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 scant;
• 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.

Despite the different nature of the defects, children with OSD 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 poorly understood; there is insufficient speech activity, which declines sharply with age, without special training.

Children with general speech underdevelopment are characterized by a low level of development of the basic properties of attention. Some of them have insufficient stability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory, memorization productivity suffers, and they forget complex instructions, elements, and the sequence of tasks.

In the weakest children, low recall activity may be combined with limited cognitive abilities.

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

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

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, rhythmic movements to music.

Researchers note insufficient coordination of fingers, hands, and underdevelopment of fine motor skills. These people show slowness, stuck in one position.

Thus, the problem of correcting OHP in the vast majority of cases is a complex medical and pedagogical problem. Exceptions are simple variants of general speech underdevelopment, usually of a functional nature.

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

Children with OSD should be distinguished from children with a similar condition - temporary delay in speech development.

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

In children with delayed speech development, the nature of speech errors is less specific than in ODD. Errors such as mixing productive and non-productive plural forms (“chairs”, “sheets”) and unification of genitive plural endings (“pencils”, “birds”, “trees”) predominate. These children's speech skills are lagging behind, and they are characterized by errors that are also typical of younger children. Despite a certain deviation 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.

Speech impairment in preschoolers can vary from the complete absence of common speech to the presence of extensive speech with pronounced manifestations of lexico-grammatical and phonetic-phonemic underdevelopment. In accordance with this, a conditional division into developmental levels remains relevant, in which the common features are a significant lag in the appearance of active speech, a limited vocabulary, agrammatism, and insufficient sound pronunciation and phonemic perception. The severity of these deviations varies.

The main contingent of preschoolers in speech therapy groups preparatory to school are children with the III level of speech development. III third level of speech development of children is characterized by the presence of developed phrasal speech with pronounced elements of lexico-grammatical and phonetic-phonemic underdevelopment. Children can communicate relatively freely with others, but they need constant help from parents (educators) who introduce appropriate explanations into their speech. Independent communication continues to be difficult and limited to familiar situations. Sounds that children can pronounce correctly in isolation do not sound clearly enough in children’s independent speech. The following is typical:

1. Undifferentiated pronunciation of hissing and whistling sounds, affricates and sonorators, and one can be replaced simultaneously by two or more sounds of a given or similar phonetic group. For example, sound s` soft, not yet clearly pronounced, replaces the following sounds With solid ( boots instead of boots), ts (sob instead of a heron), w (suba) instead of a fur coat), h (syaynik instead of a kettle), sch (mesh instead of a brush).

2. Replacement of some sounds with others, simpler in articulation. More often this applies to replacing sonors ( duta instead of a hand, palakhod instead of a steamship), whistling hissing ( totna instead of pine, duk instead of a beetle).

3. Unstable use of a sound, when it is pronounced differently in different words ( solder-steamer, palad-parade, hatch-hand).

4. Mixing of sounds, when in isolation the child pronounces certain sounds correctly, and in words and sentences interchanges them. This often applies to whistling, hissing sounds, sonorations and sounds l, g, k, x,- in this case, there may be a distortion of the articulation of some phonemes (interdental pronunciation of sibilants, throat R and etc.).

Children have difficulty pronouncing sounds clearly s(average between s-and), insufficient voicing of consonants b, d, d in words and sentences, as well as replacement and mixing of sounds k - g - x - t - d - d - d, which in preschool children with normal speech development are formed quite early (praying Lyubka - my skirt tota tidit na atote - the cat is sitting on the window, far away Lyabliko - give me an apple).

Phonemic underdevelopment in the described category of children manifests itself mainly in the immaturity of the processes of differentiation of sounds distinguished by subtle acoustic-articulatory features. Sometimes children do not distinguish more contrasting sounds, which delays the mastery of sound analysis and synthesis. Underdevelopment of phonemic perception when performing elementary actions of sound analysis (for example, sound recognition) is manifested in the fact that children mix the sounds being studied with sounds similar to them. With more complex forms of sound analysis (for example, the selection of words beginning with a given sound), a mixture of given sounds with other, less similar sounds is revealed. The level of phonemic perception of children is in a certain dependence on the severity of lexical and grammatical underdevelopment of speech.

The diagnostic indicator of the described level of development is a violation of the sound-syllable structure, which modifies the syllabic composition of words in different ways.

First of all, errors in the transmission of the syllabic structure of words are noted. Correctly repeating 3-4 complex words after a speech therapist, children often distort them in their independent speech, usually reducing the number of syllables (photographs - graphs). Many errors are observed when conveying the sound of words: rearrangements and replacements of sounds and syllables, abbreviation when consonants coincide in a word ( tovotik instead of a tummy, barber instead of a frying pan, ket instead of weaving).

Typical for children are perseverations of syllables ( hackist- hockey player, Wawaypotik- plumber), anticipation astobus-bus, lilisidist-cyclist, adding extra sounds and syllables ( lemon-lemon).

A certain relationship has been established between the nature of errors in syllabic composition and the state of the child’s sensory (phonemic) or motor (articulatory) capabilities.

Thus, the predominance of errors expressed in the rearrangement or addition of syllables indicates a primary underdevelopment of the child’s auditory perception. In children of this category, assimilation of syllables and reduction of consonant clusters are rare and have a variable nature.

Errors such as reducing the number of syllables, assimilating syllables to each other, reducing consonants indicate a predominant violation of the articulatory sphere and are more stable in nature.

At this level, children's speech understanding approaches the low age norm. Their active vocabulary is quantitatively much poorer than that of their peers with normal speech.

This is clearly evident when studying the subject verb dictionary and the dictionary of features. Children cannot name from pictures a whole range of words that are accessible to their age, although they have them in their passive reserve (steps, windows, cover, page).

The predominant type of lexical errors is the incorrect use of words in a speech context. Not knowing the names of parts of objects, children replace them with the name of the object itself (the dial is watch), the name of the action is replaced with words that are similar in situation and external characteristics (files - sews, wide- big). Often, having correctly shown the named actions in pictures, children mix them up in independent speech ( pours soup into katyudya- pours instead; aunt with a broom it will subtract instead).

From a number of proposed actions, children do not understand and cannot show how to darn, rip, pour, jump, tumble. They do not know the names of shades of colors (orange, gray, blue), and they do not recognize the shape of objects well.

Analysis of children's vocabulary allows us to identify the unique nature of their lexical errors. For example, the name of a part of an object is replaced by the name of the entire object: trunk, roots - tree; the name of the item is replaced by the name of the action characterizing its purpose: laces - tie to; hose - extinguish the fire.

There are few generalizing concepts in the children's dictionary, mainly toys, dishes, clothes, flowers. Antonyms are rarely used, and there are practically no synonyms. For example, when characterizing the size of an object, only the following concepts are used: big small, which replace the words: long, short, high, low, thick, thin, wide, narrow. This causes frequent cases of violation of lexical compatibility.

Insufficient orientation in the sound form of a word negatively affects the acquisition of the morphological system of the native language.

Children find it difficult to form nouns with the help of diminutive suffixes of some adjectives: instead of small - pomalyuskin chair; tree, bucket, fur a cap, clay jug.

A limited vocabulary and repeated use of identical-sounding words with different meanings make children’s speech poor and stereotypical.

The picture of agrammatism reveals quite persistent errors when agreeing an adjective with a noun in gender and case ( I needle blue mitey — I play with a blue ball); confusion of gender of nouns ( de Vedas- two buckets); errors in the agreement of the numeral with nouns of all three genders ( two ruti- Two arms, five hands- five hands, pat midd- five bears). Errors in the use of prepositions are also typical: their omission ( molasses climbs into the thumka— the scarf is in the bag); replacement ( cube drop and melt— the cube fell from the table); reticence ( climbed and the girl - climbed a tree).

