Topic: “Methods of psychological and pedagogical diagnosis of children with disabilities”
1. Methods of psychological and pedagogical study of children with disabilities;
2. Characteristics and classification of psychodiagnostic techniques;
3. Neuropsychological diagnostics of the causes of school failure.
4. Diagnostics of the cognitive sphere of schoolchildren with disabilities: perception, attention, memory, thinking, imagination, state of oral and written speech;
5. Diagnosis of personality traits of children with disabilities;
6. Diagnostics of the emotional-volitional sphere of schoolchildren;
7. Diagnostics of the development of educational activities of children with disabilities.
Methods of psychological and pedagogical study of children with disabilities
Psychological and pedagogical study involves obtaining information about a child that reveals the knowledge, abilities, skills that he should have at a certain age stage. It is important to establish a stock of ideas about the environment, the formation of qualities necessary for educational work (voluntariness of mental activity, volitional efforts, planning and self-control, the presence of motivation, interest, etc.). If a child is preparing to enter grade 1, it is necessary to identify his readiness for learning (physical, psychological, mental). If children are already in school, then you should understand the reasons for their difficulties.
Information that interests the teacher can be obtained by using methods such as direct conversation with the child and with parents and educators about him; analysis of work (drawings, crafts, notebooks, etc.), specially organized pedagogical examination and pedagogical observation.
As practice shows, the basis of any kind of diagnosis, which allows one to obtain the maximum amount of information about a child, is targeted observation . Pedagogical observation must be pre-planned, precisely targeted and systematic. The most important thing is to monitor the leading activity, since it is within the framework of the leading activity that psychological new formations of a particular age appear and the prerequisites are formed for the transition to a new leading activity, to a new stage of mental development.
Pedagogical observation allows us to study quite well the motivational aspect of a child’s activity, his cognitive activity, and interests. The study of motivation shows the level of personal maturity of the child.
In childhood, most motives are unconscious, their hierarchy has not yet been formed, and the leading motive has not yet emerged. Observing your child's emotional reactions will help you understand his motivation. For example, a child performs educational duties in order to avoid blame and to be praised by the teacher or parents. For a child with pronounced cognitive motivation, joy will be caused by the very process of acquiring knowledge on some subject, etc. It is clear that the most productive of the above will be the motive of learning new things; other motives will be less conducive to the implementation of educational activities.
By identifying the type of motivation, the teacher receives the opportunity for adequate pedagogical influence and develops positive tendencies.
Identifying the nature of the child’s interests is also of diagnostic importance. For example, it may be indicative of which subjects he gravitates towards more - reading, mathematics, natural science, physical education, etc. As a rule, children with primary intact intelligence are more fond of those subjects where existing impairments have less of an impact on the success of activities (for example, children with severe speech impairments love mathematics more than writing and reading).
Observation also allows one to assess the degree of formation of the activity as a whole - its purposefulness, organization, arbitrariness, ability to plan actions, and independently choose the means of performing the activity. To get an idea of the development of a child’s activity, the teacher should pay attention to the following:
- - understanding the instructions and purpose of the task;
- - ability to perform a task taking into account simple instructions and instructions consisting of several tasks;
- - ability to determine the sequence of actions and operations;
- - the ability to rearrange actions depending on changes in the goal;
- - ability to exercise self-control during work;
- - the ability to bring an activity to a certain result, to show persistence in achieving a goal, to overcome difficulties;
- - the ability to adequately evaluate the results of one’s own activities;
- - switch attention, quickly move from one task to another.
It is also useful to characterize individual types of child activities.
Pedagogical observation also allows us to identify the characteristics of the child’s attitude towards others and towards himself. To identify these characteristics, the teacher purposefully evaluates how much the child strives for communication, leadership, how he behaves with younger and older people, how much initiative he has, how others treat him, etc. Of great importance is the analysis of the child’s attitude to his existing disorders - this characterizes the level of his intellectual and personal development. Often, children with intact intelligence have a hard time experiencing the impairments they have, and sometimes give inadequate reactions in the form of pronounced negativism and aggression towards others. At the same time, even with severe disorders, such inadequate personal reactions may not occur, and children fit harmoniously into a group of peers with less severe disorders.
Data obtained through observation are used to compile a psychological and pedagogical profile of the child.
We bring to your attention a program for the pedagogical study of children with developmental disorders in an educational institution, developed by S.D. Abram.
