RU2741863C1 - Method of stimulating speech in nonspeaking children from 2 to 5 years old - Google Patents

Abstract

FIELD: medicine.

SUBSTANCE: invention refers to medicine, namely neurology, speech therapy, and can be used in speech stimulation in non-consensual children aged 2-5. That is ensured by activating the pronunciation power of speech and conducting 8 lessons of 3 hours at home. In 1-2 lessons, 4-7-month-long child's talk and babbling stimulation involves the following: cerebellar stimulation by throwing the child up, rotating it in different planes, jumping on the trampoline, exercises on the balancing board; reproduction of acoustic samples by speech therapist with various intonation and facial expression in the form of child's talk and babbling; reproduction of emotionally accentuated phonecaps of vowel sounds and syllables of different structure. On 3-4 lessons stimulation of pronouncing activity of a child is carried out in a situation of natural dialogue on the background of playing: spontaneous child pronouncing babbling, amorphous words and phrases; reflected repetition of rhythmically organized syllables, word-particles, interjections, unions; pronunciation of contrast syllabuses by speech pathologist with phonological differentiation; child repeating words from two syllables of any lexical group; spontaneous repetition by the child of syllables pronounced by the speech therapist, different in impact and shocklessness, loudness, sonority, melody and phonemic certainty; pronunciation of various types of syllables - direct, reverse, closed, with consonant flow; child repeats interrogative, affirmative and exclamatory phrases in different tonality. 5-6 sessions stimulate proprioceptive sensation in the musculoskeletal musculature, hands, feet, as well as mimic, lingual and sublingual muscles. First, massage is performed in the form of an example with a mother, and then with a child, while performing a massage of facial muscles, tongue, palate and fingers; providing visual control of the child following his own movements and facial expressions with the help of a mirror; face and body rubbing with ice, and then with warm water for normalizing tactile sensitivity; physical therapy exercises before the mirror. At 7-8 lessons - teaching recognition of letters and letters, intuitive morphological and phonemic analysis of words in speech of a child. Exercises are performed in the following mode: first 3 sessions are performed every other day; then 3 weeks pause; following 2 lessons are performed once a week; then 2 weeks pause; next 3 lessons are daily. If necessary, 2 additional sessions are carried out with frequency of one lesson once a week. Classes are conducted from 10 a.m. to 1 p.m. or from 4 to 7 p.m.

EFFECT: method provides higher efficiency of mastering linguistic and speech activity and subsequent work on mastering linguistic and phraseological skills.

3 cl, 2 ex

Description

The invention relates to medicine, namely to neurology, speech therapy, and can be used to stimulate speech in non-speaking children from 2 to 5 years old.

State of the art

A method of stimulating speech in non-speaking children is known from the prior art (see RU 2557696, publ. 2015).

The known invention relates to speech therapy and can be used in teaching the spoken language of non-speaking children with pronounced articulatory difficulties and difficulties in phonemic discrimination.

There are 3 stages of speech stimulation in the child. At the first stage, the call and consolidation of the pronunciation of involuntary consonants in a play situation is carried out, using the association for the movement of an object with a gesture for the possibility of their arbitrary reproduction by the child. In this case, the sound obtained during the game is accompanied by a gesture associated with the movement of an object until a stable relationship is formed between a specific sound and a specific gesture with an object, and the gesture and movement of the object should denote one sound. Next, they teach the pronunciation of consonant sounds absent in the child's speech by forming an air stream with the creation of an obstacle with the help of articulatory organs and fixing consonants in a play situation, using the movement of an object and a gesture to pronounce sounds.

At the second stage, learning to complete the pronunciation of a word is carried out using the effect of gravitation of an unstressed syllable to a stressed and / or unstable note - to a stable and / or to the completion of a rhythmically given structure of a word. Then they teach words from two or more open syllables and one closed syllable.

At the third stage, they teach the pronunciation of a phrase using simultaneously its rhythmic-melodic structure, gestures, pictures and / or objects that designate the whole word. The method allows to accelerate the evocation of sounds, arbitrary pronunciation of sounds, as well as to increase the effectiveness of teaching the pronunciation of words by a child through speech therapy techniques.

Also known from the prior art is a method for correcting speech disorders (see RU 2092150, publ. 1997).

