Correction Of Speech Disorders Research Articles

Inclusion of parents in speech therapy work on the correction of speech disorders in children

Introduction. The need to include parents in the correctional and educational process of children with disabilities is indicated in international and federal regulations, in Russian and foreign theoretical and practical studies. However, most parents have little idea of possibilities of their participation in the correction of developmental disorders, in particular, the correction of speech disorders in children. The study of parents’ correctional and speech therapy competence in order to develop a program for organizing the speech therapy work of parents with preschoolers with general speech underdevelopment (GSU) determines the relevance of this study. Materials and methods. The study involved 96 people, including 48 preschoolers with three-level GSU at the age of 5-6 and 48 parents at the age of 27±5.4. Research methods and techniques: a questionnaire by V.A. Borodina, K.S. Vasilyeva, which reveals the components of parents’ correctional and speech therapy competence (motivational, cognitive, activity and evaluative ones); statistical processing was carried out using Student's t-test. Results. According to the results of the ascertaining experiment, 54% of parents showed an average level and 46% – a low level of correctional and speech therapy competence. After applying a specially developed program for organizing parents’ speech therapy work with preschoolers with GSU, significant changes in parents’ correctional and speech therapy competence were diagnosed: a low level was detected in 4% of the parents, an average level – in 42%, and a high level – in 54%. When comparing the indicators before and after the formative experiment using Student's t-test, significant differences were revealed in the level of corrective speech therapy competence of parents of preschoolers with GSU (temp =12.0 p≤0.001). Conclusion. The data obtained in the study of the correctional and speech therapy competence of parents of children with GSU show that after the parents are included in speech therapy work to correct speech disorders in children by increasing parents’ motivation to interact with teachers of an educational institution, parents’ awareness of children’s speech development, special training in the organization of speech therapy classes with children, the effectiveness of speech therapy work to overcome general speech underdevelopment in preschoolers has increased.

ВКЛЮЧЁННОСТЬ РОДИТЕЛЕЙ В ПРОЦЕСС ЛОГОПЕДИЧЕСКОЙ РАБОТЫ КАК ОДНО ИЗ УСЛОВИЙ ЕЁ ЭФФЕКТИВНОСТИ (НА ПРИМЕРЕ РЕАБИЛИТАЦИОННОГО ЦЕНТРА)

Introduction. The paper presents the characteristics of the types of parental involvement in the process of speech therapy correction in a rehabilitation center. Materials and Methods. The study employs the methods of questioning; anamnestic method; expert assessment of the dynamics of speech development; monitoring of the behavior and communication of parents during speech therapy classes (attentiveness during the class, response to the child’s success/failure, agreement of the parent to actively participate in the class, speech addressed to the child, attentiveness to the comments of a specialist, activity in obtaining information); experimental assignments for doing homework with a child; and the method of mathematical statistics. Results. Information on the inclusion of parents in the process of correction has been clarify ed and supplemented; the types of parental involvement are highlighted and its relationship with the dynamics of speech development in children in the process of speech-therapy is shown. Conclusion. The inclusion of parents in the process of speech therapy in a rehabilitation center has significant intragroup differences. The participation of parents in the process of speech therapy affects the dynamics in the speech development of their children: the higher the level of involvement, the better the dynamics in the correction of speech disorders. Keywords: parental involvement, types of parental involvement, speech therapy correction, children with disabilities

