General speech impairment level 3. Levels of general speech underdevelopment. General concept of OHP

At this stage, children use more extensive speech means. However, the underdevelopment of speech is still very pronounced. In the child’s speech there is a fairly large number of words (nouns, verbs, personal pronouns), sometimes prepositions and conjunctions appear. But the words children use are characterized by inaccuracy in meaning and sound design.

Inaccuracy in the meaning of words is manifested in a large number of verbal paraphasias (word substitutions). Sometimes children use gestures to explain the meaning of a word. So, for example, instead of the word “stocking” the child uses the word “leg” and reproduces the gesture of putting on stockings; instead of the word “cuts” the child pronounces the word “bread” and accompanies it with the cutting gesture.

In the process of communication, children use phrasal speech, uncommon or even common sentences. However, the connections between the words of the sentence are not yet formalized grammatically, which is manifested in a large number of morphological and syntactic agrammatisms. Most often, in sentence structure, children use nouns in the nominative case, and verbs in the infinitive form or in the third person singular or plural form. In this case, there is no agreement between noun and verb.

Nouns in oblique cases are replaced by the initial form or an irregular form of the noun (“plays with the ball”, “went on the slide”).

In the speech of children, the agreement between the verb and the noun in number (“lessons are over”, “the girl is sitting”), in gender (“mom bought it”, “the girl went to”, etc.) is violated - Verbs of the past tense in the speech of children are often replaced by verbs of the present time (“Vitya was drawing a house”, instead of “Vitya is drawing a house”).

Adjectives are used extremely rarely by children and do not agree with nouns in gender and number (“red ribbon”, “delicious mushrooms”). Forms of nouns, adjectives and neuter verbs are missing, replaced or distorted.

At this stage, children sometimes use prepositions, but most often they omit them or use them incorrectly (“I was a lelka” - I was at the Christmas tree. “The dog lives in a booth” - The dog lives in a booth.).

Thus, the correct inflection concerns only some forms of nouns and verbs, primarily those often used in the speech of children.

At this stage of speech underdevelopment there is no word formation. The sound aspect of speech is also characterized by significant impairments.

In children's speech, many sounds are missing, replaced or pronounced distorted. This applies primarily to sounds that are complex in articulation (whistling, hissing, smooth sonorous, etc.). Many hard sounds are replaced by soft ones or vice versa (five - “pat”, dust - “dil”). The pronunciation of articulatory simple sounds becomes clearer than at the first level. There are sharp discrepancies between the isolated pronunciation of sounds and their use in speech.

The sound-syllable structure of a word in the speech of children at this level appears to be disrupted, while the syllabic structure of the word is more stable than the sound structure. In children's speech, the contour of two- and three-syllable words is reproduced. However, four- and five-syllable words are reproduced distortedly, the number of syllables is reduced (policeman - “anye”, bicycle - “siped”).

The sound structure of many words, especially words with a combination of consonants, is very unstable and diffuse. When reproducing words with a cluster of consonants, omissions of consonant sounds of the cluster, addition of vowels within the cluster and other distortions are observed (window - “yako”, bank - “baka”, fork - “vika”, star - “seeing”).

The phonemic development of children lags significantly behind the norm. Children lack even simple forms of phonemic analysis.

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).

With general mental development:

• 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 situation 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 pronounce sounds unclearly, 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.

Recently, a large number of children have been diagnosed with various developmental disorders: learning disabilities, writing and reading disorders, various speech disorders, attention and memory defects. All this adds more work to children’s specialists: neurologists, speech pathologists, and speech therapists. The latter often encounter ODD, a symptom characteristic of many childhood developmental disorders.

What is ONR

GSD in speech therapy (general speech underdevelopment) is a generalized name for a large group of speech disorders observed in children with preserved hearing and intelligence. Underdevelopment is characterized by distortion of the phonetic, grammatical and articulatory structure of speech and is combined with a lag in speech development.

