Speech Underdevelopment Research Articles

Особенности развития мыслительной деятельности у дошкольников с нарушением речи

The article is devoted to the problem of the development of cognitive processes, namely, mental activity, in older preschoolers with general speech underdevelopment. The study involved 300 older preschoolers (155 boys and 145 girls), of whom 150 preschoolers with general speech underdevelopment, studying in speech therapy groups, and 150 preschoolers with normal speech development, average age 5,5 years. The distinctive features of the development of thought processes in preschoolers with general speech underdevelopment in comparison with children with normal speech development have been identified and analyzed. The degree of formation of the ability to generalize and highlight significant features, build logical connections and identify cause-and-effect relationships in preschoolers has been determined. The prevailing types of thinking in preschool children have been revealed.

Formation of a morphological basis for spelling activity among primary schoolchildren with speech underdevelopment

This paper sets out to investigate problems associated with the formation of educational activity (including spelling) among students with disabilities. The author describes principles of speech therapy, generalises the results of long-term experience in studying dysorphography among primary schoolchildren with speech underdevelopment, indicates a positive and stable dynamics in the formation of a morphological basis for spelling activity (need-motivational, content-operational, control-evaluative components), as well as notes an overall increase in academic performance in the Russian language. The study has practical significance in terms of developing prevention and correction methods for managing this type of dysorphography among primary schoolchildren with speech underdevelopment. The described methods can be used for eliminating the mechanisms and symptoms of dysgraphia, carrying out a targeted and controlled formation of spelling activity, and improving spelling literacy. The obtained findings can be applied in speech therapy centres and educational institutions that carry out inclusive education of schoolchildren.

ONLINE LOGOPEDIC SUPPORT FOR JUNIOR SCHOOLCHILDREN WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITIES

During the coronavirus pandemic, school learning in Russia was conducted in a distance format. Online learning also became an important tool of rehabilitation for children with autism spectrum disorder. Asynchronous development of children with autism, suffering from comorbid psychoneurological disorders, the need to create motivating conditions, and structuring of their arbitrary activity presuppose the importance of taking into account this specificity in rehabilitation practice. The article presents scientifically validated methods and techniques of work with autistic children (demonstrating special behavior, verbal negativism, marked regulatory disorders, etc.) based on the applied behavior analysis. The author outlines the structural stages of the work of the teacher-logopedist on the organization and conduct of a remote speech therapy lesson. The article describes dynamic development of arbitrary speech in schoolchildren with intellectual disabil ity and speech underdevelopment who study at the Federal Resource Center for the Organization of Comprehensive support for Children with ASD during distance learning. Conclusions are drawn about the effectiveness of the online format of teaching children with autism, intellectual disability and speech underdevelopment while creating special conditions for rehabilitation, as well as the importance of engaging parents in the implementation of the rehabilitation goals set.

EXPLORATION OF THE STATE OF THE SPEECH MOTOR BASIS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

The article describes the state of the speech motor basis in children with autism spectrum disorder (hereinafter referred to as ASD). The term “autism spectrum disorder” is used in the article in accordance with the DSM-5. The authors analyze the results of observation of the state of the speech motor basis in 44 children with ASD aged from 2 years 0 months to 4 years 2 months. The study was limited to children with ASD who had no disorders of cognitive functions, analyzer systems, or the locomotor system. Based on theoretical and empirical data, the authors show that children with ASD demonstrate a specificity of their speech motor basis consisting in: difficulties in motor planning, problems with following a motor program, presence of self-stimulating behavior, and disorders of the sensory sphere with safe analyzer systems. Along with the presence of specific manifestations in the state of the speech motor basis, the authors note the presence of motor problems in children with ASD, similar to those in children with speech underdevelopment. The paper suggests that the peculiarities of the speech motor basis identified complicate the formation of speech in children with ASD, which, along with the specificity of the formation of verbal behavior, leads to the need for a special choice of methods and techniques of logopedic intervention.