Researchers identify impressive agrammatism, which manifests itself in insufficient understanding of changes in the meaning of words expressed by changing a prefix, suffix, etc. The noted shortcomings in the use of vocabulary, grammar and sound pronunciation are most clearly manifested in various forms of monologue speech (retelling, composing a story based on one or a whole series of pictures, preparing a description of a story). Correctly understanding the logical relationship of events, children limit themselves to only listing actions.

When retelling, children make mistakes in conveying the logical sequence of events, miss individual links, and “lose” the characters.

A descriptive story is not very accessible to children: they are usually limited to listing individual objects and their parts. For example, when describing a car, a child lists: she has wheels yes, cabin, matol, lyul, lityag(lever arm), fali, kudov(body), to carry bugs. Some children are only able to answer questions.

Thus, the expressive speech of children with all these features can serve as a means of communication only in special conditions that require constant help and encouragement in the form of additional questions, tips, evaluative and encouraging judgments from a speech therapist or parents. Without special attention to their speech, these children are little active, in rare cases they initiate communication, do not communicate enough with peers, rarely ask adults with questions, and do not accompany play situations with stories. This causes a reduced communicative orientation of their speech.

Psychological characteristics of children with general speech underdevelopment (GSD)

Characteristics of children with OHP. General speech underdevelopment (GSD) is a complex speech disorder in which children with normal hearing and initially preserved intelligence experience a late onset of speech development, a poor vocabulary, agrammatism, pronunciation defects and phenomogenesis. These manifestations together indicate a systemic disorder of all components of speech activity.

The peculiarity of the development of vocabulary and grammatical structure of the language with general underdevelopment of speech is shown in the studies of M.V. Bogdanov-Berezovsky, V.K. Orfinskaya, B.M. Grinshpuna, T.B. Filicheva and others.

General underdevelopment of speech has varying degrees of severity: from the complete absence of speech means of communication to extensive speech with elements of phonetic and lexico-grammatical underdevelopment. Based on correctional tasks, R.E. Levina made an attempt to reduce the monotony of speech underdevelopment to three levels. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech capabilities.

the first level is characterized by an almost complete absence of verbal means of communication or their very limited development during the period when normally developing children have fully formed speech.

second level - R.E. Levina points to the increased speech activity of children; they develop phrasal speech. At this level, the phrase remains phonetically and grammatically distorted.

third level - characterized by the appearance of detailed everyday speech without gross lexical and grammatical deviations. Overcoming OHP in preschoolers. educational method. allowance/Under general ed. T.V. Volosovets. - M.: V. Sekachev, Research Institute of School Technologies, 2008. pp. 17-19.

Cognitive processes ( sensations, perception, memory, imagination, thinking) are the main part of any human activity, including speech, and provide the information necessary for it. They allow you to set goals, make plans, determine the content of upcoming activities, play out in your mind the course of activities, your actions and behavior, anticipate the results of your actions and manage them as they are completed.

When talking about a person’s general abilities, they mean the level of development and characteristic features of cognitive processes. The better these processes are developed, the higher his abilities, the greater abilities he has. The ease and effectiveness of learning, including the development of oral and written speech, depends on the level of development of cognitive processes.

Features of visual perception in children with speech impairments

G.L. Rosegart-Pupko (1966) directly speaks of the close interaction between speech and visual object perception. Perception and speech are interdependent in their formation: the constancy and generality of perception, on the one hand, and the mobility of visual images, on the other, are formed and developed under the influence of the word. So, as a result of the study visual perception In preschool children with speech pathology, evidence was obtained of insufficient formation of a holistic image of an object, while simple visual recognition of real objects and their images does not differ from the norm. (L.I. Belyakova, Yu.F. Garkusha, O.N. Usanova, 1991).

Preschoolers with SEN also have a low level of development letter gnosis: they have difficulty differentiating between normal and mirror spelling of letters, do not recognize letters superimposed on each other, show difficulty in naming and comparing letters that are graphically similar, in naming letters in printed font given in disorder. In this regard, many children are not ready to master writing. When studying the features orientation in space It turned out that they find it difficult to differentiate the concepts of “right” and “left” and cannot navigate their own body, especially when the tasks become more complex.

Violation of the intonation side of speech. Patients do not distinguish speech intonations, their speech is not expressive, devoid of modulation, intonation monotony.

Features of attention in children with speech disorders

The attention of children with speech impairment is characterized by a number of features: instability, lower level of voluntary attention, difficulties in planning their actions.

Children have difficulty concentrating on analyzing conditions, searching for various ways and means to solve problems; implementation is of a reproductive nature.

It is much more difficult for children with speech pathology to concentrate on performance under verbal instructions than under visual instructions. The nature of errors and their distribution over time are qualitatively different from the norm.

The characteristics of voluntary attention in children with alalia clearly differ in the nature of distractions. So, if children with normal speech look at the experimenter and try to determine by his reaction whether they are performing the task correctly, then for children with alalia the primary distractions are: “looked out the window”, “carries out actions not related to completing the task.”

Features of thinking in speech disorders

T.B. Filicheva and G.A. Chirkina, characterizing the features of the intellectual sphere of children with special needs, note: “While having, in general, full-fledged prerequisites for mastering mental operations accessible to age, children, however, lag behind in the development of visual-figurative thinking, without special training they have difficulty mastering analysis, synthesis, comparison, which is a consequence of defective speech activity."

In the study by V.V. Yurtaikin identified two main types of difficulties in children with ODD in the process of developing cognitive activity: difficulties in mastering the symbolic function and using signs to replace real objects, and difficulties in retaining in memory and updating images of ideas in the process of solving cognitive problems. Logopsychology. Educational method. manual / author. - comp. S.V. Lautkina. - Vitebsk: Publishing house of the educational institution “VSU named after. P.M. Masherov", 2007. With. 55-66

It is necessary to distinguish between general underdevelopment of speech (OND) and a delay in the rate of its formation. The reasons for delayed speech development are usually pedagogical neglect, insufficient verbal communication of the child with others, and bilingualism in the family. The most accurate differentiation of these conditions is possible in the process of diagnostic training. Distinctive signs indicating a more severe speech diagnosis will be the presence of organic damage to the central nervous system, more pronounced insufficiency of mental functions, and the inability to independently master language generalizations. One of the important diagnostic criteria is the ability of a child with a slow rate of speech development to master the grammatical norms of his native language - understanding the meaning of grammatical changes in words, the absence of confusion in understanding the meanings of words that have a similar sound, the absence of violations of the structure of words and agrammatisms, which are so characteristic and persistent in general underdevelopment speeches (N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, 1990).

Differential diagnosis of speech disorders and mental retardation can be difficult, since general mental underdevelopment is always, to one degree or another, accompanied by speech underdevelopment, and on the other hand, with severe speech underdevelopment, the child often experiences delayed or uneven development of his intellect. In some cases, diagnosis can be successful only as a result of a dynamic study of the child in the process of correctional classes. Unlike children with mental developmental disabilities, who have a total intellectual defect that covers all types of mental activity, children with severe speech impairments have the greatest difficulties in tasks that require speech.

Children with ODD do not experience inertia of mental processes, unlike mentally retarded children; they are capable of transferring mastered methods of mental action to other, similar tasks. These children need less help in forming generalized modes of action if they do not require a verbal response. Children with OSD have more differentiated reactions, they are critical of their speech impairment and in many tasks they consciously try to avoid a verbal response. Their activities are more targeted and controlled. They show sufficient interest and intelligence in completing tasks. If the differentiation of children with ODD and mental retardation encounters some difficulties, then the differentiation of OHP and mental retardation in many cases cannot be achieved. In children with mental retardation, as well as in those with general developmental disabilities, weakness of voluntary attention and deficiencies in the development of visual and verbal-logical thinking are noted.