| Content | Methods |
| I. General information about the child Last name, first name, date of birth. Date of admission to a special educational institution. Have you previously attended special (correctional) institutions, a general kindergarten, or a public school (in what classes and for how many years did you study) | Studying the documentation |
| II. History of development Parents' health status. How the mother’s pregnancy progressed, whether she was born on time, how the birth proceeded. Features of early child development. What diseases or injuries did you suffer in the first years of life? | Conversation with parents. Study of medical records |
| III. Family Composition, relationships between family members. Material living conditions, parents' occupations. Attitude of family members to the child | Family visit. Conversations with parents |
| IV. Physical state Deviations in physical development. Features of physical development (data on height, body weight, fatness, posture, etc.); movement disorders; the presence of paralysis, paresis; stereotypical and obsessive movements, gestures, facial expressions. Fatigue during physical activity. Can it withstand the loads provided for by the regime of this child care institution? | Observation during classes, games, etc. Medical examination |
| V. Features of cognitive activity 1. State of the senses (hearing, vision, smell, taste, touch). Are there any deceptions of sensory perception (illusions, hallucinations) | Study of medical documentation. Special studies. |
| 2. Features of speech. Does he speak coherently or express himself in separate words? Pronunciation defects and their nature. Understanding spoken language (directions, instructions, explanations). Vocabulary. Formation of the grammatical structure of speech. Can he give complete answers to questions and tell a coherent story? Is there any verbosity or unfocused speech? Understanding written language (written words, book texts, tables, etc.) | Observing the child's speech. Conversations with a child. Speech therapy examination. Studying written work |
| 3. Features of attention. Is it easy to get attention? stability of attention. Ability to distribute attention. Switchability from one type of activity to another | Supervising the child in class and during free time |
| 4. Features of perception and comprehension of what is perceived. Does he understand the surrounding situation, are there any cases of clouding of consciousness? Does he know the names and purposes of simple objects? Does it correlate real objects with their images in pictures? Does he understand the content of the pictures? Does it capture the main thing in what is perceived? Can you compare objects and identify similarities and differences? Can he classify objects and make simple generalizations? Is he able to independently understand the content of the text he listened to? Does it establish cause-and-effect relationships? | Monitoring the child in and out of class. Conversations with a child |
| 5. Features of memory. How does he remember? the predominant type of memory (visual, motor, auditory, “mixed”). Speed of memorization. How long does it remember (strength of memory). What remembers better: numbers, facts, descriptions. Features of the recall process | Observing the child in classes and games. Individual conversations with the child |
| 6. Features of mastering educational material. Attitude to individual academic subjects. Does he have an understanding of the spatial characteristics of objects: length, height, shape? Does he know letters and numbers (can he read, write, count). Does he know poetry? Can he retell what he has heard (read)? Development of manual skills, drawing, self-service. Difficulties in mastering new material. The results of the work carried out by the teacher to overcome these difficulties | Observing the child during classes, studying the work done in class |
| 7. Interests (absent, weakly expressed, uneven); what interests you (work, singing, drawing, dancing, etc.) | Observation of the child in and outside of classes, on excursions. Studying children's practical work |
| VI. Emotional-volitional sphere The child’s predominant mood (cheerful, sad). Marked: excitability, inhibition, imbalance, calmness. Reaction to what is happening around. Does the child have feelings of fear, surprise, delight, and compassion? The ability to exert volition in activities and behavior. Is he able to restrain himself from illegal actions? | Observing the child in various classes, outside of them, on excursions, in games, etc. |
| VII. Personality Features Compliance with the rules of conduct. How it manifests itself in educational, work and play activities. Moral qualities: attitude towards family, friends, friends. Relationships with adults and other children. Manifestations of feelings of affection, love, good attitude towards others; a tendency to harm, to offend others, deceit, etc. “Destructive” tendencies, a tendency to vagrancy, aggression, including self-aggression, etc. | Observing the child in various activities |
1. For the first time, the principles of inclusive education at the international level were recorded:
A) in the Declaration of Salamanca
B) in the Jomtien Convention
B) in the Convention on the Rights of Persons with Disabilities
2. Inclusive education, according to the Federal Law “On Education in the Russian Federation” (dated December 29, 2012 No. 273-FZ), is
A) creating optimal conditions for socialization for children with disabilities and disabilities
B) creating optimal conditions for the moral development of normally developing children
C) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities
3. Select the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
A) inclusion
B) integration,
B) individualization.
4. Select the correct answer: Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:
A) group integration,
B) educational integration,
B) communication.
5. Select the correct answer: Social integration must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.
6. What are the names of children for whose education it is necessary to create special conditions in Russian legislation?
A) children with disabilities
B) children with developmental disabilities
In children with special educational needs
7. Choose the correct answer: Children with disabilities are
A) children with various deviations in psychophysical development: sensory, intellectual, speech, motor, etc.
B) children who have various types of disabilities (mental and physical) that cause disturbances in the natural course of their general development, and therefore they cannot always lead a full life.
C) disabled children, or other children aged 0 to 18 years, not recognized in the established order as disabled children, but having temporary or permanent deviations in physical and (or) mental development and needing the creation of special conditions for education and upbringing.
8. Special educational conditions for all categories of children with disabilities and disabilities include: A) the creation of a barrier-free environment in educational institutions B) material and technical (including architectural) support, personnel, information, software and methodological support for the educational and educational process, psychological and pedagogical support accompaniment of children with disabilities and disabilities C) individual educational route for a child with disabilities and disabilities D) ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, and medical equipment.
9. Select the correct answer: An adapted educational program is
A) an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons. B) educational and methodological documentation defining the volume and content of education recommended by the federal state educational standard, the planned results of mastering the educational program, approximate conditions of educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program
10. An adapted program is being developed:
A) independently as a teacher working with a child with disabilities
B) independently by an educational organization based on the recommendations of the PMPK
C) jointly by the teacher and parents
11. What is the basis for determining the option of an adapted educational program for a student with disabilities?
A) recommendations of the PMPC, formulated based on the results of a comprehensive examination of the child;
B) a written statement from the parents (legal representatives) of the child;
C) the choice of the child himself;
D) recommendations of the PMPC, formulated based on the results of an interview with the parents (legal representatives) of the child.
