls.

Producing causes include mental trauma, which can be chronic or acute. Chronic mental trauma is understood as long-term, negative emotions in the form of persistent mental stress or unresolved, constantly reinforcing conflict situations. Such conditions are often associated with a tense psychological climate in the family or the difficulty of a child’s adaptation in a children’s institution. Acute mental trauma is understood as a sudden, usually one-time, mental shock that causes a strong emotional reaction. Most often, such trauma causes fear, a feeling of fear.

It is soon after suffering an acute mental trauma or against the background of chronic conflict situations that many children experience stuttering of a convulsive nature. Preschool children, due to their emotional excitability and unpreparedness to process external environmental influences, are more susceptible to violent emotional reactions than adults.

G.A. Volkova distinguishes two types of stuttering based on etiology:

1. Functional stuttering occurs when there are no organic lesions in the speech mechanisms of the central and peripheral nervous system.

Functional stuttering occurs, as a rule, in children aged 2 to 5 years during the formation of developed generalized phrasal speech; It is more common in excitable, nervous children.

2. Organic, when stuttering can be caused by organic lesions of the central nervous system (with traumatic brain injuries, neuroinfections, etc.).

Currently, there are two groups of symptoms that are closely related: biological (physiological) and social (psychological). Physiological symptoms include speech cramps, disorders of the central nervous system and physical health, and general speech motor skills. Psychological symptoms include the phenomenon of fixation on a defect, logophobia, tricks and other psychological characteristics.

The main symptom of stuttering is speech spasms that occur during oral speech or when trying to start it. Convulsions vary in type, location (place of occurrence), and gravity.

It is customary to distinguish two main types of speech spasms: tonic and clonic. Tonic speech spasms manifest themselves in the form of a violent sharp increase in muscle tone, involving several muscle groups at once (tongue, lips, cheeks, etc.). There is a lot of tension in the face of the stutterer (the mouth is half open or, conversely, the lips are tightly closed), and general stiffness of the whole body (tension in the muscles of the shoulder girdle). In speech there is a long pause, stop (s...tol); Clonic speech convulsions manifest themselves in the form of violent, repeated, rhythmic contractions of the muscles of the speech apparatus. In this case, repetitions of sounds or syllables are observed in speech (s-s-s-table, pa-pa-pa-desk).

Usually, a mixed type of seizures is determined when one stutterer has tonic and clonic seizures (tonic-clonic type or clono-tonic according to the predominant type of seizures).

We looked at the types of stuttering and the causes of its occurrence and were convinced that the reasons can be very different, so adults need to be very attentive to children, since they themselves can become the cause of this defect.

1.2 Motor impairment in preschool children with stuttering

Researchers have attached particular importance to the connection between the state of general motor skills and speech in stuttering. V.A. Gilyarovsky noted that delayed development of speech may be a partial manifestation of general underdevelopment of motor skills. M.F. Bruns, studying the motor skills of children who stutter, came to the conclusion that they have a pronounced retardation in general motor development. Analyzing the features of motor skills of stuttering schoolchildren, V.I. Dresvyannikov pointed out the parallelism and interconnection of speech and general motor ontogenesis, emphasizing that the development of motor skills and expressive speech occurs in a child in close unity. The author came to the conclusion that motor skills and speech change almost parallel to each other under the influence of correctional work.

M.A. Koltsova proved that there is a connection between the degree of development of fine motor skills of the hand and the level of development of the child’s speech. There is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the hand projection is another speech area of ​​the brain.

Noting the importance of studying voluntary movements, A.P. Zaporozhets pointed out that the formation of voluntary movements in humans occurs with the participation of speech, under the influence of the abstracting and generalizing functions of the second signaling system. E.M. Mastyukova emphasized that speech is ontogenetically, anatomically and functionally connected with the motor functional system. Therefore, she considered the principle of motor-kinesthetic stimulation to be one of the main principles of speech therapy work, in particular with children suffering from stuttering.

Thus, the connection between general motor skills and speech makes it possible to develop the necessary qualities of movements of the organs of the articulatory apparatus through the development of similar properties of general motor skills.

When stuttering, as noted by G.A. Volkova, there are various motor disorders.

In some children who stutter, motor talent can be identified as being three months above their age. However, most have a delay in motor development ranging from four months to almost five years. Violations concern not only general, but also facial motor skills and oral praxis.

With general motor talent, children who stutter are found to have a deficiency in facial motor skills. According to V.A. Aristova, it is not always associated with speech and can be classified as “minor organic symptoms,” since some forms of stuttering are based on “damage to the afferent system of kinesthetic speech cells of the brain.” This causes a disturbance in the statics and dynamics of the speech organs. Organic motor dysfunction manifests itself as:

· symptoms of loss - inability to perform simple exercises;

· hyperkinesis, tremor, fibrillar and fascicular contractions of the tongue;

· ataxic disorders - the inability to immediately perform one or another movement (implementation is possible only with visual control);

· apraxic disorders (in isolated cases).

If people who stutter have some weakness in the facial muscles, then therapeutic exercises are necessary.

N.S. Samoilenko believes that the development of motor skills in children who stutter can go ahead of speech development or lag behind speech, and there may be stuttering children with special motor talent.

M.F. Bruns discovered a correlation between the form of stuttering (tonic and clonic) and the characteristics of motor skills, emphasizing that “corrective gymnastics should be consistent with the form of stuttering.”

B.I. Shostak revealed in some children limited tongue movements, disturbances in muscle tone, fine motor skills, switching, coordination, tempo of movements, static and dynamic coordination of movements. She associated the violations she discovered with the state of the emotional-volitional sphere, which is subject to large fluctuations in people who stutter, and with unstable tone, which is reflected in the nature of the tempo of movements, in most cases tending to accelerate.

In the studies of G.A. Volkova showed that some children who stutter have impaired motor skills, but most children have various and numerous disorders of general motor skills, fine voluntary motor skills of the hand and fingers, facial muscles and oral praxis. Impairments of motor function predominate in the form of general motor tension, stiffness, slow switchability of movements, there are also disturbances in the form of motor restlessness, disinhibition, lack of coordination, randomness of movements, with the presence of hyperkinesis, with a wide amplitude of movements.

Children with motor tension do not immediately respond to comments and requests from the speech therapist and friends to bring or serve something. They slowly move from one movement to another, drop the ball, hoop and other objects in outdoor games, spend more time playing with collapsible materials - construction materials, turrets, barrels, nesting dolls. In preschool children, motor stiffness manifests itself in awkwardness, clumsiness, and the inability to quickly and correctly perform a particular movement. In schoolchildren, motor tension is more clearly associated with stuttering and manifests itself when trying to comment on their actions. The inability to speak freely about the actions being performed further constrains the child’s movements: lightness and ease in behavior disappear, the pace of movements slows down, and the action is not completed completely. Inhibition is especially pronounced in games when walking and running: children tensely bend their arms at the elbow joints, forcefully press them to the body, run on straight legs without bending them at the knee joints. Stiffness in the muscles of the neck and shoulders is revealed when children turn their whole body, in motor awkwardness.

The motor disinhibition of children who stutter is reflected in the fact that they are easily excited, fuss during games, jump, squat, wave their arms, thus expressing their excitement. Movements are impetuous, insufficiently purposeful, uncoordinated, subtle voluntary motor acts are formed with a delay, the amplitude of movements has a large scope. After the games, children, trying to discuss its course and results, reproduce its course in numerous uncoordinated movements.

Half of the children who stutter exhibit a wide variety of accompanying movements.

As noted by N.A. Tugov, quite often motor deviations in people who stutter are directly dependent on such mental processes as instability of attention, insufficient flexibility of switching, increased excitability of the child or his inhibition.

The main percentage of disorders in the field of motor skills falls on stutterers with tonic type of seizures. Boys suffer more from their sense of rhythm and coordination of movements, while girls suffer more from switching movements.

Thus, the degree of motor impairment is directly proportional to the severity of stuttering. Moreover, these disorders are different for boys and girls. In the process of logorhythmic exercises, improvement in motor skills and speech occurs almost parallel to each other. General motor skills are closely related to speech and have a great influence on the latter. The difficulties of re-educating the speech of people who stutter are closely intertwined with difficulties in motor coordination. If motor disorders are successfully corrected, then this is a positive prognosis for speech re-education.

Correction of motor skills disorders in people who stutter should be carried out in a comprehensive manner, which must necessarily include classes in logorhythmics with the inclusion of correctional and educational exercises.

