RU2808348C1 - Comprehensive way to initiate, stimulate and form interactive speech in children - Google Patents

Abstract

FIELD: speech therapy.

SUBSTANCE: invention can be used to initiate, stimulate and form speech in non-speaking children. Initially, sounds and syllables are evoked passively using mechanical action on the child’s articulation organs with the hands of an adult. Next, sounds and syllables are actively evoked by the child’s imitation of an adult in communicative and play situations with rewards. They reinforce and automate evoked vowel sounds and syllables through repetitions with rewards in communicative situations using stimulus material, using hand gestures. The syllabic structure of a word is formed based on connecting a syllable with a movement. The child’s predicative vocabulary is being formed. Consolidation of the evoked words is performed and a simple and common phrase is formed for the children to use it in communicative situations, game situations, communicative logorhythics, through reading, using stimulus material.

EFFECT: method allows to form conscious dialogue speech in the process of everyday communication between a child and an adult and also communication with other children.

3 cl, 16 dwg

Description

The invention relates to speech therapy and can be used to initiate, stimulate and form speech in non-speaking children, including those with developmental autistic traits.

The relevance of the method is dictated by a significant increase in the number of children with low motivation for verbal communication, as well as with autistic traits in development.

The most common approach in modern speech therapy, defectology, speech stimulation in children of these categories is the formation of verbal templates, mechanically memorized syllables or “words”, “phrases”, which leads to the impossibility of spontaneous communication and dialogue.

The proposed method is based on an integrated communicative approach - increasing the activity of the child himself, increasing motivation to interact with adults (primarily, of course, with parents) and with children, to verbal communication in the process of speech stimulation, to conscious dialogue, evoking and consolidating sounds and syllables in the process of active interaction with an adult in a communication situation (a situation that is communicatively significant for the child), introducing an evoked sound, syllable or word into a communication situation, into a dialogue. The communicative approach allows you to consciously give meaning to even sound and use it in a communication situation.

A specialist, implementing this method, eliminates deficits in the child’s development, overcoming mental retardation, which is often observed with delayed speech development as a secondary disorder.

The “Method of stimulating speech in non-speaking children from 2 to 5 years old” is known (see description of RF patent No. 2741863, published 2020), including activation of speech pronunciation, while 8 classes of 3 hours are carried out at home:

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

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

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

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

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

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

b) reflected repetition of rhythmically organized syllables, particle words, interjections, conjunctions;

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

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

e) involuntary repetition by the child of syllables pronounced by the speech therapist, varying in stress and unstress, loudness, sonority, melody and phonemic certainty, pronunciation of various types of syllables - forward, backward, closed, with a confluence of consonants;

f) the child’s repetition of interrogative, affirmative, exclamatory phrases in different tones;

Lesson 5-6 - stimulation of proprioceptive sensitivity in the musculoskeletal muscles, hands, fingers and toes, as well as facial, lingual, sublingual 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 of 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 exercises in front of a mirror;

Lesson 7-8 - learning to recognize letters and letter combinations, intuitive morphological and phonemic analysis of words in the child’s speech:

a) training of articulation and sound-syllable control of the proposed sound sequences by reflected pronunciation of paired syllables with a difference of one phoneme: ba - pa, yes - ta, ga - 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) developing an intuitive grammatical sense of word structure and sentence structure by listening and repeating children's poems and songs;

c) stimulation of spontaneous “free expression” in a role-playing game;

d) didactic games with speech support from a speech therapist and stimulation of the pronunciation side of the child’s speech;

in this case, classes are performed in the following mode: the first 3 classes are conducted every other day; 3 weeks break; the next 2 classes are conducted once a week; 2 weeks break; the next 3 classes are conducted daily.

The disadvantage of this known method is that, regardless of age, the child is immersed in the preverbal level, the preverbal level of communication is stimulated - humming, babbling, as well as babbling amorphous words and phrases. But it is known that according to the laws of physiology, the brain, whenever possible, strives to save energy and reduce energy consumption. And, if a child masters babbling speech and begins to use it for communication purposes, then it will be difficult to master much more resource-consuming, energy-consuming normative speech. The brain will firmly focus on the principle “whatever is easier, I use it.” The motive for mastering the standard Russian language will be extremely low, because It will be simpler and easier for a child to use amorphous words and onomatopoeia than to operate with polysyllabic words and common phrases. Due to the fact that the motivation to use speech for communication purposes in children with developmental disabilities is reduced, the stimulation of significantly more complex speech normative forms will be extremely difficult when the child masters a simple babbling language. According to numerous scientific and practical studies (for example, L.S. Vygotsky, A.R. Luria), speech and thinking are closely related to each other. And their development occurs in parallel. This method of speech stimulation does not take into account that the largest part of the population of non-speaking children has in the structure of the disorder primarily mental retardation or secondary in the absence of speech in a child at 4 years old. Therefore, speech stimulation without parallel correctional and developmental work to overcome delays in general mental development (especially mental operations - analysis and synthesis) turns out to be ineffective.

The well-known “Comprehensive method of teaching and developing speech, including in non-speaking children, correction of delayed speech, psycho-speech, mental development, autism spectrum disorders” (see RF patent No. 2744332, publ. 2021) consists of reinforcing reactions that meet the criterion of success , primary, secondary and generalized reinforcers, receiving hints, using tools, following instructions, tasks for the formation of skills covering areas of the child’s mental development in preschool age, and consists, in accordance with Table 1, of three stages:

- at the first stage, primary reinforcers are used - food, juice, water, constant touch, mainly physical or imitation prompts, tools - game objects, cards with images of objects, cut pictures, puzzles, cubes - to develop basic skills: cooperation, motor imitation, receptive language, visual perception, requesting, articulation, naming, repeated speech, play, social, motor and self-care skills;

- at the second stage, against the background of increasing complexity of tasks, for the further development of the skills of the first stage, a group of new skills is formed: conditional discrimination, intraverbal skills, group skills, writing and reading skills, using secondary reinforcers - toys, types of activities, providing attention, praise in a variable mode, mainly imitation and gestural prompts, tools - game objects, cards with images of objects, actions, opposites, colors, shapes, objects of different categories, boys, girls, cards with plot images, sequences of images;

- at the third stage, against the background of increasing complexity of tasks for all of the above skills, they develop logical and linguistic thinking skills, for this they use generalized reinforcers - insignia, tokens, awards, money, natural motivation for completing the task in a variable mode with an increased interval or ratio, mainly verbal and visual cues, and as tools - cards with images of objects, actions, items of various categories, professions, shapes, colors, places, social situations, activities, emotions, sequences of events, seasons, numbers, letters, plot images, illustrations , visual aids, paper, pencils...