The known invention relates to medicine, namely to psychoneurology and defectology. The method improves the efficiency of correction of speech disorders in children with organic brain damage associated with the motor speech analyzer. For this, the receptor zones of the hands are stimulated, namely by pressing the fingertips to an object having a surface with pointed elements while simultaneously singing vowel sounds. Depending on the age of the child, the process is divided into stages. The problem is solved by stimulating the receptor zones of the hands of both hands, and the stimulation is carried out by pressing the pads of the fingers to an object having a sharpened surface while singing vowel sounds. As an object used for stimulation, massagers are used, for example Kuznetsov's iplikator, massage brushes, plastic soap dishes with a needle surface, etc.

Depending on the age of the child, the duration of the course treatment varies and is 20 lessons for children from 2 to 4 years old (10 lessons, a break of 30 days, 10 lessons); for children 5-7 years old for a course of 16 lessons.

This method of correcting speech disorders is not effective enough due to the fact that simultaneously with tactile stimulation of the palm and fingers "for the development of articulatory and digital praxis" only vowel sounds are used, the articulation of consonants is not considered, and such units of speech as a syllable, word, sentence, not includes the possibility of developing and improving phonemic analysis and synthesis, letter designations are not used, which reduces the preventive focus on the manifestation of disorders such as dysgraphia and dyslexia.

A known method for correcting violations of oral speech (RU 2640392 C1, publ. 28.12.2017).

The method includes four therapeutic and corrective stages, in which speech therapy sessions are carried out in a subgroup or individual form for 5-7 minutes daily and / or speech therapy sessions are carried out for 10-30 minutes 2-3 times a week, during which phonemic is spoken or chanted. components of speech and immerse the child / children in a state of active automation and differentiation of sounds through the creation of dynamic stereotypes through the distribution and concentration of attention between tactile, verbal, auditory and visual sensations.

At the first stage, articulation of vowel sounds is performed in combination with the development of coordination of the fingers of the left and right hand, carried out by pronouncing or singing vowel sounds that are in associative dependence on a specific finger, and sequential finger manipulations from thumb to little finger and vice versa from little finger to thumb.

At the second stage, the aforementioned distribution and concentration of attention between tactile, verbal auditory and visual sensations is carried out by performing finger actions in combination with the simultaneous sounding of phonemic components formed by attaching consonant phonemes of early ontogenesis to vowel phonemes; in the third treatment-corrective stage, the mentioned finger actions are repeated in conjunction with the pronunciation or singing of the phonemic components of speech that are created and renewed in the process of automation and differentiation, representing a combination of vowels and sibilants, vowels and hissing, vowels and labiodental phonemes.

At the fourth stage, the phonemic components with the sonoric phonemes L, Lb, P, Pb are mastered in combination with the performance of the mentioned finger actions, while each of the mentioned treatment-corrective stages can last from one to three months.

However, none of the above methods was aimed at activating the innate language mechanism of the brain in a properly organized speech environment around the child and was not based on an understanding of reflex speech reactions that ensure the child's free assimilation of many speech examples from adults. Previous techniques did not pay enough attention to the formation of general praxis, concentrating only on working with articulatory praxis. In addition, the intonation-semantic aspect of thinking at the pre-verbal stage of development of speech ability was not a professional setting of the previous speech therapy techniques.

As follows from the evidence of speech physiologists, the development of the language system in children is organized by nature spontaneously, without special training, thanks to the conditioned reflex mechanism of higher nervous activity against the background of the adaptive speech environment of adults and under the condition of empathic-emotional communication between the mother and the child.

With delays in speech development associated with prenatal, natal or postnatal lesions of the central nervous system, as well as with stress received in infancy (an unfavorable family situation), a neurophysiological obstacle may arise in the child's nervous system: his communicative and cognitive reactions are inhibited in favor of a defensive reflex. This does not allow the functional sensorimotor systems of the child's brain on an unconscious level to implement linguistic informational activity that generates humming, babbling, amorphous speech, the stage of word creation, etc. The child, in his attempts to articulate activity, is unable to pass to the reflected pseudosyntagmas and the ability to use the word.

The closest in essence is the source of information (Panchenko-Mil II Method "DO". Rapid development of speech in non-speaking children. Neuro-onto-reflex speech therapy. M., Minuta Print Media, 2018, 142 p.), In which it is proposed to return the non-speaking child to the early stages of ontogenesis. Working according to the "DO" method, the speech therapist organizes the child's involuntary and voluntary auditory attention, activates his desire to say something and thereby includes his linguistic mechanism in his work and creates speech attitudes. Results in the form of reflex spontaneous pre-speech syllabic utterance, pre-speech and speech activity and subsequent normal use of speech can be achieved with eight to twelve lessons according to the "DO" method (each about 3 hours) for one to four months, including breaks for training skills.