As noted by G.A. Volkova, the use of speech therapy rhythms in correctional work with people who stutter is due to the following: there is a close functional connection between the speech function - its motor, executive component - and the general motor system. Normal human speech is ensured by the coordinated work of many central formations. Lesions of certain areas of the cerebral cortex reveal their connection with one or another aspect of the speech function. In order for a function, including speech, to be carried out normally, it is necessary to coordinate in time, in speed, in the rhythms of action and in the timing of individual reactions. This means that coordination in time, the importance of speeds and rhythms of action for the coordinated work of individual components of a complex functional speech system is a prerequisite, and the discrepancy in the activity of these components in time can be a functional cause of speech impairment.

The validity of this view is confirmed by the well-known fact that with any change in the rhythm of speech of a stutterer (reading, recitation), stuttering decreases; by beating a beat with your hand during speech, the convulsive speech of a stutterer is also removed or reduced.

According to V.A. Griner and Yu.A. Florenskaya, the emotional side of speech is closely related to the general psychomotorism of affective expressions. It represents, as it were, the face of the speaker’s speech and receives its expression in its dynamic qualities: rhythm, melody, pauses, tempo, etc.

There is music in the phrase that gives it its own meaning. This is facilitated by such elements of speech as rhythm and melody. It is known that the speech of stutterers, supported by an externally given rhythm (poem, song), receives support in it and restores balance, that is, stuttering disappears.

G.A. Volkova notes that therapeutic and speech therapy rhythms are based on the concept of rhythm, as the beginning of organizing and disciplining, putting every action into a certain form and regulating the patient’s behavior. Moderate physical activity received by stutterers during correctional and educational exercises in speech therapy rhythm classes stimulates nervous processes and produces a beneficial effect.

Undoubtedly, collective sessions of speech therapy rhythms make it possible to re-educate a stutterer’s attitude towards his defect, to formulate a new attitude towards relationships with others, towards a speech relationship with them. In particular, logorhythmic classes make it possible to put a stutterer in a wide variety of situations: to contrast one person with a whole team, to divide the team into groups, and so on, that is, they make it possible to play various social roles in speech-motor form and to establish active, proactive behavior.

Consequently, speech therapy rhythm has a great psychotherapeutic effect on the personality of a person who stutters, promotes the development of its positive aspects and neutralizes its negative ones. Proper conduct of psycho-orthopedic classes contributes to the correction of personality deviations and the development of voluntary behavior.

1.3 Disorders of speech, breathing and intonation in preschool children with stuttering

In modern speech therapy, stuttering is defined as a violation of the tempo, rhythm and smoothness of oral speech, caused by a convulsive state of the muscles of the speech apparatus.

Outwardly, stuttering is expressed in the fact that speech is interrupted by forced stops, hesitations, and repetitions of the same sounds, syllables, and words. This occurs due to spasms in the speech apparatus, which, as a rule, spread to the muscles of the face and neck. They can vary in frequency and duration, form and location. There is no strict pattern in the occurrence of stutters. They can be at the beginning of a phrase, in the middle, at the end, on consonants or vowels. However, hesitations, stops and repetitions that disrupt the smooth flow of speech do not exhaust the concept of “stuttering”. When stuttering, breathing and voice are upset: children try to speak while inhaling and during the full exhalation phase, the voice becomes compressed, monotonous, quiet, and weak.

When stuttering, accompanying movements that accompany speech are also observed (nodding movements of the head, swaying of the body, rubbing fingers, etc.). These movements are not of an emotionally expressive nature, but are violent (reminiscent of hyperkinesis) or are of a camouflage (trick) nature. In the process of speaking, children who stutter suddenly experience increased sweating, the skin of the face turns red or pale, and the heart rate increases, i.e. vegetative reactions appear, which are also observed in normally speaking people in a state of strong emotional stress.

In the chronic course of stuttering, almost all stutterers use monotonous words or sounds such as “a”, “uh”, “this”, etc. in their speech, which are repeated many times throughout the utterance.

This phenomenon is called embolophrasia, and the words themselves are emboli.

Another characteristic symptom of stuttering is fear of oral speech, a fear of sounds or words that are most difficult for a stutterer to pronounce. Fear of speech is called logophobia. Logophobia includes obsessive experiences, fear of speech convulsions, and fear of verbal communication. Most often, logophobia begins to manifest itself in adolescence. Logophobia often leads to limited verbal communication, isolation, or, conversely, aggression. Such factors complicate the speech, emotional and psychological state of children who stutter.

Oral speech is characterized by many physical parameters. Along with its content side, the prosodic side of speech is of great importance for the listener’s perception. Prosody, according to N.I. Zhinkin, is the highest level of language development.

The main component of prosody is intonation. Through intonation, the meaning of speech and its subtext are revealed. Speech without intonation is slurred and incomprehensible. With the help of intonation, the speaker emotionally influences the listener. Intonation is a complex phenomenon that includes several acoustic components. This is the tone of the voice, its timbre, the intensity or strength of the voice, pause and logical stress, the pace of speech. All these components are involved in the division and organization of the speech flow in accordance with the meaning of the transmitted message.

I.A. Povarova analyzes intonation disorders in children who stutter and notes in them violations of the prosodic organization of speech, including the tempo-rhythmic and intonation structure of utterances. Yu.I. Kuzmin points to a certain slowdown in the tempo of speech, inconsistent rhythm, a violation of the melody of the voice, its weakness, intermittency and monotony. In his works L.I. Belyakova, E.A. Dyakov note that people who stutter have disturbances in speech rhythms at different levels: syllable-by-syllable, word-by-word and syntagmatic. One of the constant signs of stuttering is impaired speech breathing. In addition to the possibility of the appearance of convulsive activity in the muscles of the respiratory apparatus, impaired speech breathing in people who stutter is expressed in the following indicators: insufficient volume of inhaled air before the start of a speech utterance, shortened speech exhalation, immaturity of the coordination mechanisms between speech breathing and phonation. In people who stutter, local tension in the muscles of the vocal apparatus is diagnosed, which worsens the characteristics of the voice. Dysphonic disorders also occur. In 1/3 of preschool children who stutter, V.M. Shklovsky notes the insufficient strength of the voice, its deafness and hoarseness. E.V. Oganesyan differentiates the features of the voice and intonation of speech depending on the clinical forms of stuttering: with neurotic stuttering, a violation of timbre is detected in the form of deafness and hoarseness, changes in strength and volume, and the use of an unusual register; with neurosis-like stuttering - insufficient modulation of speech and stereotypical intonations. This abundance of disorders is caused by the fact that stuttering is a complex speech disorder in which many components of the pronunciation system are affected: speech breathing, voice formation and articulation, which is externally manifested in convulsive activity. The mechanism of the pathology indicates stem-subcortical lesions and a persistent violation of the self-regulation process. (E.E. Shevtsova).

To date, there is no uniform assessment of the severity of stuttering. In speech therapy practice, it is believed that the severity of stuttering is determined by the ability to speak fluently in more or less complex forms of speech utterance.

For example, G.A. Volkova considers the severity of the defect as follows. Easy degree - children freely enter into communication in any situations with strangers, participate in group play, in all types of activities, carry out assignments related to the need for verbal communication. Convulsions are observed only during independent speech. Average degree - children experience difficulties communicating in new and important situations for them, in the presence of people they do not know, and refuse to participate in group games with peers. Convulsions are observed in various parts of the speech apparatus - respiratory, vocal, articular - during independent, question-answer and reflected speech. Severe degree - stuttering is expressed in all communication situations, impedes verbal communication and collective activity of children, distorts the manifestation of behavioral reactions, and manifests itself in all types of speech.

In some cases, the degree of severity is determined by quantitative indicators of the rate of speech, the duration of pauses, and distortion of the speech of people who stutter.

Thus, when stuttering, the entire speech process is disrupted and consistency in speech movements is lost. The pace and fluency of speech is forced and suddenly interrupted.

The course of stuttering and its manifestations largely depend on the characteristics of the child’s psychophysical state and his personality.

2. Organization of work with preschool children to overcome stuttering

2.1 Diagnosis of forms of speech disorder

The main task of diagnosing speech fluency disorders is to determine the form of speech fluency disorder (speech dysrhythmia) in accordance with ideas about the rhythmic function of speech.

An examination of a child’s rhythmic ability is necessary in order to draw a conclusion about the form of fluency disorder, as well as the causes of the speech defect. This section of diagnostics is predominantly speech therapy, in particular logorhythmic.

In addition to speech therapy examination, psychological and kinesitherapy diagnostics are necessary.