The disadvantage of this method is that the method relies on different types of reinforcers: first, primary food, then generalized reinforcers (insignia, tokens, awards, money), i.e. actively uses a behavioristic approach (“stimulus-response”) without disinhibiting the emotional sphere, without stimulating the child’s spontaneous desire to interact with an adult, to use speech for communication purposes, for message purposes. The known method emasculates emotional communication, does not lead to the development of the leading function of speech - communicative, does not develop interactive speech, but forms verbal cliches and templates based on encouragement with material objects. This approach is most harmful when used in working with children with autistic traits in development, since the structure of this developmental deviation includes emotional flatness, low or lack of motivation (both non-verbal and verbal) to interact with people (spirituality, like a person with a person) gets worse. The leading function of speech (communicative, message function) is not realized when using this approach. This means that a complete solution to the problem of speech stimulation is extremely difficult or impossible (in the case of children with autistic traits in development).

The “Method of stimulating speech in non-speaking children” is known (see description of RF patent No. 2557696, published in 2015), which was chosen as the closest analogue, prototype and which includes the sequential implementation of 3 stages, and at the first stage the following is carried out:

- calling and consolidating the pronunciation of involuntary consonant sounds in a game situation, using the association of the movement of an object with a gesture to enable them to be voluntarily reproduced by the child, while the sound obtained during the game is accompanied by a gesture associated with the movement of the object until a stable relationship is formed between a specific sound and a specific gesture with an object, and the gesture and the movement of the object must indicate one sound;

- teaching the pronunciation of consonant sounds that are absent in the child’s speech by forming a blowing air stream with the creation of an obstacle with the help of articulatory organs and consolidating consonant sounds in a play situation, using the movement of an object and a gesture to pronounce sounds, and the gesture and the movement of the object must indicate one sound;

at the second stage:

- learning to complete the pronunciation of a word by using the effect of gravity of an unstressed syllable to a stressed one and/or an unstable note to a stable one, and/or to the completion of a rhythmically specified structure of a word;

- learning words with 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 denoting the entire word.

The disadvantage of the prototype is that this method of speech stimulation contradicts the ontogenesis of speech development. There is an innate predetermined program for the development of speech, which includes congenital, gradually switching on, starting new formations based on the prerequisites for speech development (which has been proven by numerous scientific and practical studies ). Corrective and developmental work on speech stimulation in a known way begins with the evocation of consonants, which contradicts speech ontogenesis, because Vowels appear primarily on the basis of a physiological act - screaming and humming sounds (combinations of predominantly vowel sounds). The second significant drawback of the known method is that the sound evokes and assigns an association to the movement of an object with a gesture, i.e. the sound 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 the movement of the object must indicate one sound. This method does not solve the communicative problem: the evoked sound, syllable does not serve as a way of communication, the communicative task - the use of speech products for the development of interactive speech in the process of motivated emotional communication - is not solved. Most actions with an object in this method are not communicatively significant situations that are natural for everyday communication between an adult and a child, and, therefore, this method is prone to the formation of verbal cliches and stimulation of echolalia (in children with autistic traits in development).

None of the above methods of speech stimulation were aimed at forming dialogue in communicatively significant situations for the child, in situations of everyday life. The methods described above did not pay enough attention to the implementation of the communicative approach, where speech is a means of communication, a message, a tool for dialogue between an adult and a child, a child and an adult, a child and other children.

The proposed method is aimed at the ontogenetic approach to speech development, the implementation of a communicative approach in which the evoked sound, syllable, word is a means of communication in the process of communication in communicatively significant situations for the child, which allows the formation of interactive speech for everyday life in the process of interaction between an adult and a child, and vice versa. The communicative approach allows, among other things, to effectively overcome autistic traits in the development of children. The complex method is effective in use and highly effective when using speech stimulation in children of any category (non-speaking children with speech delay, alalia, mental retardation, mental retardation, autism spectrum disorder).

The method allows you to form conscious dialogue speech in the process of everyday communication between a child and an adult, an adult with a child, and a child with other children.

When using this complex method of triggering and stimulating speech, the following are achieved:

- increasing the effectiveness of speech stimulation based on the formation of dialogue speech in situations that are communicatively significant for the child;

- increasing the efficiency of brain function, as neuropsychological techniques are actively used;

- overcoming mental retardation through increasing the efficiency of development of mental operations - analysis and synthesis;

- reducing the period of correctional work due to an increase in the level of interest in the correctional process, high motivation for the child’s interaction with adults, high motivation for verbal communication;

- overcoming autistic traits in development, such as echolalia, difficulties in understanding addressed speech, developing the child’s motivation to interact with adults, including using conscious speech;

- increasing efficiency through the active participation of parents in the process of the launch program, stimulating speech at home.