It should be added that children with speech pathology, as well as children with mental retardation, in foreign literature belong to a single group - children with learning difficulties. Trofimova N.M., Duvanova S.P., Trofimova N.B., Pushkina T.F. Fundamentals of special pedagogy and psychology. - St. Petersburg: Peter, 2005. - 304 p.: ill. - (Series “Tutorial”), p. 186-187

Causes of general speech underdevelopment

Speech occurs in the presence of certain biological prerequisites and, above all, normal maturation and functioning of the central nervous system. Among the factors contributing to the occurrence of general speech underdevelopment in children, a distinction is made between unfavorable external (exogenous) and internal (endogenous) factors, as well as external environmental conditions. These factors can influence both in the intrauterine period of development and during childbirth, as well as in the first years of the child’s life.

Among the pathogenic factors acting on the nervous system in the prenatal period are possible toxicosis, intoxication, metabolic disorders of the mother during pregnancy, the effects of certain chemicals, alcohol, nicotine, narcotic substances, and radioactive radiation. Various lesions are possible due to Rh incompatibility of the blood of the mother and fetus.

A special role in the occurrence of speech underdevelopment belongs to genetic factors. in the presence of so-called speech weakness or a hereditary predisposition to speech disorders, general speech underdevelopment can occur under the influence of even minor adverse external influences.

Other unfavorable factors that cause damage to speech functions are natural and postpartum lesions. The leading place in this group of pathologies is occupied by asphyxia and intracranial birth trauma. Asphyxia (oxygen deficiency) leads to severe damage to many parts of the nervous system.

Reversible forms of general speech underdevelopment can arise against the background of negative socio-psychological influence: deprivation during the period of intensive speech formation, lack of speech motivation on the part of others, conflictual relationships in the family, incorrect methods of education, etc. Overcoming OHP in preschool children. Educational and methodological manual / Ed. ed. T.V. Volosovets. - M.: V. Sekachev, Research Institute of School Technologies, 2008, p. 20

Plan

Introduction ………………………………………………………………………3

Chapter 1. General characteristics of OHP.

1.1.Characteristics of the concept of “general speech underdevelopment” ....................................5

1.2.Development of speech function in preschool age......................8

1.3.Characteristics and structure of speech defect in OHP………………….................................... ........................................................ .......10

1.4. OHP levels.................................................... ...............................................15

Chapter 2. Organization of correctional work with children with special needs.

2.1.Stages of correctional work with children with special needs…………………….18

2.2. Correctional and developmental work with children of all levels of OHP....22

2.3.Psychological assistance to children with special needs. ……………………....……thirty

2.4.Pedagogy of health improvement in the system of correction of general speech underdevelopment in children ...................................................... ..................................35

2.5. The importance of rhymes for the formation of the lexical-grammatical system of a language.................................................... ........................................................ ………39

Conclusion……………………………………………………………...42

Literature………………………………………………………………………………...45

Introduction

Speech for a person is the most important factor in his development and socialization. With the help of speech, we exchange information and interact with each other. But there are many people who suffer from speech disorders. There are many reasons for the occurrence of such defects: the influence of ecology, heredity, unhealthy lifestyle of parents, pedagogical neglect. And people with such problems need the help of specialists.

This problem arises already in preschool age and this stage of life requires special study, analysis and special attention from both practitioners and scientists. A child with general underdevelopment, regardless of the level of speech development, first of all faces a violation of all components of speech - this is the sound culture of speech, the grammatical structure of speech, passive and active vocabulary and coherent speech, and the specialist does not create the necessary conditions to correct this defect.

· In science, domestic scientists (R.E. Levina, N.A. Nikanshena, G.A. Kashe, L.F. Spirova, G.I. Zharenkova) have been studying the problems of correcting general underdevelopment of speech for a long time, but the means of elimination are not differentiated in depending on the level of speech development and need improvement.

· Currently, there has been significant progress in the development of speech therapy. Based on psycholinguistic analysis, important data were obtained on the mechanisms of the most complex forms of speech pathology (aphasia, analia and general speech underdevelopment, dysarthria).

· Speech therapy at an early age is developing intensively: the features of pre-speech development of children are being studied, criteria for early diagnosis and prognosis of speech disorders are being determined, techniques and methods of preventive (preventing the development of a defect) speech therapy are being developed.

· General speech underdevelopment is a disruption of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

· Speech development, including the ability to clearly pronounce sounds and distinguish them, master the articulatory apparatus, correctly construct a sentence, etc., is one of the pressing problems facing a preschool institution.

· Correct speech is one of the indicators of a child’s readiness for school, the key to successful development of literacy and reading: written speech is formed on the basis of oral speech, and children suffering from underdevelopment of phonemic hearing are potential dysgraphics and dyslexics (children with writing and reading impairments).

· Overcoming general speech underdevelopment is achieved through targeted speech therapy work to correct the sound side of speech and phonemic underdevelopment.

· The system of training and education of preschool children with a violation of the sound-syllable structure of words includes the correction of speech defects and preparation for full literacy training (G.A. Kashe, T.B. Filicheva, G.V. Chirkina, V.V. Konovalenko, S.V. Konovalenko).

· For the first time, the theoretical basis for general speech underdevelopment was formulated by R.E. Levina and a team of researchers from the Research Institute of Defectology in the 50-60s of the twentieth century. Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions.

· A correct understanding of the structure of general speech underdevelopment, the reasons underlying it, and the various ratios of primary and secondary disorders is necessary for selecting children for special institutions, for choosing the most effective correction methods, and for preventing possible complications in school education.

· Due to the fact that correct speech is one of the most important prerequisites for the further full development of the child, the process of social adaptation, the identification and elimination of speech disorders must be carried out in the early stages. A significant percentage of speech disorders manifests itself in preschool age, since this age is a sensitive period for speech development. Timely detection of speech disorders contributes to their faster elimination and prevents the negative impact of speech disorders on the formation of personality and on the entire mental development of the child.

· This test is devoted to the organization of speech therapy assistance to children with general speech underdevelopment.

· The goal is to study the features of correctional work with children with general speech underdevelopment.

· Object – general underdevelopment of speech.

· Subject – speech correction for children with special needs development disorder.

· Tasks:

· Study theoretical scientific sources on the topic of OSR.

· To identify features of correction of violations of the lexico-grammatical system of language in preschool children.

· Chapter 1. General characteristics of OHP.

· Characteristics of the concept of “general speech underdevelopment”

· For the first time, the theoretical basis for ONR was formulated as a result of multidimensional studies of various forms of speech pathology in children of preschool and school age conducted. R.E. Levina and a team of researchers from the Research Institute of Defectology (N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.I. Zharenkov, etc.) in the 50s – 60s of the 20th century. Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions. From the standpoint of a systems approach, the question of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.

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

· General speech underdevelopment (GSD) refers to various complex speech disorders in which children with normal hearing and intelligence have impaired formation of all components of the speech system. The term general underdevelopment of speech states that the speech function is completely defective. There is an immaturity of all language systems - phonemic, lexical (vocabulary), grammatical (rules of word formation and inflection, rules for connecting words in sentences). At the same time, in the picture of OHP, different children have certain individual characteristics.

· Such diverse symptoms of this disorder are due to equally diverse causes.

· The causes of OHP are various adverse effects both in intrauterine development and during childbirth, as well as in the first years of a child’s life.

· It has now been proven that the nature of the abnormal development of the brain as a whole largely depends on the time of the lesion. The most severe brain damage under the influence of various hazards (infections, intoxications, etc.) usually occurs during the period of early embryogenesis. It has been shown that the use of alcohol and nicotine during pregnancy can also lead to disturbances in the mental and neuropsychic development of the child, one of the manifestations of which is often ODD.

· Genetic factors also play a large role in the occurrence of speech disorders, including OHP. In these cases, a speech defect can occur under the influence of even minor adverse external influences.

· The occurrence of reversible forms of OHP may be associated with unfavorable environmental and educational conditions. Mental deprivation during the period of the most intensive formation of speech leads to a lag in its development. If the influence of these factors is combined with at least a mild organic deficiency of the central nervous system or with a genetic predisposition, then speech development disorders become more persistent and manifest themselves in the form of ONR.

· Based on the presented data, we can draw a general conclusion about the complexity and polymorphism of the etiological factors that cause OHP.

