Severe Speech Impairments Research Articles

Personal characteristics and internal picture of the defect in disabled adults

The presented article describes the results of the study of the components of the internal picture of the defect and their relationship with personality traits in adults with deficient dysontogeny type (respondents with visual impairment, speech impairment, musculoskeletal system impairment, hearing impairment). At the theoretical level, an analysis of the possibilities of a defect to determine violations of personal development and personal changes is presented. We noted a greater number of connections in the group of people with visual impairments, and the least in the group of people with severe speech impairments. As a result of empirical analysis, correlations of personality traits and components of the internal picture of a defect in respondents of various nosological groups were revealed, and the influence of personality traits on the folding of structure of internal picture of the defect as a whole was determined. As a result of regression analysis, the influence of spontaneity and sensitivity on the physical and sensitive components in the group of persons with musculoskeletal disorders was revealed; anxiety on the physical and sensitive component of internal picture of the defect in the group of people with visual impairment. When considering the influence of personal characteristics on the components of the internal picture of the defect without reference to nosological groups, the main influence of spontaneity was revealed.

Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment

ABSTRACT Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

Close Gap Test Strategies for Students with Severe Speech Impairment

Introduction. The level of formedness of text competence at secondary school in the aspect of understanding the text’s factual information ensures the successful grasping of the learning content. The purpose of the research was to identify the specifics of the functioning of linear deployment mechanisms and probabilistic forecasting among learners of 5–10th grade (form) with specific language impairment. Материалы и методы. The modified close gap test method was used as the main research method at the level of the ascertaining experiment. The results of the close gap tests, filled by learners, were exposed to quantitative and qualitative analysis. The research was conducted by applying theoretical (interpretive) and empirical (ascertaining experiment based on author’s method) methods. The analytical stage involved the use of the method of correlation analysis, the mathematical processing was carried out with the help of one-way analysis of variance (ANOVA). Results. Analysis of experimental data helped determine the close gap test strategies in adolescent students with specific language impairment. The qualitative and quantitative analysis of studentsʼ work was applied to determine three main groups of strategies for linear deployment and probabilistic forecasting: strategies for establishing semantic links at the level of the lexical component, a strategy for establishing links at the level of associations, and no strategy. Furthermore, the analysis of substitutes with regard to their compliance with grammatical requirements revealed the following typology of manifestations of agrammatism: the use of an inadequate part of speech, deficiencies of grammatical presentation in phrases, non-compliance of the grammatical form of the substitute with the requirements for the grammatical design of the sentence. Correlation analysis was applied to establish links between different types of close gap test strategies used by adolescents with specific language impairment, as well as their relationship with the levels of understanding the factual content of the text. Discussion and Conclusion. The results obtained contribute to the development of developmental psycholinguistics, special pedagogy, speech therapy and school methods of speech development.

Severe speech impairment is a distinguishing feature of FOXP1-related disorder.

To delineate the speech and language phenotype of a cohort of individuals with FOXP1-related disorder. We administered a standardized test battery to examine speech and oral motor function, receptive and expressive language, non-verbal cognition, and adaptive behaviour. Clinical history and cognitive assessments were analysed together with speech and language findings. Twenty-nine patients (17 females, 12 males; mean age 9y 6mo; median age 8y [range 2y 7mo-33y]; SD 6y 5mo) with pathogenic FOXP1 variants (14 truncating, three missense, three splice site, one in-frame deletion, eight cytogenic deletions; 28 out of 29 were de novo variants) were studied. All had atypical speech, with 21 being verbal and eight minimally verbal. All verbal patients had dysarthric and apraxic features, with phonological deficits in most (14 out of 16). Language scores were low overall. In the 21 individuals who carried truncating or splice site variants and small deletions, expressive abilities were relatively preserved compared with comprehension. FOXP1-related disorder is characterized by a complex speech and language phenotype with prominent dysarthria, broader motor planning and programming deficits, and linguistic-based phonological errors. Diagnosis of the speech phenotype associated with FOXP1-related dysfunction will inform early targeted therapy. What this paper adds Individuals with FOXP1-related disorder have a complex speech and language phenotype. Dysarthria, which impairs intelligibility, is the dominant feature of the speech profile. No participants were receiving speech therapy for dysarthria, but were good candidates for therapy Features of speech apraxia occur alongside persistent phonological errors. Language abilities are low overall; however, expressive language is a relative strength.

