Speech therapist's work program: "Correction of general speech underdevelopment of the first level." work program on correctional pedagogy (junior group) on the topic

With normal speech development, children by the age of 5 freely use expanded phrasal speech and various constructions of complex sentences. They have a sufficient vocabulary and master the skills of word formation and inflection. By this time, correct sound pronunciation and readiness for sound analysis and synthesis are finally formed.

However, not in all cases these processes proceed well: in some children, even with normal hearing and intelligence, the formation of each of the components of the language is sharply delayed: phonetics, vocabulary, grammar. This violation was first established by R.E. Levina and is defined as a general underdevelopment of speech.

All children with general speech underdevelopment always have a violation of sound pronunciation, underdevelopment of phonemic hearing, and a pronounced lag in the formation of vocabulary and grammatical structure.

General speech underdevelopment can manifest itself to varying degrees. Therefore, there are three levels of speech development.

Ilevel of speech development characterized by the absence of speech (the so-called “speechless children”).

Children at this level use mainly babbling words, onomatopoeia, individual nouns and verbs of everyday content, and fragments of babbling sentences, the sound design of which is blurry, unclear and extremely unstable, to communicate. Often the child reinforces his “statements” with facial expressions and gestures. A similar state of speech can be observed in mentally retarded children. However, children with primary speech underdevelopment have a number of features that allow them to be distinguished from oligophrenic children (mentally retarded children). This primarily refers to the volume of the so-called passive vocabulary, which significantly exceeds the active one. In mentally retarded children, such a difference is not observed. Further, in contrast to mental retardation children, children with general speech underdevelopment use differentiated gestures and expressive facial expressions to express their thoughts. They are characterized, on the one hand, by great initiative in speech search in the process of communication, and on the other hand, by sufficient criticism of their speech.

Thus, despite the similarity of the speech state, the prognosis for speech compensation and intellectual development in these children is ambiguous.

A significant limitation of the active vocabulary is manifested in the fact that the child uses the same babbling word or sound combination to designate several different concepts (“bibi” - plane, dump truck, steamship; “bobo” - hurts, lubricate, give an injection ). There is also a replacement of the names of actions with the names of objects and vice versa (“adas” - pencil, draw, write;"tui" - sit, chair).

The use of one-word sentences is characteristic. As N.S. Zhukova notes, the period of a one-word sentence, a sentence made from amorphous root words, can also be observed during normal speech development of the child. However, it is dominant only for 5-6 months and includes a small number of words. In case of severe underdevelopment of speech, this period is delayed for a long time. Children with normal speech development begin early to use grammatical connections between words (“give a heba” - give me some bread) which can coexist with shapeless structures, gradually displacing them. In children with general underdevelopment of speech, there is an expansion of the sentence volume to 2-4 words, but at the same time the syntactic structures remain completely incorrectly formed (“Matik tide thuya” - The boy is sitting on a chair). These phenomena are never observed during normal speech development.

Low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the surrounding life (especially in the field of natural phenomena).

There is instability in the pronunciation of sounds and their diffuseness. In children's speech, 1-2 syllable words predominate. When trying to reproduce a more complex syllable structure, the number of syllables is reduced to 2 - 3 (“avat” - crib,"amide" - pyramid,"tika" - train). Phonemic perception is grossly impaired, difficulties arise even when selecting words that are similar in name but different in meaning (hammer - milk, digs - rolls - bathes). Tasks on the sound analysis of words are incomprehensible to children of this level.

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Transition to IIlevel of speech development(the beginnings of common speech) is marked by the fact that, in addition to gestures and babbling words, although distorted, but quite constant common words appear ("Alyazai. The children of Alyazai kill. Kaputn, lidome, lyabaka. Litya give the earth" - Harvest. Children are harvesting. Cabbages, tomatoes, apples. Leaves fall to the ground).

At the same time, a distinction is made between some grammatical forms. However, this only happens in relation to words with stressed endings. (table - tables; whines– sing) and relating only to some grammatical categories. This process is still quite unstable, and gross underdevelopment of speech in these children is quite pronounced.

Children's statements are usually poor; the child is limited to listing directly perceived objects and actions.

The story based on the picture and the questions is built primitively, on short, although grammatically more correct, phrases than for children of the first level. At the same time, insufficient formation of the grammatical structure of speech is easily detected when the speech material becomes more complex or when the need arises to use words and phrases that the child rarely uses in everyday life.

