If your child has an erased form of dysarthria. Features of organizing interaction between a speech therapist and parents when correcting the speech of children with speech disorders Diagnosis of erased dysarthria in children

Article on the topic: "For parents about the problem of dysarthria"

Eleuova Asel Erbolovna
Place of work: teacher-speech therapist of the KSU "Office of Psychological and Pedagogical Correction of the Ulansky District" of the Education Department of East Kazakhstan region
Description: The article provides a detailed description of the problem of dysarthria, the causes of its occurrence, and the nature of disturbances in dysarthria in a child’s speech. The article is intended for parents of children with dysarthria, as well as for teachers working with dysarthric children.

For parents about the problem of dysarthria

Introduction
In the modern world, the problem of speech impairment in preschoolers and primary schoolchildren has become global in recent years. In particular, this is the problem of dysarthria, ranging from the erased form of dysarthria to more severe forms. Most parents, for obvious reasons, experience some difficulties, confusion and fear when initially voicing the diagnosis “Dysarthria”, which can be made by PMPC specialists (psychological-medical-pedagogical consultation), a neurologist or a neuropathologist. In this article, we would like to consider in more detail the concept of dysarthria, the reasons for its occurrence and approaches to its treatment and correction. Parents who are inquisitive and not indifferent to the problems of health and upbringing of children, having studied the problem of dysarthria, will be able to timely establish the fact of its presence or absence in their child and immediately seek help.
Parents should know that correctional work with dysarthric children should not end with speech therapy classes and in groups. It is important to understand that for the best result, this work should be continued at home, during a walk, and in any joint activities.

1. The concept of dysarthria
Dysarthria is a disorder of the pronunciation of speech, which is associated with damage to the central part of the speech motor analyzer and a violation of the innervation of the muscles of the articulatory apparatus. With dysarthria, speech motor skills, speech breathing, voice, and the prosodic side of speech are impaired (changes in speech rate, rhythm and intonation). In cases of severe lesions, anarthria occurs - a speech disorder in which the ability to pronounce sounds, syllables, words, in other words, speech is completely absent. Dysarthria usually accompanies cerebral palsy.
Depending on where exactly the lesion is located, in the central or peripheral nervous system, on the severity of the disorder and on the time when the defect occurred, disorders in dysarthria manifest themselves differently.
Disturbances in the articulation of sounds and phonation disturbances complicate and sometimes completely prevent normal articulate sonorous speech. Such abnormalities constitute what is called a primary defect. The primary defect is dangerous because it can lead to secondary manifestations that complicate its structure. These are mental health problems, ORN levels 1, 2, 3, communication disorders, disturbances in personality formation, etc.
Many scientists and leading speech therapists have studied the problems of dysarthria. Their research shows that the category of children with dysarthria is very heterogeneous in terms of motor, mental and speech disorders.

2. Forms of dysarthria
There are five main clinical forms of dysarthria, but some authors identify an erased form of dysarthria as a separate form of dysarthria or a dysarthric component. The classification of clinical forms of dysarthria is based on identifying different locations of brain damage. What are the differences between the forms of dysarthria? Each form of dysarthria has its own specific defects in sound pronunciation, voice disturbances, its strength and pitch, disturbances in tempo and rhythm, and the degree of articulatory motor disorder. Consequently, children with different forms of dysarthria, differing in the degree of impairment of sound articulation and the degree of impairment of prosody components, will need different speech therapy techniques and will be amenable to correction to varying degrees.
1. Bulbar dysarthria
2. Subcortical dysarthria
3. Cerebellar dysarthria
4. Cortical dysarthria
5. Pseudobulbar dysarthria (mild, moderate, severe forms)
6. Erased form of dysarthria
Regardless of the form of dysarthria, all children are impaired
prosodic side of speech.
3. Causes of dysarthria in children
Dysarthria in children appears as a result of organic or functional damage to the brain, which in turn is caused by a variety of harmful factors that can affect the body:
1) before the birth of the child during intrauterine development (infection of the mother or fetus (acute, chronic infections), oxygen deficiency (hypoxia), intoxication, toxicosis of pregnancy, pathology of the placenta, etc.);
2) during birth (protracted or, on the contrary, rapid labor, birth injuries, compression of the brain leading to cerebrovascular accident or hemorrhages in the child’s brain).
3) soon after birth (infectious diseases of the brain and meninges (meningitis, encephalitis), purulent otitis media, hydrocephalus, traumatic brain injury, severe intoxication)

