Development

Features of children with general speech underdevelopment. Psychological and pedagogical characteristics of children with disabilities. Characteristics of children with general speech underdevelopment

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The modern world is oversaturated with information and means of communication, books are widely accessible, and many educational and entertainment channels for children have been created. It would seem that in such an environment, children’s speech should develop without any difficulties, and speech therapists’ offices will become a thing of the past. However, it is not. Poor ecology, largely cultural degradation, a reduced degree of psychological protection - all this is reflected in the development of the baby’s speech. For some children, a speech therapist diagnoses “general speech underdevelopment (GSD) level 3,” the characteristics of which indicate that the child requires additional classes. The full development of each child primarily depends on the efforts of his parents. They are obliged to seek help from specialists in a timely manner if they notice any deviations in the formation of their child’s personality.

Characteristics of OHP

OHP is observed in children with a normal level of intelligence development corresponding to their age, without any physiological problems with the hearing aid. Speech therapists say about this group of patients that they do not have phonemic awareness, do not distinguish individual sounds, and therefore understand the meaning in a distorted form. The baby hears words differently from how they are actually pronounced.

Children with level 3 ODD (characteristics are presented below) have distorted speech skills such as word formation, sound formation, the semantic load of a word, as well as grammatical structure. When speaking, older children may make mistakes that are common at an earlier age. In such children, the rates of development of speech and psyche do not correspond to each other. At the same time, children with ODD are no different from their peers in terms of development: they are emotional, active, play with pleasure, and understand the speech of others.

Typical manifestations of OHP

The following indicators are considered typical manifestations of general speech underdevelopment:
the conversation is unclear and unintelligible;
phrases are constructed grammatically incorrectly;
speech interaction has low activity, words are perceived with a lag when used independently;

first pronunciation of the first words and simple phrases at a late age (instead of 1.5-2 years at 3-5 years).

new words are poorly remembered and pronounced, memory is undeveloped;
the sequence of actions is broken, simple instructions are carried out with great difficulty;
attention is scattered, no skills to concentrate;
logical verbal generalization is difficult; there are no skills in analysis, comparison of objects, or separation of them by characteristics and properties.

Development of fine and gross motor skills:

small movements are performed with inaccuracies and errors;
the child’s movements are slow and there is a tendency to freeze in one position;
coordination of movements is impaired;
rhythm is undeveloped;
when performing motor tasks, disorientation in time and space is visible.

The characteristics of level 3 OHP, as well as other levels, contain the listed manifestations to varying degrees.

Reasons for OHP

Experts do not find any gross pathologies in the functioning of the nervous system and brain of children with OHP. Most often, the sources of speech delay are considered to be social or physiological reasons. It can be:

suffered during pregnancy or hereditary diseases of the mother;
during the period of bearing the baby, the mother had nervous overload;
bad habits during pregnancy (alcohol, smoking);
receiving any injuries during childbirth;
very early or too late pregnancy;
infections, complex diseases in infants;
Possible head injuries to the child;
trouble in the family where the baby experiences early stress;
there is no emotional contact between the baby and parents;
there is an unfavorable moral environment in the house;
scandalous, conflict situations;
lack of communication and attention;
neglect of the baby, rude speech in adults.

Classification. OHP level 1

General speech underdevelopment is classified into four levels, each of which has its own characteristics. Level 1 OHP differs in many ways from Level 3 OHP. Characteristics of speech in level 1 pathology: babbling, onomatopoeia, pieces of small phrases, parts of words. Babies do not clearly pronounce sounds, actively help with facial expressions and gestures - all this can be called infant skills.

Children actively show interest in the world around them and communication, but at the same time the gap between active and passive vocabulary is much greater than the norm. The characteristics of speech also include the following:

the pronunciation of sounds is blurred;
monosyllabic, sometimes two-syllable words predominate;
long words are reduced to syllables;
action words are replaced by object words;
different actions and different objects can be denoted by one word;
words that have different meanings, but are consonant, can be confused;
in rare cases there is no speech at all.

Level 2

OHP levels 2 and 3 have somewhat similar characteristics, but there are also significant differences. At level 2 there is an increase in speech development. A larger number of common words are learned, the simplest phrases are used, and the vocabulary is constantly replenished with new, often distorted, words. Children are already mastering grammatical forms in simple words, often with stressed endings, and distinguish between plural and singular numbers. Level 2 features include the following:

sounds are pronounced with great difficulty, often replaced by simpler ones (voiced - dull, hissing - whistling, hard - soft);
grammatical forms are mastered spontaneously and are not associated with meaning;
verbal self-expression is poor, vocabulary is scanty;
different objects and actions are denoted by one word if they are somehow similar (similarity in purpose or appearance);
ignorance of the properties of objects, their names (size, shape, color);
adjectives and nouns do not agree; replacement or absence of prepositions in speech;
inability to answer coherently without leading questions;
endings are used randomly, replaced by one another.