The results of all surveys are compared and analyzed. The final diagnosis is made. Below are examples of diagnostic protocols in the form of diagnostic cards (No. 1--3). They present the tasks presented to the child, the procedures and results of completing the tasks.

I. RHYTHMIC AND LOGORHYTHMIC DIAGNOSTICS

This type of diagnosis was developed by speech therapist T.A. Solovyova and logorhythmist I.V. Punter.

It includes three sections:

Examination of the state of the subcortical iterative rhythm. Its results are considered as fundamentally important for determining the form of speech fluency disorder, drawing conclusions about the functionally deficient zone of the brain, as well as for determining the tasks and stages of correctional work.

In this area of ​​work, an important place is occupied by the diagnosis of the state of musical rhythm in each individual child. Diagnostic methods consist of asking the child:

1. Clap the rhythm according to the pattern at a slow, medium and fast pace (20 claps: 10 claps - pause - another 10 claps).

2. March at a given pace without drums or other types of accompaniment (20 steps).

3. March and run to the appropriate (marching) music, which is performed at different tempos: slow, medium and fast (20 steps).

4. Squat to the beat of simple (bipartite) dance music (10 squats).

5. Swing or make pendulum movements with your hand to the beat of lullaby music (15-20 movements).

If a child is unable to perform these actions or performs them with errors, this indicates that his basic iterative rhythm is not formed - that is, subcortical iterative dysrhythmia.

It makes sense to examine the biological rhythms of such a child (ECG, EEG, etc.). Often, insufficiency of musical and biological rhythms are combined.

Below is a sample of diagnostic card No. 1 for examining the state of the subcortical periodic rhythm.

Diagnostic card No. 1

Examination of the state of periodic rhythm.

If the basic (subcortical) rhythms are formed, then the child’s state of cortical (right hemisphere) rhythms is examined. The child is asked:

1. “Dance” to the music. It should be noted whether the child feels the musical beat and what movements he performs.

2. Clap the rhythms according to the pattern:

Instructions: “I will clap, you listen carefully, and then do as I do.”

Samples of presented rhythms for children three to four years old:

1) // // 2) / // 3) // / 4) /// ///

Samples of presented rhythms for children four to six years old:

5) / /// 6) /// / 7) / //// 8) //// //

The reason for the unformed musical rhythm may be:

* Lack of mastery of iterative (subcortical) rhythm, which prevents the assimilation of rhythmic groups belonging to a more complex periodic rhythm.

* Insufficient functional activity of the right hemisphere of the brain.

If the right hemisphere, periodic (musical) rhythm in a child is formed according to age, then the conclusion is drawn that the right hemisphere is functionally active, and, therefore, its contact with the left (speech) hemisphere is possible. However, it is also possible that the child’s right hemisphere is functionally hyperactive and opposes the left, is in a certain confrontation. This situation is typical primarily for children with obvious or potential left-handedness, but not necessarily. The right hemisphere may not be hyperactive, but normatively active in functional terms, while the left hemisphere may have an insufficient degree of activity.

In the case when a periodic right hemisphere rhythm is not formed, a conclusion is drawn that the child has periodic amusic dysrhythmia.

Below is a sample of diagnostic card No. 2 for examining this type of rhythm.

Examination of the ability for rhythmic-semantic coordination

This section of the diagnostic is aimed at identifying the degree of readiness of the child to master the skills of fluent prose speech. The child must first pronounce in conjunction with the examiner, and then reflectively, well-known texts (for example, fairy tales), highlighting semantic accents with his voice and maintaining pauses.

Diagnostic card No. 2

The ability to assimilate a way of speaking and reproduce it in reflected and independent speech is regarded as an indicator of normative speech development, the absence of such readiness is considered to be the presence of speech rhythmic-semantic discoordination, which can lead to impaired fluency of speech.

A sample examination of the ability for rhythmic-semantic coordination is reflected in diagnostic card No. 3.

Diagnostic card No. 3

A comparative analysis of the results in all three sections of speech therapy and logorhythmic diagnostics can show that the child has one or another form of speech impairment or a mixed form, represented by a functional deficiency of all three levels of the brain organization of fluent speech, i.e. present:

* Primary subcortical iterative dysrhythmia;

* Right hemisphere amusic dysrhythmia;

* Interhemispheric violation of rhythmic-semantic coordination.

A generalization of the results of diagnostics of children indicates that primary iterative dysrhythmia occurs in children with signs of organic damage to the central nervous system. Two other forms of speech fluency impairment, namely right-hemisphere amusic dysrhythmia and interhemispheric rhythmic-semantic discordination, are always present in such children.

Isolated right hemisphere amusic dysrhythmia, as a rule, does not have a serious negative effect on the fluency of speech. However, sometimes it is expressed to such a degree that it prevents the maturation of the left hemisphere component of oral speech and thereby increases the risk of linguistic stuttering.

Interhemispheric rhythmic-semantic discoordination most often occurs in the absence of subcortical iterative and right hemispheric amusic dysrhythmia.

II. PSYCHOLOGICAL DIAGNOSTICS

Psychological diagnostics reveals the specific personal characteristics of each individual child, therefore its results are normative for determining a psychocorrectional program.

Impaired fluency of speech, as a rule, leads to difficulties in verbal communication, and indirectly to communication problems in general. Even in children three to seven years old, communication difficulties increase in the presence of a character trait such as isolation (autistic accentuation), which can be accompanied by:

* anxiety;

* emotional coldness, provoking alienation;

* aggressiveness or self-aggressiveness;

* uncertainty in the success of speech actions due to the severity of a speech defect, an inflated level of claims, etc.

This, as a rule, leads to a reluctance to communicate with peers, adults, speak in public, etc. As a result, social maladjustment may occur.

Psychological diagnostics is the first stage in the work of a psychologist, determining the content of his subsequent activities. When working with children who have speech fluency disorders, psychological diagnostics should be aimed at studying:

* motivation to exercise;

* communicative interaction with others;

* emotional and volitional spheres.

When organizing a psychological examination, the following tasks are solved:

* assessment of the compliance of the child’s motivation in relation to age standards;

* determination of the individual course of the child’s mental development in connection with disorders of the emotional-volitional sphere;

* assessment of the child’s emotional state;

* establishing possible causes of deviations in the child’s behavior through the attitude of the environment and the child himself to the defect.

Below are the psychological diagnostic techniques that are most important for identifying the psychological status of a child with fluency disorders.

1. Methodology for determining self-esteem “Ladder” (modification by V.G. Shur for children of preschool and primary school age)

The purpose of the technique: to identify the child’s level of self-esteem.

Instructions: “In front of you is a ladder with steps. On the lower steps there are bad, disobedient, unsuccessful children - the lower, the worse, and on the upper steps there are good, obedient, successful children - the higher, the better. At the middle level, children are neither bad nor good. Show me what level you will put yourself on. Explain why you drew it this way.” When analyzing the drawing, the position on the “ladder” chosen by the child himself and how the child explains his choices are taken into account.

In the example given, the child placed a star on the highest step of the ladder. This indicates that he has a high level of self-esteem.

2. Methodology for studying the emotional state according to the type of shift in color sensitivity (according to E.T. Dorofeeva)

The purpose of the technique: to identify the stability or lability of the child’s emotional state with its subsequent characteristics.

Instructions: the child is given three cards of different colors (red, blue, green) size 7x7 and asked to arrange them in order of preference.

The procedure is carried out three times. At the first presentation, the experimenter tells the subject: “Look carefully. In front of you are three cards of different colors - red, blue, green. Choose the one you like best from them.” When the choice is made, the child is asked again: “Now which color will you choose?” The third and last card is also recorded in the protocol. For the second and third presentations, the instructions do not change: “Choose from the three cards offered to you the one that you like best in color. And of these two remaining ones, which one do you like better?”

Based on the results of the examination, a protocol is filled out for each child. The processing of the research results is recorded in the protocol. To do this, you need to know the assessment (characteristics) of the emotional state according to the type of shift in color sensitivity. (Six types of color shift are possible.)

Assessment of emotional state based on the type of color sensitivity shift:

3. Methodology for determining the ability of emotional response. Projective technique in the form of a diagnostic game “The Lost Monkey” (developed by I.P. Voropaeva).

The purpose of the technique: to identify paralinguistic manifestations of the emotional sphere (facial expressions, pantomime, gesticulation) in complex emotional processes, such as: emotional differentiation, emotional-role identification, mastery of one’s own emotional state.