Speech is the highest mental function, which is formed only in human society and only at a certain time. This is due to sensitive periods of development of the corresponding parts of the brain (speech centers), so the lack of speech in a child aged 2-3 years is a serious cause for concern.

Important! Untimely or insufficient correction of OHP is reflected later in adult life: problems in learning, immaturity of communication skills, inadequate self-esteem, personal distress...

Today, there is a certain confusion in speech therapy terms and classifications. Thus, levels 1 and 2 of the disease automatically refer to TNR (), and level 4 is similar to phonetic-phonemic underdevelopment. However, the recording

“ONR” can often be seen when making such diagnoses as mental retardation, pedagogical neglect, etc. It becomes not entirely clear what kind of diagnosis this is – OHP.

It is obvious that this disorder is an integral component of a number of pathological conditions of child development. It can be argued, therefore, that ONR is a large set of speech pathologies, from the easiest and most quickly correctable to quite persistent and difficult to correct.

Levels and forms of OHP

Since speech disorders are diverse and differ in the degree of persistence and severity, it is customary to distinguish. The forms indicate the anatomical defect underlying the speech disorder, and the levels reflect the degree of this disorder and its specific severity (underdevelopment of which particular component of speech predominates).

The forms of ONR include:

1. Uncomplicated (based on minimal brain dysfunction). With this form, the child is characterized by a normally expressed need for communication, however, due to organic lesions, emotional-volitional development and motor dexterity are impaired, which leads to the fact that for the children around him, such a child may not act as the most desirable interaction partner.
2. Complicated (based on neurological disorders). The primary defect causes not only speech, but also other motor and mental disorders. Therefore, complicated forms are often found in children with cerebral palsy, psychopathic syndromes, and autism. Communication with peers in such situations becomes significantly more difficult, which deprives the child of the opportunity to correct the defect by being in a language environment.
3. Severe underdevelopment (due to a violation of the speech centers of the brain). The ability to acquire speech in children with such disorders is reduced to a minimum. Even with systematic and complete correction, the child’s speech will not be similar to the speech of a normally developing peer.

Levels of speech development:

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Causes

When a speech therapist collects an anamnesis, conditions that cause the occurrence of ANR in children are often identified: asphyxia, birth injuries, intrauterine hypoxia, early infections, frequent acute respiratory infections, etc.

The correct approach to the problem involves understanding that this disorder is a consequence of some primary defect (dysarthria, stuttering, etc.). Accordingly, successful correction is possible only with the correct indication of the OHP foundation.

Symptoms

Normally, a child’s speech development begins at 4 months of age, when humming appears, then babbling, which by the age of 1 year are formed into meaningful and conscious words. By the age of 2, healthy children can construct two or three syllable sentences and are able to learn a short simple rhyme or nursery rhyme. Communication between a child and an adult is constantly active and is initiated by the child more often than by the adult.

Important! If the above-mentioned features of child development do not occur in due time, this is a reason to suspect delays in speech development and contact a speech therapist.

In addition, depending on the form of OHP, the following symptoms may also be observed:

• Lack of interest in communication (for the complicated form and GNR).
• Insufficiently active mental activity.
• Memory and attention disorders.
• Significant phonetic distortions.
• Very poor vocabulary.

Principles of diagnosis and correction of OHP

Obviously, until the child speaks, it is simply not possible to notice most of the symptoms of the disease. At the same time, for example, level 2 can be expected if the child has a history of anatomical and physiological factors that provoke the development of the disease (trauma, infection, asphyxia, etc.).

1. Therefore, one of the main principles of diagnosing ANP is the high-quality collection and analysis of anamnestic data.
2. It is also important to carry out diagnostic work in parallel with identifying the level of development of all mental activity as a whole in order to find points of compensation for the speech defect.
3. The conclusion about the level and form of ONR is made on the basis of a multilateral comparison of the patient’s speech with normative values ​​for his age. The stronger the deviation from the norm, the more pronounced the OHP ().
4. For further correctional work, the principle of dynamic study of the child is of great importance. This allows you to track his progress and evaluate the success of the corrective measures taken.