Level 3

The characteristics of children with level 3 ODD look like this: general speech skills are lagging behind, but the construction of phrases and expanded speech are already present. Children already have access to the basics of grammatical structure, simple forms are used correctly, many parts of speech and more complex sentences are used. At this age there are already enough life impressions, the vocabulary increases, objects, their properties and actions are named correctly. Toddlers are able to compose simple stories, but still experience freedom of communication. OHP level 3 speech characteristics have the following:

in general, there is no active vocabulary, the vocabulary is poor, adjectives and adverbs are insufficiently used;
verbs are used ineptly, adjectives with nouns are coordinated with errors, therefore the grammatical structure is unstable;
when constructing complex phrases, conjunctions are used incorrectly;
no knowledge of subspecies of birds, animals, objects;
actions are called instead of professions;
instead of a separate part of an object, the entire object is called.

Approximate characteristics for a preschooler

The characteristics of a preschooler with level 3 OHP are as follows:

Articulation: anatomy of organs without anomalies. Salivation is increased. The accuracy of movements and volume suffer, the child is not able to hold the organs of articulation in a certain position for a long time, and the switchability of movement is impaired. With articulation exercises, the tone of the tongue increases.

Speech: the overall sound is unimpressive, a weakly modulated quiet voice, breathing is free, the rhythm and tempo of speech is normal.

Sound pronunciation: There are problems with the pronunciation of sonorous sounds. The sizzling ones are set. Automation of sounds occurs at the word level. Control over the pronunciation of sounds, free speech is controlled.

Phonemic perception, synthesis and sound analysis: phonemic representations are formed late, the level is insufficient. By ear, the child identifies a given sound from a syllabic, sound series, as well as a series of words. The place of the sound in the word is not determined. The skills of sound and letter analysis, as well as synthesis, have not been developed.

Syllable structure: Words with a complex syllable structure are difficult to pronounce.

If a diagnosis of “general speech underdevelopment (GSD) level 3” is made, the characteristics (5 years - the age when many parents are already preparing their children for school and visiting specialists) should include all of the above points. Children at this age should be given utmost attention. A speech therapist will help resolve speech problems.

Speech with OHP level 3

Characteristics of the speech of children with ODD level 3:

Passive, active dictionary: poverty, stock inaccuracy. The child does not know the names of words that go beyond the scope of daily communication: he cannot name parts of the body, the names of animals, professions, or actions with which they are associated. There are difficulties in selecting words with the same root, antonyms, and synonyms. Passive vocabulary is much higher than active.

Grammatical structure: speech therapy characteristics of a child with level 3 OHP indicate that agrammatisms are observed in the formation of words and their coordination with other parts of speech. The child makes a mistake when choosing the plural of a noun. There are disturbances in the formation of words that go beyond the framework of everyday speech. Word-formation skills are difficult to transfer to new speech. Mostly simple sentences are used in the presentation.

Connected speech: difficulties can be traced in detailed statements and linguistic design. The sequence in the story is broken, there are semantic gaps in the plot line. Temporal and cause-and-effect relationships are violated in the text.

Preschool children with level 3 ODD receive characterization at the age of 7 from a speech therapist who conducts classes with them. If the results of classes with a speech therapist do not bring the desired result, you should consult a neurologist.

Level 4

Above was an approximate description of level 3 OHP, level 4 is slightly different. Basic parameters: the child’s vocabulary is noticeably increased, although there are gaps in vocabulary and grammar. New material is difficult to assimilate, learning to write and read is inhibited. Children use simple prepositions correctly and do not shorten long words, but still, some sounds are often dropped from words.

Speech difficulties:

sluggish articulation, unclear speech;
the narration is dull, not imaginative, children express themselves in simple sentences;
in an independent story, logic is violated;
expressions are difficult to choose;
possessive and diminutive words are distorted;
properties of objects are replaced by approximate meanings;
the names of objects are replaced with words with similar properties.

Help from a psychologist

The characteristics of children with level 3 ODD indicate the need for classes not only with a speech therapist, but also with a psychologist. Comprehensive measures will help correct the shortcomings. Due to speech impairment, such children have problems concentrating and find it difficult to concentrate on a task. At the same time, performance decreases.