Instructions: The experimenter says that he wants to meet the child and play the game “The Lost Monkey.” He introduces the child to the essence of the experimental situation, which consists in the fact that the person being diagnosed will play the role of the owner of the missing monkey, and the experimenter will play the role of the godfather, to whom the owner turns in search of the animal. (Diagnosis is carried out individually.)

Kuma, godmother, have you seen my monkey? - says the “hostess”.

What is she like? - asks the experimenter godfather.

Questions are asked in such a way that children, when answering them, use the basic means of emotional expressiveness: facial expressions, pantomime, gesticulation.

Is your monkey big or small?

Is her tail long?

What are her hands like?

How does she jump from branch to branch?

Can she catch flies?

Can she make faces? Show me which ones.

Can she sing? Sing her favorite song.

All paralinguistic emotional means are recorded in an individual map - a characteristic of external emotional expressiveness.

Map - characteristic of external emotional expressiveness

The qualitative characteristics of the manifestations of one or another form of emotional expressiveness during the game are marked with “plus” or “minus” signs. A verbal description of external emotional expressiveness is carried out after communication with the child.

Within the framework of this technique, groups of children are identified that differ in the levels of development of emotional expressiveness.

Group 1 - complete lack of external emotional expressiveness.

Children in this group are characterized by the following manifestations: facial muscles are relaxed, facial expressions do not express anything. The child does not give verbal answers to all the questions asked. There is apathy in the eyes. The body is sluggish, there is no gesticulation.

Group 2 - emotional response at the level of emotional mood.

The following typical manifestations are characteristic of children: pronounced deregulation of motor-motor reactions; facial expressions and inadequacy of facial expressions to the meaning of the situation; difficulties in verbal communication (the use of monosyllabic answers or interjections, and in some cases the use of active gestures instead of a complex answer); unnatural posture (in this group of children the body is either very relaxed or very tense).

Group 3 - partial ability of emotional differentiation.

The following typical manifestations are typical for children: tension, stiffness of motor skills, and sometimes delayed motor reactions.

Filling out individual cards - characteristics of children - allows the teacher to see the most poorly developed elements of external emotional expressiveness both in each individual child and in the group as a whole.

Based on the results of using the methods described above, the child’s anxiety level is determined.

If the level of anxiety is average or high, then perhaps there is a debut of deformation of the child’s personality, in which a speech defect can play a significant role.

In addition to determining the level of anxiety, an important place in the psychological diagnosis of children is occupied by the assessment of motivation for activities, reflecting the level of general and cognitive activity, as well as socialization in general. In this regard, it is advisable to identify the degree of readiness of the child to learn.

4. Kinesitherapy diagnostics of coordination abilities (developed together with kinesiotherapist A.Yu. Patrikeev)

Kinesitherapy diagnostics allows you to obtain important data indicating the child’s ability to coordinate his actions. This ability is associated with the state of the subcortical structures of the brain for the implementation of fluent speech. Therefore, information about the ability to perform various coordinated actions is necessary to build a program of corrective measures.

Tests and control exercises are used to assess the state of various parameters that are basic for the levels of gnostic and praxic functions that are significant for the development of various types of subcortical coordination.

Tactile sense

1. Dynamometry test

Task: compress the dynamometer to a certain value (the child’s overall strength is measured and the average value is taken). The child presses twice while looking at the arrow, and the third time without looking. The hitting error with the right and left hands is measured separately.

Sense of time

2. Stopwatch test

To remember the time period, the child measures 10 seconds twice using a stopwatch. The third time he measures this time without looking. The error is recorded in seconds.

Sense of space

3. Hand movement test

Starting position: standing with your back to the wall. A point is marked on the wall, approximately the length of the child’s arm. His task: in two attempts to raise his straight arm to the point, remember this position of the arm. Then for the third time turn away (or close your eyes) and get into it. An error in cm is recorded. The movements of the right and left hands are measured separately.

4. Leg movement.

Same as in the previous test, but the point is indicated on the floor. And you need to get into it with your big toe. The performance of the right and left legs is measured separately.

5. Arm - leg

Tests 3 and 4 are executed simultaneously. First the right hand - the left leg, then the left hand - the right leg. The error is measured in cm for the arms and legs.

6. Movement of the forearm.

Starting position: sitting at a table, forearm on the table. Movement of the forearm to a certain point, two attempts - looking at the point and one - without looking. The miss was measured in cm.

Sense of balance

7. Turns with eyes closed

Blindfolded, make three turns around your axis and walk in a straight line. The deviation from the line is measured in cm.

8. Finger - nasal test

Starting position: standing with your arms at your sides, with your eyes closed. The child’s task: touch the tip of the nose with the tip of the finger, with the right and left hands in turn. “Plus” means it hits, “minus” means it doesn’t hit.

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The concept and approaches to the study of dialogic speech, its formation and the specifics of its formation in preschoolers. The essence of correctional work with children with general speech underdevelopment. A system of exercises for teaching and developing dialogic speech in kindergarten.

The authors of the first domestic method of speech therapy work with stuttering children of preschool and preschool age, N. A. Vlasova and E. F. Pay, build on the increasing complexity of speech exercises depending on the varying degrees of speech independence of children.

N. A. Vlasova distinguishes 7 types of speech, which, in order of gradualness, must be used in classes with preschool children: 1) conjugate speech, 2) reflected speech, 3) answers to questions about a familiar picture, 4) independent description of familiar pictures, 5 ) retelling a short story heard, 6) spontaneous speech (story based on unfamiliar pictures), 7) normal speech (conversation, requests, etc.).

E.F. Pay sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All classes on speech re-education for stuttering children are divided into 3 stages according to the degree of increasing complexity.

At the first stage, exercises are offered in joint and reflected speech, in the pronunciation of memorized phrases and poems. Recitation is widely used. At the second stage, children practice verbally describing pictures based on questions, composing an independent story based on a series of pictures or on a given topic, and retelling the content of a story or fairy tale read by a speech therapist. At the third and final stage, children are given the opportunity to consolidate their acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, activities, conversations and other moments in a child’s life.

The methods of N.A. Vlasova and E.F. Pay are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence of speech exercises in working with young children, and developed instructions for individual stages of the speech correction system for stuttering preschoolers. For many years, the proposed method has been one of the most popular in practical work with children who stutter. Currently, speech therapists use many of its elements.

A unique system of correctional work with stuttering preschoolers in the process of manual activity was proposed by N. A. Cheveleva. The author proceeds from the psychological concept that the development of a child’s coherent speech is carried out through a transition from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, associated with past events, with missing objects, with future actions), and then, throughout the preschool period, contextual and situational forms of speech coexist (S. L. Rubinshtein, A. M. Leushina). Therefore, the sequence of speech exercises with children who stutter is seen in a gradual transition from visual, facilitated forms of speech to abstract, contextual statements and includes the following forms: accompanying, final, preparatory.

The system of consistent complication of speech also provides for the gradual complication of the object of activity through an increase in the number of individual elements of work, into which the entire labor process in the manufacture of crafts is divided.

This system for overcoming stuttering in children includes 5 periods:

Propaedeutic. The main goal is to instill in children the skills of organized behavior, teach them to hear the laconic but logically clear speech of a speech therapist, its normal rhythm, and temporarily limit the speech of the children themselves.

Accompanying speech. During this period, children’s own speech is allowed regarding the actions they simultaneously perform. The greatest situationality of speech is provided by constant visual support. At the same time, it becomes more complicated due to the change in the nature of the speech therapist’s questions and the corresponding selection of crafts.

Closing speech - children describe the work already completed or part of it. By regulating (gradually increasing) the intervals between the child’s activity and his response to what he has done, varying complexity of the final speech is achieved. With a gradual decrease in visual support for the work performed, a consistent transition to contextual speech occurs.

Pre-talk - children talk about what they intend to do. They develop the ability to use speech without visual support, plan their work, name and explain in advance the action that they still have to do. Phrasal speech becomes more complex: children pronounce several phrases related in meaning, use phrases of complex construction, and construct a story independently. During this period, they are taught to think logically, express their thoughts consistently and grammatically correctly, and use words in their exact meaning.

Consolidating independent speech skills involves children telling stories about the entire process of making a particular craft, their questions and answers about their activities, statements of their own free will, etc.

The method of N. A. Cheveleva implements the principle of successively complicating speech exercises in the process of manual activity based on one of the sections of the “Program for the upbringing and training of children in kindergarten.”

S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program for the middle, senior and preparatory groups of kindergarten in the sections: “Acquaintance with the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, appliqué, design.”

When going through a mass kindergarten program with children who stutter, some changes are proposed that are related to the children’s speech abilities: using material from the previous age group at the beginning of the school year, rearranging some lesson topics, extending the time frame for studying more difficult topics, etc.