The technical result is achieved by the fact that the complex method of starting, stimulating and forming interactive speech in children includes learning to pronounce a phrase using simultaneously its rhythmic-melodic structure, gestures, pictures and/or objects denoting the whole word includes:

- the evocation of sounds and syllables is carried out passively with the help of a mechanical effect on the child’s articulation organs with the hands of an adult, while the sequence of evocation of sounds is determined by development, the appearance of sounds in speech ontogenesis and the consolidation of sounds and syllables in situations that are communicatively significant for the child,

- evocation of sounds and syllables is carried out actively by imitation and their consolidation in communicatively significant situations using gestures or actions, as well as in game situations, while the sequence of evocation of sounds is determined by the development, appearance of sounds in speech ontogenesis,

- consolidation and automation of evoked vowel sounds and syllables based on speech motor gymnastics and in game situations,

- consolidation and automation of evoked syllables with sequential movements of arms, legs, arms and legs and stimulus material,

- formation of the syllabic structure of a word based on the connection of a syllable with a movement, while the change of movements occurs at the level of a series of syllables and syllables in a word,

- formation of the syllabic structure of a word in a communicatively significant situation for the child based on connecting a syllable with the movement of speech motor gymnastics in the process of changing movements,

- formation of the child’s predicative vocabulary and understanding of spoken speech,

- consolidation of evoked words in communicatively significant situations for the child, game situations, communicative logorhythics, through reading, using stimulus material,

- formation of a simple and common phrase in situations that are communicatively significant for the child, in play situations, through reading, using communicative logorhythms.

If necessary, the child’s behavior is corrected and the child’s motivation to interact with adults is increased. If necessary, the formation of emotionally positive communication between parent and child is carried out on the basis of pedagogical techniques, game situations, and communicative logorhythics. Increasing a child’s speech motivation in the process of interaction with an adult based on pedagogical techniques, game situations and communicative logorhythics. At the first stage, a reward system is implemented, from food rewards to the child’s joyful reaction to the adult’s verbal emotional-positive praise.

(“Well done”, “Clever girl”, “It worked”), the joy and satisfaction of the child himself from overcoming difficulties and solving a problem (game, speech).

For a child up to 3 years of age. 8 months (without pronounced organic deficiency of the central nervous system and without autistic traits in development) the course of classes lasts 3 months. Weekly 3-4 lessons of 60 minutes. each. In cases of older children, the time period for triggering and stimulating speech increases.

Way involves evoking sounds and syllables passively with the help of a mechanical effect on the child’s articulation organs with the hands of an adult, while the sequence of evoking sounds is determined by development, the appearance of sounds in speech ontogenesis and the consolidation of sounds and syllables in situations that are communicatively significant for the child. Since the child cannot (for example, as a result of dyspraxia or intellectual disability) voluntarily exhibit an articulatory posture of the lips or tongue; or does not want to repeat sounds and syllables after an adult (low motivation for verbal communication or its absence, negativism), the adult manipulates the organs of the oral-articulatory department of the speech apparatus, i.e. lips and tongue.

The basic principles of the child in the process of evoking sounds:

- lying on the floor, bed (visual attention to the articulation of an adult);

- lying on the adult’s lap, the adult supports the child by the back and neck (visual attention to the adult’s articulation, active kinesthetic sensations from the organs of articulation);

- sitting opposite an adult (the adult supports the child’s neck);

- sitting in front of the mirror (visual attention to your own articulation and the articulation of an adult);

- sitting on an adult’s lap, preferably opposite a mirror (the adult supports the child’s neck);

- standing.

The sequence of sound production is determined by the development and appearance of sounds in speech ontogenesis (ontogenetic approach: vowel sounds, then consonants based on physiological acts (screaming, swallowing, sucking)).

Evoking vowel sounds. The sound A is primarily evoked, which is the earliest in speech ontogenesis and is caused by a physiological act - a cry. Next, the sounds U or I are called, and after them the sound O.

For example, lying on a bed, on the floor, or lying on an adult’s lap with a hand supporting the neck (the child will see the adult’s articulation and feel his own articulation), or sitting on an adult’s lap in front of the mirror. To pronounce the sound, A opens the child's mouth and says: “Say: AAAAAA,” helping the baby repeat the sound. If a child opens his mouth, but there is no sound A, then while simultaneously opening the mouth and pronouncing A by an adult, you need to tap on the chest or back, slightly tilting the body forward, causing the necessary sound.

An example of evoking the sound U or I. An adult in front of a mirror or without a mirror, but focusing on his own articulation (the child opposite the adult) stretches the child’s lips into a tube while simultaneously pronouncing the sound U or stretches the child’s lips into a smile while simultaneously pronouncing “I.” Repeat many times. What kind of sound is produced, vividly emotionally praise, you can give food rewards or a desired toy for the child, a desired object (in the case of autistic traits in development). After, for example, the sound U has become established, we actively evoke the sound I, and vice versa. It is recommended to fix the evoked sound U or I in the audio tracks of the stimulus material.

After evoking vowel sounds, the stage of evoking consonant sounds is connected, and the emphasis is not on the consonant sound, but on the syllable with the corresponding evoked consonant sound.

Evoking consonants sounds. In order to speed up the dynamics of the correction process, as well as taking into account the individual capabilities of the child, it is not necessary to strictly adhere to the sequence of evoking vowel sounds described above. It is possible, for example, that after fixing the sound A, in parallel with the evocation of the next vowel sound (for example, U or I), work is carried out to evoke a consonant sound and simultaneously introduce it into the syllable (for example, the evoked sound M is introduced into the syllable MA), so as the basis of words in the Russian language are not individual sounds, but syllables.

The evocation of consonant sounds, as well as the evocation of vowel sounds, is guided by an ontogenetic approach, i.e. the appearance of consonant sounds in the process of normative speech ontogenesis. The conventional sequence of evoking consonant sounds: M, P, B (labial sounds, caused by the physiological act of sucking), G, K, X (determined by the physiological act of swallowing), D, T, N, L, initially from the interdental position of the tongue (since upper elevation of the tongue for a child in the early stages of speech stimulation is extremely difficult).

