RU2788132C1 - Interactive method for correcting through speech therapy and preventing speech disorders - Google Patents

Abstract

FIELD: medicine.

SUBSTANCE: invention relates to the field of medicine, in particular, to speech therapy, and can be used for correcting and preventing speech disorders in children. The student undergoes preliminary diagnosis. A personal lesson is pre-formed for the student. Speech therapy sessions are held in a sub-group or individual form, said sessions including breathing and/or articulation exercises, and/or sound production, and/or sound automation, and/or sound differentiation. Speech therapy sessions are conducted with the application of visual and informational images in an interactive environment formed by an interactive software and hardware system with pre-installed software, containing an interactive display with a video camera and an audio and video recording and reproduction system.

EFFECT: increase in the efficiency of correcting through speech therapy and preventing speech disorders due to the expanded range of functional capabilities using interactive means of correction and prevention.

6 cl, 1 ex

Description

The invention relates to medicine, in particular to speech therapy, and can be used for non-drug correction and prevention of speech disorders, and can be used in educational organizations.

In speech therapy practice, it is customary to correct speech disorders with the help of a complex of psychological, medical and pedagogical measures, such as drug treatment, physiotherapy, hypnosis, psychotherapy, therapeutic physical education, general classical massage, massage of the articulatory apparatus, speech therapy massage of the neck and collar area and face , probe tongue massage, corrective classes.

There is a method of speech therapy correction (RU 2640392, МКА61H 39/00, publ. 12/28/2017), according to which the correction of oral speech disorders is carried out in the form of four therapeutic and corrective stages of speech therapy classes in a subgroup or individual form for 5-7 minutes daily and /or conduct speech therapy classes for 10-30 minutes 2-3 times a week. They also carry out respiratory, vocal and articulatory gymnastics with massage and automation of pronunciation of sounds; automation of sounds in syllables, words and phrases.

A method for correcting speech disorders is known (RU 2723221, IPC A61H 7/00, publ. 06/09/2020, prototype), which contains the following steps: massage of the chest region, cervical region, facial region; external and intraoral massage of the articulatory apparatus; massage of the articulatory apparatus with the production of sounds; breathing, vocal and articulatory gymnastics with massage and automation of pronunciation of sounds; automation of sounds in syllables, words and phrases.

A common disadvantage of these known methods is their narrow focus, limited functionality, duration of their implementation, which can often lead to a regression of the results achieved in the process of correction, limited speech disorders that can be corrected in this way, and a strong dependence of the results achieved on the individual characteristics of the patient.

The technical task is aimed at accelerating the positive dynamics and increasing the stability of the result, reducing the time for normalizing the student's condition, expanding the area of speech disorders for which the correction method gives positive results.

EFFECT: increased efficiency of speech therapy correction and prevention of speech disorders by expanding functionality using interactive means of correction and prevention.

The technical result is achieved by the fact that the interactive method of speech therapy correction and prevention is characterized by the fact that an initial diagnosis of the student is carried out, then speech therapy classes are carried out in a subgroup and / or individual form, which include breathing, voice and articulation gymnastics, working up to automating the pronunciation of sounds, automating sounds in syllables, words and phrases, according to the invention, speech therapy classes are carried out using visual information images in an interactive environment formed by an interactive hardware and software system with pre-installed software, containing an interactive display with a video camera, an audio and video recording and playback system, with which carry out preliminary formation of a personal lesson for the student, conduct a speech therapy lesson, including the stages of respiratory and / or articulatory gymnastics, and / or setting sounds, and / or automation and sounds, and / or differentiation of sounds by displaying animated pictures on the interactive display, as well as by video recording the student and audio recording of the sounds, syllables, words uttered by the student, their recognition and playback in an animated form on the interactive display, upon completion of the speech therapy lesson, an automatic report is generated , audio and video recording of homework for the student.

At the same time, in a particular case of the implementation of the method, when conducting a speech therapy lesson, using a video recording of the student, facial expressions are recognized.

At the same time, in a particular case of the implementation of the method, when conducting a speech therapy lesson, using a video recording of the student, the movement of the student's eye pupils is recognized.

At the same time, in the particular case of the implementation of the method, at least at one of the stages of the speech therapy session, exercises are carried out aimed at developing fine motor skills.