· ONR is observed in complex forms of childhood speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria and stuttering - in cases where insufficient grammatical vocabulary and gaps in phonetic-phonemic development are simultaneously detected.

· Thus, based on the above, we can conclude: the statistics, frequency, as well as the clinical variety of manifestations of OHP depend on the speech disorders in which it is observed.

· Special studies of children with OSD have shown a clinical diversity of manifestations of general speech underdevelopment. Schematically, they can be divided into three main groups.

· Children of the first group have signs of only general speech underdevelopment, without other pronounced disorders of neuropsychic activity. This is an uncomplicated variant of OHP. These children do not have local lesions of the central nervous system. There are no clear indications in their anamnesis of significant deviations in the course of pregnancy and childbirth. In only one third of those examined, during a detailed conversation with the mother, facts of mild toxicosis in the second half of pregnancy or short-term asphyxia during childbirth are revealed. In these cases, one can often note the prematurity or immaturity of the child at birth, his somatic weakness in the first months and years of life, and susceptibility to childhood and colds. In the mental appearance of these children, certain features of general emotional-volitional immaturity and weak regulation of voluntary activity are noted. The absence of paresis and paralysis, pronounced cocortical and cerebellar disorders indicates the preservation of their primary (nuclear) zones of the speech motor analyzer. The distinguishable minor neurological dysfunctions are mainly limited to disturbances in the regulation of muscle tone, insufficiency of fine differentiated movements of the fingers, and immaturity of kinesthetic and dynamic praxis. This is predominantly a dysontogenetic variant of OHP.

· In children of the second group, general speech underdevelopment is combined with a number of neurological and psychopathological syndromes. This is a complicated variant of OHP of cerebral-organic origin, in which a dysontogenotically encephalopathic symptom complex of disorders occurs. A thorough neurological examination of children in the second group reveals pronounced neurological symptoms, indicating not only a delay in the maturation of the central nervous system, but also mild damage to individual brain structures. Among the neurological syndromes in children of the second group, the most common are the following: hypertensive-hydrocephalic syndrome (syndrome of increased intracranial pressure); cerebrasthenic syndrome (increased neuropsychic exhaustion), movement disorder syndromes (changes in muscle tone). A clinical and psychological-pedagogical examination of children in the second group reveals the presence of characteristic cognitive impairments in them, caused both by the speech defect itself and by low performance.

· Children of the third group have the most persistent and specific speech underdevelopment, which is clinically designated as motor alalia. These children have damage (or underdevelopment) of the cortical speech areas of the brain, and primarily Broca's area. With motor alamia, complex dysontogenetic-encephalopathic disorders occur. The characteristic signs of motor alalia are the following: pronounced underdevelopment of all aspects of speech: phonemic, lexical, syntactic, morphological, all types of speech activity and all forms of oral and written speech.

· A detailed study of children with ODD revealed extreme heterogeneity of the described group in terms of the degree of manifestation of the speech defect, which allowed R.E. Levina to determine three levels of speech development of these children. Later Filicheva T.E. described the fourth level of speech development. Thus, general speech underdevelopment (GSD) in children with normal hearing and intact intelligence is a disorder that covers both the phonetic-phonemic and lexical-grammatical systems of the language. A conceptual approach to the problem of overcoming general speech underdevelopment involves comprehensive planning and implementation of speech therapy work with these children. This approach is presented for the first time by a system of program documents regulating the content and organization of correctional interventions for general speech underdevelopment (levels I, II, III and IV) in different age groups of kindergarten.
The main form of training in preschool educational institutions of a compensatory type for children of this category is speech therapy classes, in which the development of the language system is carried out. When determining their content, it is important to identify both the structure of the defect and those potential speech abilities of the child that the speech therapist uses in his work.
Correctional and developmental work with preschoolers presupposes a clear organization of children’s stay in kindergarten, proper distribution of the load during the day, coordination and continuity in the work of the speech therapist and teacher. Successful overcoming of speech underdevelopment in a preschool institution is possible provided there is a close relationship and continuity in the work of the entire teaching staff and unity of requirements for children. A close relationship between a speech therapist, teachers, music director and other specialists is possible subject to joint planning of work: choosing a topic and developing classes for it, determining the order of classes and tasks.

· Development of speech function in preschool age

· Throughout the preschool period, children quickly expand their vocabulary, begin to use increasingly complex grammatical structures, and increasingly view speech as a means of establishing social contacts.

· From the point of view of the genetic approach, Roger Brown identified five stages in the language development of a child. In determining these stages, he proceeded from the average length of an utterance - the average length of sentences created by a child.

· The first stage is characterized by two-word sentences. This is the very period when telegraphic speech, supporting and open words first appear.

· The second stage is characterized by longer statements. Children begin to extend the rules of inflection (inflection) to words that are already familiar to them. They are able to form the past tense forms of many verbs, the plural of many nouns, changing according to the rules. Children even overextend the rules of grammar, that is, they use them more consistently than adults, applying the rule to everything, for example, verbs. From a formal point of view, they often make mistakes, however, such word usage indicates children’s ability to establish and generalize complex laws of language. This phenomenon is called overregulation.

· At the third stage, children learn to modify simple sentences. At this stage, children also begin to master active and passive phrases. At the fourth and fifth stages, children begin to use subordinate clauses, including them in complex and complex sentences.

· In domestic pedagogy, psychology and speech therapy, the following age-related features of the development of speech function are distinguished. In the earliest stages of a child's postnatal development, his communication with his mother is not silent, they engage in a “dialogue.” This “dialogue” causes reactions in the baby in the form of revitalization of general movements, smiling, pronouncing sounds and consonances (echopraxia, echolalia).

· Stimulation of the formation of speech function is of great importance for the development of the child. Every effort should be made to ensure that the period of the child’s mastery of motor skills, and, in particular, the speech motor apparatus, proceeds safely. The formation of speech motor function is closely related to the development of general motor skills and, in particular, with manipulative activity of the hands.

· In children of the first years of life, the development of speech understanding is of particular importance, which largely depends on the speech behavior of adults. A child understands speech by establishing a connection between words spoken by adults and objects surrounding the child. Guessing a child's wishes by his facial expressions and gestures harms the development of speech, since then he does not have the need for vocal reactions and pronouncing sounds and words.

· By the age of three, a normally developing child’s vocabulary includes 1000-1200 words. The child uses almost all parts of speech, common sentences, and his communication with adults and children becomes verbal. By the age of 3 years of a child’s life, his speech becomes an independent activity. Normally, by this time children have mastered simple common sentences.

· After 4 years of age, children can retell a familiar fairy tale and readily recite poems; by the age of 5, they can retell texts they have just read after listening to them 2 times. After five years, children are able to talk in some detail and consistently about what they saw or heard, explain cause and effect, and compose a story based on a picture. After six years, children can come up with a story or fairy tale themselves.

· By the age of 3-4 years, children with normal speech development generally correctly use all simple prepositions in independent speech and use them freely in their statements. By the age of 5, they master all types of declensions, that is, they correctly use nouns and adjectives in all singular and plural cases. Some difficulties that children encounter relate to rarely used nouns in the genitive and nominative plural cases (chairs, trees).

· By the age of 5, children learn the basic forms of agreement of words of nouns with adjectives of all three genders, nouns with numerals in the nominative case.

· Children normally develop word formation skills early; 4-year-old children can freely form nouns with diminutive suffixes. Preschoolers 5-6 years old freely change the stem of a word to form words of various categories (nouns, verbs, adjectives).

· By the age of 6, a child has formed only the basic parameters of speech-motor mechanisms: contractions of the muscles of the speech apparatus during speech are not sufficiently automated, speech-motor stereotypes are easily violated when the speech task becomes more complex, the coordinating relationships between the parts of the speech-motor apparatus (in particular, between the articulatory and respiratory) are unstable.

· Despite a large vocabulary, the external design of speech at this age is often still far from perfect: there is no purity in the sound of sibilants, the sound r, there are permutations of sounds, etc. Typically, these features of speech formation disappear by 4-5 years of life, as the physiological and psychological functions of the brain mature, spontaneously under the influence of the speech of others and its correct samples.

