RU173307U1 - SIMULATOR FOR DEVELOPMENT OF PHONEMATIC HEARING - Google Patents

Abstract

Speech disturbances resulting from local brain damage (GM) are based on impaired phonemic hearing formation, i.e. ability to distinguish, analyze and synthesize phonemes of the native language. To increase the effectiveness of speech therapy sessions with children and patients who have various disorders of speech activity as a result of local injuries of GM, a phonemic hearing simulator (TRFS) is proposed. In the proposed TRFS, a method is used to create a biofeedback between visual, auditory and kinesthetic analyzers to increase the effectiveness of speech therapy sessions by increasing attention and controlling the pronunciation of sounds of the patient himself (Fig. 7, 8). TRFS is a toy (Fig. 1, 2, 3, 4). This is a plastic “talking” penguin, which, when playing tongue twisters for practicing difficult to distinguish and unpronounceable phonemes, simultaneously raises and lowers its wings, opens and closes its beak when pronouncing vowels and consonants. Synchronously with the reproduction of certain phonemes inside the toy body, a light of the corresponding phoneme color is lit, coloring it - thereby fixing the child’s auditory attention on this phoneme. After mastering the program, task complication is possible. Squeezing an elastic ball of the corresponding color, the child himself at the moment of reproduction of the worked phonemes “lights up” an additional light bulb in the penguin’s head, painting the toy. It is assumed that training with such a simple provision of associative connections in real time between the sound of phonemes, the color of the light signal, the muscular tension of the hands when pronouncing difficult-to-distinguish phonemes will serve to form in the GM cortex a new dominant center of phonemic hearing. It is assumed that due to this neurophysiological phenomenon, the use of TRFS will make it possible to increase the effectiveness of speech therapy sessions in young children with severe CNS injuries, low cognitive abilities, and in adult patients with damage to the speech center due to strokes and CNS injuries.

Description

1. The technical field

The utility model relates to medicine, speech therapy, audiology, pedagogy.

To improve the effectiveness of speech therapy sessions with children and patients who have various disorders of speech activity as a result of local brain damage (GM), a phonemic hearing simulator (TRFS) is proposed.

The use of TRFS is also possible in pedagogical practice for teaching correct pronunciation in the study of foreign languages.

2. The level of technology

Speech disturbances resulting from local damage to the GM are based on impaired formation of phonemic hearing, i.e. ability to distinguish, analyze and synthesize phonemes of the native language.

Currently, there are many types of programs and techniques for the development of phonemic hearing, which use the achievements of computer technology to create a biological feedback between the pronunciation of sounds and their image on a computer monitor.

The closest analogue of the proposed simulator for the development of phonemic hearing (TRFS) in children with local injuries (GM) is the invention SU 1737491 A1. Improving the effect of speech training of the hearing impaired and deaf when using the device SU 1737491 A1 is provided by increasing the patient’s attention to pronunciation. The means of control are the image of pronounced sounds in the form of sinusoids on the monitor screen and tactile skin irritations with a vibrator with a certain frequency. Due to this type of feedback, the patient can compare the pronunciation of sounds with a control image corresponding to the correct pronunciation of this sound. The correct pronunciation of sounds is also supported by irritation of the tactile (kinesthetic) analyzer of the corresponding frequency.

The proposed TRFS also uses the method of creating an inverse biological relationship between visual, auditory and kinesthetic analyzers to increase the effectiveness of speech therapy sessions by increasing attention and controlling the pronunciation of sounds of the patient himself.

TRFS is a toy (Fig. 1, 3, 4). This is a plastic “talking” penguin, which, when playing tongue twisters for practicing difficult to distinguish and unpronounceable phonemes, simultaneously raises and lowers its wings, opens and closes its beak when pronouncing vowels and consonants (Figs. 3, 5, 6). Synchronously with the reproduction of certain phonemes inside the toy body, a light of the corresponding phoneme color is lit, coloring it - thereby fixing the child’s auditory attention on this phoneme (Fig. 5, 6). After mastering the program, task complication is possible. Squeezing an elastic ball of the corresponding color, the child himself at the moment of playing the worked phonemes “lights up” an additional light bulb in the penguin’s head, painting a toy (Fig. 3b, 4d).

Thus, the difference between TRFS and the indicated invention is that attention control for the pronunciation of consonants and vowels is provided by tracking the synchronous movements of the penguin's wings, and attention control for the pronunciation of hard-to-distinguish and poorly pronounced phonemes is achieved by synchronously switching on the light signal of the corresponding color. Active feedback during training using TRFS is provided by the muscular effort of the patient’s hand (passive or active) when the ball is pressed during pronunciation of a difficult-to-distinguish phoneme to turn on an additional light bulb corresponding to the phoneme of the color. Thus, in TRFS, more irritating signals are used that are more accessible and usual for perception by sight, hearing, and kinesthetic apparatus.

It is assumed that training with such a simple maximum concentration of the patient’s attention to the pronunciation of sounds will contribute to the partial or complete restoration of speech in patients with its partial or complete loss. Thus, the technical result of the use of TRFS is the restoration of speech (partial or complete) with its developmental delay or loss due to diseases or local damage to GM.