A web browsing interface for people with severe speech and motor impairment

Purpose The Web has become an indispensable medium used by people across the world for education, information, entertainment, social interaction as well as for various daily activities involving shopping and employment-related tasks. It is therefore becoming increasingly essential that the Web must be accessible to all people to provide equal access and equal opportunity. This is specifically more important for people with various kind of disabilities. Several initiatives such as development of Web accessibility guidelines, tools and technologies have been undertaken to make the Web usable for people with different disabilities. However, only a handful of them are aimed at people with Severe Speech and Motor Impairment (SSMI). This paper aims to present a Web browsing interface for people with severe speech and motor impairment. Design/methodology/approach The browser allows easy dissemination of information through World Wide Web for people with SSMI. The browser is augmented with both automatic as well as manual scanning mechanisms through which a motor disorder person can access the browser graphical user interface (GUI). Further, the browser provides an intelligent content scanning mechanism through which the Web contents can be accessed with less time and cognitive effort. Along with the desktop version, WebSanyog is successfully ported on Android-based tablets to make the system portable. Findings The system has been exhaustively field tested by people with SSMI. The browser has been deployed at the Indian Institute of Cerebral Palsy (IICP), Kolkata. The performance of the browser has been measured in terms of three parameters: The Task execution time (TET); Error rates analysis (ER); and Overall usability score by the subject. The evaluation results suggests that the proposed Web browsing interface is effective in terms of task execution time, cognitive effort and overall user satisfaction. Originality/value The browser GUI is integrated with an automatic scanning mechanism as an alternate way to access and navigate through Web pages, instead of using keyboard and mouse. The browser provides novel content access mechanisms that makes navigating through Web page contents like links, images and embedded videos easier and faster. To facilitate text entry, the browser provides two different options, namely, the predictive virtual scanning keyboard and a novel icon-based query entry scheme that allows generating search queries through the selection of multiple icons.

Rapid Neurodevelopmental Assessment (RNDA) : An Important Tool for Assessment of Psychomotor Development in Children with Perinatal Events

Background: Infants with various perinatal events are at risks for long term neurodevelopmental impairments. Neurodevelopmental assessment at early life has been considered as a valuable tool for prediction of neurodevelopmental outcomes in this population. This present study aimed to identify the neurodevelopmental impairments in high risk children by Rapid Neurodevelopment Assessment (RNDA)
 Materials and methods : This was a cross sectional study conducted in the Autism and Child Development Centre of Chattogram Maa Shishu-O-General Hospital during the period of 0ctober to December 2018. Babies aged 0 -2 years with different perinatal events like prematurity, birth asphyxia, neonatal jaundice, and without any adverse event; that attended RNDA clinic underwent Rapid Neurodevelopmental Assessment (RNDA) to find at risk children for long term neurodevelopmental impairments.
 Results: Among the 50 study subjects,Perinatal asphyxia was found in 41(82%). 26(52%) had history of IUGR, 22(44%) had Preterm delivery and 25(50%) had history of Neonatal convulsion. History of neonatal jaundice was found in 14(28%) cases. 5(10%) children did not have any perinatal event. The Mean ± SD age of study subjects was 7.38±7.31month. Severe impairment in gross motor and fine motor function were found in 25(50%) and 24(48%) respondents respectively. Vision was severely impaired in 10(20%) cases. Severe cognition and behavior impairment were found in 8(16%) and 3(6%) cases accordingly. Severe hearing and speech impairment were found in 2(4%) & 10(20%) cases respectively. Severe seizure was found in 19(39%) cases. Study subjects with the history of delayed cry or Perinatal asphyxia had significantly decreased fine motor skills. Children born with IUGR had significant gross motor and fine motor skill impairment. Significant speech & cognitive impairment were observed in children with neonatal jaundice. Seizure was found significant in study subjects with a history of neonatal convulsion.
 Conclusion: Rapid Neurodevelopment Assessment (RNDA) plays an important role for early identification of neurodevelopmental impairments of high-risk infants and thus screening for these can promote early therapeutic intervention and subsequent follow up, leading to better outcome.
 Chatt Maa Shi Hosp Med Coll J; Vol.20 (1); January 2021; Page 16-21