· In the case when surrounding adults have incorrect pronunciation, the process of mastering correct sound pronunciation is difficult, abnormally pronounced speech sounds are fixed and in the future the child needs special corrective training from a speech therapist.

· In the process of speech development, children go through so-called physiological hesitations, which manifests themselves in intermittent speech flow, repeated repetition of syllables and words, and pronouncing words during the period of inspiration. These phenomena, as well as incorrect sound pronunciation, are associated mainly with the immaturity of coordinating mechanisms in the activity of the peripheral speech apparatus and usually disappear by 4-5 years. However, these hesitations can turn into real speech pathology if during this period the child is surrounded by a tense psychological situation in the family or his speech education is incorrect.

· It should be noted that the formation of speech function occurs in parallel with the study of the surrounding world. The correct perception of objects, the accumulation of ideas and knowledge and them occurs due to the close interaction of speech and sensory development.

· Characteristics and structure of speech defect in OHP

· Despite the different nature of the defects, children with general speech underdevelopment 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 according to 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 fingers, 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 manifests itself in this. That the mental development of these children, as a rule, proceeds more safely 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 themselves are eliminated, their intellectual development approaches normal.

· To differentiate the manifestation of general speech underdevelopment from delayed speech development, a careful study 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 with general speech underdevelopment. Errors such as mixing productive and unproductive plural forms (“chairs”) and unifying the endings of the genitive plural (“pencils”, “birds”) 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.

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

· Nominated by R.E. Levi's approach made it possible to move away from describing only individual manifestations of speech impairment and to present a picture of the child's abnormal development along 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 general speech underdevelopment are observed with alalia, dysarthria and, less commonly, 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.

· 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, using intonation and gestures to indicate the difference in meaning. Depending on the situation, babbling formations can be regarded as one-word sentences.

· Differentiated designation of objects and actions is almost absent. The names of actions are replaced by the names of objects (open - “tree” (door)), and vice versa, the names of objects are replaced by the names of actions (bed - “pat”). 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 colors of objects, their shape, size, and replace words with similar meanings.

· Gross errors in the use of grammatical structures are noted:

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

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

· In the use of number and gender of verbs, when changing nouns according to numbers;

· 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 change the preposition. 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. 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. Unstable substitutions are noted when a sound is pronounced differently in different words; mixing of sounds, when in isolation a child pronounces certain sounds correctly, but in words and sentences replaces them.

· Correctly repeating three or four syllable words after the speech therapist, children often distort them in speech, reducing the number of syllables (children made a snowman - children wheezed a new one). 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 statements, 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 meanings 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 appear more clearly when studying at school, creating great difficulties in mastering writing, reading and educational material.

· 1.4.OHP levels

· It is customary to distinguish four levels of SLD, which reflect the typical state of language components in children with SLD. OHP level 1 characterized by the absence of speech, correlates with the first period of acquisition of the native language in ontogenesis (normally), conventionally called “a one-word sentence, a sentence of two root words.”

· For communication, children with first-level ODD use mainly babbling words, onomatopoeia, individual nouns and verbs of everyday content, fragments of babbling sentences, the sound design of which is blurred, unclear and extremely unstable. Very often, a child reinforces his speech with facial expressions and gestures. A similar state of speech can also be observed in mentally retarded children. But the difference between children with mental retardation and mental retardation is that: the volume of the passive vocabulary significantly exceeds the active one; Gestures and expressive facial expressions are used to express their thoughts; characterized by great initiative in speech search in the process of communication, and sufficient criticality of one’s speech. Some words used by children with ODD are inaccurate in their structural and sound composition. A significant limitation of the active vocabulary is manifested in the fact that children use one name to designate various objects, combining them based on the similarity of individual characteristics (“bobo” - it hurts, to lubricate, to inject). At the same time, they call the same object in different situations with different words, the names of actions are replaced by the names of objects (“tui” - sit, chair, “bibi” - go, ride, car ) . Children's low speech abilities are accompanied by limited life experience and an insufficient understanding of life around them. There is instability in the pronunciation of sounds. Children's speech is dominated mainly by one- and two-syllable words. When trying to reproduce a more complex syllable structure, the number of syllables is reduced to two or three (“avat” - crib, “amida” - pyramid). Phonemic perception is grossly impaired, difficulties arise even when selecting words that are similar in name but different in meaning (hammer - milk, digs - rolls - bathes). Tasks on the sound analysis of words are incomprehensible to children of this level. OHP level 2 described in speech therapy as “the beginnings of phrasal speech”, corresponds to the period of the norm “mastering the grammatical structure of a sentence.” It is characterized by the fact that, in addition to gestures and babbling words, although distorted, fairly constant commonly used words appear. The beginning differentiation of some grammatical forms occurs only in relation to words with stressed endings (table - tables; sings - sing) and relating only to some grammatical categories. This process is unstable, and gross underdevelopment of speech is quite pronounced. The speech of children with level 2 ODD is, as a rule, poor; the child is limited to listing directly perceived objects and actions. A story based on the picture is possible only with the help of leading questions; it is constructed primitively, in short phrases. Forms of number, gender and case for children do not have a meaningful function. Changing words in gender, number, and case is random, and therefore many different errors are made when using it. Verbal generalization is significantly difficult. The same word refers to objects that are similar in appearance, similar in purpose or in other characteristics. The limited vocabulary is evidenced by ignorance of many words denoting parts of an object (branches, trunk, roots of a tree), dishes (dish, tray, mug), vehicles (helicopter, motor boat), baby animals (baby squirrel, hedgehog, little fox), etc. There is a lag in the use of words-attributes of objects denoting shape, color, material. During a special examination, gross errors in the use of grammatical forms are noted:

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

· - errors in the use of number forms and gender of verbs (“Kolya pityala” - Kolya wrote); when changing nouns by numbers (“da pamidka” - two pyramids);

· - lack of agreement of adjectives with nouns, numerals with nouns (“asin adas” - red pencil, “asin eta” - red ribbon). Often, such children produce prepositions altogether, while the noun is used in the nominative case form, and numerous substitutions of prepositions are also possible. Conjunctions and particles are rarely used in speech. The sound pronunciation aspect of speech lags far behind the age norm; the pronunciation of most sounds (soft and hard, hissing, whistling, sonorant, voiced and deaf) is impaired; the transmission of words of different syllabic composition is grossly impaired. The most characteristic is a reduction in the number of syllables (“skovoda” - frying pan), rearrangements of syllables, sounds (“basagi” - boots), replacement and assimilation of syllables are noted. Phonemic hearing is not formed, the child finds it difficult to correctly select a picture with a given sound, determine the position of the sound in a word, etc.

· With adequate corrective influence, children move to the third level of speech development, which gives them the opportunity to significantly expand their verbal communication with others. OHP level 3 characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment, it is a unique variant of the period of a child’s assimilation of the morphological system of language. Free communication is extremely difficult for children with level 3 ODD. Even those sounds that children can pronounce correctly do not sound clearly enough in independent speech. Characteristic is undifferentiated pronunciation of sounds (whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given phonetic group. Children at this stage already correctly use simple grammatical forms, use all parts of speech, and try to construct compound and complex sentences. They usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, themselves and their comrades, the events of their surrounding life, and write a short story. However, a careful study of the state of all aspects of speech reveals a clear picture of underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics. Along with correct sentences, there are also ungrammatical ones, which arise, as a rule, due to errors in coordination and management. These errors are not constant: the same grammatical form or category can be used both correctly and incorrectly in different situations. Errors often occur when constructing complex sentences with conjunctions and allied words. When making sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects that the character uses. Despite the quantitative growth of vocabulary, lexical errors are observed:

· - replacing the name of a part of an object with the name of the whole object (the dial is “watch”);

· - substitution of names of professions with names of actions (ballerina - “aunt dancing”, etc.);

· - replacement of specific concepts with generic ones and vice versa (sparrow - “bird”; trees - “Christmas trees”);

· - interchange of characteristics (tall, wide, long - “big”, short - “small”). In free expressions, children make little use of adjectives and adverbs denoting the characteristics and state of objects and methods of action.