4. The mechanism of speech disorders in dysarthria
Why is dysarthria disrupted by articulation, intelligibility of speech, intonation, tempo, pitch and strength of the voice? Because from the central part of the speech and motor analyzer, motor commands are transmitted to the peripheral speech organs along the nerve pathways. When organic damage occurs directly to the motor nerves or speech departments in the brain, the full transmission of nerve impulses becomes impossible, and the phenomena of paresis or paralysis develop in the speech muscles. And since paresis extends, in addition to the muscles of the lips and tongue, to the palatine muscles, the muscles of the vocal cords, as well as the muscles of the respiratory organs, then we see a violation of the articulation of sounds, a violation of voice formation and a violation of speech breathing.
Most children with dysarthria have impaired sensitivity of the speech muscles, so they almost do not feel the position of their organs of articulation. It is the lack of sensitivity of the speech muscles that causes difficulties in finding the necessary articulation of different articulatory structures.
With a severe form of dysarthria, speech suffers in all its parts.
Thus, speech with dysarthria can be characterized by the following characteristics:
1) The quality of sound pronunciation suffers the most. This is due to paresis of the lips, tongue, and lower jaw. In this regard, parents should be wary of the sounds made by a small child - throat, interdental, lateral, labial-dental.
2) The organization of speech itself is disrupted.
3) There is a violation of the prosodic side of speech, that is, the rhythm of speech, its tempo, the phenomenon of rhinophony (speaks “in the nose”), dysphonia (attenuation of sound towards the end of a phrase), the intonation-melodic side of speech - sound strength, pitch, intonation coloring.
4) The rhythm of breathing, depth of breathing, coordination of inhalation and exhalation are disrupted. Respiratory disturbances are especially pronounced in the hyperkinetic form of dysarthria.
Violation of articulatory motor skills manifests itself in the form of changes in the tone of the articulatory muscles, limited range of movements, coordination disorders, the presence of various kinds of synkinesis (accompanying movements), tremor, hyperkinesis of the tongue and lips, breathing disorders, and voice production disorders. In general, speech with dysarthria is unclear, blurred, and monotonous.

5. Conditions for speech therapy work to correct dysarthria
It is advisable to begin speech therapy work with any speech disorder in early preschool age, and dysarthria is no exception. The sooner the work begins, the more conditions we can create for the full development of all aspects of speech activity, including correction of intonation expressiveness of speech, as well as optimal social adaptation of the child. However, it should be understood that the results of systematic work on the formation of the main components of prosody in children with dysarthria largely depend on the form of dysarthria, on the severity of the disorder, as well as on compliance with all necessary conditions.
Prerequisites when working with dysarthria:
1) Complex medical-psychological-pedagogical impact. To achieve results, a mandatory background medication is required to provide nutrition to the central nervous system. Qualified assistance from a neurologist or neuropathologist is required.
2) The degree of participation of the child himself in the correction process, the degree of his initiative.
3) Constant work with parents, parental participation in the correction process. The relationship between the work of a speech therapist and other teachers (teachers, educators).
4) Systematic conduct of classes.
5) Development of the prosodic side of speech: melodic-intonation coloring, breathing processes, voice formation.
6) Development of articulation, sound pronunciation.
7) Development of auditory attention, phonemic perception, correction of speech breathing.
8) Normalization of muscle tone in the articulatory muscles, development of voluntary movements of facial muscles.
9) Formation of the kinesthetic and kinetic basis of articulatory movements.
10) Communicative orientation of training.
From the above it follows that correction of sound pronunciation and prosody components, in combination with other measures, are one of the main points in working with dysarthria.

When passing a medical-psychological-pedagogical commission before a child enters a speech group, some parents are faced with a diagnosis of “dysarthria.” The word is incomprehensible and even frightening. Let's try to figure out what is behind this concept.

Dysarthria – This is a violation of the pronunciation aspect of speech caused by insufficient functioning of the nerves that connect the speech apparatus with the central and peripheral nervous system. And insufficient nerve function is a consequence of organic damage to the nervous system. That is why the diagnosis of “dysarthria” is made by a neurologist and all correctional work carried out by a speech therapist must be carried out in close cooperation with the doctor! A speech therapist deals with the correction of impaired speech functions, while drug treatment is prescribed by a neurologist. Treatment of dysarthria is possible only by using a complex method that combines different types of therapeutic effects:

• Medicines.
• Physiotherapy, exercise therapy, acupuncture to normalize muscle tone and increase the range of motion of the articulation organs.
• General, supportive and hardening treatment to strengthen the body. Treatment of concomitant diseases.
• Speech therapy work on the development and correction of speech.