3. Disclosure of invention

3.1. Phonemic hearing - the ability to distinguish, analyze and synthesize phonemes of a given language - is the primary form of speech activity. Mastering the phonemic structure of the language precedes the mastery of oral speech, writing, reading, therefore phonemic hearing is the basis of the entire complex speech system.

The formation of phonemic hearing in a child is potentiated by the development of motor, kinesthetic, auditory, visual analyzers of the central nervous system, and environmental influences. The formation of phonemic hearing normally occurs around the age of 1 year 7 months. Local damage to the GM in the speech zone or in other central zones of these analyzers can significantly delay the development of phonemic hearing, which will entail inhibition of the child’s oral and written speech, and therefore will negatively affect the subsequent social and labor prognosis of the patient’s development.

The phonemes of the Russian language are divided into 2 main groups: vowels and consonants. With local injuries of GM, as a rule, a child distinguishes vowel phonemes of a word, having difficulty pronouncing consonants that it does not distinguish in word forms. In TRFS, the distinction between vowels and consonants when pronouncing a syllable or word is reinforced in real time by the movements of the wings and beak of the toy penguin. The sound of consonants and the rise of the wings is 1.0 sec. The sound of vowels, accompanied by a horizontal position of the wings, is 2 times more - 2 sec. The pause between words (the penguin's wings are lowered) is 5 seconds (Figs. 1, 3, 4, 5, 6).

The penguin's beak opens for the duration of the pronunciation of the word, in the pause between the words it is closed (Fig. 3a, b).

To concentrate auditory attention, the reproduction of a hardly distinguishable phoneme is synchronously accompanied by the inclusion of a light signal of a certain color. Multi-colored light bulbs are located inside the toy body, the front wall of which is painted white, made of translucent material, which contributes to good coloring and glow of the toy. In the head of the toy there are additional bulbs of the corresponding colors, which turn on when the elastic ball is pressed, painted in the color of the light bulb that is attached to the penguin body and electrically connected to the program unit in the body (Fig. 1, 2, 3).

3.2. The main task of training on TRFS is the restoration of speech (partial or full) with a delay in its development in children or loss in patients of different ages as a result of diseases or local injuries of GM. It is provided by increased concentration of the patient’s attention in the classroom. It is assumed that the presence of a game component, activation of attention by reinforcing pronounced phonemes with certain color signals, the possibility of active patient participation to turn on additional light effects when pronouncing sounds with instant monitoring of the correctness of the assignment will make it possible to restore speech even in seriously ill patients in a short time.

The use of TRFS according to the above principles may also contribute to a more rapid study of foreign languages.

4. Drawings

The figure 1 presents the image of TRFS.

1 - a toy made of plastic - a “talking” penguin (the simulator itself),

2 - light bulbs inside the toy body,

3 - software unit inside the toy body,

4 - multi-colored balls (the color corresponds to a hard-to-distinguish phoneme),

3 - remote control simulator,

5 - remote control

6 - headphones

7 - a set of pictures.

The figure 2 presents a diagram of the internal device TRFS.

The figure 3 (a, b) presents the position of the head of the toy:

a - initial state (in the absence of sound reproduction) - the beak is closed,

b - “working” condition of the toy’s head when playing sounds - the beak is open, an additional light inside the toy’s head is on.

8 - speaker - device for reproducing sounds,

9 - an additional light bulb.

The figure 4 (a, b, c, d, d) presents the position of the toy:

a) starting position - wings are down,

b) the position when playing the consonant sound - the wings are raised up,

c) position when playing a vowel sound - wings are located horizontally,

d) the position when playing difficult to distinguish phonemes - the wings are raised up, a colored light corresponding to the phoneme is turned on in the body,

e) the position when playing difficult to distinguish phonemes with simultaneous compression of the ball - the wings are raised up, a colored light bulb corresponding to the phoneme is turned on in the body, a light bulb of the same color is turned on in the head of the toy.

Figure 5 (a, b) shows the sequence of positions of the toy when playing a tongue twister for practicing difficult-to-distinguish phonemes "P" and "L":

a) 10 - a red bulb in the body of the toy when playing the phoneme "P",

11 - a pink light bulb in the toy body during the reproduction of the phoneme “L”.

b) - the trajectory of the wing during the reproduction of the word "Karl".

The figure 6 presents the sequence of positions of the toy when playing a tongue twister for practicing difficult to distinguish phonemes "W" and "C":

a) 12 - a green light bulb in the body of the toy when playing the phoneme "W",

11 - light green bulb in the body of the toy when playing the phoneme “L”.

5. Implementation of a utility model

5.1 With local damage to the GM in the right temporal lobe of the cerebral cortex, phonemic hearing impairments very often develop - inability to distinguish phonemes of the mother tongue, which makes it difficult to reproduce speech, memory and the development of cognitive abilities of the child or delays the recovery of speech in patients after traumatic brain injuries, strokes .