12. Two main indicators of teachers’ readiness to work in inclusive education:
A) professional readiness
B) psychological readiness
B) information readiness
D) readiness for professional interaction and training
13. For the first time, the theoretical basis for integrated learning was laid down in the works of a domestic scientist:
A) A.N. Leontieva,
B) S.L. Rubinstein,
PM. Vygotsky.
Answers: 1A, 2B, 3A, 4B, 5A, 6A, 7B, 8B,9A, 10B, 11A, 12A,B, 13B
In the process of psychological diagnosis of children with disabilities, a number of principles must be observed:
1. An activity principle aimed at conducting a psychological examination in the context of activities available to a child with disabilities: subject-related practical, playful, educational.
2. The principle of qualitative analysis of the obtained psychological examination data, built on Vygotsky’s concept of the determining role of learning in the process of child development. For a psychologist, not only the result of completing a test task is important, but also the child’s way of working, his ability to transfer learned skills to a new task, his attitude towards learning, and his own assessment of the results.
3. The principle of a personal approach. The psychologist analyzes not a single symptom, but the child’s personality as a whole.
4. The principle of the comparative approach. When studying impaired development, the psychologist must correctly navigate the characteristics of the mental development of a healthy child.
5. The principle of an integrated approach. Taking into account many factors underlying developmental disorders of a child with disabilities: clinical, pedagogical, psychological, social.
Based on the results of psychodiagnostics, the following should be identified:
1) mental disorders, their mechanisms to determine the prospects for rehabilitation
2) the most preserved mental functions in order to engage compensatory mechanisms
3) an assessment must be made of those features of mental activity that will contribute to the successful social integration of the child at different stages of age development.
An in-depth psychodiagnostic examination of children with disabilities should provide
1) assessment of psychomotor development
2) comprehensive assessment of intellectual development
3) assessment of the emotional-volitional sphere
4) assessment of the character and characteristics of the individual as a whole
5) assessment of behavior and psychological mechanisms of its regulation
The main difficulties of a psychologist during an examination are that many techniques cannot be used in whole or in part due to the characteristics of the disorders.
A psychologist must master a large number of methods and interchangeable techniques and, before examining a patient, carefully select the most suitable ones for examination, taking into account the disorders.
due to exhaustion, you need to be careful about dosing test loads (up to 5-7 years - 20-30 minutes)
To assess MB intelligence, for example, the Wechsler test (sometimes partially, graphic tests, the method of excluding items, etc.) is used.
Basic requirements for psychodiagnostics of children with disabilities
1) Psychodiagnosis should be as early as possible, carried out immediately after a medical diagnosis has been established
2) must ensure the validity of the development of psychocorrection programs, ongoing monitoring of its effectiveness in the process of supporting the mental development of the child, providing him with psychological assistance
3) Not only the children themselves, but also their parents are subject to psychodiagnosis
4) the program should, if possible, identify all mental development disorders, and the methods and techniques used should be reliable, valid and be adequate to the age and severity of the child’s illness
5) the results are confidential and only specialists can be involved in the conduct
The structure and content of the work of psychological, medical and pedagogical consultation (PMPC).
The importance of psychodiagnostic research in the selection of children for various types of special (correctional) educational institutions and for integrated education in public schools.
1926 In Russia, 1 resolution was issued on medical-pedagogical commissions, which are intended to ensure that the child’s condition can be reasonably clarified and a medical diagnosis can be made.
Vygotsky spoke about how research should proceed:
1. The principle of an integrated approach to examining a child at PMPK.
(examination by different specialists)
Psychological examination is an integral part of the PMPK.
1) Data from the social teacher
Family composition
Age, education
Prof. parents' employment,
Material and living conditions (availability of a workplace for the child, how much time he spends with him, work stereotype, if not - mb instability of attention)
Psychological climate
Who raises the child other than the parents?
Medical history of all family members, abnormalities, course of pregnancy and childbirth, illness, treatment; - history of the child’s development
Pediatrician – at the time of examination, a pediatrician’s opinion on the general somatic condition of the child is required
Ophthalmologist - visual acuity, fundus, visual field width
ENT – hearing acuity, condition of the entire system
Orthopedic surgeon – conclusion
Neuropathologist (+EEG)
Psychiatrist
3) Pedagogical characteristics
Did you attend educational institutions (how many and which ones), if not, who was involved in raising the child, possible influence
What difficulties arose in the educational process?
4) Speech therapist
5) Psychologist
Experts discuss, psychiatrist makes diagnosis
2. The principle of a comprehensive and holistic examination of the child at the PMPK
(the child must be examined comprehensively by a psychologist - all areas of the personality)
1) cognitive (-attention, -memory, -imagination, -representation, -thinking)
2) emotional
3) volitional (formation of voluntary regulation of activity)
4) communicative
5) motivational
6) self-esteem
7) individual typological characteristics - behavioral characteristics
3. The principle of age and content validity of the methods used
Methods must be appropriate for age, developmental level, and subject of study
4. The principle of a dynamic approach and examination of the child.
5. The principle of the activity approach.
Takes into account the formation of the leading type of activity.
6. The principle of correlating the results of a child’s examination with the norms.
At the moment, there is a problem with standards, so reliance is placed on group average indicators; if a child’s indicators are lower, then teachers and psychologists should pay attention to him, or he falls into a risk group.