The forms of number, gender and case for such children essentially do not have a meaningful function. The word change is random in nature, and therefore many different errors are made when using it (“I’m playing mint” - I play with a ball).

Words are often used in a narrow sense, the level of verbal generalization is very low. The same word can be used to name many objects that are similar in shape, purpose or other characteristics (ant, fly, spider, beetle - in one situation - with one of these words, in another - with another; cup, glass denoted by any of these words). The limited vocabulary is confirmed by ignorance of many words denoting parts of the subject (branches, trunk, tree roots), dishes (dish, tray, mug), means of transport (helicopter, motor boat), baby animals (squirrel, hedgehog, fox) and etc.

There is a lag in the use of words-signs of objects denoting shape, color, material. Substitutions of word names often appear due to the commonality of situations (cuts - tears, sharpens - cuts). During a special examination, gross errors in the use of grammatical forms are noted:

1) replacement of case endings (“rolled-gokam” - rides on a slide);

2) errors in the use of number forms and gender of verbs (“Kolya pityala” - Kolya wrote); when changing nouns according to numbers (“yes pamidka” - two pyramids,"dv cafe" - two cabinets);

3) lack of agreement of adjectives with nouns, numerals with nouns (“asin adas” - Red pencil,"asin eta" - Red ribbon,"asin aso" - red wheel,"pat kuka" - five dolls,"tinya pato" - blue coat,"tiny cube" - blue cube,"Tinya cat" - blue jacket).

Children make many mistakes when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“Kadas ledit aepka” - The pencil is in the box) It is also possible to replace prepositions (“Tetatka is falling and melting” - The notebook fell from the table).

Conjunctions and particles are rarely used in speech.

The pronunciation capabilities of children lag significantly behind the age norm: there is a violation in the pronunciation of soft and hard sounds, hissing, whistling, sonorant, voiced and voiceless ("tupans" - tulips,"Sina" - Zina,"Tyava" - owl, etc.); gross violations in the transmission of words of different syllabic composition. The most typical reduction in the number of syllables ("teviki" - snowmen).

When reproducing words, the sound content is grossly disrupted: rearrangements of syllables, sounds, replacement and assimilation of syllables, abbreviations of sounds when consonants coincide ("rovotnik" - collar,"tena" - wall,"have" -bear).

An in-depth examination of children makes it possible to easily identify a lack of phonemic hearing, their unpreparedness to master the skills of sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.). Under the influence of special correctional training, children move to a new - III level of speech development, which allows them to expand their verbal communication with others.

IIIlevel of speech development characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.

Children of this level come into contact with others, but only in the presence of parents (educators), who make appropriate explanations (“Mom went aspak. And then the child went there, she was called there. Then they didn’t hit the aspalki. Then they sent a pack” - I went to the zoo with my mother. And then she walked around, where there is a cage, there is a monkey. Then we didn’t go to the zoo. Then we went to the park).

Free communication is extremely difficult. Even those sounds that children can pronounce correctly do not sound clearly enough in their independent speech.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonors), when one sound simultaneously replaces two or more sounds of a given phonetic group. For example, a child replaces with the sound s", which is not yet clearly pronounced, the sounds s ("boots" instead of boots), sh ("syuba" instead of fur coat), ts (“saplya” instead of heron).

At the same time, at this stage, children are already using all parts of speech, correctly using simple grammatical forms, trying to build complex and complex sentences (“Kola sent a messenger to the forest, rubbed a little squirrel, and Kolya has a cat in the rear” - Kolya went into the forest, caught a small squirrel, and Kolya lived in a cage).

The child’s pronunciation abilities improve (it is possible to identify correctly and incorrectly pronounced sounds, the nature of their violation), and the reproduction of words of different syllable structure and sound content. Children usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, themselves and comrades, the events of the surrounding life, write a short story (“The cat poshya kueuke. And now she wants to eat sypyatka. They run away. The cat is filthy kuitsa. Sypyatkah mogo. Shama shtoit. Kuitsa khoesha, she trash the cat" - The cat went to the chicken. And now she wants to eat chicken. They run. The cat was chased away by the chicken. There are a lot of chickens. It stands on its own. The chicken is good, she drove the cat away).

However, a careful study of the state of all aspects of speech allows us to identify a clear picture of the underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics.

