Abstract
The article discusses the problem of the formation of speech breathing in preschool children with an erased form of dysarthria using the biological feedback method. In children suffering from speech impairment, the work of the respiratory system is not normal. Disorders of prosody supplement violations of the sound-producing side of speech. As a result, in children, including the ones with dysarthria, speech becomes unclear and slurred. The theoretical part of the study considers the specificity of the prosodic side of speech in children with an erased form of dysarthria from the point of view of various researchers. The problem of dependence between the prosodic side of speech and the severity of a speech defect is considered. The practical part of the study reveals the content of the organisation of the empirical study on the formation of diaphragmatic relaxation breathing using a hardware-diagnostic complex “BF” (Biological Feedback). It has been established that the biological feedback method contributes to the formation of diaphragmatic-relaxation breathing in preschool children with an erased form of dysarthria. In pre-schoolers, suffering from erased dysarthria and having a history of attention deficit hyperactivity syndrome, the process of formation of diaphragmatic relaxation breathing becomes more complicated.
Highlights
Breathing is the most critical life-support function because it carries out the gas exchange
By the eighth session, 54% of children in the process of working on the hardware-diagnostic complex “BF-Health” had an increase in respiratory sinus arrhythmia (RSA), which indicates the formation of the skill of diaphragmatic relaxation breathing both in the “rest” and “work” modes
The principal aim of this study was to examine the formation of speech breathing in preschool children with erased dysarthria using the biological feedback method in speech therapy
Summary
Breathing is the most critical life-support function because it carries out the gas exchange. Formed speech breathing physiologically ensures the smoothness of oral speech. This contributes to the clarity of presentation and a better understanding of speech by the interlocutor. In children with speech impairment, physiological respiration has significant deviations from the standard, especially in children with dysarthria. This negatively affects the formation of their speech breathing; speech becomes not clear, slurred, which makes it more difficult for the interlocutor to understand the speech. Speech breathing does not develop spontaneously, without the use of targeted speech therapy technologies (Dinh, 2019; Kireev et al, 2019; Rupeika-Apoga et al, 2019; Pavlyshyn et al, 2019; Saenko et al, 2019; Shrestha, 2019; Tarman, 2016)
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