At the same time, in a particular case of the implementation of the method, at least at one of the stages of the speech therapy session, interactive exercises of finger gymnastics are carried out by reading, recognizing hand movements using a video camera of the software and hardware complex and simultaneously visualizing on the display.

At the same time, in a particular case of the implementation of the method, at least at one of the stages of the speech therapy session, exercises are performed using a set of colored cubes with simultaneous image capture using a video camera of the software and hardware complex and its visualization on the display.

The expansion of functionality is achieved due to the presence of a software and hardware complex, with the help of which the initial diagnosis of the student is carried out, recording all the test data. During a speech therapy lesson, with the help of the complex, visual-informational, animated images - pictures are displayed, the student is audio and video recorded and the student is displayed on an interactive display. This method allows you to involve the student in the process of corrective action, and since, as a rule, students are children, then they become interested in interactive classes, and accordingly the entire correction process improves - the formation of full-fledged pronunciation skills; development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age; development in children of attention to the morphological composition of words and the change of words and their combinations in a sentence; enrichment of the children's vocabulary by drawing attention to the ways of word formation, to the emotional and evaluative meaning of words; educating children in the ability to correctly compose a simple common sentence, and then a complex sentence; use sentence constructions in independent speech; the development of coherent speech in the process of working on a story, retelling, with the formulation of a certain correctional task for automating the phonemes specified in the pronunciation in speech; the formation of elementary skills of writing and reading by special methods based on corrected pronunciation and full phonemic perception. Thus, the technical result is also achieved by the fact that including an interactive software and hardware complex, for example, "Smart Mirror ArtikMe" in the prevention process, it becomes possible to propaedeutically influence the development of the child's speech.

The process of prevention is one of the important directions in the development of speech therapy (correctional) assistance aimed at preventing speech disorders. The formation of the speech function should be carried out in parallel with the study of the environment. The correct perception of objects, the accumulation of ideas and knowledge about them occurs due to the closest interaction of speech and sensory development. In order to prevent speech disorders, work is carried out in the following areas: development of speech understanding; development of articulatory motor skills; development of correct speech breathing; development of general and fine motor skills; development of a sense of rhythm; development of auditory attention and memory, phonemic hearing; vocabulary enrichment; the formation of the correct competent coherent statement; skills in compiling a descriptive story based on a picture and a series of plot pictures.

When using an interactive software and hardware complex, for example, "Smart Mirror ArtikMe", the teacher / speech therapist carries out work in all areas of preventive work.

For example, the development of articulatory motor skills. It is known that the cause of violations of sound pronunciation in children of preschool age is the imperfection of the movements of the articulatory apparatus. Therefore, the most important stage in the prevention of the occurrence of speech disorders is the work on the preparation of the articulatory apparatus. At younger preschool age, it is more expedient to use universal propaedeutic complexes of articulation exercises. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

Carrying out articulation gymnastics daily, using an interactive software and hardware complex, for example, "Smart Mirror ArtikMe", a teacher / speech therapist brings motor skills to automation, improving them.

Each exercise is carried out in an entertaining way under the score and is repeated 6-8 times, the sequence is observed from simple to complex. We start with 2-3 exercises. An adult constantly monitors the exercise. Articulatory gymnastics is performed together with/behind an animated character of an interactive software and hardware complex, for example, ArtikMe Smart Mirror, which arouses the interest of the child and keeps his attention. Exercises are dynamic and static. Static exercises are performed for 10-15 seconds.

Next, preventive work is carried out on speech breathing. Speech breathing is different from ordinary life breathing. Speech breathing is a controlled process. The amount of exhaled air and the force of exhalation depend on the purpose and conditions of communication. The most correct for speech is diaphragmatic-costal breathing, when inhalation and exhalation is performed with the participation of the diaphragm and intercostal muscles. Speech breathing occurs on exhalation and through the mouth (the oral cavity works as a voice amplifier). Learning to regulate breathing is, first of all, learning how to use air correctly and gently, inaudibly get it during a pause. Breathing should be easy, natural. You can’t exhale until you are completely “exhaled” and you can’t allow air to be overdrawn.

Preventive work on speech breathing is carried out as follows. Initially, they work on the development of a long exhalation without the participation of speech. At the same time, it is important to ensure that the shoulders do not rise, that the muscles of the respiratory apparatus do not overstrain, so that the exhalation is smooth, gradual, and long.