In oral communication, children try to “bypass” words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development appear quite clearly.

Although children use extensive phrasal speech, they experience greater difficulties in independently composing sentences than their normally speaking peers.

Against the background of correct sentences, one can also find ungrammatical ones, which arise, as a rule, due to errors in coordination and management. These errors are not constant: the same grammatical form or category can be used both correctly and incorrectly in different situations.

Errors are also observed when constructing complex sentences with conjunctions and allied words (“Misha zyapyakal, atom-mu fell” - Misha cried because he fell). When making sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.

Despite the significant quantitative growth of vocabulary, a special examination of lexical meanings allows us to identify a number of specific shortcomings: complete ignorance of the meanings of a number of words (swamp, lake, stream, loop, straps, elbow, foot, gazebo, veranda, porch etc.), inaccurate understanding and use of a number of words (hem - sew - cut, trim - cut). Among the lexical errors the following stand out:

a) replacing the name of a part of an object with the name of the whole object (clock face -"watch", bottom -"kettle");

b) replacing the names of professions with the names of actions (ballerina- "Auntie is dancing" singer -“uncle sings”, etc.);

c) replacing specific concepts with generic ones and vice versa, (sparrow -"bird"; trees- "Christmas trees");

d) interchange of characteristics (tall, wide, long-"big", short- "small").

In free expressions, children make little use of adjectives and adverbs denoting the characteristics and state of objects and methods of action.

Insufficient practical skill in using word formation methods impoverishes the ways of vocabulary accumulation and does not give the child the opportunity to distinguish the morphological elements of a word.

Many children often make mistakes in word formation. Thus, along with correctly formed words, non-standard ones appear (“stolenok” - table,"water lily" - jug,"vase" - vase). Such errors, as isolated ones, can normally occur in children at earlier stages of speech development and quickly disappear.

A large number of errors occur in the formation of relative adjectives with the meaning of correlation with food products, materials, plants, etc. ("fluffy", "puffy", "downy" - scarf; "klyukin", "klyukny", "klyukonny" - jelly; "steklyashkin", "glass" - glass, etc.).

Among the errors in grammatical formatting of speech, the most specific are the following:

a) incorrect agreement of adjectives with nouns in gender, number, case (“The books lie on large (large) tables” - Books are on large tables);

b) incorrect agreement of numerals with nouns (“three bears” - three Bears,"five fingers" - five fingers;"two pencils" - two pencils and so on.);

c) errors in the use of prepositions - omissions, substitutions, omissions (“We went to the store with my mother and brother” - We went to the store with my mother and brother;"The ball fell from the shelf" - The ball fell from the shelf);

d) errors in the use of plural case forms (“In the summer I was in the village with my grandmother. There is a river, a lot of trees, gu-si”).

The phonetic design of speech in children with level III speech development lags significantly behind the age norm: they continue to exhibit all types of sound pronunciation disorders (sigmatism, rhotacism, lambdacism, voicing and mitigation defects).

There are persistent errors in the sound filling of words, violations of the syllabic structure in the most difficult words (“Ginasts perform in the circus” - Gymnasts perform in the circus;"Topovotik is repairing the water drain" - The plumber repairs the plumbing;"Takikha tet tan" - The weaver weaves fabric.

Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.

So, the totality of the listed gaps in the phonetic-phonemic and lexical-grammatical structure of a child’s speech serves as a serious obstacle to his mastering the general kindergarten curriculum, and subsequently the general education school curriculum.

Filicheva T.B., Cheveleva N.A.
Speech disorders in children. – M., 1993.

Level I children are characterized by babbling speech or its absence. The active vocabulary of these children consists of babbling words, onomatopoeia and common words (mom, dad, give, na). The structure of these words is often broken. The passive vocabulary is somewhat wider than the active one. There is no phrase at this level. Children express their desires in separate words that are grammatically unrelated to each other, for example: “Tata aunty atyati” (Tanya wants to sled) etc.

Children of the first level also find it difficult to understand grammatical forms; they do not distinguish between the number and gender of a noun, an adjective, and some case forms. Children rely mainly on the lexical rather than the grammatical meaning of a word.

This group of children is characterized by immaturity of visual and auditory attention and memory. Attention is unstable, performance is low. Taking all this into account, correctional work with this category of children is structured as follows.