A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments

Investigating voice in research that involves children with disabilities is highly challenging. Very few studies have problematised voice for the purposes of designing new technologies for and with children who have disabilities. We embarked on qualitative fieldwork with children who have severe speech and physical impairments with the view to motivate designers to consider new child-centred perspectives for conceptualising new communication technologies. In this article, we use reflexivity as a tool to critically examine how empowering our methodological decisions were for children with disabilities, in advancing child-centred accounts of their communication experiences. We propose four considerations that can be useful for researchers and practitioners when undertaking participatory work involving children with disabilities. These are: 1.Theoretical lenses guiding data collection, analysis and interpretation; 2. Developing credible accounts through strong and prominent ideas; 3. Children’s ways of participating evidencing their voices, and; 4. Methods hindering the promotion of child centred accounts. Points of interest Children with severe speech and physical impairments are rarely involved in designing new technologies for supporting communication. It can be challenging to study what children with severe speech and physical impairments express as important about their communication. This article examines the ways in which researchers made decisions about how they worked with children. We studied communication by focusing on the child during their interactions. Our goal was to understand what children expressed as important for communication. We found that researcher beliefs, the use of different methods, and observing children’s ways of participating all influenced the findings. The findings identify that it is important for researchers to be clear to others about the perspectives and different data sources that influence their decisions. Some data collection methods, such as taking photos, can be less empowering for children as they can focus on how the researcher sees the situation.

Genotype\u2013phenotype correlations and novel molecular insights into the DHX30-associated neurodevelopmental disorders

BackgroundWe aimed to define the clinical and variant spectrum and to provide novel molecular insights into the DHX30-associated neurodevelopmental disorder.MethodsClinical and genetic data from affected individuals were collected through Facebook-based family support group, GeneMatcher, and our network of collaborators. We investigated the impact of novel missense variants with respect to ATPase and helicase activity, stress granule (SG) formation, global translation, and their effect on embryonic development in zebrafish. SG formation was additionally analyzed in CRISPR/Cas9-mediated DHX30-deficient HEK293T and zebrafish models, along with in vivo behavioral assays.ResultsWe identified 25 previously unreported individuals, ten of whom carry novel variants, two of which are recurrent, and provide evidence of gonadal mosaicism in one family. All 19 individuals harboring heterozygous missense variants within helicase core motifs (HCMs) have global developmental delay, intellectual disability, severe speech impairment, and gait abnormalities. These variants impair the ATPase and helicase activity of DHX30, trigger SG formation, interfere with global translation, and cause developmental defects in a zebrafish model. Notably, 4 individuals harboring heterozygous variants resulting either in haploinsufficiency or truncated proteins presented with a milder clinical course, similar to an individual harboring a de novo mosaic HCM missense variant. Functionally, we established DHX30 as an ATP-dependent RNA helicase and as an evolutionary conserved factor in SG assembly. Based on the clinical course, the variant location, and type we establish two distinct clinical subtypes. DHX30 loss-of-function variants cause a milder phenotype whereas a severe phenotype is caused by HCM missense variants that, in addition to the loss of ATPase and helicase activity, lead to a detrimental gain-of-function with respect to SG formation. Behavioral characterization of dhx30-deficient zebrafish revealed altered sleep-wake activity and social interaction, partially resembling the human phenotype.ConclusionsOur study highlights the usefulness of social media to define novel Mendelian disorders and exemplifies how functional analyses accompanied by clinical and genetic findings can define clinically distinct subtypes for ultra-rare disorders. Such approaches require close interdisciplinary collaboration between families/legal representatives of the affected individuals, clinicians, molecular genetics diagnostic laboratories, and research laboratories.

Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners.

Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.

Facilitators’ use of a communication device following children’s aided turns in everyday interaction

This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.