7. The principle of qualitative and quantitative analysis of survey results
The value of quantitative and qualitative analysis complement each other very well (eg intelligence profile)
8. Compliance with the conditions for conducting psychodia
The purpose of the PMPK is to organize assistance for children with developmental disabilities on the basis of conducting a comprehensive diagnostic examination and determining special conditions for them to receive education and the necessary medical care, promoting a healthy lifestyle among schoolchildren, parents, and teachers.
The main objectives of the PMPC are:
Timely identification and dynamic monitoring of children with developmental disabilities;
Comprehensive, comprehensive, dynamic diagnosis of deviations in the development of a child and his potential;
Determination of special conditions for the development, upbringing, education of children with developmental disabilities;
Promoting and initiating the organization of conditions for development and education that are adequate to the individual characteristics of the child;
Introduction of modern technologies for diagnostics and correctional work with children;
Formation of a data bank about children and adolescents with developmental disabilities;
Timely referral of children to research, treatment, preventive, health, rehabilitation and other institutions in the event of diagnostic difficulties or ineffectiveness of the assistance provided;
Consulting parents (legal representatives), teaching and medical workers who directly represent the interests of the child in the family and educational institution;
Coordination of the activities of psychological, medical and pedagogical councils of educational institutions;
Participation in educational activities aimed at improving the psychological, pedagogical and medical-social culture of the population;
Preventive work with children and adolescents to prevent the use of psychoactive substances;
Development and implementation of programs that promote the acquisition of knowledge, skills and abilities necessary for the formation of sustainable motivation for a healthy lifestyle;
Promoting the processes of integration into society of children with developmental disabilities.
I think the point here should be that the child receives an education that corresponds to his abilities and capabilities in an environment that is as comfortable as possible for the child.
Topic: “Methods of psychological and pedagogical diagnosis of children with disabilities”
1. Methods of psychological and pedagogical study of children with disabilities;
2. Characteristics and classification of psychodiagnostic techniques;
3. Neuropsychological diagnostics of the causes of school failure.
4. Diagnostics of the cognitive sphere of schoolchildren with disabilities: perception, attention, memory, thinking, imagination, state of oral and written speech;
5. Diagnosis of personality traits of children with disabilities;
6. Diagnostics of the emotional-volitional sphere of schoolchildren;
7. Diagnostics of the development of educational activities of children with disabilities.
A full-fledged diagnostic examination requires a harmonious combination of these and other techniques.
Test I.P. Pavlova
Numerous data on the functional specialization of the cerebral hemispheres make it possible to correlate Pavlov’s concept of two signaling systems with the peculiarities of the functioning of the hemispheres and the “distribution” of roles that exists in their joint activity. A prerequisite for diagnosing children is their ability to read. Testing is recommended to be done individually.
Instructions: arrange three cards into three groups so that each group has something in common.
Visual material: nine cards; Each one has one word written on it: “crucian carp”, “eagle”, “sheep”, “feathers”, “scales”, “wool”, “fly”, “swim”, “run”.
Evaluation of results
1st option:
a) “crucian carp”, “eagle”, “sheep”;
b) “run”, “swim”, “fly”;
c) “wool”, “feathers”, “scales”.
This option highlights common essential features. The second signaling system predominates. Thinking type. Logical thinking. Left hemisphere dominance.
2nd option:
a) “crucian carp”, “swim”, “scales”;
b) “eagle”, “fly”, “feathers”;
c) “sheep”, “run”, “wool”.
Here objects and phenomena are summarized according to their functional characteristics. The first signaling system, artistic type, imaginative thinking, dominance of the right hemisphere, synthesis of a holistic image predominate.
3rd option:
simultaneous execution of the 1st and 2nd test options. Mixed type.
Methodology for identifying the relationship between signaling systems K.A. Klimova.
Subjects are presented with nine different pairs of circles of the same size, in one case with verbal, and in the other with color designations (pink, blue, red, green, yellow, etc.). Exposure time - 30 seconds. They are asked to remember the presented pairs of stimuli. After presenting circles with verbal symbols, subjects must write (say) what they remember (function of the left hemisphere). After being shown the colored circles, subjects must arrange them in the presented combination (a function of the right hemisphere).
The number of correctly reproduced verbal and color pairs of stimuli is counted. An indicator of the relationship between signaling systems is the ratio of the values of remembered color and word pairs (K).
K = A/B, where A is the number of pairs of colored circles; B - the number of pairs of circles with a verbal designation of the word. The predominance of the first signaling system (dominance of the right hemisphere) occurs if K > 1.05. The predominance of the second signaling system (dominance of the left hemisphere) exists if K< 0,95.Смешанный тип (равнополушарность), если К = 0,96- 1,04.
Diagnostic material for examination
2nd grade students
Grocery Guide
Confectionery Pushed
Metropolitan Waterworks
Glazier Traffic Controller
Librarian Shipbuilding
Pa-ba-pa-ba Cha-cha-cha
Do-you-do Ru-lu-lu-ru
Ga-ka-ha Za-za-za-za
Sa-sha-sa So-so-sho-so
Right now Jo-sho-sho-jo
·
at the elephant's cubs- in a dog -
from a camel - from a pig -
at the deer - at the horse -
at the badger - at the cow -
from the donkey - from the sheep -
· :
blueberry jam - cardboard box -
silver spoon - brick house -
silk dress suede jacket
millet porridge - plum juice -
roof made of tiles - aluminum utensils -
· :
a person is called for his bravery -
a person is called for honesty -
if it snows during the day, then the day-
if it rains during the day, then the day-
if the wind blows, then the day-
· :
bird beak-
rabbit face-
horse tail-
shark teeth-
body of a cow
·
Pear, grandmother, granddaughter, give
car, on, go, road
Sweater, put on, woolen, Lena, warm,
Dad, interesting, watch, magazines, evening
· Verification of proposals:
The sun illuminates the earth.