At the first stage The speech therapist works on the dictionary, clarifies and expands the passive and active vocabulary of children. The words that the speech therapist selects must be understandable to children and easy to pronounce. These can be nouns, adjectives, pronouns, verbs. First, the easiest words in their structure are practiced: two-syllable words with open, repeating syllables, such as mom, dad, baba, Tata; then two-syllable words with stress on the first and second syllables, for example: Pata, Vova, Olya, Katya, cotton wool etc., then monosyllabic words like: house, ball, give, drink etc. Gradually the structure of the word becomes more complex, three-syllables with straight, open syllables are practiced (car, dog, blue etc.) and disyllabic with a combination of consonants (cat, spoon, bear, doll, big, sitting, eating etc.). As soon as the child has even the slightest vocabulary, the speech therapist can begin working on the phrase. At first it will be a simple two-part sentence like: This is mom. Here's mom. Mom is sitting. My mom; then a sentence with an appeal: Aunt, give me the ball; with a demonstrative pronoun: This is a small ball. It's a big ball; common with direct object: Lena is carrying a teddy bear etc.

Main symptoms:

Babbling instead of words
Violation in the construction of words
Impaired mental functioning
Impaired concentration
Incorrect pronunciation of sounds
Irrational use of prepositions and cases
Inability to recognize similar sounds
Limited vocabulary
Lack of interest in learning new things
Lack of understanding of the difference between numbers
Logical presentation disorder
Difficulty putting words together into phrases
Difficulty constructing sentences

General speech underdevelopment is a whole complex of symptoms in which all aspects and aspects of the speech system are disrupted, without any exception. This means that disorders will be observed both from the lexical, phonetic and grammatical sides.

This pathology is polyetiological, the formation of which is influenced by a large number of predisposing factors associated with the intrauterine development of the fetus.

Symptoms of the disease will vary depending on the severity. There are four levels of speech underdevelopment in total. In order to determine the severity of the disease, the patient must undergo speech therapy examination.

Treatment is based on conservative methods and involves the work of a speech therapist with the child and parents at home.

The International Classification of Diseases divides this disorder into several ailments, which is why they have several meanings. OHP has a code according to ICD-10 – F80-F89.

Etiology

General underdevelopment of speech in preschool children is a fairly common ailment, occurring in 40% of all representatives of this age category.

Several factors can lead to such a disorder:

intrauterine, which leads to damage to the central nervous system;
conflict of Rh factors in the blood of mother and fetus;
fetal asphyxia during birth - this condition is characterized by a lack of oxygen and can lead to suffocation or apparent death;
the child receiving injuries directly during labor;
Pregnant woman's addiction to bad habits;
unfavorable working or living conditions for female representatives during pregnancy.

Such circumstances lead to the fact that the child, even during intrauterine development, experiences disturbances in the formation of organs and systems, in particular the central nervous system. Such processes can lead to the emergence of a wide range of functional pathologies, including speech disorders.

In addition, such a disorder can develop after the baby is born. This can be facilitated by:

frequent acute diseases of various etiologies;
the presence of any chronic illnesses;
suffered traumatic brain injuries.

It is worth noting that OHP can occur with the following ailments:

rhinolalia;

In addition, the formation of speech abilities is affected by insufficient attention or lack of emotional contact between the baby and his parents.

Classification

There are four degrees of speech underdevelopment:

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

In addition, clinicians distinguish several groups of this disease:

uncomplicated ONR - diagnosed in patients with minor pathology of brain activity;
complicated OHP – observed in the presence of any neurological or psychiatric disorder;
general underdevelopment of speech and delayed speech development - diagnosed in children by pathologies of those parts of the brain that are responsible for speech.

Symptoms

The characteristics of children with general speech underdevelopment will differ depending on the severity of the disorder inherent in the patient.

However, despite this, such children begin to utter their first words relatively late - at three or four years old. The speech is practically incomprehensible to others and is incorrectly formatted. This becomes the reason that the child’s verbal activity begins to be impaired, and sometimes the following may be observed:

memory impairment;
decreased mental activity;
lack of interest in learning new things;
loss of attention.

In patients with the first level of OHP, the following manifestations are observed:

instead of words there is babbling, which is complemented by a large number of gestures and rich facial expressions;
communication is carried out in sentences consisting of one word, the meaning of which is quite difficult to understand;
limited vocabulary;
violation in the construction of words;
disorder in the pronunciation of sounds;
the child cannot distinguish sounds.