However, in this work, there is no information on how, in what mode and using what techniques the stages of ontogenesis are recreated, which will make it possible to achieve speech stimulation in non-speaking children of a certain age group (from 2 to 5 years).

The technical result of the claimed invention is to activate the genetically programmed mechanism of innate pronunciation reactions due to paralinguistic stimulation of the natural instinct of language and speech activity and subsequent work on the development of language and speech-thinking skills.

The specified technical result is provided due to the method of stimulating speech in nonspeaking children from 2 to 5 years old, including the activation of the pronunciation ability of speech, and at home they conduct 8 classes for 3 hours:

1-2 lesson - stimulation of humming and babbling 4-7 months of life, which includes:

a) cerebellar stimulation: throwing the child up, rotating him in different planes, jumping on a trampoline, exercises on a balancing board;

b) communication at the pre-verbal level of communication - reproduction by a speech therapist with different intonation and facial expressions of acoustic samples in the form of humming and babbling;

c) reproduction by a speech therapist of emotionally accentuated phonations of vowel sounds and syllables of various structures.

3-4 lesson - stimulation of the child's pronunciation activity in a situation of natural dialogue against the background of the game:

a) the child's spontaneous pronunciation of babbling, amorphous words and phrases;

b) reflected repetition of rhythmically organized syllables, word-particles, interjections, alliances;

c) pronunciation by a speech therapist of contrasting syllables with phonological differentiation;

d) repetition by a child of words from two syllables of any lexical group;

e) involuntary repetition by a child of syllables pronounced by a speech therapist, different in stress and unstressed, loudness, sonority, melodiousness and phonemic certainty, pronunciation of various types of syllables - direct, reverse, closed, with a confluence of consonants;

f) the child's repetition of interrogative, affirmative, exclamatory phrases in different tonality;

5-6 lesson - stimulation of proprioceptive sensitivity in the musculoskeletal muscles, hands, fingers and toes, as well as mimic, lingual, hyoid muscles, and first the massage is carried out as an example with the mother, and then with the child, while sequentially performing:

a) massage of facial muscles, tongue, palate and fingers;

b) ensuring the child's visual control over his own movements and facial expressions using a mirror;

c) wiping the face and body with ice and then warm water to normalize tactile sensitivity;

d) physical therapy in front of a mirror;

7-8 lesson - learning to recognize letters and letter combinations, intuitive morphological and phonemic analysis of words in a child's speech:

a) training of articulation and sound-syllabic control of the proposed scales by reflected pronunciation of paired syllables with a difference of one phoneme: ba - pa, yes - ta, ha - ka, za - sha, pronouncing words with a difference of one phoneme: beat - was, code - year, here - mouth, cheese - rubbish, shelled - gone, carried - brought in - carried;

b) the development of an intuitive grammatical sense of the structure of the word and the structure of the sentence by listening and repeating children's poems and songs;

c) stimulation of spontaneous "free expression" in the context of a role-playing game;

d) didactic games with speech accompaniment by the speech therapist and stimulation of the pronunciation side of the child's speech;

while classes are performed in the following mode:

- the first 3 lessons are held every other day;

- 3 weeks off;

- the next 2 lessons are held once a week;

- 2 weeks off;

- the next 3 classes are held daily.

If necessary, 2 additional lessons are carried out with a frequency of one lesson once a week. Classes are held from 10 am to 1 pm or from 4 pm to 7 pm.

The claimed method assumes that in the process of logotherapeutic communication with a child, it is necessary to speak his "language" of communicative pronunciation and sign signals, which are natural for the pre-speech period of development, despite the fact that the child may be in a later period of his ontogenetic maturation (3-5 years). It is possible to return to this natural phase of the spontaneous formation of the child's speech through the reflected evocation of early ontogenetic pronunciation and cognitive-communicative reflexes with their subsequent translation into rhythmic-intonational-semantic awareness, which requires the use of certain sound signals (phonemes, morphemes, scale, words, syntagmas).

When using the means of existential logotherapy, emotionally expressive melodies of pseudosyntagmatic babbling are "trained" in situations of joyful bodily activation and emotional and motor games of a child with adults. Later, these primary pronunciation reactions of the pre-verbal level can be transformed into speech reactions of verbal programs.