· OHP level 4 characterized by individual gaps in the development of vocabulary and grammatical structure. At first glance, the errors seem insignificant, but their combination puts the child in a difficult situation when learning to write and read. The educational material is poorly perceived, the degree of its assimilation is very low, the rules of grammar are not absorbed. In the speech of children with level 4 OHP, there are eliminations, which mainly involve the reduction of sounds, and rarely omissions of syllables. Paraphasias, rearrangements of sounds and rarely syllables are also observed.

· Sluggish articulation and unclear diction leave the impression of overall slurred speech. There are deficiencies in phonemic hearing. When denoting the actions and characteristics of objects, some children use names of approximate meaning: oval - round. Lexical errors are manifested in the replacement of words that are similar in situation (the cat is rolling a ball - instead of “ball”), in the confusion of signs (a high fence is long; old grandfather is an adult). Having a stock of words denoting different professions, children have difficulty differentiating the designations of masculine and feminine persons. Word formation using augmentative suffixes is very difficult. Errors in the use of diminutive nouns (remenchik - strap, etc.) and the formation of possessive adjectives (volkin - wolf; fox - fox) remain persistent. At this stage, there are no errors in the use of simple prepositions in children’s speech, and there are minor difficulties in agreeing adjectives with nouns. But it is still difficult to use complex prepositions to coordinate numerals with nouns. Coherent speech is very peculiar. When composing a story on a given topic, a picture, a series of plot pictures, the logical sequence is broken, there are omissions of main events, and repetition of individual episodes. When talking about events from their lives, they use simple, uninformative sentences. Difficulties remain in planning your statements and selecting appropriate linguistic means.

· Chapter 2. Organization of correctional work with children with special needs.

· 2.1.Stages of correctional work with children with special needs development

· Stages of correctional work with children with general speech underdevelopment.

· Stage 1:

· Speech understanding:

• Remembering the names of toys, body parts, clothes
• Understanding phrases supported by actions
• Vernacularization of everyday situations
• Understanding the questions WHO? WHAT?
• Understanding and following instructions

• Stimulation of speech needs
• Naming loved ones
• Expressing requests (NA, GIVE, GO)
• Expressing states with interjections in a game situation (OH! AH! TSHSH!)
• Onomatopoeia for animals
• Animal calls (KIS, BUT!)
• Introduction of onomatopoeia into couplets
• Imitation of musical toys
• Imitation of household noises
• Formation of phrases (LET’S DRINK, M4MA, ON; LET’S GO FOR A WALK, etc.)

· Stage 2;

· Speech understanding:

• Discrimination of the number of objects (ONE - MANY) Discrimination of the size of objects (BIG - SMALL) Discrimination of taste (SWEET - SOUR)
• Spatial location (HERE - THERE)
• Distinction between singular and plural (HOUSE - HOUSE)
• Discrimination between particles NOT (TAKE - DO NOT TAKE)
• Distinguishing who the command is addressed to (SIT DOWN - SIT DOWN)

· Development of independent speech:

• Clarification of vowel articulation
• Naming familiar objects
• Increasing syllables towards the end of the word (RU -... KA, KNIFE -... KA)
• a compound sentence with the words HERE, THIS, HERE, HERE, THERE, etc.
• Using the imperative mood of a verb
• Using the phrase “imperative verb + address”
• The use of the phrase “address + imperative verb + noun in the Accusative case”
• Using the phrase “infinitive + I WANT, NEED, CAN, etc.”

· Stage 3:

· Speech understanding:

• Distinguishing quasi-homonym words Distinguishing words that have similarities in the subject situation (DRAWING-WRITING) Distinguishing antonym words Understanding and distinguishing reflexive verbs
• Distinguishing between plural and singular nouns
• Distinguishing the gender of past tense verbs (ZHENYA FALLED -ZHENYA FALLED) Distinguishing between the object and the subject of an action
• Understanding the relationships between actors
• Spatial relationships of objects (ON, IN, UNDER, NEAR, FROM, BEHIND)
• Generalization of objects according to their purpose
• Distinguishing between singular and plural nouns in the prepositional case Understanding antonym adjectives (WIDE - NARROW, LONG - SHORT) Distinguishing spatial adverbs (BOTTOM, ABOVE, FAR, CLOSE, FORWARD, BACK)

· Development of independent speech:

• Composing sentences “noun + verb + direct object”
• Composing sentences “noun + verb + direct object that does not coincide in the Accusative and Nominative cases”
• Answers to the question WHAT DOES IT DO?
• Matching the names of objects to the names of actions Using the reflexive form of verbs
• Memorizing couplets and quatrains
• Formation of the syllable structure of a word
• Formation of sound pronunciation:

· -development of auditory perception

· -expansion of auditory memory capacity

· -formation of articulatory patterns of consonant sounds

· Stage 4:

· Speech understanding:

• Understanding case endings of nouns
• Understanding adjective and adverb forms

· Development of independent speech:

• Fastening the structures of the previous stage
• Composing sentences “noun + verb + 2 nouns in the Accusative and Dative cases”
• Composing sentences “noun + verb + 2 nouns in the Accusative and Instrumental cases”
• Composing sentences “noun + verb + adverb”
• Making sentences with the preposition U
• Making sentences with the preposition B
• Making sentences with the preposition NA
• Making sentences with the preposition C
• Making sentences with the preposition K
• Composing sentences “noun + verb + infinitive + 1-2 nouns in oblique cases”
• Pluralizing nouns
• Formation of the diminutive form of nouns
• Formation of the negative form of verbs
• Formation of the infinitive
• Formation of the syllable contour of a word
• Correction of sound pronunciation
• Memorizing and reproducing poems
• Learning and reproducing short stories (3-5 sentences)

· Stage 5:

· Development of independent speech:

• Formation of phrases “adverb MUCH + adjective + noun in the Genitive plural”
• Agreement between pronouns and nouns
• Agreement of adjectives with nouns
• Formation of prefixed cognate verbs
• Drawing up a structure with conjunction A
• Compiling sentences with homogeneous subjects
• Compiling sentences with homogeneous predicates
• Compiling sentences with homogeneous definitions
• Compiling sentences with homogeneous additions
• Drawing up sentences with homogeneous circumstances
• Agreement of pronouns with the preposition U
• Compiling a sentence with the conjunction A
• Making sentences with the words FIRST - THEN
• Making sentences with the conjunction OR
• Making a sentence with the conjunction BECAUSE
• Making sentences with the conjunction TO
• Formation of possessive adjectives
• Formation of relative adjectives
• Formation of adjectives from adverbs
• Formation of degrees of comparison of adjectives
• Formation of cognates of different parts of speech
• Formation of nouns from nouns
• Selection of polysemantic words
• Selection of antonyms (verbs, adjectives, nouns)
• Distinguishing words with shades of meaning (GOES - MARCHES)
• Substitutions of verb forms
• Formation of future tense verbs
• Formation of degrees of comparison of adverbs
• Development of coherent speech:

· - retellings of texts

· - writing stories

· 2.2. Correctional and developmental work with children of all levels of educational development