Speech underdevelopment of the 2nd degree is characterized by the following disorders:

reproduction of phrases consisting of no more than three words is observed;
the vocabulary is very poor compared to the number of words used by the child’s peers;
children are unable to understand the meaning of a large number of words;
lack of understanding of the difference between numbers;
irrational use of prepositions and cases;
sounds are pronounced with multiple distortions;
phonemic perception is insufficiently formed;
the child’s unpreparedness for sound analysis of speech addressed to him.

Third level OHP parameters:

the presence of conscious phrasal speech, but it is based on simple sentences;
difficulty constructing complex phrases;
an increased stock of words used compared to children with second-degree SLD;
making mistakes using prepositions and coordinating different parts of speech;
minor deviations in pronunciation and phonemic awareness.

Description of the clinical picture of general speech underdevelopment of the fourth level:

the presence of specific difficulties with sound pronunciation and repetition of words with a large number of syllables;
the level of phonetic understanding is reduced;
making mistakes during word formation;
wide vocabulary;
disorder of logical presentation - minor details come to the fore.

Diagnostics

This disorder is identified through communication between a speech therapist and the child.

The definition of pathology and its severity consists of:

determining the capabilities of oral speech - to clarify the level of formation of various aspects of the language system. Such a diagnostic event begins with the study of coherent speech. The doctor assesses the patient’s ability to compose a story from a drawing, retell what he heard or read, as well as to compose an independent short story. In addition, the level of grammar and vocabulary is taken into account;
assessing the sound aspect of speech - based on how the child pronounces certain sounds, on the syllable structure and sound content of the words that the patient pronounces. Phonetic perception and sound analysis are not left without attention.

In addition, it may be necessary to conduct diagnostic methods for assessing auditory-verbal memory and other mental processes.

During diagnosis, not only does the severity of ODD become clear, but such a disease is also differentiated from RRD.

Treatment

Since each degree of general underdevelopment of speech formation is divided into several stages, then, accordingly, the therapy will also differ.

Directions for correcting general speech underdevelopment in preschool children:

Level 1 illness – activation of independent speech and development of processes of understanding what is said to the child. In addition, attention is paid to thinking and memory. The training of such patients does not set itself the goal of achieving normal phonetic speech, but the grammatical part is taken into account;
OHP of the second level - work is carried out not only on the development of speech, but also on the understanding of what is spoken. Therapy is aimed at improving sound pronunciation, forming meaningful phrases and clarifying grammatical and lexical subtleties;
Stage 3 disease – conscious coherent speech is corrected, aspects related to grammar and vocabulary are improved, the pronunciation of sounds and phonetic understanding are mastered;
OHP level 4 – therapy is aimed at correcting age-related speech for subsequent problem-free learning in educational institutions.

Therapy for children with varying degrees of severity of this disorder is carried out in various conditions:

ONR levels 1 and 2 - in specially designated schools;
ONR level 3 – in general education institutions with the condition of correctional education;
mildly expressed general underdevelopment of speech - in secondary schools.

Complications

Ignoring the signs of such an illness can lead to the following consequences:

complete lack of speech;
emotional isolation of a child who notices that he is different from his peers;
further difficulties in education, work and other social areas that will be observed in adults with untreated ODD.

Prevention and prognosis

To avoid the development of such a disease, it is necessary:

women during pregnancy should give up bad habits and pay special attention to their health;
parents of children to promptly treat infectious diseases;
devote as much time as possible to children, do not ignore them, and also engage in their development and upbringing.

Since correctional work aimed at overcoming ODD takes quite a lot of time and is a labor-intensive process, it is best if it starts as early as possible - when the child turns three years old. Only in this case can a favorable prognosis be achieved.

With normal speech development, children aged 4-5 years freely use phrasal speech, construct complex sentences, and have more than 3,000 thousand words in their active vocabulary. After 5 years, sound pronunciation is fully formed. These are average standards. If by the age of 2-3 the baby does not speak at all or uses only a few words to communicate with others, grossly violates the grammatical and phonetic rules of the Russian language, then the parents may suspect that he has level 1 OHP. What it is, how to diagnose it and treat it correctly, we will tell you in our article.