Corrective work is based on the following principles:

• Taking into account the psychological consequences of verbal communication deficits.
• Differentiated approach to the patient, depending on the degree of impairment.
• The principle of unity of speech and other mental functions.
• The principle of relying on intact links of speech activity.

Prevention of OHP

Since organic factors are considered the root causes of OCD, it is extremely important to eliminate them as much as possible even at the stage of bearing a child. To do this, the expectant mother must lead a healthy lifestyle, eat well, and, if possible, give birth without complications.

Good and proper care for the baby also provides him with the conditions for further full development. Constant communication with the baby, stimulation of his speech, various object games and reading books are mandatory conditions, without which the formation of speech activity is not possible.

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. 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.

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.

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.

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.

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.

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 failure 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 with the use of 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,"kukika" - 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(“Syaplya” 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's naming of 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., tu-ta-ta); 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.

Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. -- M.: Humanite. ed. VLADOS center, 1998. - 680 p.

In this article:

It would seem that in the modern world there are so many sources of information, high-tech means of communication, such wide availability of books, television children's educational and entertainment channels, various specialized centers for children of all levels and ages, that general underdevelopment of speech in children should become a diagnosis long gone . It would be so if it were not for the deterioration of the environment, the cultural degradation of society, and the decrease in the degree of psychological security.

Whether the family will be able to withstand unfavorable external factors in order to give the child everything necessary for his full development depends directly on the parents. But even the most caring mothers and fathers are not immune from the child’s possible lag in the formation of the most important skill on which the scenario of the child’s entire life depends - correct, free, rich speech.

Lag or temporary decline?

A temporary slowdown in speech development in young children is indeed possible. But it is only visible, apparent. If a child develops harmoniously, exhibits skills characteristic of his age, continues to interact lively, adequately, and respond to communication, but the verbal expression of his reactions suddenly stops, this may mean that he is going through another period of passive language acquisition.

Passive perception in all people lags slightly behind the active manifestation of accumulated knowledge. In the same way, a child first absorbs everything new and only then begins to apply it in everyday life.

Mastering new skills is not uniform and progressive; it is wave-like. The conversion of quantity into quality is carried out differently at different age periods. Sometimes children immediately begin to express what they heard, and sometimes they become quiet. At this time, internal adaptation to fresh impressions occurs, the transition of understanding into the skill of application, which is then accompanied by a sharp leap forward.

Such periods of attenuation and
There may be several jumps from birth to 3 years, but by the age of 3, in proportionately developed children, basic speech skills should be formed.

The alarm should be sounded if the child shows clear signs of disharmony or systemic speech impairment.

General speech underdevelopment: characteristic signs

OHP is a speech disorder in children of a normal level of intellectual development (according to age) who do not have physiological problems with hearing. Experts say about such children that they lack phonemic hearing, that is, the ability to distinguish individual sounds, as a result - a distorted understanding of the meaning: the child hears the spoken word differently from how it was pronounced.

With OHP, all speech skills suffer: sound formation, word formation, grammatical structure, semantic load. In conversational speech, children make mistakes typical of younger children.

The dynamics of speech development of such children does not correspond to the pace of development of their psyche. While there is a delay in the development of conversational skills, children with ODD do not differ much from their peers in general development: they show an active interest in the world around them, react emotionally to situations, play with pleasure, and understand everyday speech.

Typical manifestations

• unintelligible, incomprehensible conversation;
• grammatically incorrect construction of phrases;
• low activity of speech interaction, lag in understanding words from their independent use;
• late age of pronouncing the first words and simple phrases (from 3 to 5 years, instead of 1.5-2).

In general psychological development:

In the development of gross and fine motor skills:

• inaccuracy in performing small movements;
• slowness of action, tendency to freeze in one position;
• impaired coordination of movements;
• undeveloped rhythm;
• disorientation in space and time when performing movement tasks.