Speech therapy for dysarthria is aimed at developing the organs of articulation. It includes:

• massage of articulation organs;
• articulation gymnastics;
• correcting the pronunciation of speech sounds;
• correction of speech breathing and voice;
• work on expressiveness of speech.

In all types of treatment for a child with dysarthria, parents play an extremely important role. First of all, this applies to speech therapy classes. Parents should know why certain exercises are being done, understand their meaning and imagine the expected results.

How does dysarthria manifest? Firstly, this is a violation of sound pronunciation. In the case of an erased form (degree) of dysarthria, the speech of sick children does not differ sharply from their peers. Well, somewhat poor diction and inexpressive speech.

A child with dysarthria most often defectively pronounces all whistling and hissing sounds. To this may be added a distorted pronunciation of the sound [p], or the absence of sounds [p] and [l]. And even if the child’s speech is understandable to others, it is unclear, blurry, as if there is porridge in the mouth. Dysarthria is characterized by a longer period of correction of sound pronunciation. Very often, children with dysarthria do not speak clearly and eat poorly. Usually they do not like solid food - meat, bread crusts, carrots, apples, because... they find it difficult to chew. After chewing a little, the child may hold food in his cheek, may eat sloppily, or rinse his mouth poorly, because... his muscles of the cheeks, tongue, and lips are poorly developed. Secondly, there is insufficiency of vocal reactions (the voice is quiet, weak or, on the contrary, sharp), the rhythm of breathing is disturbed (speech is inhaled, the duration of exhalation is not enough to pronounce a phrase and breathing is interrupted), the pace of speech can be accelerated or slowed down. Very often speech is not emotionally charged. Thirdly, children with dysarthria have poorly developed gross and fine motor skills. Children do not like and do not want to fasten their own buttons, lace up their shoes, roll up their sleeves, or tuck their shirt into their pants. They do not know how to hold a pencil correctly, use scissors, or regulate the pressure on a pencil and brush. Anything that needs to be done with the hands, especially where small, precise movements of the fingers are required (modeling, working with counting sticks, sorting through cereals and seeds) is a real punishment for them. Children with dysarthria may be motorically awkward, slow, and fatigued with complex movements. It is difficult for them to maintain balance while standing on one leg, and they often do not know how to jump on one leg. Children with dysarthria may have difficulties with orientation in space: they confuse right - left, up - down. Fourthly, in children with dysarthria, not only sound pronunciation is impaired, but also other aspects of speech - the lexical and grammatical structure of speech, the syllabic structure of words, and coherent speech.

In practice, dysarthria most often occurs in an erased form with a not clearly pronounced clinical form.

A thorough speech therapy examination and observation reveals a number of specific disorders in them: disorders of the motor sphere, spatial gnosis, phonetic aspects of speech (in particular prosodic characteristics of speech), phonation, breathing and others, which allows us to conclude that there are organic lesions of the central nervous system, which indicates about the erased form of dysarthria.

Mild (erased) forms of dysarthria can be observed in children without obvious movement disorders who have been exposed to various unfavorable factors during the prenatal (before childbirth), natal (childbirth) and early postnatal (after childbirth) periods of development. Among these unfavorable factors are:

- toxicosis of pregnancy;

— chronic fetal hypoxia;

- acute and chronic diseases of the mother during pregnancy;

- minimal damage to the nervous system in Rhesus conflict situations - mother and fetus;

- mild asphyxia;

- birth injuries;

- acute infectious diseases of children in infancy, etc.

The impact of these unfavorable factors leads to the emergence of a number of specific features in the development of children.

In the early period of development, children with an erased form of dysarthria experience motor restlessness, sleep disturbances, and frequent, causeless crying.

Feeding such children has a number of peculiarities: there is difficulty in holding the nipple, rapid fatigue when sucking, babies refuse the breast early, and burp frequently and profusely.

A number of features can also be noted in early psychomotor development: the formation of static-dynamic functions may be somewhat delayed or remain within the age norm. Children, as a rule, are somatically weakened and often suffer from colds.