The correctional tasks of the first quarter consist of teaching the skills of using the simplest situational speech in all classes. Vocabulary work occupies a significant place: expanding the vocabulary, clarifying the meanings of words, activating passive vocabulary. The speech therapist himself is expected to be particularly demanding of the speech: the questions are specific, the speech consists of short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.

The correctional tasks of the second quarter consist of consolidating the skills of using situational speech, a gradual transition to elementary contextual speech in teaching storytelling based on questions from a speech therapist and without questions. A large place is occupied by work on the phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children are introduced to the same objects, then in the second quarter, the objects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.

The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: based on visual support, on questions from a speech therapist, and on an independent story. Children's practice in contextual speech increases. In the third quarter, the need for slow learning of the program, characteristic of the first stages of education, disappears, and classes approach the level of mass kindergarten.

The correctional tasks of the fourth quarter are aimed at strengthening the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, the accumulation of vocabulary and the improvement of phrases begun at the previous stages of training continue. In speech, children rely on the questions of the speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. Corrective training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.

The methods of N. A. Cheveleva and S. A. Mironova are based on teaching children who stutter to gradually master the skills of free speech: from its simplest situational form to contextual (the idea belongs to R. E. Levina). Only N.A. Cheveleva does this in the process of developing children’s manual activities, and S.A. Mironova does this when going through different sections of the kindergarten program. The very principle of the necessary combination of tasks of correctional and educational work with children who stutter should be considered correct and necessary in speech therapy practice.

V.I. Seliverstov’s technique is primarily designed for working with children in medical institutions (in outpatient and inpatient settings) and involves the modification and simultaneous use of various (known and new) techniques of speech therapy work with them. The author believes that the work of a speech therapist should always be creative and therefore, in each specific case, a different approach to children is necessary in finding the most effective methods for overcoming stuttering.

In the scheme proposed by the author for successively complicated speech therapy classes with children, 3 periods are distinguished (preparatory, training, consolidative), during which speech exercises become more complicated depending, on the one hand, on the degree of independence of speech, its preparedness, volume and rhythm, structure, and on the other hand the other - from the varying complexity of speech situations: from the situation and social environment, from the types of activities of the child, during which his speech communication occurs.

Depending on the level (threshold) of free speech and the characteristics of the manifestation of stuttering in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with a group of children.

A prerequisite for speech therapy classes is their connection with all sections of the “Program for raising and training children in kindergarten” and, above all, with play as the main activity of a preschool child.

The significance of differentiated psychological and pedagogical methods of education and training is revealed in the methodology of G. A. Volkova.

The system of comprehensive work with stuttering children aged 2-7 years consists of the following sections: 1) methodology of play activities (system of games), 2) logorhythmic classes, 3) educational classes, 4) impact on the microsocial environment of children.

The system of games, which constitutes the actual content of speech therapy classes, includes the following types of games: didactic, games with singing, movement, with rules, dramatization games based on poetic and prose text, table tennis games, finger theater, creative games at the suggestion of the speech therapist and according to children's plans. In classes with children, the principle of play activity is primarily implemented.

Conventionally, the following stages are distinguished: examination, restriction of children’s speech, conjugate-reflected pronunciation, question-and-answer speech, independent communication of children in a variety of situations (various creative games, in the classroom, in the family, kindergarten program material (with a change in the sequence of topics) and The lesson is aimed at achieving corrective, developmental and educational goals in a single plot in such a way that all its parts reflect the program content.

The focus of the methodology under consideration in relation to stuttering children from 2 to 4 years old and children from 4 to 7 years old is different. In the first case, the tasks are not so much correctional as developmental education and upbringing of children. At this age, speech therapy work is preventive in nature. In working with stuttering children from 4 to 7 years old, the corrective focus of speech therapy influence takes on leading importance, since the personal characteristics formed in the process of individual development influence the nature of the speech activity of the stutterer and determine the structure of the defect.

The methodology of gaming activity is aimed at educating the individual and, on this basis, eliminating the defect.

In the practice of speech therapy work with children who stutter (methodology by I. G. Vygodskaya, E. L. Pellinger, L. P. Uspensky), games and play techniques are used to conduct relaxation exercises in accordance with the stages of speech therapy: a regime of relative silence; education of correct speech breathing; communicating in short phrases; activation of an expanded phrase (individual phrases, story, retelling); re-enactments; free speech communication.

Thus, the improvement of speech therapy work to eliminate stuttering in preschool children led to the 80s of the 20th century. development of various techniques. The speech material of speech therapy classes is acquired by preschoolers in the conditions of step-by-step speech education: from conjugate pronunciation to independent statements when naming and describing familiar pictures, retelling a short story heard, reciting poems, answering questions about a familiar picture, independently telling about episodes from a child’s life, about a holiday. etc.; in the conditions of gradual education of speech from the regime of silence to creative expressions with the help of play activities, differentially used in working with children from 2 to 7 years old; in conditions of education of independent speech (situational and contextual) with the help of manual activities.

The speech therapist is obliged to creatively structure speech therapy classes, using known techniques in accordance with the population of children who stutter and their individual psychological characteristics. These methods of speech therapy intervention for stuttering preschoolers were developed in accordance with the “Program for the upbringing and training of children in kindergarten,” which is a mandatory document for both mass kindergartens and special speech kindergartens and speech groups at mass kindergartens. The methods are aimed at organizing speech therapy work within the framework of the “Program for raising children in kindergarten”, since in the end, children who stutter, having mastered the skills of correct speech and knowledge defined by the program, are further trained and brought up in the conditions of normally speaking peers. Speech therapy, aimed at the speech disorder itself and associated deviations in behavior, the formation of mental functions, etc., helps a stuttering child to socially adapt among correctly speaking peers and adults.

Stuttering is a violation of the communicative function of speech, accompanied by a violation of tempo, rhythm and smoothness, caused by convulsions of the articulatory apparatus. Stuttering is one of the most common childhood neuroses.

The delay in the pronunciation of sounds and syllables is associated with convulsions of the speech muscles: the muscles of the tongue, lips, and larynx. They are divided into tonic and clonic seizures.

Tonic convulsions are difficulty pronouncing consonant sounds.

Clonic seizures are when a child repeats sounds or syllables at the beginning of a word, or pronounces extra vowels (i, a) before a word or phrase. Tonic-clonic stuttering also occurs.

The first symptoms of stuttering can be of a different nature - these can be repetitions of the first sounds, syllables and the inability to further pronounce words. The child seems to begin to sing the first syllable. For example - “Ta-ta-ta slippers.” Or the impossibility of starting a phrase - tonic convulsions.

Vocal spasms appear - prolongation of a vowel sound at the beginning or middle of a word. The first symptoms of stuttering occur during the development of phrase speech. This age ranges from 2 to 5 years. If you notice that a child has difficulty breathing during speech, voice difficulties, he cannot start a phrase, if he starts repeating the first syllables of words or prolonging vowel sounds, then these are alarming symptoms and you need to pay attention to them.

If you do not pay attention in time, then such speech behavior can turn into real stuttering, causing not only problems with speech, but also difficulties in the social sphere. In adults, the process is sharply disrupted and more facial muscles, neck muscles, and the upper shoulder girdle work. The social picture is not pretty. But this speech defect is not an irreversible disorder and in most cases it can be cured. The efforts made to combat stuttering have made some people famous. These people: Demosthenes, Napoleon, Winston Churchill, Marilyn Monroe.

Stuttering begins, fortunately, in a small percentage of children. According to statistics, only 2.5% of children have this defect. City children stutter more often than children from rural areas.

There are more boys than girls among children who stutter. This is associated with the structure of the hemispheres. The hemispheres in women are organized in such a way that the left hemisphere works better than the right. Thanks to this, girls usually begin to speak earlier, and they more easily overcome those speech difficulties that are usually expected at 2.5 - 4 years.

When a child begins to speak in phrases, he experiences difficulties in selecting words and coordinating them in number, gender and case. Sometimes we see that at this phase the child talks excitedly, with carelessness, he has difficulty finding words, he is in a hurry. And then we hear such specific hesitations in the child that qualify as a tendency to stutter.

In a 2-3 year old child, it is worth distinguishing stuttering from non-convulsive stuttering. When hesitating, there are no convulsions of the articulatory apparatus - neither vocal nor respiratory. Hesitations are always of an emotional nature. They happen because at the age of 2 - 5 years the child’s speech capabilities do not keep up with his thoughts, and the child seems to choke. This is called physiological iterations or hesitations. A child with a stutter, when asked to speak better, will worsen his speech, and a child with hesitation, on the contrary, will improve it.