The dog went into the booth.
The bird flies high under the forest.
An airplane is flying across the sky.
There are colored pencils on the table.
· Use of prepositions:
A seagull flies... through water.
The trees are rustling...the wind.
The last leaves are falling... of the birch.
The car stopped...at the entrance.
The boy hid...in a tree.
· Completing sentences:
Sergei came home late from school because...
The girl was hungry, although...
·
The long-awaited winter holidays have arrived.
· Determine the number of syllables in the words: complaint, crimson;
· Determine the number of sounds in the words: cat, cabin;
· Name the 3rd syllable in the word raspberry;
· Name the 6th sound in the word runner;
· Name the 3rd sound in the word carpenter;
· Name the sound in the word holiday, standing after the sound p;
· Retelling the text.
3rd grade students
(adapted version of the technique by Fotekova T.A., Akhutina T.V.)
1. Study of the syllable structure of a word:
Baseball cap volleyball player
The tractor driver jumped over
Transport librarian
Plumber air travel
Ten-story programmer
2. Phonemic perception:
Pa-ba-pa-pa Cha-cha-cha-cha
Doo-doo-doo-too Ru-lu-ru-lu-ru
Ga-ka-ka-ga Za-za-za-za
Sa-sha-sa-sa So-so-sho-so
Sha-sha-sha-sha Jo-jo-sho-jo
3. Study of word formation skills:
· formation of nouns in a suffixal way:
at the rabbit's cubs- in a dog -
the tiger - the pig -
at the frog - at the horse -
at the badger - at the cow -
from a squirrel - from a sheep -
· formation of relative adjectives:
pear jam - salad with meat -
rowan jam - chicken salad -
raspberry jam - maple leaf -
porcelain doll - birch leaf -
roof made of tiles - dishes made of clay -
· formation of qualitative adjectives:
a person is called for his kindness -
a person is called for tenderness -
if it’s cold during the day, then the day-
if it’s warm during the day, then the day is
if the wind blows, then the day-
· formation of possessive adjectives:
badger face-
camel face-
bull tail-
sparrow head-
body of a crane-
4. Study of the grammatical structure of speech:
· Word agreement in sentences:
Librarian, issue, books
Dog, booth, about, lying
Lena, cat, milk, pour, fresh
Grandson, grandmother, markers, buy, multi-colored
· Verification of proposals:
The car drove into the garage.
Airplanes are flying in the sky.
A boy made a snowman.
The plane flies high under the houses.
The hare sits well under a bush.
· Use of prepositions:
The pencil rolled….table.
The girl came out….the entrance.
The children were walking......at home.
Grandma had a headache…..from the heat.
The soup is poured into... plates.
· Completing sentences:
Lena got dirty in the yard because...
Sergei caught a cold, although.....
· Changing nouns by numbers and cases:
Games “One-many”, “Many things”
5. Study of language analysis skills:
· Determine the number of words in the sentence:
The boy completed a difficult homework assignment.
· Name the 3rd word in the sentence;
· Determine the number of syllables in the words: cubes, airplanes;
· Determine the number of sounds in the words: bank, cow;
· Name the 3rd syllable in the word airplanes;
· Name the 5th sound in the word banker;
· Name the 3rd sound in the word cow;
· Name the sound in the word machine, coming after the sound s;
6. Study of coherent speech:
- Compiling a story based on a series of plot pictures;
- Retelling the text.
Diagnostic material for examination of 4th grade students (beginning of the year) (adapted version of the methodology by T.A. Fotekova, T.V. Akhutina)
1. Study of the syllable structure of a word:
Bread slicer Double chamber Parallel Railway Teacher Motorcyclist
Vegetable storage Librarian Parachute
Structure
2. Phonemic perception:
Pa-ba-pa-pa Cha-cha-cha-cha
You-you-you-you Ru-lu-lu-ru
Ga-ka-ka-ga Za-za-za-za
Sa-sha-sa-sa So-so-sho-so
Shcha-sya-sha-sha Jo-sho-jo-jo
3. Study of word formation skills:
· formation of nouns in a suffixal way:
the deer has cubs - the chipmunk -
the lion - the pig -
the chicken has chicks - the horse -
at the pigeon - at the cow -
from a camel - from a sheep -
· formation of relative adjectives:
cast iron frying pan - pomegranate juice -
granite slab - satin jacket -
copper utensils - marble slab -
millet porridge - flannel shirt -
lingonberry juice - bean soup -
· formation of qualitative adjectives:
a person is called for sensitivity -
a person is called for rudeness -
if it's sunny during the day, then it's day-
if it snows during the day, then the day -
if the wind blows, then the day-
· formation of possessive adjectives:
squirrel paws-
stellate sturgeon muzzle-
badger tail-
crow head-
monkey's body
4. Study of the grammatical structure of speech:
· Word agreement in sentences:
Dasha, doll, dress, sew;
Seller, products, buyer, sell;
Forest, woodcutter, firewood, in, chop;
Bird, nest, roof, twist, on;
Village, children, in, let's go, vacation, on.