Definition

General speech underdevelopment level 1- a severe form of speech defect, typical for “speechless” children with a normal level of intelligence and healthy hearing. Such a child exhibits violations of all components of the language system, and non-compliance with language norms is very gross. Children with level 1 ODD violate the rules of phonetics, grammar, vocabulary, and phonetics. Their speech is incoherent, similar to babbling, or it is almost absent. This disease can be detected and diagnosed from 3-4 years of age.

Diagnostics

The diagnosis of level 1 OHP should be made on the basis of a comprehensive examination. The final decision is made by a speech therapist or defectologist. To draw up an accurate picture and study the anamnesis, consultations with the following specialists will be required:

Neurologist: evaluates the general conditions of the central nervous system.

Pediatrician: Gives a description of the child's general health from birth to this period.

Psychologist: assesses the child's sensory, motor and intellectual development.

The speech therapist studies the conclusions of highly specialized doctors and draws up his own picture of the child’s speech state during a conversation with the child and parents. This work is carried out in several stages:

A child’s development chart is filled out from the parents’ words and descriptions of physical health compiled by a pediatrician. The speech therapist gets to know the preschooler and establishes contact.
The components of the baby’s speech, motor skills during conversation and play are studied.
Manifestations of the defect in dynamic observation are clarified. The child is asked questions that require a detailed answer, his level of curiosity and desire to communicate are assessed.
The syllabic and sound structure of the word, the coherence of speech, and the correctness of grammatical structure are carefully examined.

If a child is diagnosed with general speech underdevelopment of level 1, he needs to be referred to a speech therapy group in a kindergarten. Issues a certificate PMPC(psychological-medical-pedagogical commission). The conclusion about referral for speech therapy help in a preschool institution is given on the basis of examinations by specialized specialists, including a speech therapist.

At an advanced stage of mental retardation, level 1-2 OHP, you can apply for disability for a period of 1 year or longer. You need to pass the PMPC, VTEC (medical and labor expert commission). Disability benefits are a good help for paying for the services of a speech pathologist and speech therapist.

Corrective work

Treatment of a speech defect should begin with the preparation of a training program (CTP). The speech therapist should highlight in the plan the following important tasks of working with the child:

Mastering speech understanding.

This problem is easier to solve in a game form. The child fulfills the teacher’s requests, guesses riddles, shows objects in pictures, body parts.

Expansion of passive and active vocabulary.

Pedagogical work is aimed at broadening one’s horizons and revealing abstract concepts. Each new word must be accompanied by a demonstration of the object, a situational picture.

Activation of independent speech activity.

At the initial stage, imitation is used, then requests using imperative verbs (give, look), accompanied by gestures. It is important for the speech therapist to create a situation in which the child will be interested or need to independently express thoughts.

Development of dialogical speech.

The speech therapist may use simple questions that require an answer.

After overcoming the first stage of speech development, correctional work is aimed at the correct pronunciation of words and phonemes. Prefixes and prepositions are introduced into speech.

To solve the assigned problems, you need to use games and special corrective exercises. Let's look at some of them.

Exercises

My family

Task: to teach the child to correctly determine the social role of a person and pronounce the names of relatives.

How to play: You can use photographs of the baby’s relatives. The teacher points to the person and asks: “Who is this?”, “What is his name?” The next stage will be to show pictures from books depicting a family. The kid must determine social roles (mom, dad, brother, grandmother, etc.), come up with names for people.

Zhmurki

Objective: development of the child’s phonemic hearing, activation of auditory attention.

Progress of the game: the preschooler is blindfolded, he moves to the sound of clapping palms.

Who's come?

Objective: expand vocabulary, develop dialogical speech.

Progress of the game: the speech therapist hides the toy, knocks on the table, then shows it and asks: “Who came?” The preschooler must answer if the subject is unfamiliar to the student; the correct answer is repeated after the teacher. It is important to use complete sentences to answer, singular and plural nouns, and verbs.

Who's come?
-It's a bear coming. It was the fox and the hare.

At later stages of correctional work, you need to build detailed sentences with prepositions and pronouns. “A hare, a bun and a wolf came to visit us.”

Look carefully

Objective: development of attention, understanding of speech.

Progress: the child is offered coloring. The speech therapist is asked to find and decorate only vegetables or animals on it. The rest of the picture cannot be touched. After coloring, the student must name the objects and colors.