Model of Logopedic Work on the Formation of the Syllable Structure of Words of Preschool Children With Severe Speech Disorders

The article presents a model of speech therapy work on the formation of the syllable structure of words in preschool children with severe speech disorders. Particular attention is paid to the analysis of the problem of the syllable structure of words in preschool children with severe speech disorders (mo- tor alalia and general speech underdevelopment), this is very important, as for correctional work it is important not only to determine those syllabic classes that are formed in the child, but also to identify those that need to be formed. It also emphasizes the importance for a speech therapist to correctly de- termine the type of violation of the syllabic structure of a word. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of words of complex syllable structure to gross violations. On the basis of large statistical material and the authors’ own practical experience, speech therapy work, it is shown that the correction of the syllable structure of a word is one of the priority and most difficult tasks in working with preschoolers with systemic speech disorders. The authors describe the correctional work carried out by the authors on the basis of the regional psychological, medical and pedagogical consultation and the educational and methodological center under the Association of Social Workers and Volunteers (The East Kazakhstan region). A step-by-step structure of work on the formation of the syllable structure of words in children of this category is given. The authors’ attention is focused mainly on the practical work of a speech therapist on this issue. The authors consistently prove that the correction and development of children with severe speech impairments depend on a well-built model of correctional and developmental work. Key words: special educational needs, severe speech disorders, preschool age, syllable structure of words, speech therapy model, examination, formation, result.

Personality features and internal picture of the defect in adolescents with different types of dysontogenesis

The article presents the structure of the internal picture of a defect in adolescents with different variants of dysontogenesis (severe speech impairments, mental retardation, hearing impairment and visual impairment). A theoretical and empirical study was carried out, on the basis of which the features of the internal picture of the defect in adolescents with disabilities were revealed. A description of the personality specifics is given depending on the structure of the defect. A study carried out on 110 adolescents revealed that the existing personality traits of children with disabilities, such as sensitivity, rigidity, anxiety, emotiveness, are associated with the perception, consciousness and attitude of the child to its disorder, that is, with the internal picture of the defect. The study of the relationship between personality traits and the internal picture of a defect components of adolescents with disabilities showed that this mechanism acquires the greatest role in adolescents with hearing impairments in comparison with other nosological groups.

Trastornos persistentes de los sonidos del habla en niños con y sin alteraciones del lenguaje: características fonológicas y desempeño motor oral

ObjectiveTo identify oral motor performance skills and characterize the phonological system of primary school children aged between 8 and 12years without alterations in speech sounds and/or oral and written language, and in children who present speech changes with or without reading and writing difficulties. MethodThe study included 79 elementary school children between 8 and 12years from public schools and the outpatient clinic of Unifesp's Department of Speech and Hearing Therapy. The ABFW evaluation protocol (naming) was applied and, after analysis, the children were divided into three groups: CG (control group) with no change in speech and written language, GE1 (research group1) with speech impairment and no change in reading and writing, and GE2 (research group2) with speech and reading and writing impairment. The PCC index of the three groups was calculated. Tests for diadochokinesia, praxis and oral skills were applied in all children. Kruskal-Wallis tests, with multiple comparisons of Tukey, and the Mann-Whitney test were used to compare the performance between the groups. The significance level considered was .05 (5%). ResultsThe ABFW naming test and the PCC index were similar for GE1 and GE2, although GE2 showed 5 children with mild and 1 with moderately severe speech impairment. The others presented only mild alterations. The most predominant alterations between the two groups were 65.78% simplification of the consonant encounter, 34.21% simplification of the final consonant and 28.94% liquid simplification. The GE2 presented the worst performance in the diadochokinesis tests. Lingual praxia abilities showed the worst performance, with the CG presenting 11.36% of difficulties, while GE1 presented 41.17% and GE2 57.14%. ConclusionIn groups GE1 and GE2, the predominant speech changes were simplification of the consonant encounter, simplification of the final consonant and liquid simplification. The GE2 group (children with reading and writing difficulties) performed less well in tests of speed and repetition (neuromotor maturation) and in language skills, which suggests deficit of the oral motor domain. This study highlights the need to evaluate oral motor performance in children with persistent speech disorders with or without difficulties in reading and writing.