COMPREHENSIVE APPROACH TO THE DIAGNOSIS OF SPEECH DISORDERS OF ORGANIC ORIGIN

The article considers the question of methods for diagnosing speech disorders of organic genesis in order to identify the location of the centers of damage to the cerebral cortex in various speech disorders. The main features of speech disorders of organic genesis are presented. The causes and methods of their diagnosis are highlighted. Possible disorders in different parts of the brain from the standpoint of neuropsycholinguistics are described. The peculiarities of neuropsycholinguistics as a science based on the integration of medical-psychological and pedagogical knowledge are revealed. The effectiveness of a comprehensive approach to the diagnosis and correction of speech disorders of organic origin is substantiated. The basic indications for carrying out separate methods of diagnostics are defined. Literary sources on the issue of diagnosis of speech disorders of organic genesis are analyzed. The peculiarities of electroencephalography procedure as one of the main methods of diagnosis of speech disorders and determination of the main causes of nervous disorders are described. It is determined that, according to the analysis of electroencephalograms of children with speech disorders and without them, children with motor alleles show brain disorders on EEG of different localization. The conducted researches made it possible to analyze the peculiarities of the development of the nervous system of children with organic speech disorders. The importance of a comprehensive approach to the diagnosis of speech disorders of organic origin for their further correction is noted. The obtained data make it possible not only to determine the cause of existing disorders of speech function and localization of the damaged area of the brain, but also to make a differential diagnosis of various diseases of the central nervous system, including speech disorders of organic origin. Conclusions are made on the appropriateness of a comprehensive diagnosis of speech disorders of organic origin in terms of integrative medical, psychological and pedagogical care for people with speech disorders.

EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

METHODS OF CORRECTION BY SPEECH THERAPY IN ESTABLISHING OF VERBAL COMMUNICATION FOR NON-VERBAL CHILDREN IN PRE-SCHOOL AGE

According to the experience of many speech therapists, lately, there is a growing number of non-verbal children. Such a tendency is observed not only in special pre-school education institutions but also in general pre-school institutions. These children need the help of a speech therapist who can determine the speech therapy conclusion and choose the methods of correction. The goal of the research is to explore and analyze the effectiveness of the methods of corrections by speech therapy in the creation of verbal communication for non-verbal children in pre-school age. The correction activities consist of several stages, and as a result, children learn the skills of verbal communication and according to their abilities, use this type of communication in their daily life. Conclusions. The corrective work by speech therapy is done in a way that the speech disorder in pre-school age is eliminated or minimized. The complex impact can bring optimal results in the correction of speech disorders.

The influence of the lexical and grammatical component of speech on the formation of speech competence of younger adolescents in primary school

In the article, the author points out the need for the development of a speech personality in educational institutions as a prerequisite for the development of harmonization of the personality, its successful socialization in society. Modern documents and regulations indicate exactly this. A number of statistical data is also provided on the insufficient level of development of the adolescents' speech competence as a component of the communicative competence, which in turn creates unfavorable conditions for the adolescent's socialization and his/her adaptation in society.
 The article also examines the features of the development of the lexical and grammatical component of the speech of younger adolescents in the conditions of primary school as a necessary component of the speech competence formation. The necessity of developing a special speech environment in a school is substantiated, the participants of which should be both objects of educational influence (adolescents) and teachers, specialists working in the educational space of a basic school. According to the results of the experiment, the peculiarities of the development of the lexical and grammatical aspects of speech of adolescents, studying in the inclusive environment of the primary, school are determined. The analysis of the influence of the level of formation of the lexical and grammatical aspect of speech on the formation of negative character traits in adolescents is carried out. The necessity of correction of speech disorders in adolescents has been proved in order to prevent difficulties in the educational process and socialization of the personality. These facts, in turn, prove the need for active speech therapy support for younger adolescents in a basic school environment

Actual Problems and Debatable Aspects in the Practice of Training Speech Therapists

The process of professional training of future speech therapy teachers is closely related to the state of General and special education systems, focused on achievements in the development of the theory of speech therapy and the realities of practical speech therapy. All the factors the authors have noted make adjustments to the process of training speech therapists, often exposing the problems of their professionalization, generating discussion points in the course of professional training. The article discusses a number of problems that arise in the process of professionalization of future speech therapists. The first problem is related to the insufficient level of linguistic readiness of those who entered the training in the “Speech Therapy” profile. Another problem concerns the teaching of debatable aspects of speech therapy theory and practice-the unification of the categorical apparatus of speech therapy, the application of a scientifically based ratio of nosological and symptomological approaches in speech therapy theory and practice (when preparing speech therapy conclusions), the implementation of a comprehensive approach to the identification and correction of speech disorders, improving the differential diagnosis of various forms of speech disorders. The third problem of professional training of speech therapists is related to their future work with children with disabilities in the widespread practice of inclusive education. All the identified problems significantly affect the quality of speech therapists training, and therefore require discussion.