During speech therapy correction, it is necessary to involve a psychologist. Its task is to increase motivation for learning and activities. The specialist must conduct a psychological intervention that will be aimed at developing concentration. It is recommended to conduct classes not with one, but with a small group of kids. It is important to take into account the child’s self-esteem; low self-esteem inhibits development. Therefore, a specialist must help children with ODD to believe in their strength and success.

Complex corrective effect

The pedagogical approach to correcting OPD is not an easy process; it requires a structural, special implementation of the assigned tasks. The most effective work is carried out in specialized institutions where qualified teachers work. If, in addition to OHP, a diagnosis of “dysarthria” is established, therapy is based on all pathologies. Drug treatment may be added to the corrective effect. A neurologist should take part here. Special institutions and centers aim to correct deficiencies in the development of intellectual functions and correct deficiencies in communication skills.

The first thing I want to tell parents is: do not despair if a child suffers from ODD. There is no need to conflict with teachers and specialists if they make a diagnosis of “level 3 ODD.” This will only help you take action in time. Classes with your child will help you quickly correct his speech and deal with pathologies. The sooner you get to the bottom of the problem and begin to act together with specialists, the faster the recovery process will turn in the right direction.

Treatment can be lengthy, and its outcome largely depends on the parents. Be patient and help your baby enter the world with confident, well-developed speech.

Characteristics of children with general

Speech underdevelopment (OND).

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.

General speech underdevelopment is a complex speech disorder in which children have impaired formation of all components of the speech system related to its sound and semantic side, with normal hearing and intelligence.

The etiology of OHP includes various factors of both biological and social nature. Biological factors include: infections or intoxications of the mother during pregnancy, incompatibility of the blood of the mother and fetus according to the Rh factor or group affiliation, pathology of the natal period, postnatal diseases of the central nervous system and brain injuries in the first years of the child’s life, etc.

At the same time, ONR may be due to unfavorable conditions of upbringing and training, and may be associated with mental deprivation during sensitive periods of speech development. In many cases, OHP is a consequence of the complex influence of various factors, for example, hereditary predisposition, organic failure of the central nervous system (sometimes mild), and an unfavorable social environment. The most complex and persistent variant is ONR, caused by early organic brain damage.

E. M. Mastyukova attaches particular importance in the etiology of ONR to perinatal encephalopathy, which can be hypoxic (due to intrauterine hypoxia and asphyxia during childbirth), traumatic (due to mechanical birth trauma), bilirubin (due to incompatibility of the blood of the mother and fetus according to the Rh factor or group accessories).

R.E. Levina identified 3 levels of speech underdevelopment:

1st level : children either completely lack speech or have only elements of speech.

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.

2nd level : children use more extensive speech means. However, the underdevelopment of speech is still very 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 constructed in a primitive way. The forms of number, gender and case for such children essentially do not have a meaningful function. When reproducing words, the sound content is grossly disrupted: rearrangements of syllables, sounds, replacement and assimilation of syllables, abbreviations of sounds when consonants are combined are noted.

3rd level : characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

At this stage, children already use all parts of speech, use simple grammatical forms, and try to construct compound and complex sentences. The child's pronunciation abilities improve. However, a careful study of the state of all aspects of speech reveals a clear picture of underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics. 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.

Analyzing all three levels of general speech underdevelopment, we can say that these children have typical manifestations indicating a systemic disorder of speech activity. One of the leading signs is a later onset of speech. Speech is ungrammatical and insufficiently phonetically designed. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of addressed speech. There is insufficient speech activity, which drops sharply with age, without special training. However, children are quite critical of their defect.

Inferior speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. There is insufficient stability of attention and limited possibilities for its distribution. With relatively intact semantic and logical memory in children, verbal memory decreases and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks. In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

The connection between speech disorders and other aspects of mental development determines specific features of thinking. Possessing, in general, complete prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal and logical thinking, without special training they have difficulty mastering analysis and synthesis, comparison and generalization.

Children with general speech underdevelopment lag behind normally developing peers in reproducing a motor task in spatiotemporal parameters, disrupt the sequence of action elements, and omit its components. For example, rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternation; jumping on the right and left leg, rhythmic movements to the music.

There is insufficient coordination of the fingers and hands, and underdevelopment of fine motor skills. Slowness is detected, stuck in one position.

Correct assessment of non-speech processes is necessary to identify patterns of atypical development of children with general speech underdevelopment and at the same time to determine their compensatory background.

Children with general speech underdevelopment should be distinguished from children with similar conditions - temporary delay in speech development. It should be borne in mind that children with general speech underdevelopment in normal periods develop an understanding of everyday spoken speech, interest in playful and objective activities, and an emotionally selective attitude towards the world around them.