So, if the child has no speech, but the auditory perception is preserved, then, regardless of his age, speech therapy work should repeat the period of the first 3-9 months of the baby's life in ontogenesis: with the correct organization of the cognitive and communicative connections of the child and the adult and the reproduction of sound signals according to the type of humming and babbling, as well as specially intoned sound complexes with semantic and symbolic symbols. The prosodic organization of the sound stream is trained later - through listening and possible repetition of many sentences, poetry and songs addressed to the child.

Thus, the meaning of the invention is a return to the natural stage of speech maturation in ontogenesis, in which sound, meaning and action are combined for a child in one emotional experience. In the course of work, it is supposed to train various complex sensations, perceptions, representations: visual, auditory, vestibular, tactile and kinesthetic - this synthesis allows you to eliminate the defensive reflex in the child and bring him to the stage of normal perception of sound and cognitive stimuli.

The method is carried out as follows. A speech therapist, who knows the methods of existential speech therapy and has a psychophysiological understanding of the pathogenesis of speech impairment in a child, conducts 8 lessons for 3 hours at home with non-speaking children (from 2 to 5 years old). Classes are conducted in an unconventional style of behavior of the participants: a child does not have to sit at a table, on a chair, obey a speech therapist, memorize and understand something on purpose. The specialist sees the direction of the child's initiative and, whatever it may be, creates the correct speech accompaniment for any child's activity, without slipping into the plane of didactic education. The most important thing for a speech therapist is to become a friend of the child, not a mentor.

In parallel, consultative conversations are held with parents and family members, who must be able to create an adequate corrective speech environment in the family.

1-2 lesson. Stimulation of humming and babbling during the first 4-7 months of life.

1) A speech therapist evokes early speech reflexes in a child in the style of humming and babbling, characteristic of the early period of life. In the first two sessions, these reflexes are trained in involuntary sound variational mobility with intonation. The child seems to be imitating a speech therapist who voices these early sound complexes.

2) The speech therapist balances the child's behavioral reactions by means of pre-verbal communication and emotional-speech reactions carrying an intonation-semantic load using the method of speech therapy. The child develops an auditory-verbal interest and reasonable pre-verbal communication, which turns into communicative and cognitive development.

3) Special exercises are carried out to normalize the fronto-cerebellar pathway: tossing the child up, rotating him in various planes, jumping on a trampoline, exercises on a balancing board. These exercises form the visual-spatial skills of body coordination and the necessary afferentations for speech practice. The child learns to stand, sit, move with and without an object, hold and activate speech breathing, feel it on / off.

4) Communication at the pre-verbal level of communication: the speech therapist reproduces multiple different intonations of acoustic samples in the form of humming and babbling (about 40 minutes, keeping auditory attention on the proposed samples in the system of suggestive methods of influence).

5) The speech therapist encourages the child to pronounce these acoustic patterns, keeping him emotionally interested.

The result of these two sessions is the child's spontaneous uttering of the primary sound responses that are inherent in infants from 4 to 8 months of age. It is these reactions that activate the child's future speech ability.

3-4 lesson. The speech therapist stimulates any pronunciation activity of the child in a situation of natural dialogue against the background of playful creativity:

1. Creation of psychocorrectional conditions for the child to pronounce babbling, amorphous words and phrases.

2. The creation of psychocorrectional conditions for the child to repeat rhythmically organized syllables, word particles, interjections, conjunctions and small words of any lexical group is the primary formation of the prosodic speech system.

3. Stimulating the child's auditory-speech attention in the process of pronouncing contrasting syllables by a speech therapist with phonological differentiation of sounds by hardness / softness, deafness / voicedness, shock / unstressedness (activation of the phonological system of the language).

4. Training of joint possible reflected repetition of the proposed words from two syllables of any lexical group.

5. Training the pronunciation of the sound series of various prosodic organization with the differentiation of the proposed vowels and consonants in a given variation scale.

6. Training the child's auditory-verbal attention in the process of a creative play situation with an emphasis on the pronunciation of interrogative, affirmative, exclamatory phrases in different tonality with the subsequent stimulation of their reproduction by the child.

The result of these exercises is the first spontaneously reproduced words and amorphous phrases. This is the initial stage of the appearance of the word.