An interactive software and hardware system, for example, "Smart Mirror ArtikMe", offers a set of games for the formation and development of an air jet through various exercises:

a) extinguish the candle - the child needs to exhale into the microphone sharply and at the same time for a long time.

b) dandelion - the child needs to blow into the microphone with a long air jet for a long time, without interrupting his breath.

After a smooth long exhalation is formed, voice exercises are introduced:

a) a steam locomotive - the child needs to take a deep breath and, as you exhale, say the sound “oooo” into the microphone.

b) bear - the child needs to take a deep breath and, as you exhale, blow loudly and lingeringly into the microphone, pronouncing the sound "uh-uh."

Consolidation of correct breathing in the process of speech. In order to develop speech breathing on a long smooth exhalation, special speech exercises are offered:

a) flowers - in a vase there is a bouquet of familiar flowers that the child names. Then, in turn, naming the flowers, on one exhalation they pronounce the given phrase. The phrases get progressively more difficult. For example: Rose. Smells good. The rose smells good. The rose smells very good.

b) soap bubbles. Can be used to practice long and smooth exhalation. And also practicing speech exercises, pronouncing a given phrase on one exhale.

For example: Bubble. Bubbles. Bubbles fly. Bubbles fly and burst.

For speech therapy correction or prevention with the help of an interactive software and hardware complex, the teacher carries out a preliminary formation of a personal lesson for the student (using the picture constructor, he selects the necessary material, uses a background suitable for the task, can build a sequence of tasks and exercises to be performed) and save, and then, according to formed program for conducting classes, uploads files.

Depending on the initial diagnosis of the student and the formed personal lesson, the speech therapist starts the lesson/correctional process, which may consist of a different set of stages: breathing and/or articulatory gymnastics, and/or setting sounds, and/or automation of sounds, and/or sound differentiation. The teacher carries out these classes by displaying animated pictures on the interactive display, as well as by video recording the student and audio recording of sounds, syllables, words pronounced by the student and playing them in animated form on the interactive display.

With the help of an interactive software and hardware complex, for example, "Smart Mirror ArtikMe", a teacher can use tasks with speech sound recognition in his work. For example, a child is asked to help a character - Tiger cub find his mother. To do this, you need to pronounce the isolated sound R-R-R into the microphone, and the Tiger cub character will begin to move in search of mom. Also, the task at different stages of work can be complicated by pronouncing open and closed syllables with the sound P or words with an exaggerated pronunciation of this sound in a word.

At one of the stages of speech therapy classes, facial expressions are recognized using a video recording of the student. Mimic gymnastics is an integral part of classes on setting or correcting pronunciation. It is especially indicated for children with underdevelopment or delayed speech development, stuttering, dysarthria and other problems of sound reproduction. It is used together with articulation exercises. Mimic gymnastics prepares muscles and nerve endings, promotes clear diction, sharpens articulation, relaxes the muscles of the face, develops control over the muscles of the articulatory organs (tongue, lips, cheeks).

When performing articulation gymnastics, the teacher records the performance of certain articulation patterns (when you open the plate with articulation gymnastics, all the exercises of the complex appear in front of the speech therapist, from which you can select and place them in the lesson plan by holding the right mouse button and dragging the exercise icon) - the main complex of articulation gymnastics, articulation gymnastics for whistling / hissing / sonorous sounds and affricates, clarify their performance, and using the video of the teacher, interacts with parents and other teachers (performing articulation gymnastics at home with parents in front of a mirror, performing / fixing articulation gymnastics with other teachers in a free from educational process time).

At one of the stages of a speech therapy lesson, a speech therapist uses a prefix with a video camera of an interactive software and hardware complex, which allows you to read and recognize images and the position of objects in front of a mirror on the table (a set of wooden dice, dice, Nikitin's dice, counting sticks, dice with letters) and visualize them on the display. For example, there are colored wooden cubes on the table in front of the child, and he is asked to complete a task with the manipulation of the cubes in relation to each other to practice prepositions. The use of a dice involves consolidating the skills of coordinating nouns with numerals - two owls, five owls; three tables, six tables.

During a speech therapy session, recognition of the movement of the eye pupils can also be used using a video recording of the student. This is necessary to include the child in the process of playing / learning / completing the task.