· Characteristics of children with level I speech development

· The first level of speech development is characterized as the absence of commonly used speech. A striking feature of speech dysontogenesis is a persistent and long-term absence of speech imitation, inertia in the child’s mastery of new words. Such children cannot use phrasal speech in independent communication and do not have the skills to speak coherently. At the same time, we cannot talk about their complete absence of verbal means of communication. These means for them are individual sounds and their combinations - sound complexes and onomatopoeia, snatches of babbling words ( "koka" - cockerel, "koy" - open up "doba" - Kind, "dada" - give, "pi" - drink), individual words that coincide with the norms of the language. Sound complexes, as a rule, are used to designate only specific objects and actions. When reproducing words, the child predominantly retains the root part, grossly violating their sound-syllable structure.
The multi-purpose use of limited verbal means of the native language is a characteristic feature of the speech of children at this level. Onomatopoeia and words can denote both the names of objects and some of their characteristics and actions performed with these objects. For example, the word "koka" pronounced with different intonation and gestures means “cockerel”, “crowing”, “pecking”, which indicates a limited vocabulary. Therefore, the child is forced to actively use paralinguistic means of communication: gestures, facial expressions, intonation.
When perceiving addressed speech, children are guided by a well-known situation, intonation and facial expressions of an adult. This allows them to compensate for the insufficient development of the impressive side of speech. In independent speech, instability in the pronunciation of sounds and their diffuseness are noted. Children are able to reproduce mainly one- and two-syllable words, while more complex words are subject to abbreviations ( “páka di” - dog sitting, "ato" - hammer, "cha mako" - tea with milk). Along with individual words, the first phrases appear in the child’s speech. The words in them, as a rule, are used only in their original form, since inflection is not yet available to children. Such phrases can consist of individual correctly pronounced two- and three-syllable words, including sounds of early and middle ontogenesis ( "nine" - give, take; "kika" - book; "paka" - stick); “contour” words of two or three syllables ( "atóta" - carrot, "typat" - bed, "tati" - ball); fragments of word-nouns and verbs ( "ko"- cow, "Beya" - Snow White, "pi" - drink, "pa" - sleep); fragments of adjective words and other parts of speech ( "bosho" - big, "paka" - bad); onomatopoeia and sound complexes ( “ko-ko”, “bah”, “mu”, “av”) and so on.

· Organization of correctional and developmental work with children (I level of speech development)

· The need for early (from 3 years of age) comprehensive systematic correctional intervention is determined by the possibility of compensating for speech underdevelopment at this age stage.
Taking into account the structure of the speech and non-speech defects of children in this category, the daily routine and schedule of classes in the junior group of the kindergarten are designed in such a way as, on the one hand, to carry out correctional work as effectively as possible, and on the other, to create optimal conditions for the preservation and development of the health of preschoolers.
Speech therapy classes with children of the first level of speech development are conducted individually or in small subgroups. This is explained by the fact that they do not fully understand speech, assimilate instructions addressed only to them personally, as well as the presence of specific characteristics of mental activity. Therefore, the first classes are carried out only in the form of a game with the participation of your favorite puppet characters.
The content of each lesson includes several areas of work:
development of speech understanding;
development of active imitative speech activity;
development of attention, memory, thinking of children.

· Characteristics of children with level II speech development

· This level is defined as the beginnings of commonly used speech, the distinctive feature of which is the presence of a two-, three-, and sometimes even four-word phrase: “Yes, drink moko” - give me milk to drink; “baska atát nikka” - grandma is reading a book; "let's go" - let play; “in easy asanya meat” - there lies a big ball. By combining words into phrases and phrases, the same child can both correctly use the methods of coordination and control and violate them: "ti yoza" - three hedgehogs, “moga kukaf” - a lot of dolls, “sinya kadasy” - blue pencils, “badika’s flight” - pours water, “tasin petakok” - red cockerel, etc.
In children's independent speech, simple prepositions or their babbling variants sometimes appear ( “tidit a tue” - sitting on a chair “shield and toy” - lies on the table); There are no complex prepositions.
The lack of practical mastery of the morphological system of the language, in particular word-formation operations of varying degrees of complexity, significantly limits the speech capabilities of children, leading to gross errors in the understanding and use of prefixed verbs, relative and possessive adjectives, nouns with the meaning of an actor ( "Valya papa" - Valya's dad, "alil" - poured, poured, poured, "gigi soup" - mushroom soup, “daika tails” - hare's tail, etc.). Along with these errors, significant difficulties are observed in the assimilation of generalizing and abstract concepts, the system of antonyms and synonyms. As at the previous level, the polysemantic use of words and various semantic substitutions are preserved. Characteristic is the use of words in a narrow sense. A child can use the same word to name objects that are similar in shape, purpose, function, etc. ( "fly" - ant, beetle, spider; "tufi" - shoes, slippers, boots, sneakers, sneakers). Limited vocabulary is also manifested in ignorance of many words denoting parts of the body, parts of an object, dishes, transport, baby animals, etc. ( "yuka" - hand, elbow, shoulder, fingers, "stay" - chair, seat, back; "Bowl" - plate, saucer, dish, vase; "fox" - little fox, “manka voyk” - wolf cub, etc.). There are noticeable difficulties in understanding and using in speech words denoting the characteristics of objects, shape, color, material.
Coherent speech is characterized by insufficient transmission of certain semantic relationships and can be reduced to a simple listing of events, actions or objects. It is extremely difficult for children with level II speech development to compose stories and retellings without the help of an adult. Even with hints and leading questions, children cannot convey the content of the storyline. This most often manifests itself in the listing of objects and actions with them, without establishing temporal and cause-and-effect relationships.
The sound side of children's speech is not fully formed and lags significantly behind the age norm: multiple disturbances in the pronunciation of 16-20 sounds are observed. The statements of preschool children are difficult to understand due to pronounced violations of the syllabic structure of words and their sound content: "Dundas" - pencil, "akvaya" - aquarium, "vipised" - bike, "misaney" - policeman, "hadika" - fridge.

· Organization of correctional and developmental work with children (II level of speech development)

· The tasks and content of correctional and developmental education for 4-year-old children at this level are planned taking into account the results of their speech therapy examination, which makes it possible to identify the potential speech and psychological capabilities of children, and are correlated with the general educational requirements of a typical kindergarten program.
Speech therapy classes in the middle group for these children are divided into individual and subgroup. Taking into account the neurological and speech status of preschool children, it is not advisable to conduct speech therapy classes with the entire group, since in this case the degree of assimilation of educational material will be insufficient.
In this regard, individual lessons are proactive in nature, since their main goal is to prepare children for active speech activity in subgroup lessons.
In individual lessons, work is carried out on:
1) activation and development of differentiated movements of the organs of the articulatory apparatus;
2) preparing the articulatory base for assimilation of missing sounds;
3) production of missing sounds, their differentiation by ear and the initial stage of automation at the level of syllables and words.
Depending on the nature and severity of the speech defect, the psychological and characterological characteristics of the children, their number in subgroups varies at the discretion of the speech therapist (from 2-3 to 5-6 people). At the beginning of the school year, the number of people in the subgroup may be less than at the end of the study.
The content of speech therapy classes is determined by the objectives of correctional education for children:
development of speech understanding;
activation of speech activity and development of lexical and grammatical means of the language;
development of the pronunciation side of speech;
development of independent phrasal speech.
The following types of subgroup speech therapy classes are distinguished:
1) vocabulary;
2) grammatically correct speech;
3) coherent speech;
4) sound pronunciation, development of phonemic hearing and syllabic structure.
Subgroup classes are conducted by a speech therapist in accordance with the schedule, individual classes are conducted daily, in accordance with the daily routine in a given age group of the preschool institution.

· Characteristics of children with III level of speech development

· This level of children's speech development is characterized by the presence of extensive phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics. It is typical to use simple common sentences, as well as some types of complex sentences. Sentence structure may be disrupted by omissions or rearrangements

– disruption of the formation of all aspects of speech (sound, lexico-grammatical, semantic) in various complex speech disorders in children with normal intelligence and full hearing. Manifestations of OHP depend on the level of immaturity of the components of the speech system and can vary from the complete absence of commonly used speech to the presence of coherent speech with residual elements of phonetic-phonemic and lexical-grammatical underdevelopment. OHP is identified during a special speech therapy examination. Correction of OHP involves the development of speech understanding, enrichment of vocabulary, formation of phrasal speech, grammatical structure of the language, full sound pronunciation, etc.