Research on the resilience of parents raising children with severe speech impairments

Research on the resilience of parents raising children with severe speech impairments

DEVELOPMENT OF PHONEMIC COMPONENTS OF SPEECH IN STUDENTS WITH DYSGRAPHIA

The urgency of the article is determined by the need to develop methods of rehabilitation-educational support for students with writing disabilities, since the number of schoolchildren with dysgraphia is growing and their problems are caused by the lack of development of thinking operations (analysis, synthesis, representations). The article deals with the description of some methods of work facilitating the development of phonemic perception, phonemic awareness, and phonemic analysis and synthesis in students with writing disabilities. It presents the author's approach to the differentiation of vowels and consonants and their signsymbolic designation and describes the stages of rehabilitation-educational work, which is universal, since it can be carried out in a preschool education institution in preparing children with severe speech impairments for school and while treating dysgraphia during schooling. The article presents comparative data on the number of students with various types of dysgraphia and analytical data about the results of the phased pedagogical activity proposed by the author and aimed at overcoming disorders of the phonemic components of speech in students with oral and written speech impairments. The statistical data presented in the article can be used in the organization of research work by undergraduate students, master’s degree students, and post-graduate students in the field of speech therapy. The approaches to the rehabilitation of phonetic and phonemic components of speech can be useful for teachers-logopedists in their practical activities aimed at treatment of oral and written speech disorders in children.

ОСОБЕННОСТИ СОЗДАНИЯ СПЕЦИАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В ГРУППАХ КОМПЕНСИРУЮЩЕЙ НАПРАВЛЕННОСТИ ДЛЯ ДОШКОЛЬНИКОВ С ТЯЖЕЛЫМИ НАРУШЕНИЯМИ РЕЧИ

The article presents the results of the analysis of theoretical studies and practical activities devoted to the study of the features of creating a special educational environment in compensatory groups for preschoolers with severe speech impairment. The concept of a special educational environment, its components, as well as the requirements for their organization in order to ensure the cognitive and speech development of children are considered.

Language Differentiation Using Augmentative and Alternative Communication: An Investigation of Spanish-English Bilingual Children With and Without Language Impairments.

Purpose Children with severe speech and language impairments growing up in dual language environments may communicate in more than one language using augmentative and alternative communication (AAC). This study investigated predictors of bilingual children's ability to differentiate between Spanish and English using an AAC iPad app during a cued language-switching task and examined whether switching between languages using AAC incurred a cognitive cost. Method Participants were 58 Spanish-English bilingual children ages 4;0-6;11 (years;months; 23 with language impairments). Children received standardized language and cognitive assessments and completed an experimental language-switching task in which they were asked to differentiate between languages using an AAC iPad app containing English and Spanish vocabulary layouts paired with voice output. Results Results of a binary logistic regression indicated that, when controlling for age, processing speed significantly predicted whether children were classified as high or low performers on the experimental task. Nonparametric tests indicated that switching between languages did not incur a cognitive cost as evidenced by similar response times on trials where participants were required to switch between languages compared to trials where they did not switch. Conclusion This study contributes to the understanding of how young bilingual children with and without language impairments conceptualize and discriminate between languages represented in a visual-graphic modality paired with speech output. Supplemental Material https://doi.org/10.23641/asha.13289330.

QOL-59. CEREBELLAR MUTISM SYNDROME AND THE SURGICAL RISK FACTORS: A PROSPECTIVE MULTICENTRE STUDY OF 500 PATIENTS UNDERGOING TUMOUR SURGERY IN THE POSTERIOR FOSSA

OBJECTIVECerebellar mutism syndrome (CMS) is a severe neurological complication of tumour surgery in the posterior fossa in childhood. The incidence is reported between 8 and 39%, where CMS sets in within days of surgery and resolves within months, yet long-term sequelae are seen in most patients. This prospective cohort study investigates the course of CMS and the surgical cause of the syndrome. POPULATION ANDMETHODSWe included 500 children with a tumour in the posterior fossa with planned surgery or open biopsy. Enrolment was conducted between 2014 and 2020 in 26 centres in ten European countries. Speech, neurological symptoms and surgical procedure were registered in predefined standardized forms pre-operatively and at three post-operative follow-ups within one year. PRELIMINARYRESULTSA total of 426 children underwent primary surgery and were eligible for analyses. CMS occurred in 56 patients (13.1%) one day (median; IQR: 0–2 days) after surgery and resolved within 38 days (median; IQR: 4–52 days). Another 58 patients (13.6%) had less severe speech impairment. Mutism was associated with lower age (OR: 0.91 [95%CI: 0.85;0.98, p=0.014]), medulloblastoma (OR: 2.5 [95%CI: 1.4;4.7, p=0.0036]) and ATRT (OR: 12.9 [95%CI: 3.4;51.9, p=0.00018]) and tumour location in the fourth ventricle (OR: 4.0 [95%CI: 2.3;7.2, p<0.0001]). Preliminary multivariate analyses revealed no significant association between mutism and surgical access.CONCLUSIONCMS is a common complication predominantly seen in younger children after tumour surgery for a medulloblastoma or ATRT in the fourth ventricle. The incidence is not related to the surgical access in this study population.