For example, evoking labial consonants (M, P, B, these sounds are caused by the physiological act of sucking, therefore, based on the ontogenetic approach, we first begin to evoke them). If the sound A appears, then try to call the sounds M, P, B (the articulation is the same).

Passive method: the adult closes the child’s lips while simultaneously pronouncing the sounds PPPP, BBBB, MMMM. Repeat many times. Some sound will definitely be caused. It goes straight to the syllable Ma/Pa/Ba. You can alternate MMMM/Ma, PPP/Pa, BBB/Ba. To enhance kinesthetic sensations and “anchoring”, you can use a wooden spatula or an ice cream stick. We place it between the baby’s lips and close the lips with our hands. As soon as a sound or a syllable appears, we immediately move into a semantic situation. MA-MA, give / DAD, give / BABA, give. It may take time for the baby to integrate the ability to understand the situation, make a gesture, turn to the appropriate loved one and say. But we created a communication situation. A sound or syllable is not just a vocalization or sound combination, but a word used in an interaction situation, which is especially necessary for autistic developmental traits (yes, at first the use is formal, but against the backdrop of bright emotional rewards, etc., the child will first develop activity and motivation interact with an adult, and then the desire).

The method includes evoking sounds, syllables actively by imitation and consolidating them in communicatively significant situations using a gesture or action, as well as in game situations, while the sequence of evoking sounds is determined by the development, appearance of sounds in speech ontogenesis,

The sequence of sound production is determined by the development and appearance of sounds in speech ontogenesis (ontogenetic approach: vowel sounds, then consonants based on physiological acts (screaming, swallowing, sucking)).

Example, evoking vowel sounds.

Evocation of sound A. Sound A is the first to appear in speech ontogenesis and is caused by the physiological act of screaming. The adult said A - the child repeated. Or he shows a doll or a bear: “Lala is crying “A.” How is Lala crying? Baby "A". Adult: “I’m sorry, lalya.” The child feels sorry for Lala. Adult: “Rock your cradle.” AAAa." The child rocks and sings, etc.

Evoking the sound U or I. Communication situations:

A) An adult turns to a child: “Will you? The child answers: “(I) WILL.”

B) Playing with soap bubbles. Adult: “Blow?” Child: “blow.”

C) Shows an elephant or a cow and says “This is an elephant/cow U, MU.” "Elephant/Cow, Go"." Shows how it goes. “Top-top” (You can cut out a path or a house from paper. Walks along the path to the house).

In the process of launching, stimulating speech in one lesson after the appearance of the first sound A, both consonants, early in ontogenesis, are evoked, and the vowel sound A is introduced into the syllable in the process of consolidation based on speech motor gymnastics, a system for consolidation and automation of evoked syllables, aids for launching, stimulation speech. Initially, the repetition of the sound is of a more reflexive nature, then there is a transition to the level of comprehension, awareness of the meaning of the sound used, and an introduction to the situation. We actively fill the evoked sound A with meaning, introduce it into a situation of interaction, communication according to the author’s system, a situation that is communicatively significant for the child (for example, the sound A is one of the communicatively significant situations for the child - the “give” situation). Because The leading function of speech is communicative, a message function, then even the simplest sound should be a means of communicating something based on the child’s desire to tell an adult. The appearance of such a neoplasm is a strong impetus in the development of speech. And even for the smallest success of the baby, active emotional reinforcement with a bright reaction of joy (or, in addition, food reward) is mandatory. So, a chain is formed: reflexive sound with encouragement (food, object) → pronouncing a sound, a syllable in a situation with encouragement → comprehension, meaningful vocalizations or syllables in situations of interaction with the emotion of joy.

Examples of communicatively significant situations, for example, for the evoked sound A. Situation “Give”. When a child wants to take an item, an adult comes up and says: “Ask.” Come on." The adult shows the hand gesture on his hand, urging the child to do the same. If the baby does not know how to make this gesture, then it is necessary to teach him. Next is the “give” gesture (bending the fingers to the palm, pressing the bent fingers to the palm) and the sound A. Maybe after a while the child will spontaneously turn out “ay” or even “give” instead of “A”. Perhaps a specialist or parent needs to passively bend the fingers of the give gesture for some time and at the same time open his mouth to pronounce A (in the case of dyspraxia or apraxia - the inability to independently, voluntarily perform a movement and articulatory posture). An adult does not give an object to a child until the child at least extends his hand or makes a full give gesture, and if he can say “a” or “give,” then until he does.

Next, you need to actively emotionally praise and give what you want, especially with low motivation for verbal communication (praise intensely, with a hug for any attempt to speak, extend your hand to ask...). Exercise repeatedly. This skill is perfectly reinforced in a situation where something tasty is offered to a child. Next, the adult instead of “Ask.” Daay" simply uses "Ask", without prompting for the child to independently actualize the sound "A" or the word "give". This creates the need to use speech for communication purposes, the need to interact with an adult to get what you want using speech instead of silently taking an object, a toy, or using facial expressions, gestures, screaming or crying.

Situation “Yes” ( after situation A has been learned). When the child wants to do something, the adult asks: “Are you going to (eat, draw, walk...)?”, the adult says “yes” with a bow of the head. If the child does not follow the imitation (dyspraxia is noted), then his head must be tilted while the adult simultaneously pronounces “yes.” Repeatedly practice creating these situations. This skill is perfectly reinforced in a situation where something tasty is offered.

Situation “I’m great!” As soon as the child manages to do something, the adult exclaims in a brightly emotional tone: “Well done!! Who's great? YAYAYAYA - well done!!,” tapping the baby’s hand on his chest. If the child does not say “I,” then the adult opens his mouth and at the same time says “I” himself. Subsequently, the baby himself will tap on the chest and say YAY.

“Bah” situation. We throw items into the basket, into the box with “bah”. Other situations: throwing balls to music, throwing a ball into a tower of cubes.

Situation "Am". We feed parents, animals, toys.