Body parts, vegetables, dishes

Objective: expand your vocabulary, teach how to pronounce words correctly.

Procedure: first, the preschooler receives samples of pictures on the topic or objects (dishes, vegetables). Then he finds already familiar objects in books and on the shelves in the game room. Must correctly pronounce their name and make simple sentences on the topic.” This is a saucepan. Mom cooks soup in it. These are legs, they run fast.”

Classes with “non-verbal” children are conducted individually or in small groups of 2-3 people. The exercises are repeated many times, systematically. Parents need to repeat the material covered daily, activating the preschooler’s speech outside the preschool educational institution. Only in this case will educational work make it possible to make a positive prognosis for speech development. When moving to the next stage of developing the skill of free communication, you also need to pay attention to the formation of phrases, cognitive and thought processes, and the grammatical structure of speech.

A long-term speech development plan, treatment route and work results are entered into the preschooler’s individual record (IC). Corrective work for level 1 OHP will take from 1 to 3 years. The duration of treatment depends on the preschooler’s abilities, neglect of speech development, concomitant diseases and the frequency of sessions with a speech therapist.

It will not be possible to cure level 1 OHP on your own without contacting specialists. Therapy requires a competent approach to diagnosing pathology and developing an action plan. It is recommended to show a preschooler to a speech therapist when the first signs of speech underdevelopment are detected at 2-3 years of age. If the problem is left unattended, by school age the child will not be ready for phonetic analysis of words, phonemic hearing will be severely impaired, and the vocabulary will be poor. This will be a serious obstacle to mastering the school curriculum, personal growth and successful socialization.

The state of general speech underdevelopment (GSD) is characterized by a violation of all aspects of the formation of speech skills. Its main distinguishing feature is the presence of problems both with the sound side (pronunciation), and with lexical and grammatical aspects.
At the same time, children with general speech underdevelopment do not have hearing or intellectual impairments.

Distinctive features of OHP:

The presence of problems both with the pronunciation of sounds and with the skills of coherent expressive speech, mastering the rules of grammatical structure and a poor active vocabulary.
Hearing is not impaired. A specialist check is required.
Primary intelligence is normal. That is, a child at birth does not have a diagnosis of “mental retardation,” etc. However, it is worth keeping in mind that long-term uncorrected mental retardation can also lead to mental retardation.

It is possible to talk about the presence of general speech underdevelopment in a child only after 3-4 years. Until this time, children develop differently and “have the right” to some deviations from average norms. Everyone has their own pace of speech formation. But after 3, it’s worth paying attention to how the child speaks. It is quite possible that he needs the help of a speech therapist.

The manifestation of OHP in children is expressed differently based on the depth of their disorders.

General speech underdevelopment level 1

A violation of this degree means an almost complete absence of speech in the child. Problems are visible to what is called the “naked eye.”

What does it show:

A child's active vocabulary is very poor. To communicate, he uses mainly babbling words, the first syllables of words, and onomatopoeia. At the same time, he is not at all averse to communicating, but in “his” language. A cat means “meow”, “beep” can mean a car, a train, or the process of driving itself.
Gestures and facial expressions are widely used. They are always appropriate, carry a specific meaning and, in general, help the child communicate.
Simple sentences either simply do not exist in the child’s speech, or may consist of two amorphous words combined in meaning. “Meow bee bee” during the game will mean that the cat drove the car. “Woof di” means both the dog is walking and the dog is running.
At the same time, the passive vocabulary significantly exceeds the active one. The child understands spoken speech to a much greater extent than he can say himself.
Compound words (consisting of several syllables) are abbreviated. For example, bus sounds like "abas" or "atobu". This indicates that phonemic hearing is unformed, that is, the child does not distinguish individual sounds well.

General speech underdevelopment level 2

The main striking difference from level 1 is the constant presence in the child’s speech of a certain number of commonly used words, although not yet pronounced very correctly. At the same time, the beginnings of the formation of a grammatical connection between words are noticeable, although not yet permanent.