Primary speech pathology inhibits the formation of potentially intact mental abilities, preventing the normal functioning of speech intelligence. However, as verbal speech develops and speech difficulties are eliminated, their intellectual development approaches normal.

To distinguish the manifestation of general speech underdevelopment from delayed speech development, a thorough examination of the medical history and analysis of the child’s speech skills are necessary.

In most cases, the medical history does not contain evidence of gross disorders of the central nervous system. Only the presence of minor birth trauma and long-term somatic illnesses in early childhood are noted. The adverse effects of the speech environment, failures in education, and lack of communication can also be attributed to factors inhibiting the normal course of speech development. In these cases, attention is drawn, first of all, to the reversible dynamics of speech failure.

Thus, children with general speech underdevelopment (GSD) have a reduced ability to both perceive differences in the physical characteristics of language elements and distinguish the meanings contained in the lexical and grammatical units of the language, which in turn limits their combinatorial capabilities and abilities, necessary for the creative use of constructive elements of the native language in the process of constructing a speech utterance.

So, the totality of the listed gaps in the phonetic-phonemic and lexical-grammatical structure of speech, in the development of fine motor skills of the general coordination of the child’s movements, serves as a serious obstacle to his mastering the program of a general kindergarten, and subsequently the program of a comprehensive school.

For children with general speech underdevelopment, along with the above speech features, it is also characteristic insufficient development of processes closely related to speech activity, namely:

Attention and memory are impaired;

Finger and articulatory motor skills are impaired;

Verbal and logical thinking is insufficiently formed.

Attention:

Children with general speech underdevelopment are characterized by a low level of development of the basic properties of attention (direction, volume, distribution, concentration, stability, concentration and switchability). Some of them have insufficient stability of attention and limited possibilities for its distribution.

Attention deficits manifest themselves in these children in the following ways:

they do not notice inaccuracies in joke drawings; objects or words are not always identified according to a given characteristic. For example, this happens in cases where it is proposed to show only squares (red figures, circles, etc.) on a piece of paper; clap your hands if clothing (food, animal, etc.) is named; collect all metal objects (wood, plastic, etc.) into a box.

It is even more difficult to concentrate and maintain their attention on purely verbal material outside of a visual situation. Therefore, such children cannot fully perceive the teacher’s lengthy, non-specific explanations, long instructions, and lengthy assessments of their activities.

Speech retardation also negatively affects development memory . With relatively intact semantic and logical memory, such children have a noticeable decrease in verbal memory and memorization productivity compared to their normally speaking peers. Children often forget complex instructions (three to four steps), omit some of their elements, and change the sequence of the proposed tasks. There are frequent duplication errors when describing objects and pictures. it is difficult to restore the arrangement order of even four objects after rearranging them,

Some preschoolers have low recall activity, which is combined with limited opportunities for the development of cognitive activity.

It is characteristic that disturbances of attention and memory mostly affect voluntary activity. Concentration and memorization on an involuntary level is much better. Thus, when watching a cartoon, attention does not need to be mobilized and it remains for a long time. Or, for example, a child can much more easily reproduce the names of six to eight birthday gifts than four or five toys hidden during class.

Children with speech underdevelopment, along with general somatic weakness with delayed development of locomotor functions, are also characterized by some developmental delay motor sphere . In a significant proportion of children, motor impairment is expressed in the form of poor coordination of complex movements, uncertainty in reproducing precisely dosed movements, and a decrease in the speed and dexterity of their execution. The greatest difficulty is in performing movements following verbal and especially multi-step instructions. Children lag behind normally developing peers in accurately reproducing a motor task in spatio-temporal parameters, disrupt the sequence of action elements, and omit its components.

Articulatory motor impairment manifests itself in limited, inaccurate or weak movements of the movable organs of articulation - the tongue, soft palate, lips, lower jaw. The articulation of all speech sounds occurs when the listed movable organs form closures and gaps between themselves or with fixed organs - the palate and teeth. Naturally, a violation of the articulation of sounds leads to their defective pronunciation, and often to general slurred speech.

Connection finger motor skills and speech functionrelatively recently it was confirmed by researchers at the Institute of Physiology of Children and Adolescents of the Academy of Sciences of the Russian Federation (A. V. Antakova-Fomina, M. I. Koltsova, E. I. Isenina). They found that if the movements of the fingers correspond to age, then speech corresponds to age, and if the development of movements lags behind, then speech does not correspond to age norms. In the vast majority of children with general speech underdevelopment, the fingers are inactive, and their movements are characterized by inaccuracy or inconsistency. Many 5-year-old children hold a spoon in their fist or have difficulty grasping a brush and pencil correctly, sometimes cannot fasten buttons, lace shoes, etc.