There are external and internal causes of stuttering.

Internal reasons:

1. Unfavorable heredity. If parents have a stutter or even a fast rate of speech, a mobile, excitable psyche, then this type of weakened nervous system is transmitted, which then contributes to the occurrence of stuttering.
2. Pathology during pregnancy and childbirth. These are factors that can adversely affect the child’s brain structures responsible for speech and motor functions. In particular, any chronic pathology in parents, illnesses of the mother during pregnancy.
3. Organic lesions of the nervous system in traumatic brain injuries, neuroinfections.
4. Diseases of the speech organs (larynx, nose, pharynx).

External reasons:

1. Functional causes are much less common, and again there must be an organic predisposition, a certain type of nervous system that cannot withstand certain loads and stress. Fear, serious illnesses in the period from 2 to 5 years, which cause weakening of the body and reduce the stability of the body’s nervous system. It is also an unfavorable family environment. Stuttering in children also appears as a result of overly strict upbringing and increased demands on the child. Sometimes parents want to make geniuses out of their children, forcing them to learn long poems, speak and memorize difficult words and syllables. All this can lead to impaired speech development. Stuttering in children can increase or decrease. Stuttering becomes more severe if the child is overtired, catches a cold, violates the daily routine, and is often punished.
2. Dissonance between the hemispheres of the brain, for example, when a left-handed child is retrained to be right-handed. According to the World Health Organization, about 60-70% of retrained left-handers stutter.
3. Imitating a family member or another child who stutters.
4. Lack of parental attention during the formation of speech, and, as a result, rapid speech and skipping of syllables.

1. The very first and most important thing parents should do- This is to contact specialists who deal with stuttering problems. If you see the first signs of stuttering, then you need to contact speech therapists, psychiatrists, neurologists and psychologists in clinics. They will give the necessary recommendations, if necessary, they will prescribe medication and tell you what to do at first;

It is better to consult a neurologist first: receive treatment, complete a course and then, based on this, begin classes with a speech therapist. The pediatrician’s task is to cure concomitant pathologies, strengthen the body, and prevent colds, in particular diseases of the ear and vocal cords. It is also important to cure chronic diseases and bring them into stable, long-term remission. Physiotherapeutic procedures are also important in treatment. These will be classes in the pool, massage, electrosleep.

The psychotherapist shows the child how to overcome his illness, helps him feel comfortable regardless of the situation, helps him overcome fear in communicating with people, makes it clear that he is full-fledged and no different from other children. Classes are carried out together with parents who help the child overcome the disease.

It is worth remembering that the sooner you take action, the better. The longer you have stuttered, the harder it is to get rid of it. You should try to overcome stuttering before enrolling your child in school, and to do this you need to contact a speech therapist as early as possible and follow all his instructions, since the training program includes speaking in public when answering questions from the teacher, which can be a big problem for your child.

The fight against stuttering will become more difficult with age due to the consolidation of incorrect speech skills and related disorders.

2. Switch to a slower pace of speech for the whole family. Usually the child easily picks up this pace and after 2 - 3 weeks begins to mirror it. It's good to play silent. You need to come up with any fairy tale story, explaining to the child why this needs to be done. It is unacceptable to talk to a child in short phrases and sentences.

3. Limitation of communication. The child should not attend educational or preschool institutions, but should stay at home for 2 months. You also need to stop all visits to guests.

4. Start drinking a sedative. For example, “Bay-bye.”

5. Analyze the situation in the family. It is necessary to pay attention to when a child begins to stutter, at what time of day, and to note all provoking factors. This is necessary so that when you go to a specialist, you already have an observation diary.

6. Calm the child: remove TV, loud music, emotional stress, extra activities. It is useful to turn on calm audio stories for your child. It is unacceptable to quarrel in the family in front of a child. It is important to avoid overtiredness and overstimulation of the child. Do not force your child to say difficult words over and over again. Make comments less often and praise your child more often.

7. Games to prevent stuttering. They create correct breathing by inhaling deeply and exhaling slowly. First of all, play calm games with your child. For example, draw, sculpt, design together. It is very useful to engage a child in leisurely reading aloud and measured declarations of poetry. Such activities will help him correct his speech. Learn poems with short lines and clear rhythm. Marching, clapping to music, dancing, and singing help a lot. Singing difficult moments and whispering helps to get rid of convulsive moments.

Examples of exercises for developing proper breathing: inhaling deeply through the nose and exhaling slowly through the mouth:

• "Glassblowers". For this you will need ordinary soap bubbles. The baby’s task is to inflate them as much as possible;
• "Who's faster?" For this you will need cotton balls. The baby’s task is to be the first to blow the ball off the table;
• For school-age children, a game with inflating balloons is suitable. It is useful to teach a child to play simple wind instruments (whistles, pipes);
• and while swimming, play “Regatta”. Move light toys by blowing;
• "Fountain". The game is that the child takes a straw and blows through it into the water.

If the children are older, then you can use Strelnikova’s breathing exercises. It is based on a short inhalation through the nose;

• "Home sandbox". First, you need to allow the child to play with sand silently. And at the final stages, ask to tell what the child built.

8. It is very useful to give him a relaxing massage when putting your child to bed. It is carried out by the mother, who sits at the head of the child’s bed. Soft massaging movements are performed that relax the articulation organs and the upper shoulder girdle.

9. Dubbing speech with the fingers of the dominant hand. The speech and centers responsible for the leading hand have almost the same representation in the cerebral cortex. When the hand moves, the signal runs to the brain. That part of the cerebral cortex becomes excited and, since the speech centers are located here, the hand begins, as if in tow, to pull speech along with it. That is, we make a hand movement for each syllable. Young children can make movements with two fingers.

At speech therapy lessons, exercises are selected that relieve tension and make speech smooth and rhythmic. The child should repeat the exercises at home, achieving clarity of speech.

Lessons have a certain system, stages, and sequence. First, children learn the correct narrative presentation of the text. They read poetry and retell homework. The peculiarity of this story is that the child feels comfortable, he understands that he will not be graded and will not be ridiculed. During such exercises, children’s speech becomes measured and calm, and their intonation does not change. When achieving the absence of stuttering in a narrative story, the child introduces emotional coloring into speech: somewhere he will raise his voice, somewhere he will make an accent, and somewhere there will be a theatrical pause.

During the classes, various everyday situations in which the child finds himself are simulated. This teaches him to deal with stuttering outside the speech therapist's office.

Be sure to maintain a good emotional mood in your child. The child should be given a reward for his success. Even if it is just praise, the child should feel the importance of his achievements. The presence of examples of correct speech is mandatory in class. An example could be the speech of a speech therapist or other children who have already undergone treatment. Speech therapy rhythm is an important point in the treatment of stuttering. These are exercises for vocal and facial muscles, outdoor games, singing, and round dances.

Be sure to give your child homework so that treatment is not limited only to the speech therapist’s office.

Modern speech therapy methods help the child to quickly overcome the disease and lead a full life.

- one of the generally accepted methods of treatment. They develop the muscles of the speech apparatus and vocal cords, and teach deep, free and rhythmic breathing. They also have a beneficial effect on the respiratory system as a whole and relax the child.

12. Computer programs- an effective method of treating stuttering. They synchronize the speech and hearing centers in the brain. The child is at home, sitting at the computer and speaking words into the microphone. There is a slight delay thanks to the program, which allows the child to hear his own speech, and he adapts to it. And, as a result, speech becomes smoother. The program allows the child to speak in circumstances with emotional overtones (joy, anger, etc.) and gives advice on how to overcome these factors and improve speech.

13. There is also a method of hypnosis for children over 11 years old. This method allows you to get rid of spasm of speech muscles and fear of speaking in public. Speech after 3-4 procedures becomes smooth and confident.

14. Acupressure method refers to alternative medicine. The specialist influences points on the face, back, legs, and chest. Thanks to this method, speech regulation by the nervous system improves. It is better to practice massage constantly.

15. Treatment with medications is an auxiliary method of treating stuttering. This treatment is carried out by a neurologist. Anticonvulsant therapy and sedatives are used. Thanks to treatment, the functions of the nerve centers are improved. Sedatives also help well in treating stuttering: decoction and infusion of herbs (motherwort, valerian root, lemon balm). It is not possible to eliminate stuttering using medications alone.