The anamnesis of children with an erased form of dysarthria is burdened. Most children under 1-2 years of age were observed by a neurologist, but later this diagnosis was removed.

Early speech development in a significant proportion of children with mild manifestations of dysarthria is slightly delayed.

The first words appear by 1 year,

phrasal speech is formed by 2 - 3 years.

At the same time, for quite a long time, children’s speech remains illegible, unclear, and understandable only to parents. Thus, by the age of 3–4 years, the phonetic aspect of speech in preschool children with an erased form of dysarthria remains unformed.

A thorough neurological examination of children with similar speech disorders using functional loads reveals mild microsymptoms of organic damage to the nervous system. These symptoms manifest themselves in the form of motor disorders and extrapyramidal insufficiency and are reflected in the state of general, fine and articulatory motor skills, as well as facial muscles.

Violations of fine motor skills of the fingers are manifested in impaired accuracy of movements, a decrease in the speed of execution and switching from one pose to another, slow initiation of movement, and insufficient coordination. Finger tests are performed imperfectly, and significant difficulties are observed. These features are manifested in the child’s play and learning activities. A preschooler with mild manifestations of dysarthria is reluctant to draw, sculpt, or play ineptly with mosaics. The general motor sphere of children with an erased form of dysarthria is characterized by awkward, constrained, undifferentiated movements. There may be a slight limitation in the range of movements of the upper and lower extremities; with functional load, friendly movements (syncenesis) and disturbances in muscle tone are possible. Often, with pronounced general mobility, the movements of a child with an erased form of dysarthria remain awkward and unproductive.

Insufficiency of general motor skills is most clearly manifested in preschoolers with this disorder when performing complex movements that require precise control of movements, precise work of various muscle groups, and correct spatial organization of movements. Such children are also characterized by difficulties in performing physical activities.

exercises and dancing. It is not easy for them to learn to correlate their movements with

the beginning and end of a musical phrase, change the nature of movements on the percussion

tact. They say about such children that they are clumsy because they cannot

perform various motor exercises clearly and accurately. It's difficult for them

maintain balance while standing on one leg; they often do not know how to jump on

left or right leg. Usually an adult helps a child jump on one

leg, first supporting him by the waist, and then in front by both hands, until

he will not learn to do it on his own.

For example, a child with an erased form of dysarthria, somewhat later than his peers, begins to grasp and hold objects, sit, walk, jump on one or two legs, runs awkwardly, and climbs on a wall bars.

Dysarthric children also experience difficulties in visual arts.

activities. They cannot hold a pencil correctly or use

scissors, adjust the pressure on the pencil and brush. In order to

teach a child to use scissors faster and better, you need to invest him

fingers together with yours in the rings of scissors and perform joint actions,

consistently practicing all the necessary movements. Gradually, developing

fine motor skills of the hands, the child is taught the ability to regulate strength and

precision of your movements.

Features of the state of general and fine motor skills are also manifested in articulation, since there is a direct relationship between the level of formation of fine and articulatory motor skills. Disturbances in speech motor skills in preschool children with this type of speech pathology are caused by the organic nature of the damage to the nervous system and depend on the nature and degree of dysfunction of the motor nerves that ensure the process of articulation. Correction of disorders seems impossible without the support and close cooperation of parents interested in correcting their child’s speech disorders with a neurologist, a thorough neurological examination of children, regular counseling and comprehensive treatment.

Of course, dysarthria is a complex disorder, but with the joint work of a speech therapist, a neurologist and parents, everything can be corrected! So, what needs to be done if your child is diagnosed with dysarthria:

— Visit a neurologist once a year. If necessary, he will prescribe massage, exercise therapy, medication or physiotherapeutic treatment to maintain the functioning of the nervous system;

— involve children in physical education and sports;

- develop fine motor skills - give your child plasticine, pencils, scissors, lacing, shading more often.

Teacher-defectologist Tatyana Romanovna Barkovskaya.