What to pay attention to:

The child always uses the same word, denoting a specific object or action in a distorted form. For example, apple will always sound like “lyabako” in any context.
The active dictionary is quite poor. The child does not know words denoting the characteristics of an object (shape, its individual parts).
There is no skill in combining objects into groups (a spoon, plate, pan are utensils). Objects that are similar in some way can be called in one word.
Sound pronunciation is also far behind. The child pronounces many sounds poorly.
A characteristic feature of level 2 OHP is the appearance in speech of the rudiments of a grammatical change in spoken words depending on the number. However, the child can only cope with simple words even if the ending is stressed (go - goUt). Moreover, this process is unstable and does not always manifest itself.
Simple sentences are actively used in speech, but the words in them are not consistent with each other. For example, “papa pitya” - dad came, “guyai gokam” - walked on the hill, etc.
Prepositions in speech may be completely missed or used incorrectly.
A coherent story - based on a picture or with the help of an adult's questions - is already obtained, in contrast to the state at level 1 OHP, but it is very limited. Basically, the child uses two-syllable, inconsistent sentences consisting of a subject and a predicate. “Guyai gokam. Videy seg. Ipiy segika." (Walked on a hill, saw snow, made a snowman).
The syllabic structure of polysyllabic words is disrupted. As a rule, syllables are not only distorted due to incorrect pronunciation, but also rearranged and simply thrown out. (Boots are “bokiti”, people are “tevek”).

General speech underdevelopment level 3

This stage is characterized mainly by a lag in terms of grammatical and phonemic development of speech. Expressive speech is quite active, the child constructs detailed phrases and uses a large vocabulary.

Problem points:

Communication with others is mainly in the presence of parents, who act as assistant translators.
Unstable pronunciation of sounds that the child has learned to pronounce separately. In independent speech they still sound unclear.
Sounds that are difficult to pronounce are replaced by others. Whistling, hissing, sonorant and affricates are more difficult to master. One sound can replace several at once. For example, the soft “s” often plays different roles (“syanki” - sledge, “syuba” - “fur coat”, “syapina” - “scratch”).
The active vocabulary is noticeably expanding. However, the child does not yet know the little-used vocabulary. It is noticeable that in his speech he uses mainly words of everyday meaning, which he often hears around.
The grammatical connection of words in sentences, as they say, leaves much to be desired, but at the same time the child confidently approaches the construction of complex and complex constructions. (“Papa wrote and pyinesya Mise padaik, how Misya haase behave yourself” - Dad came and brought Misha a gift, BECAUSE Misha behaved well. As we see, a complex construction is already “asking for the tongue”, but the grammatical agreement of words is not yet given ).
From such incorrectly formed sentences, the child can already compose a story. Sentences will still only describe a specific sequence of actions, but there will no longer be a problem with constructing phrases.
A characteristic feature is the inconsistency of grammatical errors. That is, in one case, a child can correctly coordinate words with each other, but in another, use the wrong form.
There are difficulties in correctly agreeing nouns with numerals. For example, “three catsAM” - three cats, “many sparrows” - many sparrows.
The lag in the formation of phonemic abilities is manifested in errors when pronouncing “difficult” words (“gynasts” - gymnasts), in the presence of problems in analysis and synthesis (the child finds it difficult to find words starting with a specific letter). This, among other things, delays the child’s readiness to succeed in school.

General speech underdevelopment level 4

This level of OHP is characterized only by isolated difficulties and errors. However, when taken together, these disorders prevent the child from mastering reading and writing skills. Therefore, it is important not to miss this condition and contact a speech therapist to correct errors.

Characteristic features:

There is no problem of incorrect sound pronunciation, the sounds are “delivered”, but the speech is somewhat slurred, inexpressive and has unclear articulation.
Periodically, there are violations of the syllabic structure of a word, elision (omission of syllables - for example, “skein” instead of “hammer”), replacement of one sound with another, rearrangement of them.
Another typical mistake is the incorrect use of words denoting a feature of an object. The child does not very clearly understand the meaning of such words. For example, “the house is long” instead of “tall”, “the boy is short” instead of “short”, etc.).
Formation of new words using suffixes also causes difficulties. (“hare” instead of “hare”, “platenko” instead of “dress”).
Agrammatisms occur, but not very often. Mainly, difficulties can arise when agreeing nouns with adjectives (“I write with a blue pen”) or when using nouns in the plural of the nominative or genitive case (“We saw bears and birds at the zoo”).

It is important to note that all the disorders that distinguish level 4 OHP are not common in children. Moreover, if a child is offered two answer options, he will choose the correct one, that is, there is criticality towards speech, and the formation of a grammatical structure approaches the necessary norms.