16. General strengthening methods, such as daily routine, proper nutrition, hardening procedures, and exclusion of stressful situations also bring benefits in the fight against stuttering. Long sleep (9 hours or more) is also important. For deep sleep, you can take a warm shower in the evening or take a bath with relaxing additives (for example, pine needles).

The child should eat fortified foods, including more dairy and plant products. It is necessary to limit the child’s consumption of meat and spicy foods, and remove strong tea and chocolate.

1. Maintain a daily routine. A smooth, calm flow of life helps strengthen the nervous system.
2. Favorable atmosphere in the family. A friendly, calm atmosphere in which the child feels safe. A trusting relationship so that when a child has fears or anxiety, he can always turn to his parents.
3. Cultivate emotional stability. There will always be stress and anxiety in a child’s life. Parents should teach their children how to get out of various stressful situations. Instill in your child the feeling that you can always find some way out.

Conclusion

Fighting stuttering is tedious, hard, painstaking work. But there are historical examples that show the heroism of people when they overcame stuttering and formed a fighting character.

The influence of environmental factors and personal qualities of the child on the course and stuttering correction

Stuttering has been known probably as long as humanity has existed. In recent decades, some new trends have emerged in the study and stuttering correction of various forms, depending on the mechanism of formation and the patient’s perception of his speech defect.

Many scientists, based on the teachings of I.P. Pavlova about higher nervous activity and considering stuttering as logoneurosis, they note that it more often arises and develops in children with neuropsychic disorders.

Research at the Laboratory of Speech Therapy at the Research Institute of Defectology under the direction of R.E. Levina identified a new approach to the problem of eliminating stuttering in preschoolers. Various manifestations of stuttering in children are associated with the conditions of their communication, characteristics of general and speech behavior, the emotional-volitional sphere, and are considered as a speech disorder with a predominant violation of its communicative function (R.E. Levina, S.A. Mironova, N.A. Cheveleva and others).

The principle of studying stuttering in relation to other aspects of mental activity is being successfully developed. In particular, the question is raised about overcoming stuttering in preschoolers by influencing extra-speech processes that affect the functioning of speech activity. Particular attention is paid to the correction of undesirable features of general and speech behavior, the emotional-volitional sphere of children who stutter, such as imbalance, impulsiveness in behavior and speech, weakness of volitional tension, disorganization, and lack of independence.

Stuttering is not only a medical and pedagogical problem. Personal and social factors have a huge impact on the course of stuttering and its correction. The correctness of this conclusion is confirmed by the fact that by eliminating negative character traits and changing the attitude of others towards a child, one can significantly improve his speech, and sometimes completely get rid of stuttering.

When a child enters a speech therapy group, a speech therapist needs to study the documentation: pedagogical and speech characteristics, a medical extract from the history of development, while simultaneously observing him, noting his contact, the degree of speech activity. His personal qualities are especially interesting: the presence or absence of will, self-control, the ability to build relationships with others.

Undoubtedly, information about the child comes from parents and relatives. By talking with them, the speech therapist receives information about the child’s development, his characteristic features, and the ability to build relationships with others. All these are the most important factors in the successful correction of stuttering. Only after thoroughly examining the child, studying his environment and life, can you draw up an individual plan for correcting general and speech development. The plan may include the following items: classes with a psychologist, consultation with a psychiatrist, sports, music, herbal medicine and much more.

Getting started stuttering correction, you can not limit yourself to traditional speech therapy classes, but try to eliminate the child’s negative character traits and improve his relationships with others. Thus, every minute of the child’s stay in the group becomes correctional.

Let's look at the example of the behavior of some children who attended a speech therapy group.

Sasha K. 5 years old. He was admitted to the group with a diagnosis of tono-clonic stuttering, moderate severity, FFSD.

History: compensated hydrocephalus, cleft lip, short hypoglossal ligament, flat feet.

Despite all the troubles that befell the child, he had a fairly high level of intellectual development, but physically he was very weak and sickly, and his nervous system was also weak. The boy was in constant tension, often cried, and for a long time could not make friends with anyone. Despite all this, his clearly inflated level of ambition for life and others became a real disaster for him. He wanted “everything at once.” He had to be first and foremost everywhere, from getting dressed for a walk to taking the leading role in the game.

Since the boy's physical and mental state did not correspond to the level of his aspirations, he was constantly in a state of psychological discomfort, often resulting in hysteria, which provoked a severe degree of stuttering.

The parents' mistake was that they supported his desire to always be the first in everything, without taking into account his capabilities. In a conversation with them, it was necessary to convince them that at this stage it is important to strengthen the boy’s physical condition, his nervous system, to teach him to enjoy what he already has today, and not “rush into the clouds.”

A course of medication and physiotherapeutic treatment prescribed by a child psychiatrist was carried out, and physical education classes were conducted with the child. One of the main tasks of the speech therapist, psychologist, and educator in this situation was daily, painstaking work to improve the child’s character. It was necessary to convince the child that not a single person on earth can always be first in everything, to teach him to be happy that he just went for a walk, and it doesn’t matter whether he is first or fifth.

The joint work with my parents yielded results. By the end of the school year, the boy had grown noticeably, stronger, became calmer, more cheerful, more sociable, and most importantly, he was no longer eager to be “first.” The stuttering has practically disappeared. I studied with great desire, I finished the first grade with “4” and “5”. A high level of intellectual development gave him the opportunity, without much difficulty, to overtake his peers in many areas and truly become the first. There were no relapses of stuttering.

Serezha A. 6 years old. He entered the group with the conclusion “Tono-clonic stuttering, severe. Pronunciation is normal."

The anamnesis is not burdensome. Seryozha experienced early rapid development of speech (at the age of one and a half - a phrase), which also accelerated. A boy with a high level of intellectual development, informed beyond his age, his speech is full of terms from geography, botany, and mathematics. (The boy’s brother is in the sixth grade, they prepare their homework together.) The family is dysfunctional, the father abused alcohol. Frequent scandals and quarrels created a chronically tense environment in the family.

Having examined the boy and the environment in which he lived, experts came to the conclusion that the stuttering was clearly neurotic in nature and was caused by chronic mental trauma. The early, accelerated development of speech and excessive, age-appropriate awareness also did their dirty work. Program S.A. Mironova was clearly not suitable for him, since the words tell, repeat, name were simply provocateurs for him to stutter. If in free speech a boy, carried away by a story, could practically not stutter, then in classes it came to funny things. Showing a picture of a parrot, the speech therapist asks: “Seryozha, tell me who it is?” Seryozha: “P... p... p...”. The neighbor can’t stand it, he prompts: “Parrot.” Seryozha (without a single hesitation!): “Just wait, I know it myself, they asked me!” - and starts again: “P... p... p...”.

The child psychiatrist prescribed Seryozha sedatives and physiotherapeutic treatment. Teachers together with a psychologist developed an individual program of psycho-speech-pedagogical correction. In turn, dad was invited to the conversation. They explained to him how smart his son is, how he suffers from his father’s behavior and the instability in the family. Dad was amazed that the child's stuttering was directly related to his drinking. He was sure that stuttering was an independent, incurable disease. He and his mother were advised to spend more time with their son, create a calm environment in the family, and attend classes and morning performances in the group. The end of the story is like a fairy tale. Dad stopped drinking too much and started paying attention to his son. Family relationships began to improve, and stuttering gradually faded away. The boy was observed for 3 years after discharge. He studied “excellently” at school, stuttering appeared very rarely, in moments of great excitement.

Marina K., 5 years old. She was admitted to the group with the conclusion “Stuttering of clono-tonic form of moderate severity, general underdevelopment of speech of level III, mental retardation.”

History: congenital hypothyroidism, pyelonephritis. The girl is lagging behind in physical and mental development, weak, fearful, and withdrawn. Outwardly, Marina is very sweet - a blond girl with a small doll-like face, large blue eyes, proportionally built, always neatly dressed and combed. From the very birth of the girl, her parents were concerned about her physical health. She was constantly treated, protected from colds, physical activity, and anxiety. They did literally everything for her. She was a lovely “doll” and toy for her parents. And somehow they didn’t notice that the girl was already 5 years old, and in mental and speech development she was “stuck” somewhere at the level of 3 - 4 years. Experts recommended that parents gradually free Marina from overprotection, provide her with greater independence, and pay special attention to her mental development.

In the group, first of all, specialists organized work to overcome speech underdevelopment.

Marina had a very difficult time making contact with children, but she was simply afraid of adults. It was necessary to overcome this fear. During individual sessions with a speech therapist, she behaved calmly and relaxed, but when a third person appeared in the office, she again became withdrawn and could not utter a word.