Ivan P

Description:
Contents Introduction ………………………………………………………………………………… 3 Chapter I. Theoretical issues of studying the relationship between a speech therapist and parents in the process of correcting sound pronunciation in children with erased dysarthria 1.1 The concept of dysarthria and the features of sound pronunciation with erased dysarthria………………………………………………………….. 6 1.2 Correction of sound pronunciation in children with erased dysarthria…. 15 1.3. The work of parents in correcting sound pronunciation in children with erased dysarthria of senior preschool age………………… 220 Conclusion on Chapter I …………………………………………………………… 33 Chapter II. Experimental and practical work on diagnosing the relationship between a speech therapist and parents when correcting sound pronunciation in children of senior preschool age with erased dysarthria 2.1 Examination of sound pronunciation in children of senior preschool age with erased dysarthria……………………… 35 2.2 Formative experiment…………… …………………………. 42 2.3. Control experiment……………………………………………………….. 46 Conclusion on Chapter II……………………………………………………… 49 Conclusion……… ………………………………………………………..... 50 References……………………………………………………… .. 52 Appendix ………………………………………………………………………………… 54 Introduction Increasing the effectiveness of correctional speech therapy work to eliminate speech disorders in preschool children with a clinical diagnosis of “erased dysarthria” is at the moment one of the pressing problems of speech therapy. The number of children suffering from dysarthria and having speech disorders is increasing (L.T. Zhurba, E.M. Mastyukova, M.B. Eidinova, E.N. Pravdina-Vinarskaya, etc.). However, the successful education and upbringing of children of this category in preschool age is a prerequisite for their full preparation for mastering school skills and successful adaptation at school. Currently, according to foreign and domestic researchers, the number of children with erased dysarthria has increased significantly. In children with erased dysarthria, due to organic damage to the central nervous system, motor mechanisms are disrupted, general and fine motor skills suffer, which aggravates speech disorders in this pathology. Impaired sound pronunciation is difficult to correct and negatively affects the formation of phonemic processes and the lexico-grammatical aspect of speech. Practice shows that achieving a correctional effect in the system of special classes in preschool educational institutions does not in itself guarantee the transfer of positive changes to the real life activities of the child. A necessary condition for consolidating what has been achieved is to actively influence adults close to the child in order to change their position and attitude towards the child, and to equip parents with adequate methods of communication. Therefore, great importance is attached to parents in correctional work. The system of relationships of a child with close adults, features of communication, methods and forms of joint activities constitute the most important component of the child’s social development and determine the zone of his proximal development. Full implementation of correction goals is achieved only through changing the child’s life relationships, which requires targeted and conscious efforts from adults. The purpose of the study is to theoretically study the research problem, identify the features of impaired sound pronunciation of children of senior preschool age with erased dysarthria, carry out work to increase the level of competence of parents in this issue and experimentally identify the effectiveness of interaction between a speech therapist and parents of children with erased dysarthria. Research objectives: 1. Study and analyze scientific and methodological literature on this issue; 2. Characterize sound pronunciation disorders in dysarthria; 3. Consider the directions of correctional work with children with sound pronunciation disorders; 4. Develop forms of work between a speech therapist and parents to correct the sound pronunciation of preschoolers with dysarthria. 5. Conducting practical classes with parents 6. Summarize. The object of the study is the correction of sound pronunciation in preschool children with erased dysarthria. The subject of the study is the interaction between a speech therapist and parents in overcoming sound pronunciation in preschool children with erased dysarthria. Hypothesis: we assume that targeted work on the formation of correct sound pronunciation in children of senior preschool age with erased dysarthria will be more effective provided that the speech therapist interacts with the parents of these children. Research methods: 1. theoretical analysis of literature on the research problem; 2. observation; 3. conversation; 4. experiment.
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Interaction between a speech therapist and a family in the process of correctional work with speech-language pathologist children.

Speech is one of the most powerful factors and stimuli for a child’s development. This is due to the exceptional role it plays in human life. Speech goes through certain stages in its development. At each stage, the elements of the speech system are formed in a certain pattern. However, if these patterns are violated, the child’s speech system is formed inconsistently, and, as a result, in older preschool age it leads to speech pathology, which can only be corrected by a speech specialist, relying on the help and support of parents.

The family is the first social community that lays the foundations for a child’s personal qualities. In the family he acquires initial communication experience. Here he develops a feeling of trust in the world around him, in close people, and on this basis curiosity, inquisitiveness, cognitive and verbal activity and many other personal qualities appear. All this must be taken into account when planning work with your family.

Working with parents for a speech therapist is one of the most important aspects of his professional activity. The main direction in correctional work with preschoolers is the correction of speech disorders, the prevention of speech disorders, early diagnosis, and the preparation of speech pathologists for school education. After all, his further education depends on how prepared the child comes to first grade. A child with developed speech adapts more easily to new conditions and gets involved in the learning process, and quickly masters reading and writing.