5-6 lesson - stimulation of proprioceptive sensitivity in the musculoskeletal muscles, hands, fingers and toes, as well as mimic, lingual, sublingual muscles, while sequentially carrying out:

1. Massage of facial muscles, tongue, palate and fingers (first performed with the mother in full view of the child). For massage use a massage probe or just hands, which is better. The massage is performed in the area of facial muscles (facial muscles), visible and invisible muscles of the tongue of the hyoid group, muscles of the hard and soft palate with support on the mirror, as well as on its proprioceptive sensitivity. Additionally, fingers and hands are massaged, as well as passive movements of the muscles involved in the speech act. Hand massage is carried out followed by an exercise in stereognosis: the child blindly recognizes the shape and texture of an object. The movements are carried out in the form of stroking, pinching, rubbing, kneading, tapping and vibration. Of great importance for the activation of the muscles of the tongue is the activation of the hyoid muscles. The duration of the massage with breaks for outdoor creative games is at least an hour. It is not necessary to load the child's mind with complex associations in complex sentences and the use of a large number of words that are not related to the child's life.

2. Massage of the fingers goes well with the child's visual control of his own movements and facial expressions using a mirror.

3. Rubbing the face and body with ice and then with warm water at a temperature of 28-30 ° C to normalize tactile sensitivity. Duration: 15 sec., Up to 5 reps.

4. Physical therapy in front of the mirror. Choreography-type exercises are performed. Coordination of jointly working arms, legs, trunk is trained in dance movements to music.

The result of these lessons is an increase in spontaneously pronounced words, the appearance of the first phrases, auditory control over the spoken words, the ability to imitate the proposed constructions of an adult, a decrease in negative reactions in behavior, the formation of more adequate cognitive communication. The defensive reflex is significantly reduced. New adaptive relationships with the child are established. The differentiation "I" - "we" - "others" appears. There is an opportunity to negotiate.

7-8 lesson - the transition to indirect literacy training, conducted by a speech therapist in dialogue with himself. The child looks at the technique of this learning and catches the meaning of working with the primary grammar: learning letters, letter combinations and reading them. Further, the exercises are unobtrusively played with the child.

1. Training of articulatory praxis in the pronunciation of all types of syllables: direct, inverse, closed and with a confluence of consonants. Training of auditory-verbal control for accurate reproduction of the proposed scale through the letter designation and the ability to adequately read it. Particular attention is paid to the ability to pronounce words and syllables with a difference in phonemic differentiations: ba - pa, yes - that, ha - ka, za - sha, pronouncing words with a difference of one phoneme: beat - was, code - year, here - mouth , cheese - litter, walked - left, carried - brought in - carried away, etc.

2. Development of an intuitive grammatical sense of word structure and sentence structure by listening and possibly reflected repetition of children's poems and songs;

3. The emergence of speech ability in a child allows for the stimulation of spontaneous "free expression" in the context of a role-playing game at the birth of his own thought of expression. The speech therapist conducts morphological, syntactic structuring of the statement.

4. The emergence of free expression makes it possible to conduct didactic games with speech accompaniment by a speech therapist and stimulation of any possible pronunciation.

The result of this stage of the training is the appearance of a speech response in many communicative situations of regime moments and in situations of a cognitive nature (What? When? Why? Why?). The number of words can reach fifty and increase every day. Parents may feel that the child is speaking. Both parents and child can be in a comfortable emotional state, where there is no fear, confusion and irritation. The child, as it were, returns to the stage of the ontogenetic period of the formation of speech actions after the first 2.5 years of life.

Classes are performed in the following mode:

- the first 3 lessons are held every other day;

- 3 weeks off;

- the next 2 lessons are held once a week;

- 2 weeks off;

- the next 3 classes are held daily.

If necessary, two additional sessions are conducted with a frequency of one session per week.

Classes are held either in the morning from 10 am to 1 pm, or in the second - from 4 pm to 7 pm.

When performing the listed stages of the method in children, the following are activated: mobility of facial muscles, muscles of the speech apparatus, general motor skills; vestibular sensitivity; intellectual processes (fantasy, imagination, creative play). The child begins to take part in the role play.

The entire period of the child's transfer from one level of speech communication and behavior to another can be represented in the following sequence of events. At the very beginning of work, logopsychotherapeutic communication at a communicative level that is natural for a child and evoking pronunciation reflexes in him at an early age is important: humming and babbling. It should be emphasized that in this process there can be not the slightest compulsion to repeat. The child's involuntary attention and his involuntary speaking are the most natural path to further development through the teaching of voluntary attention and speech.

After speech therapy evocation of early ontogenetic reflexes and natural training of voice formation and rhythmic-respiratory synergy in spontaneous vocalizations, the speech therapist teaches the child to control pronunciation and form reflected utterances-vocalizations. The child is surprised at his new ability, he likes it.