ВЗАИМОСВЯЗЬ ХАРАКТЕРИСТИК ОБЩЕНИЯ, САМООЦЕНКИ И МЕЖЛИЧНОСТНОГО СТАТУСА У ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

Teaching syllabic reading of children with general speech underdevelopment through didactic games (Part 2)

Teaching syllabic reading of children with general speech underdevelopment through didactic games (Part 2)

Психологическая характеристика детей старшего дошкольного возраста с фонетико-фонематическим недоразвитием речи

The study aims to define the psychological characteristics of preschool children with phonetic and phonemic speech underdevelopment (FFSU). The psychological characteristics of children with FFSU are considered in connection with the preparation for school education. The hypothesis was tested: the psychological characteristics of children with FFSU significantly differ from the psychological characteristics of children with normative speech development; the structure of the correlations of psychological characteristics in the studied groups of children is different. The sample included children with FFSU (N = 30) and children with normative speech development (N = 30). Re-search methods were the Method of Express Diagnostics by N.N. Pavlova, L.G. Rudenko and Test of Anxiety by R. Tammle, M. Dorkey and V. Amen. The study results showed that the differences between children with FFSU and normative speech development manifested themselves at the level of a statistical trend in two parameters. Children with FFSU are inferior to their peers with normative speech development in arbitrariness (p = 0.052), but have a slight advantage over them in the emotional sphere due to a lower level of anxiety (p = 0.083). Correlation analysis confirmed the assumption that the structure of correlation relationships of psychological characteristics in the studied groups of children is different. In conclusion, the psychological conditions for the successful adaptation of children with FFSU to school are determined: the development of arbitrariness, attention, logical thinking, the formation of adequate self-esteem.

Remote forms of organizing the interaction of a speech therapist and teacher with parents in the process of correcting general speech underdevelopment

Remote forms of organizing the interaction of a speech therapist and teacher with parents in the process of correcting general speech underdevelopment

ИССЛЕДОВАНИЕ КОММУНИКАТИВНЫХ УМЕНИЙ У ДЕТЕЙ МЛАДШЕГО ДОШКОЛЬНОГО ВОЗРАСТА С I И II УРОВНЕМ ОБЩЕГО НЕДОРАЗВИТИЯ РЕЧИ

This article focuses on the process of studying and forming communication skills in preschool children with I II levels of General speech underdevelopment. Diagnostic tasks for studying communication skills in 4–5 year-old children with I-II level of General speech underdevelopment, criteria for their performance and data from a ascertaining experiment are considered.

Developing the skill of conducting a dialogue in the format of a story-role game in preschoolers with general speech underdevelopment

Developing the skill of conducting a dialogue in the format of a story-role game in preschoolers with general speech underdevelopment

DEVELOPMENT OF THE FLUENT READING SKILL IN CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT THROUGH THE IDENTIFICATION OF THE RHYTHMIC STRUCTURE OF A PROSE TEXT

Introduction. The paper presents the results of a study on the influence of identifying the prose text rhythm on the development of fluent reading skills in children with the general speech underdevelopment. Materials and Methods. The methods employed in the study are analysis of scientific literature on the issues of formation of rhythm in the text and syntagmatic division of the text, the rhythmic analysis, and the statistical method. Results. Identification of a rhythmic structure in the text and division of the text into syntagmas help improve the technical aspect of reading and affect the development of fluent reading skills in children with the general speech underdevelopment. Conclusion. The findings suggest that it is essential to teach primary school children with the general speech underdevelopment to feel the text rhythm, identify it at the level of syntagmatic division, and find semantic dominants in the text to overcome the difficulties of developing fluent reading skills. The identification of rhythmic patterns in the text enables children both to upgrade their fluent reading skills and to understand better the meaning of what they read.

Нарративные Я-репрезентации социально ориентированных ожиданий лиц с нарушением интеллекта

The article examines the theoretical and methodological foundations and empirical implementation of the approach to the study of narrative self-representations in the field of socially oriented expectations of young and adult persons with intellectual disabilities. Socially oriented expectations largely determine the behavioral representations of the subject in relation to the outside world and other people. There are no special methods for studying the socially oriented expectations of adults with intellectual disabilities, in connection with which an approach can be proposed using the content analysis of narrative representations obtained in the framework of the study of socially oriented personality self-structures (social self). In this case, the coding is based on two parameters: the frequency of occurrence of representative references and the emotional orientation of representative references to socially oriented expectations. With the use of latent coding, based on the semantic analysis of speech units and representative references, it becomes possible to distinguish semantic clusters describing areas of life for which respondents have socially oriented expectations of a particular emotional orientation. This approach makes it possible to overcome the difficulties of analyzing the verbal production of persons with intellectual disabilities, arising in connection with the presence of systemic speech underdevelopment in the latter. The high values of the coefficient of agreement of expert opinions obtained in this study indicate the relevance of the proposed method for obtaining reliable data. The quantitative ratio of the narrative representations of socially oriented expectations between adolescence and adulthood changes insignificantly, there is a qualitative redistribution of the inter-thematic semantic load, as well as a change in the emotional component of the narrative representations of socially oriented expectations of persons with mild intellectual disabilities.