According to G.V. Chirkina: “Parents should know that in the vast majority of cases with timely medical and speech therapy assistance is possible create all the necessary conditions for a full-fledged physical and mental development of the child. At the same time many domestic and foreign specialists noted as one of the most important factors determining final positive effect corrections, participation parents and their style of behavior in far from simple life situation. It is necessary to learn to find a certain balance between parental love and warmth, so necessary for a child with developmental disabilities, and firmness and tactful, but constant control over the systematic implementation of special speech therapy exercises to acquire correct speech skills. It is also very important emotional support for children, as this violation significantly limits opportunities to communicate with others, especially in the early stages of correction.”

Various sources describe working with parents, but more and more often recently authors refer to the term “cooperation”, for example, E. Perchatkina. Preschool education, 2008, No. 10, pp. 102-108. Correcting the speech of children with speech defects will occur effectively if a speech therapist begins to educate and train their close adults. The speech therapist needs to make them want to cooperate and take an active part in the correctional pedagogical process.

Only with close cooperation between a speech therapist and parents can a positive and stable result in correcting children’s speech be achieved.

It is necessary to explain to parents that speech and intelligence are closely interrelated: language is a tool of thinking and cognition, and speech is a way of formulating thoughts through language. Improved speech means the level of development of thinking increases.

Speech defects have an inhibitory effect on the development of speech itself, and on the development of the child’s thinking, on his preparation for mastering literacy. Incorrect pronunciation brings children a lot of grief and difficulties: they are embarrassed by their speech, feel insecure, become shy, withdrawn, have trouble communicating with others, and suffer ridicule painfully. If at preschool age a child has not developed correct sound pronunciation and intelligibility of speech (not to mention the correction of such complex speech defects as dysarthria, general underdevelopment of speech, alalia, etc.), then at school age the difficulties will increase significantly: the child will begin to have complexes when answering teacher and when communicating with peers, will cope poorly with the sound analysis of words, write as he speaks, and have difficulty reading. Attention and memory will begin to suffer, behavioral problems will appear - aggressiveness or lethargy, lethargy. Of course, this will affect the child’s interest in learning, his character, will interfere with the assimilation of the school curriculum, and will cause poor performance.

Consequently, one of the main tasks of a speech therapist is to create motivation among parents for correctional work. e with their children.

Every year in September, in groups for preschoolers with phonetic-phonemic disorders, a speech therapist conducts a speech examination, and teachers conduct a psychological and pedagogical examination of children. An announcement appears in the speech corner that over the next week, parents are invited to talk with a speech therapist at a time convenient for them. These initial conversations and meetings play a huge role in motivating parents to cooperate with the speech therapist.

The first meeting, which allows the speech therapist to establish contact with the parents, plays an important role for both parties. During this meeting, anamnesis is collected, mothers talk about their children. The speech therapist listens, takes notes, asks questions. I would like to note that parents do not always correctly imagine the level of knowledge of the child revealed during the examination. Therefore, it is necessary to adhere to the following principles when communicating with parents.

At the end of September - beginning of October, a meeting of parents is held at which they are introduced to the results of the examination. The speech therapist needs to convey to parents that the contingent of preschool children with general and phonetic-phonemic speech underdevelopment is represented mainly by children with residual manifestations of organic damage to the central nervous system (or manifestations of perinatal encephalopathy). This causes a frequent combination of persistent speech defects with various mental disorders.

Successful speech therapy correction in these cases often becomes possible only with drug treatment. However, the use of drug treatment requires careful clinical differentiation. Therefore, a speech therapist works together with a neurologist. Some drugs prescribed by a neurologist have a stimulating effect on brain structures, increase the mental and physical performance of the body, while other drugs directly affect the metabolic processes of nerve cells in the brain, being essentially synthetic analogues of biologically active compounds produced in the human central nervous system. These substances activate energy metabolism in brain cells, thereby stimulating their activity. All this must be presented very tactfully, intelligibly and seriously in an individual conversation with the child’s parents.