· Verification of proposals:
Mom is preparing delicious soup.
The bus pulled off to the stop.
The children ran out for a walk in the yard.
Birds flew under our house.
Grandfather bought purple scarves for his grandchildren.
· Use of prepositions:
The boat has sailed... shores.
The student answered ... boards.
Oleg looked out...the corner.
The train was approaching the station.
The children ran out...of the awning.
· Completing sentences:
Children will go south in the summer if...
The children will come to school when...
· Changing nouns by numbers and cases:
Games “One-Many”, “A Lot of What?”
5. Study of language analysis skills:
· Determine the number of words in the sentence:
The car was speeding along the highway.
· Name 5 words in a sentence;
· Determine the number of syllables in the words: strawberry, badger;
· Determine the number of sounds in the words: portrait, monument;
· Name the 3rd syllable in the word waffle;
· Name the 5th sound in the word chocolate;
· Name the 3rd sound in the word waffle;
· Name the sound in the word coach that comes after the sound t;
6. Study of connected speech:
- Compiling a story based on a series of plot pictures;
- Retelling the text.
Grade
3 points - accurate and correct reproduction at the pace of presentation;
2 points - intense or slow playback;
1 - assimilation of syllables with self-correction;
0 - assimilation, distortion, reduction in the number of syllables, or refusal.
Maximum score for this task is equal to 30 points.
3. Study of word formation skills:
a) Naming baby animals
Grade
3 points - correct form;
1 - a form available in the language, but not used in this context (“chanterelles”, “lambs” instead of “foxes”, “lambs”, etc.);
Maximum score for the task is 30 points.
b) Formation of relative adjectives
Grade
3 points - correct form;
2 - self-correction or correction after stimulating assistance;
1 - a form present in the language, but not used in this context (cream jam);
0 - incorrect form of the word or refusal to name.
Maximum score for the task is 30 points.
c) Formation of qualitative adjectives
Grade
3 points - correct form;
2 - self-correction or correction after stimulating assistance;
1 - a form available in the language, but not used in this context (rain, wind);
Maximum score-15 .
d) Formation of possessive adjectives
Grade
3 points - correct form;
2 - self-correction;
0 - incorrect form of word or refusal.
Maximum score- 15 .
The maximum score for the entire series is 90 points.
4. Study of the grammatical structure of speech (inflection skills):
a) Making sentences from words in initial form
Grade
2 - incorrect word order, omission of one part of the sentence, use of help in the form of one question;
1 - mild agrammatisms, omission of several parts of the sentence, the need for detailed help in the form of several questions;
0 - gross agrammatisms, a combination of several errors from the previous paragraphs.
Maximum score equal to 15 points.
b) Verification of proposals
Assessment of grammatical structuring
3 points - correct execution;
2 - use of stimulating assistance when identifying or correcting an error;
1 - an error was identified but not corrected, or corrected with grammatical errors or simplification of the sentence structure;
0 - no error detected.
Maximum score for the task - 15 points.
c) Complementing sentences with prepositions
Grade
3 points - correct execution;
2 - self-correction:
1 - correction after stimulating assistance (“think again”);
O - incorrect execution even after help or refusal.
Maximum score for the entire task - 15.
d) Completing sentences
Grade
15 points - both sentences are completed correctly;
10 - independent and correct completion of one of the sentences, use of stimulating assistance when working with the second;
5 - correct completion of only one sentence or presence of grammatical errors in one or both sentences;
0 - incorrect completion of both sentences or refusal to complete.
i) Formation of the plural of nouns in the nominative and genitive cases
Grade
3 points - correctly formed form;
2 - self-correction;
1 - correction after stimulating assistance;
0 - incorrect word form or failure.
Maximum score equals 30.
Maximum score for the entire block: 90 points
5. Study of language analysis skills:
Grade
3 points - correct answer;
2 - self-correction;
1 - correct answer after stimulating assistance (“wrong, think again”);
0 - incorrect answer after stimulating assistance.
You can separately analyze the results of the first five tests, which allow you to judge the maturity of language analysis, and the last five tests, which check sound analysis.
Maximum score per episode - 30.
6. Study of coherent speech:
a) Compiling a story based on a series of four plot pictures
Instructions: Put these pictures in order and make up a story.
Criterion of semantic adequacy and independence of execution
15 points - the pictures are laid out independently and correctly, the meaning of what is happening is correctly conveyed in the story;
10 - use of stimulating assistance when laying out pictures, or when understanding the meaning of what is happening, or at both stages;
5 - when laying out the pictures or when interpreting what was happening, extensive help was needed in the form of leading questions, or if the pictures were correctly laid out, one’s own interpretation of the events was given;
0 - impossibility of adequate understanding of what is happening even when providing the second type of assistance.
15 points - the story contains all the main semantic units in the correct sequence, there are connecting links between them, there are no difficulties in switching;
10 - omission of individual semantic links, or absence of connecting elements, or unjustified repetitions of the same type, simplified connecting elements;
5 - a pronounced tendency towards fragmentation of the text, listing details, events without a generalizing storyline, repeated repetitions of words, grammatical structures, or the presence of unproductive words, or a combination of several errors from the previous paragraph;
0 - impossibility of independently constructing a coherent text.