General information

GSD (general speech underdevelopment) is the immaturity of the sound and semantic aspects of speech, expressed in gross or residual underdevelopment of lexical-grammatical, phonetic-phonemic processes and coherent speech. Among children with speech pathology, children with OSD make up the largest group - about 40%. Deep deficiencies in the development of oral speech in the future will inevitably lead to a violation of written speech - dysgraphia and dyslexia.

OHP classification

• uncomplicated forms of OHP(in children with minimal brain dysfunction: insufficient regulation of muscle tone, motor differentiation, immaturity of the emotional-volitional sphere, etc.)
• complicated forms of OHP(in children with neurological and psychopathic syndromes: cerebroasthenic, hypertensive-hydrocephalic, convulsive, hyperdynamic, etc.)
• severe speech underdevelopment(in children with organic lesions of the speech parts of the brain, for example, with motor alalia).

Taking into account the degree of OHP, 4 levels of speech development are distinguished:

• Level 1 speech development- “speechless children”; there is no common speech.
• Level 2 speech development– the initial elements of commonly used speech, characterized by a poor vocabulary and the phenomena of agrammatism.
• Level 3 speech development– the appearance of expanded phrasal speech with underdevelopment of its sound and semantic aspects.
• Level 4 speech development– residual gaps in the development of phonetic-phonemic and lexical-grammatical aspects of speech.

A detailed description of the speech of children with special needs at various levels will be discussed below.

Characteristics of OHP

The history of children with OHP often reveals intrauterine hypoxia, Rh conflict, birth injuries, asphyxia; in early childhood – traumatic brain injuries, frequent infections, chronic diseases. An unfavorable speech environment, lack of attention and communication further inhibit the course of speech development.

All children with ODD are characterized by a late appearance of their first words - by 3-4, sometimes by 5 years. Speech activity of children is reduced; speech has incorrect sound and grammatical design and is difficult to understand. Due to defective speech activity, memory, attention, cognitive activity, and mental operations suffer. Children with OHP are characterized by insufficient development of motor coordination; general, fine and speech motor skills.

In children with level 1 ODD, phrase speech is not formed. In communication, children use babbling words, one-word sentences, supplemented by facial expressions and gestures, the meaning of which is incomprehensible outside the situation. The vocabulary of children with level 1 SLD is sharply limited; mainly includes individual sound complexes, onomatopoeia and some everyday words. With OHP level 1, impressive speech also suffers: children do not understand the meaning of many words and grammatical categories. There is a gross violation of the syllabic structure of the word: more often children reproduce only sound complexes consisting of one or two syllables. The articulation is unclear, the pronunciation of sounds is unstable, many of them are inaccessible for pronunciation. Phonemic processes in children with level 1 ODD are rudimentary: phonemic hearing is grossly impaired, and the task of phonemic analysis of a word is unclear and impossible for the child.

In the speech of children with level 2 OHP, along with babbling and gestures, simple sentences consisting of 2-3 words appear. However, the statements are poor and of the same type in content; express objects and actions more often. At level 2 OHP, there is a significant lag in the qualitative and quantitative composition of the vocabulary from the age norm: children do not know the meaning of many words, replacing them with similar meanings. The grammatical structure of speech is not formed: children do not use case forms correctly, experience difficulties in coordinating parts of speech, using singular and plural numbers, prepositions, etc. Children with level 2 OHP continue to have reduced pronunciation of words with simple and complex syllable structure , a confluence of consonants. Sound pronunciation is characterized by multiple distortions, substitutions and mixtures of sounds. Phonemic perception at level 2 OHP is characterized by severe insufficiency; Children are not ready for sound analysis and synthesis.

Children with level 3 SLD use extensive phrasal speech, but in speech they use mainly simple sentences, having difficulty constructing complex ones. Speech understanding is close to normal; difficulties arise in understanding and mastering complex grammatical forms (participial and adverbial phrases) and logical connections (spatial, temporal, cause-and-effect relationships). The volume of vocabulary in children with level 3 ODD increases significantly: children use almost all parts of speech in speech (to a greater extent - nouns and verbs, to a lesser extent - adjectives and adverbs); typically inaccurate use of object names. Children make mistakes in the use of prepositions, agreement of parts of speech, use of case endings and stresses. The sound content and syllabic structure of words suffers only in difficult cases. With level 3 OHP, sound pronunciation and phonemic perception are still impaired, but to a lesser extent.

At level 4 OHP, children experience specific difficulties in sound pronunciation and repetition of words with complex syllabic composition, have a low level of phonemic awareness, and make mistakes in word formation and inflection. The vocabulary of children with level 4 ODD is quite diverse, however, children do not always accurately know and understand the meaning of rare words, antonyms and synonyms, proverbs and sayings, etc. In independent speech, children with level 4 ODD experience difficulties in logical presentation of events, they often miss the main thing and get stuck on minor details, repeating what was said earlier.

Speech therapy examination for OHP

At the preliminary stage of a diagnostic examination of speech, the speech therapist gets acquainted with the medical documentation (data from the examination of a child with OSD by a pediatric neurologist, pediatrician, and other children’s specialists), and finds out from the parents the features of the child’s early speech development.

When diagnosing oral speech, the degree of formation of various components of the language system is specified. The examination of children with OHP begins with studying the state of coherent speech - the ability to compose a story from a picture, a series of pictures, retelling, story, etc. Then the speech therapist examines the level of development of grammatical processes (correct word formation and inflection; coordination of parts of speech; sentence construction, etc. .). An examination of vocabulary in OHP allows one to assess the ability of children to correctly correlate a particular word-concept with the designated object or phenomenon.

The further course of the examination of a child with OHP involves studying the sound side of speech: the structure and motor skills of the speech apparatus, sound pronunciation, syllable structure and sound content of words, the ability for phonemic perception, sound analysis and synthesis. In children with OHP, it is necessary to diagnose auditory-verbal memory and other mental processes.

The result of an examination of the state of speech and non-speech processes in a child with OSD is a speech therapy report reflecting the level of speech development and the clinical form of the speech disorder (for example, level 2 OHP in a child with motor alalia). OSD should be distinguished from delayed speech development (DSD), in which only the rate of speech formation lags behind, but the formation of linguistic means is not impaired.

OHP correction

Speech therapy work to correct OHP is carried out in a differentiated manner, taking into account the level of speech development. Thus, the main directions for level 1 OSD are the development of understanding of addressed speech, activation of children’s independent speech activity and non-speech processes (attention, memory, thinking). When teaching children with level 1 ODD, the task of correct phonetic formatting of statements is not set, but attention is paid to the grammatical side of speech.

At level 2 OHP, work is being done on the development of speech activity and understanding of speech, lexical and grammatical means of language, phrasal speech and clarification of sound pronunciation and evocation of missing sounds.

Speech therapy classes for the correction of level 3 OHP include the development of coherent speech, improvement of the lexical and grammatical aspects of speech, and the consolidation of correct sound pronunciation and phonemic perception. At this stage, attention is paid to preparing children to master literacy.

The goal of speech therapy correction for level 4 OPD is for children to achieve the age norms of oral speech necessary for successful schooling. To do this, it is necessary to improve and consolidate pronunciation skills, phonemic processes, lexical and grammatical aspects of speech, detailed phrasal speech; develop grapho-motor skills and primary reading and writing skills.

Education of schoolchildren with severe forms of ODD levels 1-2 is carried out in schools for children with severe speech impairments, where the main attention is paid to overcoming all aspects of speech underdevelopment. Children with level 3 SEN study in special education classes at a public school; with OHP level 4 – in regular classes.

Forecast and prevention of ANR

Corrective and developmental work to overcome ODD is a very long and labor-intensive process that should begin as early as possible (from 3-4 years). Currently, sufficient experience has been accumulated in the successful training and education of children with different levels of speech development in specialized (“speech”) preschool and school educational institutions.

Prevention of OHP in children is similar to the prevention of those clinical syndromes in which it occurs (alalia, dysarthria, rhinolalia, aphasia). Parents should pay due attention to the speech environment in which the child is raised, and from an early age stimulate the development of his speech activity and non-speech mental processes.