The situation is “bay, bay”. Rock a doll or other toy and sing “Bayu,

bay" with an emphasis on "A". If the child repeats at least “A, A” - a wonderful result, and if the syllable “Ba, Ba” - a great result!!

The evoked sound A is recommended to be fixed in sound tracks and letter lotto.

It is known that when fixing an evoked sound, it is effective to use its equivalent letter. Learning to read is another means of stimulating speech, i.e. We rely not on the auditory analyzer, which is often immature and deficient, but on the visual analyzer, which is in hyperfunction in modern children. Thus, when teaching a child to read, we use a “workaround” way to trigger speech.

The child should hear from adults as often as possible and repeat evoked sounds or syllables in various communicative situations or games (for example, while riding a swing, jumping on a bed, walking, etc.). The more often you repeat, the faster your speech will develop. Often a push is enough to increase motivation for interaction and verbal communication, and speech function begins to develop intensively. As soon as the consonant sound appears, we immediately introduce it into a syllable with the vowels A, U, I, O. As soon as the sound, the syllable appears (in an active or passive way), immediately actively repeat (the adult pronounces the syllables in the process of everyday life, and the child listens and repeats the child himself) To do this, you can use not only all kinds of everyday situations - ringing the doorbell while pronouncing syllables, climbing stairs, running, walking, but also during the child’s favorite games.

The method includes consolidation and automation of evoked vowel sounds and syllables based on speech motor gymnastics and in game situations without or with encouragement (musical, motor, bursting bubbles, throwing balls, etc.): MA-MA-MA or PA-PA-PA or BA-BA-BA. An open syllable with a repeated consonant and vowel. Further MA-PA or MA-BA, etc., depending on what consonants appeared. That is, the vowel is the same, the consonant is different. MA-MU (MI) - the consonant is the same, the vowels are different. MA-PU - consonants and vowels are different. Thus, we not only train the speech apparatus, phonemic perception (differentiation of sounds by ear), but also form a springboard for pronouncing words. While practicing, the child independently, spontaneously begins to use syllables to pronounce, name objects...

Next, a series of three syllables is practiced, for example, MA-MA-MU, MU-MU-MA, MA-MU-MA...

An example of repeating a series of syllables based on speech motor gymnastics (the author actively uses hand movements when pronouncing vowel sounds). For the sound A - hands with open palms in front of the chest and to the sides, for U - hands with open palms forward from the lips or chest, for I - hands up, O - to the sides and up. Each sound is pronounced slowly, then quickly, intensely. The same movements occur when pronouncing the corresponding vowel in syllables. Ma... If the child does not repeat after the adult, then the movement of the child’s hands is carried out by the adult.

The method includes consolidation and automation of evoked syllables based on a series of syllables with sequential movements of the arms, legs, arms and legs).

Since consolidation of syllables is most effective in the process of movements, this is why the author uses the pronunciation of the desired syllable with the movement of the body or its individual parts. A particularly high result is achieved not with an isolated pronunciation of a syllable, but in a series of syllables. For example, clap your hands (at the same time pronounce MA), then clap your palms on your knees (simultaneously pronounce PA) or clap your hands - stomp your foot). Series of two, three or more syllables are practiced in a similar way. Consolidation and automation of syllables are also carried out on the basis of stimulus material.

The method includes the formation of the syllabic structure of a word based on the connection of a syllable with a movement in the process of changing movements at the level of a series of syllables and syllables in a word (a series of sequential movements, for example, with arms, legs, arms and legs).

Formation of the syllabic structure of a word, prevention of violations of the syllabic structure of a word (often observed in children with speech development delays or speech disorders) - connecting a syllable with movement in the process of various changes of movements, consolidation of evoked words occurs on the basis of switches in the motor sphere, initially without speech accompaniment, and further with the pronunciation of syllables.

For example, when stimulating speech at the word level - clap your hands (at the same time pronounce MA), then clap your palms on your knees (simultaneously pronounce MA) or clap your hands, pronounce PA - stamp your foot, pronounce PA).

The method includes the formation of the syllabic structure of a word in a communicatively significant situation for the child or during a game based on connecting a syllable with the movement of speech motor gymnastics in the process of switching.

A specific movement corresponds to a specific vowel sound. For the sound A - hands with open palms in front of the chest and to the sides, for U - hands with open palms forward from the lips or chest, for I - hands up, O - to the sides and up.

For example, a child wants to play with a car, an adult says: “Ask.” Child: Give (with a hand gesture). Adult: Give me what? (pointing to the typewriter). What is this? MA (arms to the sides - speech motor movement to the sound A) - SHI (movement of the arms upward - sound I), NA (movement of the arms to the sides - sound A). Give MA-SHI-NU (the adult accompanies the pronunciation of each syllable with hand movements). The child imitates everything that the adult shows and says, first with the adult, then independently.

The method includes the formation of a child's predicative vocabulary and understanding of addressed speech. Predicate (verb) is the main meaning-forming part of speech. Therefore, for the successful implementation of the formation of understanding of addressed speech in children, it is necessary to pay attention to the development of predicative vocabulary.

Example. Performing actions by the child himself. Instructions: “Katya, GO” (“go” is pronounced clearly). An adult takes the child by the hand and walks with him, saying: “GO”, “I’m going” (with a gesture of patting the chest). The following verbs are practiced using this principle: stop, run, sit/sit, crawl, push, eat, drink, throw, catch, push, draw, read, wash your hands, etc.

Example. Performing actions by an adult at the request of a child. Instructions: “Mom, go.”

Example. Playing on toys, objects, dishes. Instructions: “Moo, go”, “Igo-ko go.” Show me how it goes, GO. Top-top-top." A child or an adult, holding the child's hand, makes a walking movement. Further follow the algorithm with the remaining verbs.