Parents do not always positively and correctly perceive such information from a speech therapist. Therefore, consultation with a neurologist is necessary. The conversation with the parents of each child should be individual. In an individual conversation with parents, I strive not only to reveal the structure of the defect, but also to outline ways to eliminate it as quickly as possible, and this, in addition to speech therapy, includes medical correction. It is better not just to inform parents of the diagnosis and the decision of specialists, but to tell them in an accessible language about the characteristics of their child, explain how to deal with him and what to pay attention to. At the same time, the living conditions of each family, its composition and cultural level, the number of children are always taken into account, so that the advice does not turn out to be difficult for the family to implement, and the parents do not have a feeling of guilt towards the child and their own helplessness.

Thus, overcoming speech underdevelopment is a complex medical and pedagogical problem. Parents' knowledge of the basics of drug treatment for general and phonetic-phonemic speech underdevelopment undoubtedly helps to increase the effectiveness of speech therapy work.

The speech therapist talks about speech errors that are characteristic of all children and that correctional work will give a positive result only if everyone - the speech therapist, teachers, parents - having a common goal, acts in concert. Only the joint influence of kindergarten and family will have an impact on the child’s development, and by the end of the year he will be prepared to master the school curriculum.

Then a separate conversation is held with each person present. The child’s relatives learn about gaps in his development, receive advice and recommendations. The conversation must be conducted tactfully; her task is to help the family raise the child. How the first meetings between the speech therapist and parents proceed will determine whether their cooperation will improve in the future. It is very good if both father and mother come to a meeting or consultation.

Since November, all parents have been actively involved in joint work. Interaction with parents occurs in the process of correctional work with children and according to the plan (Appendix No. 2).

Schematically, the forms of interaction with parents can be represented as follows (Appendix No. 1).

Forms of interaction with a family raising a child with a speech disorder in the 2nd speech group of MDOU No. 2.

Information

Information baskets.

A successful find for coordinating the work of a speech therapist, teacher and parents were “information baskets” (Bachina O.V. “Speech therapist” No. 8, 2006), into which each parent can make suggestions and comments at a convenient time. Based on these records, the teacher or other specialists adjust their work, and the speech therapist can draw conclusions about the issues that concern parents.

Thematic exhibitions.

Special equipment is regularly prepared according to the topics, that is, an exhibition of manuals is organized. For example, for the topic “Development of fine motor skills”: beads, buttons, lace-up boots, mosaics, construction sets, wind-up toys, sticks, etc. Parents were convinced of the importance and necessity of developing fine motor skills. We talked about different types of work: from finger games to the development of manual skills. Parents skillfully managed this information and regularly supplement our games with exhibits that were made by children and parents at home.

Speech corner

At the beginning of each week, information in the speech corner is updated. Parents once again become acquainted with the material that the child must learn during the thematic week. Speech corner headings: “Introducing to the active dictionary”; "Teach with children"; “Lexico-grammatical games and exercises”; "Recommended for parents."

Very often, we have to resort to the power of articles in magazines and books, which have a great influence on parents, especially if they confirm the recommendations and opinions of teachers.

Collective-practical

Parent meetings

I try to hold parent meetings in the speech group in an unusual form. When giving information to parents, I strive to ensure that they draw their own conclusions. We definitely carry out practical work (for example, a situation: a child finds himself at home doing articulation gymnastics. What to do?) Parents willingly express opinions, share experiences, and play out certain situations.

Meetings with parents

Open classes

An open frontal lesson is an exam that the speech therapist and teachers take together with the children in front of their parents. But at the same time, this is an exam for parents. The one who was a good helper to the child, who sought advice and tried to follow it, who was not an observer and judge, but an active participant in the great daily work, will be rewarded in this open lesson by seeing the success of his child.

Workshops

Seminars and workshops on teaching parents joint forms of activities with children are correctional in orientation (these are various types of productive activities, articulatory gymnastics, the development of coherent speech, the formation of sound pronunciation). You can prepare “support” cards, diagrams or tables in advance. This will make it easier for parents to understand the proposed material.

“How to teach a child to retell texts”

“Games and exercises for developing fine motor skills”

“Basic techniques for correcting syllable structure at home”

“Articulation gymnastics at home”

Round tables

Authoritative experts are invited to round tables: teachers, psychologists, doctors, and technical equipment is actively used. Such broad social contacts enrich all participants and create an emotional atmosphere of trust for both children and adults.