Integrated Rehabilitation after a Cranial Brain Injury in the Conditions of a Sanatorium with Application of Barotherapy (Description of a Clinical Case)

Restoration after injuries is one of the key issues of medical rehabilitation practice. In the cases of severe traumatic brain injury, treatment and rehabilitation does not fit ordinary guidelines, and implementation of wider range of medical and rehabilitation technologies is necessary. In the case of a successful result in the rehabilitation process a clinical analysis of individual clinical examples is important for the medical community. The article presents the clinical case of the patient suffering from severe consequences of a head injury,in the form of severe speech impairment, paresis, communication disorders, and social maladaptation of the patient. The patient received a long-term stage rehabilitation in an in-patient department, composed of 5 treatment courses, during 11–12 days, lasting fora year. The rehabilitations courses included: pharmacotherapy, physiotherapeutic procedures, massage, acupuncture, physical therapy exercises individually with an instructor, barotherapy, etc. Rehabilitation had been carried out in the rehabilitation department by a multidisciplinary team, including neurologist, reflexologist, physiotherapist, physical rehabilitation specialist, occupational therapist,speech therapist, massage therapist and nurses. These specialists were trained during the implementation of the Pilot Project for the Development of Medical Rehabilitation in the Russian Federation in 2016. The dynamic monitoring of functional restoration within the framework of rehabilitation was performed using the International Classification of Functioning, as it reflects the state of health and disorders individually for the patient and estimate these indicators universally, where none of the functional disorders is a priority, and allows rehabilitation measures to be carried out more complex. The result was: increase in strength and functional capabilities of certain muscle groups, improved swallowing and voice formation and restoration of the minimal communicative capabilities in the sphere of social functioning.

Effects of holistic socialization-individualization of preschool children with severe speech impairments in sports and health-improving activities

The urgency of this problem is due, on the one hand, to the need to include children with severe speech impairments in the educational space of Childhood, taking into account their special educational needs, on the other hand, to the need to shift the emphasis both in theoretical research and pedagogical practice towards ensuring the integrity of socialization-individualization. The research purpose was to identify and assess the effects of holistic socialization-individualization of preschoolers with severe speech impairments in sports and health-improving activities. The experimental study involved 100 senior preschool children with a normal level of speech development and 100 senior preschool children with severe speech impairments attending preschool educational institutions in Belgorod and the Belgorod region (Russian Federation). Theoretical (analysis of literary scientific sources), empirical (pedagogical experiment (ascertaining stage), testing) research methods, as well as methods of mathematical statistics (Student’s t-test, Fisher’s φ-test) were used. The study and assessment of the effects of holistic socialization-individualization of senior preschool children with severe speech impairments in sports and health-improving activities were carried out in the following fields – communication, self-awareness, activity. During the study, statistically valid differences were obtained in the level of self-esteem of preschool children (φemp=2.595 &gt; φcrit=2.31 with p&lt;0.01); self-assessment by parameter “Strong” (φemp=2.574 &gt; φcrit=2.31 with p&lt;0.01), “Fast” (φemp=2.715 &gt; φcrit=2.31 with p&lt;0.01), “Accuracy” (φemp=2.567 &gt; φcrit=2.31 with p&lt;0.01), “Dexterous” (φemp=2.56 &gt; φcrit=2.31 with p&lt;0.01), “Flexibility” (φemp=2.85 &gt; φcrit=2.31 with p&lt;0.01); by the level of anxiety (φemp=2.517 &gt; φcrit=2.31 with p&lt;0.01). The assessment of motor abilities (motor-coordination, speed-power, strength, flexibility, accuracy, endurance) of senior preschool children made it possible to reveal statistically valid differences between the data of children with a normal level of speech development and children with severe speech disorders (p&lt;0.05). The obtained research results confirm the data presented in the works of domestic and foreign scientists, and the need to substantiate the use of the potential of sports and health-improving activity in solving the research problem.