Children with ODD have peculiarities in the development of fine motor skills of their hands. This manifests itself primarily in insufficient coordination of the fingers.

And one last thing. Since speech and thinking are closely related to each other, therefore, the verbal and logical thinking of children with speech underdevelopment is somewhat below the age norm. Such children experience difficulties in classifying objects and generalizing phenomena and signs. Often their judgments and conclusions are poor, fragmentary, and logically not connected with each other. For example: “In winter the house is warm (because) there is no snow”, “A bus travels faster than a bicycle - it is larger.”

Children with this disorder may classify a table lamp and TV as furniture, since they are in the room; some have difficulty solving simple math problems or are unable to solve even simple riddles.

Having complete prerequisites for mastering mental operations accessible to their age, children lag behind in the visual and figurative sphere of thinking, without special training they have difficulty mastering analysis, synthesis, and comparison. Many of them are characterized by rigidity of thinking.

All of these processes are closely related to speech function and sometimes it is difficult to determine what is the cause and what is the effect, what is primary and what is secondary. In particular, this concerns verbal-logical thinking and attention.

Characterological (personal) characteristics of children with general speech underdevelopment are noticeable to any teacher who has worked in a special group for at least one shift. Deviations from the norm in such children manifest themselves in classes, play, household and other activities. So, in class, some of them get tired much faster than their normally developing peers, become distracted, begin to fidget, talk, that is, they stop perceiving the educational material. Others, on the contrary, sit quietly, calmly, but do not answer questions or answer inappropriately, do not understand tasks, and sometimes cannot repeat a friend’s answer.

In the process of communicating with each other, some children show increased excitability (they are too active and difficult to control), while others, on the contrary, show lethargy and apathy (they do not show interest in games or the teacher reading books to them). Among such children there are children with an obsessive sense of fear, overly impressionable, prone to negativism (the desire to do everything the opposite), excessive aggressiveness or vulnerability, touchiness. Educators are constantly faced with the need to find an approach to difficult and uncooperative children. It is not easy to instill in them the norms of communication in a team, without which full-fledged training and education are impossible.

The mental development of children with special needs development, as a rule, is ahead of their speech development. They are critical of their own speech insufficiency. Primary speech pathology, of course, inhibits the formation of initially intact mental abilities, however, as verbal speech is corrected, intellectual processes level out.

CHARACTERISTICS OF CHILDREN WITH GENERAL SPEECH IMPORTANCE

Despite the different nature of the defects, these children have typical manifestations indicating a systemic disorder of speech activity. One of the leading signs is the later onset of speech: the first words appear by 3-4, and sometimes by 5 years. Speech is ungrammatical and insufficiently phonetically designed. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of addressed speech. The speech of these children is difficult to understand. There is insufficient speech activity, which drops sharply with age, without special training. However, children are quite critical of their defect.

Inferior speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. There is insufficient stability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks.

In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

The connection between speech disorders and other aspects of mental development determines specific features of thinking. Having, in general, complete prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal and logical thinking, without special training they have difficulty mastering analysis and synthesis, comparison and generalization.

Along with general somatic weakness, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity. The greatest difficulties are identified when performing movements according to verbal instructions.

There is insufficient coordination of the fingers and hands, and underdevelopment of fine motor skills. Slowness is detected, stuck in one position.

One of the diagnostic signs may be dissociation between speech and mental development. This is manifested in the fact that the mental development of these children, as a rule, proceeds more successfully than the development of speech. They are distinguished by their criticality towards speech insufficiency. Primary speech pathology inhibits the formation of potentially intact mental abilities, preventing the normal functioning of speech intelligence. However, as verbal speech develops and speech difficulties are eliminated, their intellectual development approaches normal.

In children with delayed speech development, the nature of speech errors is less specific than in cases of general speech underdevelopment.

Errors such as mixing productive and unproductive plural forms (“chairs”, “sheets”) and unification of genitive plural endings (“pencils”, “birds”, “trees”) predominate. These children's speech skills lag behind the norm and they are characterized by errors typical of younger children.

Despite certain deviations from age standards (especially in the field of phonetics), children’s speech provides its communicative function, and in some cases is a fairly complete regulator of behavior. They have a more pronounced tendency towards spontaneous development, towards the transfer of developed speech skills into conditions of free communication, which allows them to compensate for speech deficiency before entering school.