The speech therapist himself plays with the child's toys, gives them a designation, explains play events, actively creating pronunciation melodies as if for his own pleasure, from time to time inviting the child to joint play or everyday activities that are constantly changing. Here it is important to understand that they are working with the child's linguistic mechanism, as if pronouncing words for him to memorize and future reflected repetition in external speech. Therefore, it is very important that the child listens, hears and perceives with pleasure the beautiful, intelligent, pleasant speech of an adult.

Example 1

Boy I., age at the beginning of classes 4 years 7 months. Parents love their son very much, sometimes they even indulge him too much.

At the time of birth, my father was 43 years old, my mother was 36 years old, and my older brother was 8 years old. Was born on the 42nd week with a very rapid delivery. Incomplete exit of fetal fluid. For three days, therapeutic measures were carried out, incl. with the use of antibiotics.

At the age of one month, a neurologist diagnosed PPCS. Until the first year, he developed without deviations - he began to sit, crawl, stand at the usual time. Diseases are common for age.

The first words (mom (ma), dad (pa), give) began to pronounce at about 1 year and 1 month. When I. went to a kindergarten, he was constantly sick with a cold. Due to constant illnesses, the parents decided not to take I. to kindergarten for some time and invited a nanny who looked after the child from the age of 1 year 3 months to 2 years.

The nanny is a sedentary elderly woman. The main functions that she performed were babysitting (feeding, hygiene, sometimes walking). Educational classes and games were not held.

I. developed smart, active, but at about the age of 1.5 years, a delay in speech development became noticeable. The child's vocabulary consisted of amorphous vocabulary, not clearly pronounced, and replenished very slowly. Basically, communication with parents and brother was expressed in addressing the interlocutor and expressing their desires by mooing, incoherent speech and facial expressions.

At the age of 2, I. again went to kindergarten. Despite the fact that a speech therapist worked with the child in kindergarten, there was practically no improvement in speech development. Communication with peers in kindergarten was at first active, but as other children matured and the corresponding development of speech developed, communication with peers became more and more difficult for I. A visit to a speech therapist in a polyclinic also did not bring results. It was impossible to understand I.'s pronunciation.

At 3 years 6 months, a daytime video EEG monitoring of the brain was performed, according to the results of which moderate diffuse changes in bioelectrical activity were noted, indicating a violation of the function of the mesodiencephalic structures of the brain. At 3 years 7 months, an MRI scan of the brain was performed, which did not reveal any structural pathology of the brain.

At about the same time I. and his parents moved to Moscow, began to attend first a private kindergarten, and from the age of 4 - a municipal kindergarten with a speech therapy bias. At 4 years old, the level of speech development corresponded to the age of 1.5-2 years.

I. grows very active, quick-witted, independent, loves active games. At the age of 3 he began to ride a two-wheeled scooter, and at the age of 4 he began to ride a two-wheeled bicycle on his own. Nevertheless, due to the limited vocabulary and delayed speech development, the child began to get nervous because of the inability to express his thoughts and desires, periodically there were nervous breakdowns, aggression, isolation, certain acoustic manifestations. The child was engaged only in those activities that aroused his interest. It was impossible to persuade or force I. to engage in occupations that were not of interest to him.

I got to the author's classes at 4 years 7 months. It was not easy to get to know the child, because he did not want to communicate with a stranger. Nevertheless, we managed to attract his attention, interest him in conversation, books, all kinds of visual devices.

Following the results of the first lesson, a conversation was held with the parents and the depth of the problem of delayed speech development was indicated. There is a possibility that further education of the child can only continue in a school for children with developmental delays. The child had about six months to catch up with his peers.

7 sessions were held. The breaks between classes were from 2 to 4 days. Classes were held at I.'s home in a familiar environment and lasted at least 3 hours, sometimes much longer. During the class, there should be no distractions: parents, brother, gadgets, etc. that can distract attention.

Classes were conducted in a playful way with constant conversation, numerous repetitions of the same words and expressions in different intonations and chanting. There was no pressure on the child, I. was free to do what he wanted, but his attention was constantly switched to the content of the didactic game and to role-playing situations with fantasy. In addition to verbal lessons, I. was given physical exercises, massage, including with the use of manual methods, and speech therapy.