General speech underdevelopment: classification

Speech therapists divide OHP into 4 groups.

Level 1

Possession of skills characteristic of infants: onomatopoeia, babbling, babbling words, parts of everyday words, pieces of babbling phrases. Children pronounce sounds unclearly and actively help themselves with gestures and facial expressions.

In children with ODD of group 1, there is a gap between passive and active vocabulary
significantly more than normal, while they show a keen interest in communication.

Characteristics of speech:

• blurred pronunciation of sounds;
• predominance of one-syllable or two-syllable words;
• reducing long words to two or three syllables;
• replacing action words with object words;
• denoting different objects or different actions in one word;
• confusion in words that are consonant but have different meanings;
• in some cases - lack of speech.

Level 2

Improving speech development: mastering more commonly used words
words, the use of simple phrases, replenishing the active dictionary with distorted but constantly used names.

Children of the 2nd group of OHP are able to master some grammatical forms in simple words, as a rule, with stressed endings (singular - plural).

Peculiarities:

Level 3

Constructing phrases
extensive speech with a general lag in all speech skills.

Children with group 3 OHP have access to the basics of grammatical structure: the correct use of simple forms, the use of almost all parts of speech, and the complication of sentences. They already have enough life experiences to increase their vocabulary, the correct names of actions, objects, and their properties. Children are able to compose a simple story, but freedom of communication is still difficult.

Speech characteristics:

Level 4

An increase in vocabulary in the presence of individual gaps in grammar and lexical diversity, low assimilation of new material, inhibition in learning to read and write.

With OHP group 4, children are able to correctly use simple prepositions, they are less likely to shorten long words, but their speech is is still distorted: there is a “loss” of some sounds from the words.

Difficulties in speech behavior:

• unclear speech even with correct pronunciation of sounds due to sluggish articulation;
• dull, unimaginative narration in simple, inexpressive sentences;
• violation of logic in an independent story;
• difficulties in choosing expressions;
• distortion of possessive, diminutive and affectionate words;
• replacing a specific property of an object with an approximate one;
• substitution of names of objects with similar properties.

General speech underdevelopment: causes

As a rule, gross pathologies of the brain and nervous system are not found in children with OHP.

Doctors consider physiological and social reasons to be the sources of speech delay:

ONR is not a death sentence

Speech development disorders are not irreversible. However, without intervention
parents, in close collaboration with professionals, the beginnings of speaking skills will fade away.

It’s never too late to catch on, but the best option would be to turn to specialists at the age of 3 years, when, according to accepted standards, the child should already be able to speak coherently. There will be enough time ahead to have time to correct the child’s speech and general physical and mental development before entering school.

Perhaps you need to start worrying sooner. They may still be careful not to make an accurate diagnosis, but doctors will examine the child’s physiology, in case of violations they will prescribe appropriate treatment, and the speech therapist will recommend a home study program for the development of fine motor skills and the formation of the foundations of correct pronunciation.

It is best to send your child to a speech therapy kindergarten. It’s good if a children’s institution practices an integrated approach to
correctional work with children, where speech therapists work together with defectologists, psychologists and specialists in child neuroses.

An alternative to a correctional kindergarten is child development centers with a medical focus. No matter what specialists the parents entrust to their child, the treatment will be delayed and will not be effective enough if all responsibility is placed on the shoulders of educators, speech therapists and doctors.

It is necessary to be patient in order to, together with specialists, overcome the difficulties of painstaking correctional work: follow the recommendations of the speech therapist, continue classes at home according to the program prescribed by him, do not ignore taking medications prescribed by the doctor, engage in physical education with the child, games that develop mental abilities, fine motor skills, and take a lot of walks , play, talk.

In a word, love.

And, of course, do everything to minimize unfavorable factors in the family, and if necessary, isolate the child from people who negatively affect his psyche.