TRFS is proposed due to the formation of stable associative links between auditory, visual and kinesthetic analyzers, by increasing the concentration of auditory attention on the movements of the wings, the beak of the penguin toy, and most importantly, on the color the toy is painted when pronouncing difficult-to-distinguish and unpronounceable phonemes ( Fig. 5, 6). When learning lessons on the pronunciation of phonemes, the child or patient himself is actively involved in the pronunciation process of the tongue twister by clicking on a ball of a certain color at the time of pronouncing a phoneme associated with an additional light bulb in the head of a toy of the corresponding color of FIG. 3b, 4d).

Such regular active training, ensuring maximum concentration of the child or patient on the task with minimal effort on his part, will provide quick full or partial restoration of speech.

5.2. Description of training using TRFS

As already mentioned, TRFS is a plastic toy in the form of a penguin (30-40 cm high), with software and remote control (Fig. 1, 2). When you press the "Start" button on the remote, the pignin "pronounces" a tongue twister for practicing the pronunciation of hardly distinguishable phonemes, while the wings of the penguin synchronously change their position, the beak opens and closes. The sound of consonants and the rise of the wings is 1.0 sec. The sound of vowels, accompanied by a horizontal position of the wings, is 2 times more - 2 sec. The pause between words (penguin wings down) is 5 seconds.

The penguin's beak opens for the duration of the pronunciation of the word, in the pause between the words it is closed.

When sounding poorly recognizable and tedious reproduced phonemes, a light comes on in the toy body, coloring it in the corresponding phoneme color. The phonemes “C” and “W”, “L” and “P” are most often poorly distinguished and pronounced.

In FIG. Figures 5 and 6 show the sequence of wing movements and the inclusion of light bulbs of the corresponding color in the toy body when pronouncing tongue twisters for practicing the pronunciation of the above phonemes: “Karl stole coral from Klara, and Klara stole the clarinet from Karl”, and “Sasha walked along the highway and sucked drying.” When playing back the phoneme “P”, the light in the red penguin’s body turns on, - the phoneme “L” is pink. When playing back the phoneme “W”, the light in the green penguin’s body turns on, - the phoneme “L” is light green in color. To improve the semantic content of tongue twisters, a set of pictures is attached to the toy, which depicts the plot of the pronounced tongue twister (Fig. 1).

In the program block (Fig. 2), a program can be incorporated with the pronunciation of several tongue twisters for practicing one pair of poorly distinguished phonemes. Several programs for practicing 1, 2, or several pairs of hardly distinguishable phonemes can be laid down.

The child or patient repeats the tongue twister, which the penguin pronounces, carefully following the movement of the beak, wings, the inclusion of a light bulb of a certain color when reproducing difficult-to-distinguish phonemes. With a good understanding of the pronunciation of tongue twisters, the task with the penguin is complicated. The child or patient is invited to compress an elastic ball attached to the body of the toy, electrically connected to the program unit. The color of the ball corresponds to the color in which the penguin is painted when playing difficult to distinguish phonemes, thereby significantly increasing the attention and activity of the patient in the class (Fig. 3d). This task is performed after the “Control” button on the control panel is turned on. If the ball color is incorrectly selected or its compression is untimely, the reproduction of the practiced tongue twister stops, the penguin returns to its original position (Fig. 4a). The next attempt to complete the task begins after pressing the Start button on the remote control. The correct completion of the task is supported by the phonogram “Well done! That's right! ”Or another encouraging phrase, or the music of a victorious march.

Hearing impaired headphones are put on to improve the perception of reproduced sounds.

It is assumed that various modifications of the TRFS can be created (both in design and in programs for voicing tongue twisters for working out a different number of phonemes).

5.3. The use of TRFS

It is assumed that such activation of attention due to the simultaneous inclusion of auditory, visual and kinesthetic analyzers when pronouncing a tongue twister with poorly distinguished phonemes will make it possible to quickly restore speech in a child or patient (in whole or in part).

Hearing impaired patients (with a central genesis for damage to the auditory analyzer) are expected to experience improved hearing.

It is assumed that the positive effect of classes on TRFS will reduce or completely cure other speech disorders: stuttering, etc., as well as a decrease in the manifestations of other central nervous system disorders associated with local injuries of GM (such as facial tics, convulsive syndrome in cerebral palsy, etc. .)

In addition, it is assumed that the use of TRFS in the study of foreign languages will improve the process of language acquisition in healthy individuals by increasing the concentration of attention on the pronunciation of sounds.

Claims (4)

A simulator for the development of phonemic hearing to increase the effectiveness of speech therapy sessions with children and patients with various disorders of speech activity, consisting - from a plastic toy "penguin", in the body and head of which are a speaker, electrically connected with each other, colored lights, a battery and a program unit that provides simultaneous reproduction of tongue twisters with movements of the wings, the beak of the toy and the inclusion of light bulbs of a certain color at the moment of sounding of difficult-to-distinguish phonemes, - colored elastic balls attached to the body of the toy, electrically connected to the program unit, the compression of which during playback of the worked phoneme ensures the inclusion of an additional light bulb of the corresponding color in the head of the toy.

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