There was not a single unsuccessful occupation. In the first lesson I. strongly resisted the invasion of his inner world, in the second or third it was easier. The fourth lesson again passed with an effort, but in the end it was successful. Subsequent sessions were also successful. After each lesson, the parents were given recommendations on a new way of communicating with the child.

The results of the work appeared immediately after the first lesson: I. began to independently repeat the words after the parents, hum songs, became more negotiable and assiduous.

Already after 7 lessons, the child began to make sentences with complex speech patterns, and after five months the child's speech and level of his development dramatically improved. Sometimes it seemed that his mouth did not close for a minute: I. tried to express the entire volume of previously unspoken words. Communication with peers has increased many times, nervous breakdowns, aggression have disappeared, the child began to talk on more complex topics, ask difficult questions and understand difficult answers. I. began to have long conversations, tells stories, retells fairy tales.

After 7 lessons, the parents left with the child on vacation for a month. During this time, the child's vocabulary increased so much that the parents stopped recording new words. They performed routine exercises (massage and correct pronunciation techniques). The training on prosodic mastering of the sentence structure continued. The parents said that this method of remedial education is fundamentally different in terms of effectiveness from similar classes with conventional speech therapists.

Example 2. Feedback from the mother

My youngest son A. did not speak until three years and ten months. With him, I had not only problems, but simply went crazy. He did not pay attention to any prohibitions, requests, demands, and only shouted strongly when he wanted to get something. He never communicated with us and in kindergarten normally. It seemed to everyone that he was crazy, stupid, and no one could understand what was wrong with him. He did not play with the children or with us, did not talk and did not show with facial expressions what he wanted. It was very difficult to understand him. He just screamed that there was strength and thus demanded something. He did not react to my explanations, as if he did not understand them or did not want to listen and understand.

He behaved the same way in kindergarten and even on the street. When he shouted, the kindergarten teachers locked him in a dark room so that he would not interfere with the kindergarten staff in their work and did not frighten the children. It was difficult for the educators: they offended him, scolded him, treated him like a bad kitten - by the skin and to the side, covering his mouth with a hand and getting angry with him, did not give him food until he did something according to the rules behavior.

A. was angry with me that I did not understand him, and hit me on the arms and shoulders, and he could also in the face. And I always felt my guilt before him, as well as my powerlessness. He shouted often and for a long time, all three years, and so much that none of my friends wanted to be around, and we, my family, had to endure this horror until I. accidentally came to us. She changed the situation from the first lessons. him.

Before that - to whom I just did not turn: to doctors, teachers, psychologists. Nobody could change his behavior. Everyone hoped that he himself would straighten out, growing up. One speech therapist came to our home for three weeks (three times a week). The lesson lasted 40 minutes. This did not bring any results, the specialist refused to study with the child. I could no longer be joyful ...

I. began to study with him for two and a half hours. She did four courses of five lessons, with breaks of ten days. I cannot say that it was training - it was some kind of special communication. He ran away from her, she persistently followed him, offering communication with her rules and requirements. In practice, she did not study with him either from books or from pictures, but only talked and communicated in the course of his interests and desires (this was preparatory work for future speech classes on certain topics). I just wondered how their classes were going: the child did not get tired and seemed to play, lived in the classroom calmly for 2-3 hours. In communication, I. expressed different attitudes towards him, but all the time she was benevolent. She sang something, talked, smiled, praised, condemned, hugged and all the time something happened to her, she changed with him, and later he already wanted to be with her again and again. The unbearable behavior was repeated, but she still insisted on her own.

A month later, in the kindergarten, they noticed that he was completely different. He began to behave correctly in regime moments, the teacher's explanations began to reach him. I was told that he would be left for further training and that he did not interfere with the group. Somehow, suddenly, he began to pronounce words with the correct intonation, but in German. Educators and teachers were very surprised that such changes were obtained after seven sessions with a Russian speech therapist-psychologist, who did not speak German to him. After two more sessions A. suddenly began to speak small sentences. And after eleven he said in Russian: "Mom, I love you." I cried. I felt that he finally began to speak.

A month and a half later, A. surprised all the kindergarten teachers. They began to show him as a strange child who suddenly memorized poems and pronounces them loudest in the group. He willingly does everything, becoming the most active in the group.

I could already talk to him (which I never had), communicate, he already allowed me to touch himself (and he didn’t give it before), did not shout in the bathroom, was calm, and I could dress him calmly. Sometimes, when he was overexcited in his games and started screaming. But after two months this was not observed.