Several months of hard work passed and finally the results became obvious. Marina mastered the pronunciation of all sounds, learned several poems, and became more independent and confident. She was given simple tasks, during which it was necessary to communicate with other people (carry, bring something, call a nanny, speech therapist). It is important to note: at first the instructions were of such a nature that it was possible to do without words, and then it was necessary to use speech. The girl took part in games and entertainment with pleasure, and was already aspiring to the leading role. By the end of the first year of study, the delay in mental and speech development was overcome. Marina could go to the store on her own to buy bread and milk. The stuttering gradually but steadily declined.

Another event cemented the success in overcoming the problem. Marina has a brother. She really liked the role of her older sister and mother’s assistant. She happily helped her mother care for the baby and became more and more confident and courageous. According to my mother, there were no relapses of stuttering.

In a similar way, you can talk about each person entering the speech therapy group. stuttering child with its own character and habits. And this is not an easy task - to rid him of everything that negatively affects speech development. A shy child needs to be made sociable, an arrogant child needs to be made modest. evil - good. After all, only by getting rid of negative character traits, from a harmful negative environment, can children get rid of stuttering.

Many years of work by speech therapists, doctors, psychologists, educators in close contact with parents and people around the child have shown that this direction, in combination with traditional speech therapy classes, has not lost its relevance to this day.

Irina Alexandrova
Specifics of individual work with children who stutter

According to statistical data from a survey of children over the past 5 years at the time of enrollment in the group, the following were identified: indicators:

55% of children with tono-clonic stuttering;

30% of children with clonotonic stuttering;

15% – with clonic stuttering.

40% of children with severe severity, 51% with moderate severity, 9% of children with mild severity of the defect.

Stuttering got worse

60% of children have level 3 OHP;

38% of children have FFND;

All children are characterized by disturbances in the tempo-rhythmic aspect of speech,

There is a wide range of software and methodological complexes used for individual speech therapy work with children who stutter.

"Speech therapy program working with children who stutter» S. A. Mironova

Methodology of L. Z. Andronova - Harutyunyan "How to treat stuttering» ,

Technology of I. G. Vygotskaya, E. G. Pellinger, L. P. Uspenskaya “Elimination stuttering in preschoolers in play situations”,

V. I. Seliverstova "Speech games with children» ,

S. Dubrovskoy ,

M. Yu. Kartushina "Logorithmic exercises with children 5-6, 6-7 years old",

N. Yu. Kostyleva "Show and Tell".

I. A. Agapova, M. A. Davydova

Having studied this methodological literature, the structure of speech disorders in children, the goal was determined individual classes – harmonious formation of speech and personality children who stutter.

Tasks set:

o develop and improve speech skills free from stuttering;

o develop speech breathing, correct, non-strained vocal delivery and articulation;

o develop gross, fine motor skills;

o improve prosodic components of speech;

o educate children to behave correctly in the team and society.

Components show clearly specifics of individual work:

Relaxation and relaxation training

Normalization of general, fine and speech motor skills

Smooth speech technique training

Development of facial expressions and prosody

Formation and improvement of correct general and speech behavior

In accordance with the requirements of the Program, in groups for children with stuttering are held daily individually– subgroup lessons lasting 10-15 minutes.

Individual correction work is divided into 3 stages:

First stage:

Formation of muscle relaxation in contrast to tension in individual parts of the body and the whole body per word - symbol "five".

Establishing diaphragmatic breathing, learning to combine long exhalation with relaxation.

Teaching smooth articulation of vowel sounds on a soft attack of the voice.

Learning the correct movements of the fingers of the dominant hand.

Cultivating a bold, unforced posture and a confident look.

Observing a child during a seizure stuttering, Can see how all the muscles of the face, respiratory organs, body, arms, legs tense, as tense muscles "not manageable". When eliminating stuttering individually exercises are carried out that calm and relieve emotional stress.

In sets of relaxation exercises, we use the generally accepted technology of I. G. Vygotskaya, E. G. Pellinger, L. P. Uspenskaya “Elimination stuttering in preschoolers in play situations.” The authors suggest teaching relaxation using preliminary exercises to tense certain muscles.

At the beginning, children learn to tense and relax the most familiar, large muscles of the arms, legs, body, neck, and lower jaw.

For example, children are asked to clench their fists forcefully, then relax, while explaining that only soft hands can easily perform any action we desire.

In the future, when performing each exercise, attention is drawn to how pleasant the state of non-tension and calm is.

When teaching children to relax, the speech therapist compares the body with a rag doll, the soft stomach with a deflated balloon, the neck and head with a ball in the water, etc.

Scientists have found that with sufficiently complete relaxation of the muscles, the level of wakefulness of the brain decreases and the person becomes more suggestible. Successful mastery children muscle relaxation makes it possible to move on to targeted suggestion, i.e. influencing their will and consciousness with a word.

U stutterers breathing is shallow, arrhythmic, inhalation and

exhalation. The goal of training correct speech breathing is individual lessons - development long, smooth exhalation, clear and relaxed articulation. Speech breathing training, voice improvement and articulation refinement are carried out simultaneously.

Technologies used:

I. G. Vygotskaya, E. G. Pellinger, L. P. Uspenskoy,

V. I. Seliverstova,

S. Dubrovskoy “The famous breathing exercises by Strelnikova”,

M. Yu. Kartushina,

N. Yu. Kostyleva.

It has been established that the most correct and convenient for speech is diaphragmatic-costal breathing, when inhalation and exhalation are performed with the participation of the diaphragm and movable ribs. When establishing speech breathing, we teach children to inhale through their mouths, through slightly parted lips. (slit). An open mouth allows you to relieve muscle tension in the jaw and larynx and is a natural start to free speech. After inhaling, we teach you to take a short pause and then exhale long, smoothly. The duration of inhalation and exhalation should be the same.

The child’s palm placed on the diaphragm area helps control correct speech breathing.

Daily from children phonetic gymnastics is carried out.

Sound massage, i.e. singing with hand movements, is the simplest and most accessible way to prevent, improve a child’s health, and eliminate uneven voice development.

Sounds a – massages the chest area,

and - vibrate the throat,

s – brain,

e o u – lungs, heart, liver, stomach,

m – vibration of the lungs, bronchi, trachea,

b d k – when pronounced on a solid attack, contributes to

sputum discharge,

r in combination with vowels helps with asthma.

Beautiful, flexible hands, active, wide movements, positive emotions - all this has a beneficial effect on the psychological and physical health of children.

From the first individual lessons, work is being done to normalize

general and speech behavior, the so-called "Pose five", pose of a brave man. It is explained to the children that such a person stands calmly, legs slightly apart, relaxed, mouth slightly open, boldly looking into the eyes. (Compared to a young tree)

Various play situations are created where children can move, but at the teacher’s signal, when they hear a loud, drawn-out FIVE, they must take the appropriate position.

Subsequently, before the beginning and at the end of the speech utterance, the teacher

pronounces FIVE, thereby teaching children to control relaxation in the speech process.

Finger movements help children relax, begin a speech act slowly and smoothly, highlight logical stress in a phrase, set the pace and syllabic rhythm of speech.

For more efficient work teachers of our group a special simulator has been developed.

At the beginning of the correctional work basic exercises are practiced individually.

Stage 2 individual work.

Consolidating the skills acquired by children.

Learning to synchronize speech with the movements of the fingers of the dominant hand.

Job over the expressiveness of speech on memorized texts.

Nurturing bold speech behavior.

Children's relaxation is carried out using the technologies of Vygotsky, Pellinger, Uspenskaya, as well as Agapova, Davydova “Fun psycho-gymnastics, or how to teach a child to manage himself”

For children, relaxation is presented as a special game. Suggestion is carried out in the form of a rhyming text that is understandable and easy to remember children. Subsequently, many children use them independently.

Experience shows that as a result of using relaxation, many children’s sleep improved and they became more balanced and calm.

Stage 3 individual work.

Automation of speaking skills with a hand in the classroom. Introduction of formulas for correct speech.

Improving speech expressiveness.

Conducting speech training with gradual complication of the communication situation.

At the end of the first year of study, formulas for correct speech are introduced, which undoubtedly serves as a reminder for children to construct sentences and calm behavior.

In the second year of study, more attention is paid to the prosodic components of speech in various communication situations, improving general and speech behavior. Individual training takes place in a speech therapist’s office, kindergarten groups, on the street, and in social institutions.

Conclusion: Given specificity helps children with disabilities individually improve speaking technique without stuttering, contributes to the further normalization of speech expression, psychophysical state and social behavior of children.