Example. Practicing predicates using pictures. There are pictures on the table in front of the child. An adult takes a toy, for example, a dog: “Af go, Af goes.” Shows how he walks and places it on a picture with an image of a dog walking (preferably similar in appearance to a figurine of a dog). Then it is fixed: “Show how the af goes. Af, go”, “Show me in the picture - af is coming.” The child shows. It is imperative to include “go” through the child himself or with the help of an object. (The adult says to the child: “Katya, GO.” Adult: “Look, the doll Anya is coming. Anya, go. Anya is walking, in the picture too, Anya is walking.” Show the picture.) And so on with the rest of the verbs. If the verb is “to drink or eat,” then using utensils.

Next, a differentiation stage is required. In front of the child are two pictures with different actions. For example, he walks, runs. Instructions: “Show me who’s coming? Show me how it goes? Show me who's running? Show how he runs” (the child, using, for example, a doll, imitates the movement). That is, the child must not only show a picture depicting a verb, but also show the corresponding movement. Next, you can arrange the pictures into action groups.

Example. The ability to show with gestures or answer a question based on the picture “Is he coming?” Yes (no)” and without a picture. If yes, then the child nods his head, if not, then he waves. If he can already speak, he uses both gesture and word. In this task, thinking actively works.

Example. Actualization of the verb in speech. Instructions from an adult: “What does it do?” The child answers.

Example. Symbolic actions. Instructions: “Show me what you eat” (child shows spoon). “Show me how he eats.” The child can first point at an object, and then without the object, thereby mastering symbolic actions. Mastering symbolic actions after all the stages described above is a sign of complete living and comprehension of the action.

The method includes consolidating evoked words in communicatively significant situations for the child, game situations, during speech games, communicative logorhythms and through reading based on the author's stimulus material.

For example, communicative situations: when a child wants some item that is interesting to him, an adult turns to the child: Ask. Give me what? ball, flashlight... The child repeats “ball, flashlight” after the adult. Or when the child wants to call his mother, he must say “go.” Or Adult: “Are you going to eat, swim...?” the child answers: “Yes. will".

Consolidating called-out words in game situations, for example, playing with soap bubbles. Adult: “blow?” Child: “Yes. Blow” and the child builds a tower, then throws the ball and says “fall.”

In the process of communicative logorhythmics, there are many musical-motor, sensory games, as well as nursery rhymes, games with tunes from Russian folklore, which effectively solve the problem of consolidating evoked or evoked words. For example, Child. The child's mother is sitting on the floor next to the specialists. An adult (specialist) has a bell in his hands, he sings a song with the bell ringing at the same time: “I have a bell in my hands, I will give it to Vanya. Vanya, here." And passes it on to the child. Next, the child rings the bell, the adult sings the same song, only with a different ending: “I’ll give it to mom. Mom, here." The child says “Mom, here” and gives the bell to his mother.” Any relative can take part in the game; the child turns to him and hands him a bell.

Learning to read is a means of stimulating speech, i.e. in the process of speech stimulation, we rely not on the auditory analyzer, which is often immature and deficient, but on the visual analyzer, which in modern children is often in hyperfunction. Thus, when teaching a child to read, we use a “workaround” way to trigger speech.

It is proposed to use practical, original stimulus material - “sound tracks”, alphabetic, syllabic lotto, word lotto, which is intended to reinforce evoked sounds, syllables, words in speechless children (with alalia), to stimulate speech based on reading.

Sound tracks are focused on the active connection of prosodic components of speech: changing the rhythm, tempo and strength of the voice. In some cases, you can work on intonation when fixing isolated vowel sounds or consonant sounds in syllables. All tasks must include game moments. The vowels proposed for reading are arranged in a certain sequence, since we call these sounds A, U, I, O, E, Y, since the easiest to pronounce is the sound A (due to the physiological act of screaming and crying), then U - since this sound is not at all similar in articulation to the sound A - we pull the tube out of the lips (usually passively at first), then the sound I - a smile (we often passively stretch the child’s lips in a smile) and the sound O last, since children often confuse the sounds U , ABOUT.

"Sound Tracks" - these are lines of different variations (from straight to wavy or broken, from continuous to intermittent), reflecting the duration of the pronunciation of sounds. The fundamental lines are:

_____ long pronunciation without stops or pauses ,

__ __ with forced stops between segments of the trajectory - the duration of the utterance corresponds to the segment of the track ,

- with a brief pronunciation of sounds.

The use of different lengths and trajectories of trajectory lines allows you to diversify the gameplay.

By running a finger along the tracks, a child or adult pronounces the sound being practiced along the entire trajectory of the track in the following way: unmodulated, monotonous (straight, continuous and intermittent trajectories) or modulated and intoned - with alternating voice strength, quietly or loudly (wavy, zigzag, spiral, etc. : upward trajectory - intonation ↑, downward trajectory - intonation ↓).

A specialist or parent sounds out a couple of pictures using the sound being practiced. Next, on the basis of these association pictures, the adult or child composes a phrase (the child and adult are not tasked with correctly pronouncing the assigned sound in the words of the phrase).

If the child does not understand the meaning of the connection between the pictures enough or does not understand it at all, then it should be explained in detail. Afterwards, the child runs the finger of one or two hands (depending on the characteristics of the tracks) along the trajectory while simultaneously pronouncing the sound being reinforced, and not meaninglessly pronouncing the sound being practiced, but joining in the gameplay, initially set by a specialist (or the child himself), who is guided by the pictures paths. The child is not given the task of correctly pronouncing the sound being practiced in words that are the names of pictures (i.e., to automate the sound in words), but more important at this stage is the stimulation of speech activity.

These exercises can be diversified by offering to simultaneously trace the path of the track with a pencil or felt-tip pen while pronouncing a sound.