15 points - the story is grammatically correct using complex and varied grammatical structures;
10 points - the story is grammatically correct, but monotonous or there are violations of the word order;
5 points - isolated non-coarse agrammatisms or paragrammatisms are observed (failure to comply with grammatical obligations);
0 points - multiple agrammatisms.
15 points - adequate use of verbal means;
10 - long search for words with updating of unproductive vocabulary or single close verbal replacements;
5 - pronounced poverty of vocabulary, repeated verbal substitutions (semantically close), distortion of the sound structure of words;
Total score consists of assessments for all four criteria and, if completed as successfully as possible, is equal to 60.
b) Retelling the text
Criteria for semantic adequacy and independence of execution
15 points - correct and independent retelling, correct understanding of the meaning of what is happening;
10 - inaccurate description of the situation with correct answers to questions indicating an understanding of the hidden meaning, or a correct and complete description of the situation with an understanding of the meaning after clarifying questions;
5 - correct description of the situation with a literal understanding of the meaning of the story, even after clarifying questions;
0 - distortion of the situation when retelling, inadequate interpretation of the meaning even in the conditions of assistance.
Criterion for the possibility of text programming
15 points - the retelling contains all the main semantic links in the correct sequence, there are connections between them, there are no difficulties in switching;
10 - omission of individual semantic links or absence of connecting links, or unjustified repetitions of the same type of connecting elements;
5 - a tendency to fragment the text, to list events without a generalizing storyline, unreasonable repeated repetitions of words or grammatical structures (stereotypical design), the need for leading questions to construct the text, or a combination of several errors from the previous paragraph;
0 - impossibility of constructing a coherent text even with help in the form of questions.
Criterion of grammatical form
15 points - the retelling is grammatically correct using complex and varied grammatical structures;
10 - the retelling is grammatically correct, but monotonous, or there are violations of the word order;
5 - single non-coarse agrammatisms or paragrammatisms are observed (failure to comply with grammatical obligations);
0 - multiple agrammatisms.
Lexical Formation Criterion
15 points - adequate use of verbal means; 10 - word search using unproductive vocabulary or single close verbal substitutions;
5 - pronounced poverty of vocabulary, repeated verbal substitutions (semantically close), distortion of the sound composition of the word (bent instead of “kicked out”, primrose instead of “accepted”, etc.);
0 - distant verbal paraphasia, inadequate use of verbal means. Total score for a task with maximum successful completion is equal to 60.
Maximum score for the entire series is equal 120 points.
We propose to enter the calculated points into the protocol of the results of pedagogical diagnostics.
Diagnosis of speech development
Ebbinghaus technique.
The technique is used to identify the level of speech development and the productivity of associations.
Instructions:"Fill in the missing words."
Instructions: "Place the dots."
Analysis of results: The speed of finding and productivity of associations is recorded.
A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, the connection of details into a single whole).
This technique is used to determine the level of development of understanding of grammatical structures.
Exercise 1.
1. “Listen to what I read to you and tell me.”
2. "Read and retell."
Jackdaw and dove.
The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote. The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw. Then the pigeons drove her away. She went back to the jackdaws, but they didn’t accept her either.
Ant and dove.
The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown. A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto this branch and escaped. The next day the ant saw that the hunter wanted to go and catch the dove in a net. He crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.
Smart jackdaw.
The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw was out of reach. She began throwing pebbles into the jug and scattered so many that she could drink.
Most beautiful.
An owl was flying. Other birds flew towards her. The owl asked:
-Have you seen my chicks?
What are they like?
Most beautiful!
Analysis of results: understanding of the sequence of events is taken into account,
general and hidden meaning.
Task 2.
Addressing the child, the teacher says: “Listen carefully. I will name a few words. Make several sentences (one sentence) from each set. If necessary, change these words or add one or more words to the set.”
Word sets:
1. Girl, album, drawing.
2. Child, cup, milk.
3. From, cages, siskin.
4. Sasha, skiing, riding, on.
Grading scale.
“Listen to a series of words and make sentences from them.”
1. Girls sing in the choir.
2. Passengers on the tram get off.
Task 3.
Two cards with pictures are laid out on the table in front of the child:
The teacher says: “The boy in the white shirt is called Petya, and the boy in the checkered shirt is Vanya.” Then, under these pictures, the teacher lays out eight separate cards with sentences of varying syntactic complexity printed on them. These sentences represent a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya. Then the teacher says: “Read these sentences. Put separately those that say what Petya drew, and separately those that say what Vanya drew.”
Note: If the child does not read, gestures are used. The teacher reads the sentences. The child shows with his finger who drew: Petya or Vanya.
In-depth diagnostic task.
“Show me where in the picture: - the circle is under the square; - the square is above the circle;
Circle on a square; - a circle over a square."
Phoneme discrimination and selection test.
The sound discrimination test consists of 8 basic tasks and 6 tasks for in-depth diagnostics. The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis. To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing individual sounds in a series (task 1) and synonymous words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, affricates of voiceless and voiced, hard and soft phonemes. If necessary, additional tasks can be used for this purpose. At the time of using this test, it is necessary to have data on the state of the child’s physical hearing. This is because even slight hearing loss in early childhood makes it difficult to distinguish speech sounds. At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the development of the entire sound system.
Exercise 1.