Use in correctional speech therapy work at school for children with general speech underdevelopment

The success of overcoming the general speech underdevelopment in younger schoolchildren can be increased through the use of various information computer technologies. The article reveals the meaning of the use of computer technologies, aspects of their application in the elimination of speech disorders in primary schoolchildren.

The formation of synonyms and antonyms vocabulary of preschool children with general speech underdevelopment

The formation of synonyms and antonyms vocabulary of preschool children with general speech underdevelopment

Teaching syllabic reading of children with general speech underdevelopment through didactic games (Part 1)

Teaching syllabic reading of children with general speech underdevelopment through didactic games (Part 1)

Concerning the place and meaning of psychomotor function in the formation of writing skills in children with general underdevelopment of speech

Introduction. The article theoretically and experimentally substantiates the importance of timely psychomotor development of children at the initial stage of learning to write. The influence of impaired functioning of subcortical and cortical neurological levels of building movements on the implementation of the phonetic principle of writing in primary school students with general speech underdevelopment in the form of the presence of hyper- and hypotonus, micro- and macrography, motor, visual-motor mistakes is analyzed.Materials and Methods. When writing the article, a theoretical analysis of domestic defectological research was used as well as psychological and pedagogical experiment.Results. It has been established that psychomotorism acts as a structural component of writing, the formation of which is caused by the combination of visual and auditory-speech motor representations with a kinesthetic image of letters, as well as violations of psychomotor development negatively affect the formation of the writing skills of seven year old with general speech underdevelopment of level III at the initial stage of training. Psychomotor disturbances are associated with insufficient implementation of the phonetic principle of writing, and is also characterized by a number of features that determine their writing skills at the beginning of school.Discussion and Conclusions. The results of the research are the basis for the development of correctional and developmental programs of the psychological and pedagogical impact on objectification in the child’s mind of the complex of sensory and proprioceptive sensations in the writing learning process as well as the elimination of the difficulties of phonetic-phonemic perception, morphological analysis of the word, lexical and grammatical and spelling mistakes.

Speech therapy for young children at risk for speech underdevelopment

Speech therapy for young children at risk for speech underdevelopment

ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

THE DEVELOPMENT OF COHERENT SPEECH OF PRESCHOOL CHILDREN WITH SPEECH DISORDERS IN THE PROCESS OF COGNITIVE DEVELOPMENT ACTIVITIES

At the present stage of development of defectological science and practice, the problem of speech correction of children with disabilities, in particular preschool children with General underdevelopment of speech (GUS) has a great scientific and practical importance. The overcoming of speech disorders and the ability to choose an educational route determine the need of the organization and determination of the content of targeted comprehensive speech therapy assistance. The article scientifically justifies the possibility of using cognitive research activities to improve the performance of speech development of children with disabilities. The efficiency of the program of development of coherent speech of preschool children with General underdevelopment of speech in cognitive research activity is experimentally proved. It is clearly shown that the inclusion of preschool children with General underdevelopment in the educational and research activities promotes the formation and development of skills of making coherent statements: phrases and sentences of the story on the demonstrated actions, story description, story based on personal experience.

THE RESULTS OF EXPERIMENTAL WORK ON THE FORMATION OF WORD FORMATION SKILLS IN PRESCHOOL CHILDREN WITH GENERAL UNDERDEVELOPMENT OF SPEECH

In the article, we reveal the features of using techniques aimed at developing word formation skills in preschool children with general speech underdevelopment - a form of speech underdevelopment that is often found in preschool children. Analyzing the results of experimental training aimed at the formation of word formation skills in preschool children with General underdevelopment of speech, we made the following conclusions: in children during the experiment, the concepts of word formation, knowledge, skills and practical application in oral speech were formed. Tasks obtained in the formative experiment, made it possible to make sure that these children have formed the skills of word formation as a structural component of speech ability. This achievement has affected the overall effectiveness of the impact in the overall correctional and educational process with the General underdevelopment of speech.