Periodization of OHP. R. E. Levina and her colleagues (1969) developed a periodization of manifestations of general speech underdevelopment: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

The approach put forward by R. E. Levina made it possible to move away from describing only individual manifestations of speech insufficiency and to present a picture of the child’s abnormal development according to a number of parameters reflecting the state of linguistic means and communicative processes. Based on a step-by-step structural-dynamic study of abnormal speech development, specific patterns that determine the transition from a low level of development to a higher one are also revealed.

Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components dependent on it. The transition from one level to another is determined by the emergence of new language capabilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory background.

The individual rate of progress of the child is determined by the severity of the primary defect and its shape.

The most typical and persistent manifestations of OHP are observed with alalia, dysarthria, and less often with rhinolalia and stuttering.

There are three levels of speech development, reflecting the typical state of language components in preschool and school-age children with general speech underdevelopment.

The first level of speech development. Verbal means of communication are extremely limited. Children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, intonation and gestures, indicating the difference in meaning. Depending on the situation, babbling formations can be regarded as one-word sentences.

There is almost no differentiated designation of objects and actions. Action names are replaced with item names (open- "tree" (door), and vice versa - the names of objects are replaced by the names of actions (bed- “stalemate”). The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relations. Their speech is dominated by root words, devoid of inflections. The “phrase” consists of babbling elements that consistently reproduce the situation they denote using explanatory gestures. Each word used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation.

The passive vocabulary of children is wider than the active one. However, the research of G.I. Zharenkova (1967) showed the limitations of the impressive side of the speech of children at a low level of speech development.

There is no or only a rudimentary understanding of the meaning of grammatical changes in words. If we exclude situational orienting signs, children are unable to distinguish between singular and plural forms of nouns, the past tense of a verb, masculine and feminine forms, and do not understand the meaning of prepositions. When perceiving addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty. An unstable phonetic design is noted. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low auditory recognition capabilities. The number of defective sounds can be significantly greater than correctly pronounced ones. In pronunciation there are contrasts only between vowels and consonants, orals and nasals, and some plosives and fricatives. Phonemic development is in its infancy.

The task of isolating individual sounds for a child with babbling speech is motivationally and cognitively incomprehensible and impossible.

A distinctive feature of speech development at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

Second level of speech development. The transition to it is characterized by increased speech activity of the child. Communication is carried out through the use of a constant, although still distorted and limited, stock of common words.

The names of objects, actions, and individual characteristics are differentiated. At this level, it is possible to use pronouns, and sometimes conjunctions, simple prepositions in elementary meanings. Children can answer questions about the picture related to family and familiar events in their surrounding life.

Speech failure is clearly manifested in all components. Children use only simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their young, clothing, furniture, and professions is revealed.

There are limited possibilities for using a subject dictionary, a dictionary of actions, and signs. Children do not know the names of the color of an object, its shape, size, and replace words with similar meanings.

There are gross errors in the use of grammatical structures:

Mixing of case forms (“the car is driving” instead of by car);

often the use of nouns in the nominative case, and verbs in the infinitive or the 3rd person singular and plural form of the present tense;

In the use of number and gender of verbs, when changing nouns according to numbers (“two kasi” - two pencils,"de tun" - two chairs);

Lack of agreement of adjectives with nouns, numerals with nouns.

Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, and the noun is used in its original form (“the book goes then” - the book is on the table); It is also possible to replace the preposition (“Gib lies on the Dalevim” - mushroom growing under a tree). Conjunctions and particles are rarely used.

Understanding of addressed speech at the second level develops significantly due to the distinction of certain grammatical forms (unlike the first level); children can focus on morphological elements that acquire a distinctive meaning for them.

This relates to distinguishing and understanding the singular and plural forms of nouns and verbs (especially those with stressed endings), and the masculine and feminine forms of past tense verbs. Difficulties remain in understanding the number forms and gender of adjectives.

The meanings of prepositions differ only in a well-known situation. The assimilation of grammatical patterns applies to a greater extent to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. The pronunciation of soft and hard sounds, hissing, whistling, affricates, voiced and voiceless sounds is impaired (“pat book” - five books;"daddy" - grandmother;"dupa" - hand). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllable structure also remain typical. Often, when correctly reproducing the contour of words, the sound content is disrupted: rearrangement of syllables, sounds, replacement and assimilation of syllables (“morashki” - daisies,"cookie" - strawberry). Polysyllabic words are reduced.

Children show insufficiency of phonemic perception, their unpreparedness to master sound analysis and synthesis.

The third level of speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group.

For example, soft sound With, itself is not yet clearly pronounced, replaces the sound With(“boots”), w(“syuba” instead of fur coat). ts(“Syapa” instead of heron), h(“saynik” instead kettle), sch("grid" instead brush); replacing groups of sounds with simpler articulation ones. Unstable substitutions are noted when a sound is pronounced differently in different words; mixing of sounds, when in isolation the child pronounces certain sounds correctly, and in words and sentences replaces them.