Exercises aimed at developing fine motor skills are carried out both at each lesson, as a part of it, and highlighting it as the main component of this lesson. When performing any task of a speech therapist, teacher, the child concentrates on performing actions with his hands (lay out a pattern, lay out a path and speak, draw on the sand), while his attention to pronunciation decreases, that is, speech / automated sound is pronounced by the child as an additional action, so automated sound is fixed in speech, “honed”.

Finger gymnastics exercises are carried out as an element of the child's interest in the process of education and upbringing. Involving in the process, the child performs manipulative movements with his hands, accompanying this with speech. The child performs movements with his fingers and at the same time on the display this is accompanied by picture material. For example, a child performs a bunny exercise by folding his fingers in a certain way, and an animated picture of a bunny appears on the display.

Finger gymnastics exercises are aimed at working out / fixing the set and automated sound in free speech, at working out the lexical topic, at working out the grammatical structure of speech, at enriching the vocabulary.

At one of the stages of a speech therapy lesson, the teacher works on the formation and development of phonemic hearing and perception. When completing the tasks of this block, the child can independently control the process of executing the instructions. For example, the game "Fishing". The teacher is invited to use the settings and select the sound for work, then he is asked to select the stage of work: sound, syllable, word and place of the sound: at the beginning, in the middle at the end. An animated character appears on the screen in front of the child. To complete the task, the child needs to listen to the task and choose the appropriate word for the instructions and pronounce it. If the word is pronounced correctly, the character catches a fish with this word and continues to move. If not, the character continues moving without a catch.

A feature of the method is also that at the end of the speech therapy lesson, the teacher compiles and automatically records a report of the entire lesson, as well as an audio and video recording of homework for the student. Audio and video recording of each lesson allows the speech therapist to track the dynamics of the student. Also, an audio and video recording of the lesson and homework is transmitted, for example, to the student's parents, who will also be able to repeat the exercises to consolidate and refine the acquired / existing skills.

The essence of the proposed method is illustrated by clinical and pedagogical examples from speech therapy practice.

Example. Sveta V., a speech pathologist, four years old. She was admitted to a speech therapy group with a diagnosis of a severe speech disorder, a general underdevelopment of the second level of development. The girl has neurological disorders: negativism, fatigue of mental processes, recurring tantrums, selective attitude towards adults, attention deficit disorder (ADHD).

The stages of correctional work were identified: diagnostic: the state of sound pronunciation, lexical and grammatical structure, coherent speech, features of the development of mental processes are determined; preparatory: the formation of an articulatory base, the development of phonemic and mental processes; correctional: staging, automation, differentiation and introduction of sounds into independent speech, assimilation and improvement of lexical and grammatical categories, instilling communication skills.

The diagnostic stage of correctional work was carried out using interactive equipment, for example, the interactive software and hardware complex "Smart Mirror ArtikMe": acquaintance with the characters (games to determine communication skills), the study of auditory perception (recognition of non-speech sounds, reproduction of rhythms by clapping), the study of visual perception (correlation of colors, recognition of geometric shapes), spatial representations (understanding of spatial relationships between objects, motor skills of fingers and hands), the state of the articulatory apparatus, understanding of speech (understanding of nouns, adjectives, verbs singular and in gender, number and case, understanding of individual sentences, sequence determination), active speech (use of generalizing concepts, naming objects from memory, naming parts of objects, one - many, baby animals, color of objects), sound pronunciation, phonemic hearing, connected speech.

Based on the diagnostic results, the following parameters were identified. Sveta V. has a poor vocabulary, coherent speech is much lower than the age norm, significant violations of the syllabic structure, grammatical structure of speech, gross violations of sound pronunciation (omissions, substitutions, permutations), polymorphic violation of sound pronunciation, impaired coordination of fine finger movements, sluggishness of the muscles of the whole body.

For Sveta V., an individual route was chosen for the complex correction of existing disorders.