Addressing the student, the teacher says: “Now I will name various sounds. Be careful: if among these sounds you hear the sound Ш, then raise your hand.
T, Sh, Ch, F, Shch, Sh".
After the student completes this part of the task, the teacher continues the instruction: “Now raise your hand when, among the sounds that I will pronounce, you hear sound 3” (зъ). Listen:
S", C", 3", T", 3" ".
And finally, the teacher says: “Now I will again name the various sounds. Raise your hand only when you hear the sound T. Listen:
S, Ch, T, C, S, C, Shch."
Note: The sounds Ш, 3", Ц occur twice in the given rows of sounds. Therefore, the total number of correct answers is six. Based on this, the following rating standards are proposed.
In-depth diagnostic task.
"When you hear the syllable TA among other syllables, raise your hand. Listen: YES, NA, TA." After the child gives the answer, the teacher continues: “Now raise your hand if you hear the syllable SY. Listen:
ZYA, XYA, SA, XYA, TYA."
Task 2.
10 drawings are laid out on the table in front of the child (see below). Next, the teacher says: “Look at all the pictures and tell me whether you know all the objects depicted in the pictures? Do you know the names of all these objects? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (by two words), and you will show them in the drawings." Next, the teacher names the following pairs:
grass - firewood, duck - fishing rod,
the roof is a rat, the bear is a mouse,
barrels - buds.
Task 3.
The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are depicted in these pictures contain either the sound D or the sound T. Next, the teacher asks: “Do you know all the objects?” The child usually answers in the affirmative. Then the teacher lays out two more pictures: the first one shows a white house, the second one shows a black one. The teacher turns to the student again: “Place pictures of objects with the sound T in their names near the white house, and pictures with the sound D near the black house.”
Task 4.
Addressing the student, the teacher says: “Remember and name as many words as possible that contain the sound S. Remember that this sound can be at the beginning of a word, in the middle, at the end.”
Task 5.
First, the teacher asks the child to write the word on a piece of paper
"frying pan".
As a rule, the student refuses to do this, citing inability to write well. The teacher calms him down, saying: “Well, then we will do it differently. I will write down the words. To do this, you will first dictate to me the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex.” Then the teacher calls out the words one by one:
nose, spider, school, tent, frying pan.
“Name the first and last sound in the word ELEPHANT.”
Task 6.
Four cards are laid out on the table in front of the child (see below). The teacher asks whether the student knows the names of the objects depicted on them and asks them to name them. Then, turning to the student, he says: “Select from these four pictures the one in whose name the first sound is the same as in the word “swallow.”
Task for in-depth diagnostics.
“Choose from among the pictures the one that begins with the sound B.”
Task 7.
The teacher places four letters on the table in front of the child:
Checks to see if the child knows what letters these are and asks to name them. Then the teacher says: “Now I will pronounce one word - this is the word “cup”. And you select from these four letters (W, CH, C, T) the one that corresponds to the first sound of this word.”
In-depth diagnostic task.
“Choose from four letters the one with which the word AIST begins.”
Task 8.
Addressing the student, the teacher says: “Now I will name each sound in the word separately, one after the other. Listen carefully and say what word will come from these sounds.” (The teacher pronounces sounds at intervals of 4-5 seconds.)
Task for in-depth diagnostics.
“Tell me what word will come out of the sounds that I pronounce.” (Sounds are pronounced at intervals of 2-3 seconds.)
“Name the first sounds in the words that indicate the names of the objects depicted in these pictures.”
Stimulus material
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Schulte tables.
This technique is used to study the speed of orienting-search movements of the gaze and the volume of attention.
Instructions: "Point with a pointer and name all the numbers from 1 to 25. As quickly as possible, without making mistakes."
Research procedure: A table is presented, and at the “start” signal, the researcher starts the stopwatch. The time spent working with each table is recorded. (The tables are given in reduced form.)
Analysis of results: The operating time for each of the tables is compared. The norm is 30-50 seconds for 1 table. The average rate is 40-42 seconds. Normally, each table takes approximately the same time.
Modification of Schulte tables (letter version).
Methodology for studying concentration and stability of attention (modification of the Pieron-Ruser method).
Instructions: “Encode the table by arranging the signs in it according to the pattern.”
Analysis of results: The number of errors and the time spent completing the task are recorded.
Grade:
High level of attention span - 100% in 1 minute 15 seconds without errors.
The average level of attention span is 60% in 1 minute 45 seconds with 2 errors.
Low level of attention span - 50% in 1 minute 50 seconds with 5 errors.
Very low level of concentration and attention span - 20% in 2 minutes 10 seconds with 6 errors (according to M.P. Kononova).
Diagnosis of memory development
Methodology "Random Memory"
The technique is used to study the level of development of short-term memory.
The subject is given a form, after which the experimenter gives the following instructions. Instructions: “I will read out numbers - 10 rows of 5 numbers each (the number of rows used in the technique varies from 5 rows of 4 numbers each to the maximum, taking into account age characteristics). Your task is to remember these numbers (5 or 4 ) in the order in which they were read, and then mentally add the first number with the second, the second with the third, the third with the fourth, the fourth with the fifth, and write the resulting four sums in the appropriate line of the form. For example: 6, 2, 1, 4, 2 (written on the board or paper). Add 6 and 2 - you get 8 (written down); 2 and 1 - you get 3 (written down); 1 and 4 - you get 5 (written down).