It is possible to use the following option for working with tracks. Cut out all the pictures and trajectories, then ask the child to independently make game pairs, choosing any trajectories connecting them. So, the specialist or parent independently selects a couple of pictures for the sound being practiced, united by a common plot, or offers the child to choose pictures, then attaches them to the ends of the trajectory track. If the child does not understand the meaning of the connection between the pictures enough or does not understand it at all, then it should be explained in detail. Pictures and sound tracks can also be used when the child speaks and begins to use a phrase: based on these association pictures, the child composes a phrase. If the child’s understanding is not difficult or limited, then it will be useful to invite the child to explain the relationship between the pictures chosen by him or the specialist. Since, as a rule, there is no strict predetermination of pairs of pictures, in the case of a seemingly erroneous choice of a pair, it is necessary to ask the child in detail about the reason for his choice; perhaps he did not use immediate associations, but distant ones ; in case of an error, explain and correct her.

Examples of audio tracks.

Fig. 1 - the simplest “sound track” - a straight line: a long, unmodulated pronunciation of vowel sounds (AAAAAA) while simultaneously running a finger along the line.

Fig. 2 - unmodulated pronunciation of vowel sounds with forced stops between segments of the trajectory - the duration of the pronunciation corresponds to the segment of the track (if possible, without stopping and gaining air): AAA-AAA-AAA; UUU-UUU-UUU).

Fig. 3 - “big wave” track: modulated smooth pronunciation of vowel sounds (as if we are walking slowly or driving up a mountain, and then going down): AAA↓AAA↑; with alternating tempo (slow or fast) and voice strength (loud or quiet), if possible, without stopping and gaining air.

Fig. 4 - “bump” track: pronouncing vowel sounds, simulating a jump (if possible, without stopping and taking in air).

Fig. 5 - “labyrinth” track: long, unmodulated pronunciation of vowel sounds (if possible, without stopping or taking in air) while simultaneously running a finger along the line.

Fig. 6 - “caterpillar” track: unmodulated pronunciation of vowel sounds with forced stops between segments of the trajectory - the duration of pronunciation corresponds to the segment of the track (if possible, without adding air): AAAA-AAAA-AAAA.

Fig. 7 - track “big slides” (large): “chopped” pronunciation of vowel sounds or modulated (if possible without stopping and taking in air) AAA↓AAA↓.

Fig. 8 - “snail” track: smooth pronunciation of vowel sounds while simultaneously running your finger along the spiral (if possible, without stopping and taking in air).

Fig. 9 - “intermittent snail” track: pronunciation of vowel sounds with forced stops between segments of the spiral (i.e. intermittently) - the duration of the pronunciation corresponds to the segment of the trajectory.

Fig. 10 - “snake” track (large, small, mixed): long unmodulated pronunciation of vowel sounds or modulated on the rise (if possible, without stopping and taking in air) while simultaneously running a finger along the line.

Fig. 11 - “loop” track: the child runs his finger along the loops and modulates smoothly pronounces vowel sounds (as if we are slowly walking or driving up a mountain, and then going down): AAA↓AAA↑ (if possible, without stopping and taking in air).

Fig. 12 - “fish” track: pronouncing vowel sounds while simultaneously running a finger along the contour of the fish.

In FIG. 13, 14, - examples of audio tracks are presented.

Sound tracks with a trajectory containing syllables (see examples Fig. 15, 16) are intended for practicing vowel sounds in syllables with easy-to-pronounce consonants - the initial stage of sound automation. A child or an adult patient runs a finger along the path of the track, simultaneously pronouncing the sound being reinforced, “reaches” a circle or oval with a syllable and pronounces the corresponding syllable, for example, AAAA-MA-AAAA - BA... The vowel being practiced is retained, and the consonants are changed for the child’s possible pronunciation by imitation, development of auditory attention and the ability to differentiate sounds by ear - phonemic perception (simple consonants by education).

An example of stimulus material is lotto for the vowels A, U, I, O, E, Y. It is known that when fixing an evoked sound, it is effective to use its visual equivalent - a letter. Learning to read is another means of stimulating speech, i.e. we rely not on the auditory analyzer, which is often immature and deficient, but on the visual analyzer, which in modern children is often in hyperfunction. Thus, when teaching a child to read, we use a “workaround” way to trigger speech. Game description: lotto field and cards with vowels (cards are pre-cut). An adult, pointing to a separate card with the letter A: “Read. A. Put A” (gives it to the child’s hand and places it with him on the corresponding letter of the field). Subsequently, the child names the letter himself and puts it in the right place. Next, the remaining letters are studied depending on their appearance and evocation. That is, reading is a way to consolidate evoked sounds. The game can be made more exciting by attaching paperclips to the cards and “catch” them with a fishing rod on a magnet.

An example of stimulus material is letter loto syllables. We begin to offer for reading those cards on which a consonant sound is evoked (actively or passively). First, as a rule, these are the labiolabial sounds M, P or B, whichever one can evoke. The sequence of presentation of lotto cards is determined by the sequence of evoked or spontaneously appearing consonant sounds. Description of the game: lotto field and cards with syllables - open and closed (cards are pre-cut). An adult, pointing to a separate card with a syllable, for example, MA: “Read. A. Put MA” (gives it to the child’s hand and places it with him on the appropriate place on the lotto field). Subsequently, the child himself names the syllable and places it in the right place. Next, the remaining fields with cards are mastered using the same principle. That is, reading is a way to consolidate evoked sounds. The game can be made more exciting by attaching paperclips to the cards and “catch” them with a fishing rod on a magnet.

An example of stimulus material is a lotto word, the surrounding world. Description of the game: lotto field and cards with inscriptions of closest loved ones (cards are pre-cut). An adult, pointing to a separate card with a word, says: “Read. MOTHER. Put it down MOTHER” (gives it to the baby in his hand and places it with him on the corresponding word of the field). Subsequently, the child reads the word himself and places it in the correct place in the field. Next, other words are studied, for example, horse, cow. A field with pictures of animals and cards with animal names. An adult, pointing to a card with the inscription “horse”, says: Read. Horse. Put. The child reads “Horse” and takes a card with the written name of the animal and places it on the corresponding picture of the field. That is, reading is a way to consolidate evoked sounds and syllables. The game can be made more exciting by attaching paperclips to the cards and “catch” them with a fishing rod on a magnet.