ALGORITHM OF PATIENT’S TREATMENT WITH THE PRESENCE ANOMALIES OF BITE AND SPEECH DISORDERS

Relevance of research. Under complex correction of speech disorders in existing orthodontic pathology, it is important to establish the causative factor, because incorrect tongue articulation, infantile type of swallowing and other bad habits can be the cause of dental and maxillary pathologies and, at the same time, speech disorders.
 The cause-and-effect relationship between dentoalveolar and speech disorders has been proved. Anomalies and deformations of the dentoalveolar apparatus prevent the sounds from being pronounced normally, contribute to strengthening the habits of improper articulation and complicate logopedic correction. The problem of logopedic correction of sound pronunciation should be addressed comprehensively in collaboration with an orthodontist.
 The purpose of the research. To treat patients with anomalies of bite and speech disorders according to the proposed algorithm.
 Materials and methods. To achieve study objectives, 82 patients with severe orthodontic pathology and speech disorders, with normal hearing and intellect, were accepted for treatment. Clinical examination according to the generally accepted scheme, extraoral and intraoral photographs, anthropometry, myography, cephalometry, and logopedic diagnostics of all aspects of speech were conducted. After establishing the diagnosis, determining the treatment plan, orthodontic treatment was performed simultaneously with speech therapy correction.
 Results and discussion. The first step in the algorithm of successful treatment (correction) of speech disorders and dentoalveolar anomalies was the explanation of its necessity.
 The second stage of the algorithm was a clinical examination, which included medical history taking and objective methods of examination. The speech therapy part of the algorithm provided for speech therapy diagnosis of all aspects of speech: sound pronunciation, vocabulary, grammar, phonetics.
 Additional methods of examination were performed for the preparation of the plan, the choice of method and tactics of treatment: extraoral and intraoral photographs, anthropometry, myography, cephalometry, which is an integral part of the second stage of the treatment algorithm for patients with abnormalities and deformations of the dentoalveolar device in conjunction with correction of speech disorders.
 The third stage of the algorithm was direct orthodontic treatment and speech correction.
 The retention period is the final stage of the algorithm for treating patients with abnormalities and deformations of the dental apparatus in combination with the correction of speech disorders.
 Conclusion. The algorithm for treating patients with anomalies of bite and speech disorders consists of the following blocks: motivation, detailed diagnosis, treatment planning and tactics, the active period of orthodontic treatment simultaneously with speech correction and patient management in the retention period.

Correction of speech disorders among preschool children under the influence specially designed dance classes

Correction of speech disorders among preschool children under the influence specially designed dance classes

Disorders of speech

<h2>Summary</h2> The objective of this presentation has not been to answer all questions concerning disorders of speech in childhood but rather to orient the pediatrician to the subject. It is hoped that this orientation will provide the interest and motivation for further investigations by the pediatrician into the area of communication disorders. A final observation concerning the correctionof speech disorders in children is in order. Speech treatment for most types of problemsis quite lengthy and varies according to the nature of the difficulty. Usually the results of treatment are gradual rather than spectacular. The pediatrician can be of considerable help to the speech pathologist if he encourages parents to view the treatment program realistically and discourages their search for the spectacular or dramatic "cure."

NEED OF STANDARDS OF TRAINING

Every one whose practice has anything to do with children realizes that the time is ripe for the development of a program for the study of the problems of defective speech, for about 5 per cent, of all children have some form of speech disorder. Institutions, boards of education and child welfare centers everywhere are asking for physicians to enlighten them on the prevention and correction of speech disorders. Disorders of speech are increasing, partly because of the great revival of interest in education since the World War, as our system of public school training favors the production of more crowding, more psychoneuroses and more defects of all kinds, including speech disorders. Many foreigners in the larger cities who are learning to speak English at school are forced to speak their native language at home; this conflict often produces some form of speech defect. The World War has been followed

Manual of Exercises for the Correction of Speech Disorders

Manual of Exercises for the Correction of Speech Disorders

Book Review Manual of Exercises for the Correction of Speech Disorders . By May Kirk Scripture and Eugene Jackson. Philadelphia: F. A. Davis Company. 1919.

Book Review Manual of Exercises for the Correction of Speech Disorders . By May Kirk Scripture and Eugene Jackson. Philadelphia: F. A. Davis Company. 1919.