Correctly repeating three or four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (The children made a snowman.- “The children wheezed at the new guy”). Many errors are observed when conveying the sound content of words: rearrangements and replacements of sounds and syllables, abbreviations when consonants coincide in a word.

Against the background of relatively detailed speech, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants; children are not always able to select words with the same root or form new words using suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, or the desired word with another word similar in meaning.

In free expressions, simple common sentences predominate; complex constructions are almost never used.

Agrammatism is noted: errors in the agreement of numerals with nouns, adjectives with nouns in gender, number, and case. A large number of errors are observed in the use of both simple and complex prepositions.

Understanding of spoken speech is developing significantly and is approaching the norm. There is insufficient understanding of changes in the meaning of words expressed by prefixes and suffixes; There are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships.

The described gaps in the development of phonetics, vocabulary and grammatical structure in school-age children manifest themselves more clearly when studying at school, creating great difficulties in mastering writing, reading and educational material.

Examination. The speech therapist identifies the volume of speech skills, compares it with age standards, with the level of mental development, determines the ratio of the defect and the compensatory background, speech and cognitive activity.

It is necessary to analyze the interaction between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure. It is important to determine the relationship between the development of a child’s expressive and impressive speech; identify the compensating role of preserved parts of speech ability; compare the level of development of linguistic means with their actual use in verbal communication.

There are three stages of the examination.

The first stage is indicative. The speech therapist fills out the child’s development chart from the parents’ words, studies the documentation, and talks with the child.

At the second stage, the components of the language system are examined and a speech therapy conclusion is made based on the data obtained.

At the third stage, the speech therapist conducts dynamic observation of the child during the learning process and clarifies the manifestations of the defect.

In a conversation with parents, the child’s pre-speech reactions are revealed, including humming and babbling (modulated). It is important to find out at what age the first words appeared and what is the quantitative ratio of words in passive and active speech

The dissociation between the number of spoken words and passive vocabulary in children with primary speech pathology (with the exception of rare cases of sensory alalia) persists for a long time without special training.

During a conversation with parents, it is important to identify when two-word, multi-word sentences appeared, whether speech development was interrupted (if so, for what reason), what is the child’s speech activity, his sociability, the desire to establish contacts with others, at what age the parents discovered delay in speech development, what the speech environment is like (features of the natural speech environment).

During the conversation with the child, the speech therapist establishes contact with him and directs him to communicate. The child is asked questions that help clarify his horizons, interests, attitude towards others, and orientation in time and space. Questions are asked in such a way that the answers are detailed and reasoning in nature. The conversation provides the first information about the child’s speech and determines the direction for further in-depth examination of various aspects of speech. The sound-syllable structure of words, grammatical structure and coherent speech are examined especially carefully. When examining coherent speech, it becomes clear how a child can independently compose a story based on a picture, a series of pictures, a retelling, a story-description (by presentation).

Establishing the maturity of the grammatical structure of a language is one of the key aspects of a speech therapy examination of children with general speech underdevelopment. The correctness of children's use of the categories of gender, number, case of nouns, prepositional constructions, and the ability to coordinate a noun with an adjective and numeral in gender, number, and case are revealed. The survey material consists of pictures depicting objects and their signs and actions. To identify the ability to use the morphological forms of words, the formation of the plural from singular nouns and, conversely, the formation of the diminutive form of a noun from a given word, as well as verbs with shades of action, are checked.

a) finish the started sentence based on leading questions;

b) make proposals for a picture or demonstration of actions;

c) insert the missing preposition or word in the correct case form.

When examining vocabulary, the child’s ability to correlate a word (as a sound complex) with the designated object, action, and use it correctly in speech is revealed.

The main techniques may be the following:

Finding (showing) by children objects and actions named by the speech therapist (Show: who washes and who sweeps etc.);

Performing the named actions (draw a house- paint the house);

Children’s independent naming of shown objects, actions, phenomena, signs and qualities (Who is drawn in the picture? What is the boy doing? What is he making a ball out of?);

Children naming specific concepts included in any general theme (Tell me what summer clothes and winter shoes you know);

Combining items into a generalizing group (How can you call a fur coat, coat, dress, skirt in one word? etc.).

Examination of the structure of the articulatory apparatus and its motor skills is important for determining the causes of a defect in the sound side of a child’s speech and for planning corrective exercises. The degree and quality of violations of the motor functions of the organs of articulation are assessed and the level of available movements is identified.