In almost two or three months I. taught him to use speech. When she came, he waited for her, offered toys himself, lay down on the sofa and waited for a massage. Previously, he did not lean on his hands and fingers in exercise and cried. I. made his hands and fingers obedient. She said that he did not feel the surface of things and objects and that she worked to enhance his sensory perception.

Now he is included in the kindergarten curriculum and behaves well in the classroom. Even if he is not playing, he just sits quietly and looks. Previously, he was trained, but now he is being raised. Before, everyone ran away from him, but now girls run to hug him. He became interested in the world, he loves to travel. Correct behavior at the table, in the washroom and in the kitchen has appeared.

In my family, during the time that I. worked with him, everything changed. Some kind of blissful energy appeared, the behavior of all family members became calmer, more pleasant, more friendly. Kindness and discipline began to reign in the house. We are all very grateful to I. for her clever studies.

Neuroon-reflex speech therapy creates conditions for a quick, productive inclusion of early ontogenetic speech reflexes, awakening the child's spontaneous ability to verbal communication. Logotherapy and psycho-phonetic-acoustic technology of an individual approach to the development of speech ability in children with delays in the functioning of speech reflexes adequately builds unconditional reflex and conditioned reflex activity of their brain, which ensures the activation of innate self-development programs. Conditions are created that can transfer the child to a spontaneous level of speech activity, as it happens normally. The time frame for obtaining the result is minimal: from 1 to 5 months, while at present the work of speech therapists has been carried out for a number of years and is not always effective.

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Claims (30)

1. A method of stimulating speech in non-speaking children from 2 to 5 years old, including the activation of the pronunciation ability of speech, characterized in that at home they spend 8 lessons for 3 hours: 1-2 lesson - stimulation of humming and babbling 4-7 months of life, which includes: a) cerebellar stimulation: throwing the child up, rotating him in different planes, jumping on a trampoline, exercises on a balancing board; b) communication at the pre-verbal level of communication - reproduction by a speech therapist with different intonation and facial expressions of acoustic samples in the form of humming and babbling; c) reproduction by a speech therapist of emotionally accentuated phonations of vowel sounds and syllables of various structures; 3-4 lesson - stimulation of the child's pronunciation activity in a situation of natural dialogue against the background of the game: a) the child's spontaneous pronunciation of babbling, amorphous words and phrases; b) reflected repetition of rhythmically organized syllables, word-particles, interjections, alliances; c) pronunciation by a speech therapist of contrasting syllables with phonological differentiation; d) repetition by a child of words from two syllables of any lexical group; e) involuntary repetition by a child of syllables pronounced by a speech therapist, different in stress and unstressed, loudness, sonority, melodiousness and phonemic certainty, pronunciation of various types of syllables - direct, reverse, closed, with a confluence of consonants; f) the child's repetition of interrogative, affirmative, exclamatory phrases in different tonality; 5-6 lesson - stimulation of proprioceptive sensitivity in the musculoskeletal muscles, hands, fingers and toes, as well as mimic, lingual, hyoid muscles, and first the massage is carried out as an example with the mother, and then with the child, while sequentially performing: a) massage of facial muscles, tongue, palate and fingers; b) ensuring the child's visual control over his own movements and facial expressions using a mirror; c) wiping the face and body with ice and then warm water to normalize tactile sensitivity; d) physical therapy in front of a mirror; 7-8 lesson - learning to recognize letters and letter combinations, intuitive morphological and phonemic analysis of words in a child's speech: a) training of articulation and sound-syllabic control of the proposed scales by reflected pronunciation of paired syllables with a difference of one phoneme: ba - pa, yes - ta, ha - ka, za - sha, pronouncing words with a difference of one phoneme: beat - was, code - year, here - mouth, cheese - rubbish, walked - left, carried - brought in - carried away; b) the development of an intuitive grammatical sense of the structure of the word and the structure of the sentence by listening and repeating children's poems and songs; c) stimulation of spontaneous "free expression" in the context of a role-playing game; d) didactic games with speech accompaniment by the speech therapist and stimulation of the pronunciation side of the child's speech; while classes are performed in the following mode: - the first 3 lessons are held every other day; - 3 weeks off; - the next 2 lessons are held once a week; - 2 weeks off; - the next 3 classes are held daily. 2. The method according to claim 1, characterized in that, if necessary, 2 additional sessions are carried out with a frequency of one session once a week. 3. The method according to claim 1, characterized in that the classes are carried out from 10 to 13 hours or from 16 to 19 hours.