At the beginning of correctional work with the child, they get acquainted with, for example, the interactive software and hardware complex "Smart Mirror ArtikMe" and its characters, with the sequence of work. So, at one of the first lessons, the speech therapist begins work by involving the child in the correctional process with exercises for the development of an air jet using breathing exercises according to the Strelnikova method for general healing of the body and the development of speech breathing (the teacher pronounces the instructions for action or turns on the instructions for the task on the display and can show an example of completing a task using a microphone). When performing the exercise, you need to use the settings (almost every game complex offers a choice of settings for performing this exercise - for example, adjust the exhalation force and exhalation duration) - each child is individual. In the settings of the proposed exercise, select the exhalation force and exhalation time and offer to perform it yourself. The child is interested, and the learning process is perceived as an element of the game. Sveta is interested in the learning process, and she is ready to start the next tasks. Then there was an acquaintance with the articulation apparatus and the implementation of several articulation modes. During the exercises in front of the interactive software and hardware complex "Smart Mirror ArtikMe", a video and audio recording of the lesson / individual correctional work was turned on, which in the future will allow the speech therapist to view and coordinate the learning process, view the dynamics and it is possible to send this video to parents to perform articulatory gymnastics at home in front of a mirror. In accordance with the corrective route of education and upbringing, the next block was included in the process - finger gymnastics. The main goal of finger games is to switch attention, improve coordination and fine motor skills, which directly affects the mental development of the child. In addition, when repeating poetic lines and simultaneously moving their fingers, children form the correct sound pronunciation, the ability to speak quickly and clearly, memory improves, the ability to coordinate movements and speech. Sveta got involved in the implementation process with full interest, which made it possible to reduce negativism, fatigue of mental processes, recurring tantrums. In the process of corrective work with the child, positive statements were spoken to set the mood for a successful lesson and achieve a positive result according to the L. Hay method, to increase self-esteem and self-confidence. Also, during the first corrective stage, together with a speech therapist, Sveta sang vowel sounds, clearly articulating with her lips in front of the ArtikMe Smart Mirror interactive software and hardware complex, adhering to the vowel pronunciation algorithm. Further, in the correctional work, attention was paid to the formulation and development of hissing sounds using the sound route. Sveta met and became friends with Shusha (an animated character of the interactive complex), who helped her to pronounce the set sound correctly. Also using the sound route and our beloved hero Sveta, the snake Shusha, we worked on spatial perception and practicing prefixed verbs - Shusha crawled, Shusha crawled away, Shusha crawled, Shusha crawled. In the classes of this stage, manuals with lettering in the form of palms, mosaic colors, constructors, etc. are used. These exercises kept Sveta interested in her classes. After 2-3 weeks of practicing the first corrective stage, Sveta remembered well the algorithm for pronouncing vowels and set consonants in combination with movement manipulations.

Claims (6)

1. An interactive method of speech therapy correction and prevention of speech disorders, characterized in that the student is initially diagnosed, then speech therapy classes are carried out in a subgroup or individual form, characterized in that speech therapy classes are carried out using visual information images in an interactive environment formed by an interactive software and hardware complex with pre-installed software, containing an interactive display with a video camera, an audio and video recording and playback system, with the help of which a preliminary formation of a personal lesson for a student is carried out using interactive complex, then a speech therapy session is carried out, including the stages of respiratory and/or articulatory gymnastics, and/or setting sounds, and/or automating sounds, and/or differentiating sounds by displaying animated pictures on an interactive display, as well as by video recording the student and audio recording of spoken for students of sounds, syllables, words, their recognition and reproduction in an animated form on an interactive display, upon completion of a speech therapy lesson, an automatic report is compiled, an audio and video recording of homework for the student. 2. An interactive method of speech therapy correction and prevention according to claim 1, characterized in that when conducting a speech therapy lesson, using a video recording of a student, facial expressions are recognized. 3. An interactive method of speech therapy correction and prevention according to claim 1, characterized in that when conducting a speech therapy lesson, using a video recording of the student, the movement of the student's eye pupils is recognized. 4. An interactive method of speech therapy correction and prevention according to claim 1, characterized in that at least one of the stages of the speech therapy session is carried out with exercises aimed at developing fine motor skills. 5. Interactive method of speech therapy correction and prevention according to claim 1, characterized in that at least one of the stages of the speech therapy session, interactive exercises of finger gymnastics are carried out by reading, recognizing hand movements using a video camera of the software and hardware complex and simultaneous visualization on the display. 6. An interactive method of speech therapy correction and prevention according to claim 1, characterized in that at least one of the stages of the speech therapy session is carried out with exercises using a set of colored cubes while capturing an image using a video camera of the software and hardware complex and visualizing it on the display.