To examine sound pronunciation, syllables, words and sentences with the main groups of sounds of the Russian language are selected.

To identify the level of phonemic perception, the ability to memorize and reproduce a syllabic sequence, the child is asked to repeat combinations of 2-3-4 syllables. This includes syllables consisting of sounds that differ in articulation and acoustic characteristics (ba-pa-ba, yes-da-da, sa-sha-sa).

To determine the presence of a sound in a word, words are selected so that a given sound is in different positions (at the beginning, middle and end of the word), so that along with words that include a given sound, there are words without this sound and with mixed sounds. This will allow us to further establish the degree of mixing of both distant and close sounds.

To examine the syllabic structure and sound content, words with certain sounds, with different numbers and types of syllables are selected; words with a combination of consonants at the beginning, middle, and end of the word. Reflected and independent naming of pictures is offered: subject and plot.

If a child has difficulties in reproducing the syllabic structure of a word and its sound content, then it is suggested to repeat series of syllables consisting of different vowels and consonants. (pa-tu-ko); from different consonants, but the same vowel sounds (pa-ta-ka-ma etc.); from different vowels, but also the same consonant sounds (pa-po-py., that-that-that); of the same vowels and consonants, but with different stress (pa-pa-pa); tap out the rhythmic pattern of the word.

In this case, it becomes possible to set the boundaries of the accessible level from which corrective exercises should subsequently begin.

When examining gross and fine motor skills, the speech therapist pays attention to the child’s general appearance, his posture, gait, self-care skills (tying a bow, braiding a braid, fastening buttons, tying shoes, etc.), running characteristics, performing exercises with a ball, jumping length on landing accuracy. The ability to maintain balance (standing on the left, right leg), alternately stand (jump) on one leg, perform exercises for switching movements (right hand to the shoulder, left hand to the back of the head, left hand to the waist, right hand to the back, etc.) is tested. d.).

The accuracy of task reproduction is assessed based on spatio-temporal parameters, retention in memory of the components and sequence of elements of the action structure, and the presence of self-control when performing tasks.

The speech therapy conclusion is based on a comprehensive analysis of the results of studying the child, on a sufficiently large number of examples of child speech, and on dynamic observation in the process of correctional pedagogical work.

The results of a comprehensive examination are summarized in the form of a speech therapy report, which indicates the level of speech development of the child and the form of the speech anomaly. Examples of speech therapy conclusions may be the following: third-level OHP in a child with dysarthria; OHP of the second level in a child with alalia; OHP of the second or third level in a child with open rhinolalia, etc.

The speech therapy report reveals the state of speech and aims to overcome the child’s specific difficulties caused by the clinical form of the speech anomaly. This is necessary for the correct organization of an individual approach in frontal and especially in subgroup classes.

METHODOLOGY OF CORRECTIONAL PEDAGOGICAL WORK

The fundamentals of correctional education were developed in psychological and pedagogical research by a number of authors (R. E. Levina, B. M. Grinshpun, L. F. Spirova, N. A. Nikashina, G. V. Chirkina, N. S. Zhukova, T. B. Filicheva, A. V. Yastrebova, etc.).

The formation of speech is based on the following provisions:

Recognizing early signs of ODD and its impact on overall mental development;

Timely prevention of potential deviations based on an analysis of the structure of speech insufficiency, the ratio of defective and intact parts of speech activity;

Taking into account the socially determined consequences of speech communication deficits;

Taking into account the patterns of normal development of children's speech;

Interconnected formation of phonetic-phonemic and lexical-grammatical components of the language;

A differentiated approach to speech therapy work with children with special needs of various origins;

The unity of the formation of speech processes, thinking and cognitive activity;

Simultaneous correctional and educational impact on the sensory, intellectual and afferent-volitional spheres.

Children with OHP cannot spontaneously take the ontogenetic path of speech development characteristic of normal children (L. F. Spirova, 1980). Speech correction for them is a long process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.

This task is implemented differently depending on the age of the children, the conditions of their education and upbringing, and the level of speech development.

Teaching children at the first level of speech development provides: development of speech understanding; development of independent speech based on imitative activity; formation of a two-part simple sentence based on the assimilation of elementary word formations

Speech therapy classes with speechless children are conducted in small subgroups (2-3 people) in the form of game situations, which helps to gradually form the motivational basis of speech. In this case, puppet theater characters, wind-up toys, shadow theater, flannelgraph, etc. are used.

Work to expand speech understanding is based on the development in children of ideas about objects and phenomena of the surrounding reality, understanding of specific words and expressions that reflect situations and phenomena familiar to children.

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 their depth of impairment.

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 constant.

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 agree 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.

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