The method includes the formation of a simple and common phrase in situations that are communicatively significant for the child, in play situations, through reading texts with pictures based on practical material, as well as in communicative logarithmics.

For example, communicative situations: when a child wants some item that is interesting to him, an adult turns to the child: “Ask. Give me what? Ball, flashlight...” The child repeats after the adult: “Give me the ball, flashlight.” Or when the child wants to call his mother, he must say “go.” Or an adult: “Are you going to eat?”, the child answers: “Yes.” I will (or I will eat).”

When a child experiences difficulties in everyday life, in mastering games, he comes up to his mother and asks “Mom, pamagi” (words are pronounced according to phonetic rules, i.e., as he says (and not write!), so we fix them).

Consolidating called-out words in game situations, for example, playing with soap bubbles. Adult: “blow?” Child: “Yes. Blow" or "Mom, blow" or "I will blow." An example of another game: a child builds a tower, then throws a ball and says: “Tower fall.” Or he throws balls to the music and says: “ball drop, ball fly.”

In communicative logorhythmics, for example, nursery rhymes and tunes of folklore games are memorized with rhythmic pronunciation. The child, together with an adult, listens to the audio of the soldiers marching, then together, conjugately, and then the child independently recites the nursery rhyme in rhythm, syllable by syllable, “Aty-baty, the soldiers went, aty-baty to the market, aty-baty, what they bought, aty-baty, samovar "

Texts with pictures are a practical guide in which, in addition to text on various topics (fairy tales, nursery rhymes, stories about animals and objects), there are pictures instead of written words. An adult (or a child, if he can read) reads the text, and the child names the picture in the correct form, using word agreement.

Further work on speech stimulation (when the child develops a simple phrase or a phrase of 3 words) can be carried out using traditional or various proprietary techniques. The most recommended for consolidating formed speech skills and improving them are all kinds of musical and motor games and exercises in the process of communicative logorhythmics.

Stimulation of speech and general mental development is carried out in group and individual classes based on folklore therapy and music therapy (speech, music-sensory, motor games for children of different ages (including those with autistic traits in development). Folkloretherapy, music therapy (music-sensory games) help stimulate general mental development, speech, relieve tension, stress, develop communication and social skills, cognitive and motor activity in children of early and preschool age, visual concentration, auditory attention.

The specialist, implementing this author’s approach, eliminates deficits in the child’s development, overcoming mental retardation, which is often observed with delayed speech development as a secondary disorder.

It should be noted that very important conditions for effective correctional and developmental work, high performance, positive dynamics are close interaction between the specialist and the parent, mandatory implementation of recommendations and homework by parents, restructuring of the parenting model by parents together with the specialist (in the case of an unconstructive attitude towards the child). Compliance with these recommendations is the key to the success of classes to stimulate speech and correct mental retardation and autistic traits in development.

Claims (10)

1. A complex method of launching, stimulating and forming interactive speech in children, including learning to pronounce a phrase using simultaneously its rhythmic-melodic structure, gestures, pictures and/or objects denoting the whole word, characterized in that - first, sounds and syllables are evoked passively with the help of a mechanical effect on the child’s articulation organs with the hands of an adult, while the sequence of evocation of sounds is determined by the appearance of sounds in speech ontogenesis, first the vowel sound A is evoked, due to the physiological act of screaming, while the mouth is opened to pronounce the sound A child while the adult pronounces the sound A, then tilt the child’s body forward, knock on the chest or back, causing the child to pronounce the sound A, then stretch the child’s lips into a tube while simultaneously pronouncing the sound U, stretch the child’s lips into a smile while simultaneously pronouncing the sound I, then cause the sounds O, E, Y, then cause the labial sounds M, P, B, caused by the physiological act of sucking, while the adult closes the child’s lips while pronouncing sounds, cause the sounds G, K, X, caused by the physiological act of swallowing, then evoke syllables with vowels A, U, I, O; - then they actively evoke sounds and syllables by imitating a child with an adult in communicative, play situations with rewards, while the adult pronounces the sounds and the child repeats; - consolidate and automate evoked vowel sounds and syllables by repetitions with rewards in communicative situations using stimulus material, while in the process of consolidation, the vowel sound A is introduced first into the syllable, repeat open syllables with a repeating consonant and different vowel sounds, repeat open syllables with repeating vowels and different consonant sounds, and the repetition of sounds is carried out using hand gestures, - the formation of the syllabic structure of a word is carried out on the basis of connecting a syllable with movement, while a specific movement corresponds to a specific vowel sound, the adult accompanies the pronunciation of each syllable with hand movements, the child initially carries out the movement without speech accompaniment, and then with the pronunciation of syllables, the formation of the syllabic structure of the word is carried out in communication situations; - carry out the formation of the child’s predicative vocabulary and understanding of addressed speech by performing actions by the child himself according to the instructions of an adult, performing actions by an adult at the child’s request, playing on objects, practicing predicates using pictures; - reinforce the evoked words in communicative situations, game situations, communicative logorhythmics, through reading, using stimulus material; - form a simple and common phrase in communicative situations, in game situations, through reading, using communicative logorhythms. 2. The method according to claim 1, characterized in that they use stimulus material - sound tracks, which are lines of different lengths and trajectories, displaying the duration of the pronunciation of sounds, while the vowels proposed for reading are located in the sequence of evoking the sounds A, U, I, O , E, Y. 3. The method according to claim 1, characterized in that the consolidation and automation of evoked sounds and syllables is carried out using hand gestures, with a specific movement corresponding to a specific vowel sound: sound A - hands with open palms in front of the chest and to the sides, sound U - hands with open palms forward from the lips or chest, the sound I - hands up, the sound O - hands to the sides and up.

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