Training games

Individual

Questioning

Questioning parents can play a significant role in the joint, comprehensive work of the speech therapist and the family. Questioning involves a strictly fixed order, content and form of questions, and a clear indication of answer methods. Using a questionnaire, you can find out the composition of the family, the characteristics of family upbringing, the positive experiences of parents, their difficulties, and mistakes. By answering the questionnaire, parents begin to think about the problems of upbringing and the peculiarities of raising a child.

Conversations

Consulting

It is important for the speech therapist to structure consultations so that they are not formal, but, if possible, involve parents to solve problems, develop the spirit of fruitful cooperation, since a modern parent does not want to listen to long and edifying reports from a teacher. Consultations should be extremely clear, contain only the specific material necessary for parents and be carried out not for show, but for the benefit of the matter. The most relevant topics for consultation that interested parents in our group:

-“Articulation gymnastics”
-“Development of fine motor skills”
- “Doing homework”;
- “Development of attention and thinking”;
- “Speech games at home”;
- “How to monitor sound automation at home”;
- “How to teach a child to read”;
- “How to teach sound-letter analysis.”

Homework

Our main form of interaction with parents is the homework folder. It serves as a “helpline” for us - an adult can write in it any question or doubt regarding the quality of the child’s assignments. The notebook is filled out by a speech therapist once a week, so that classes in the family are carried out systematically and not to the detriment of the child’s health. Depending on the severity of the speech disorder, tasks in the notebook are given not only on sound pronunciation, but also on the formation of vocabulary, grammatical skills and skills for the development of attention and memory. If the task is large, it is better to give it in parts so as not to cause a negative reaction from the child towards the learning process.

Introducing to group life

Parents are regularly involved in the life of the group. This includes celebrations, repairs, walks and excursions. Parents are frequent guests in the group and the speech therapist’s office, so all the problems of the group are visible, and the parents themselves offer ways to solve them. Thus, this year, parents developed a sketch of a speech therapy corner for individual work on sound pronunciation and provided sponsorship for its purchase.

Speech development monitoring

Daily communication

Creative

Participation in group projects

The joint work of the group’s teachers and parents made it possible to implement the “Seasons” project within the kindergarten. Parents took an active part and, together with their children, compiled an album of their own compositions on the theme: “Autumn-Winter”.

Production of manuals

The collection of games and aids made by parents is regularly replenished in the speech therapy room. “Nyusha”, “Cheerful Tongue”, “Zvukovichki”, “Vegetable Garden”, “Vegetables and Fruits” and many others.

Production of a monthly thematic newspaper

Portfolio “I speak beautifully and correctly”

A project of children's speech therapy portfolios is under development. This is a kind of stepping stone to success. The portfolio begins with photographs of articulatory movements mastered by the child in the first 3 months of being in the speech group.

The interaction between kindergarten and family is a necessary condition for the full speech development of preschool children, since the best results are observed where speech therapists and parents act in concert. The concept of “interaction with the family” should not be confused with the concept of “working with parents”; although the second is an integral part of the first. Interaction implies not only the distribution of tasks between process participants to achieve a common goal. Interaction necessarily implies control, or feedback; At the same time, control should be unobtrusive and indirect.

And finally, the last thing. The problem of the collaboration between kindergarten and family is not new. But today it is creative in nature through a differentiated approach to family and children. You need to learn this...

Appendix 1.

Principles according to which a speech therapist teacher should build his conversation with parents of children with speech impediments.

1. Strive to understand the parents, “see” the problem through the eyes of the interlocutor, and respond emotionally to it.

2. When listening to parents’ questions and statements, it is important to pay attention to their gestures, facial expressions, intonation, and to “catch” the subtext.

3. Know the basics of the psychology of communication in order to be able to consciously use postures, intonations of speech, and facial expressions.

4. Build communication based on dialogue and equality of partnerships.

5. Do not resort to a mentoring, edifying tone when communicating even with the most “dysfunctional” parents; give recommendations in the form of wishes.

6. Avoid an evaluative position and refrain from criticizing your interlocutor.

7. Maintain confidentiality of information.

8. Do not emphasize the characteristics of a particular child’s defect if the conversation takes place in the presence of several parents.

9. In conditions of collective communication with parents, use only positive examples from the lives of children. Negative examples should be discussed strictly individually.

10. When talking about the child’s problems and difficulties, talk with an emotionally positive attitude and respect for him.

11. Use vivid examples and convincing arguments, provide scientifically reliable information from the point of view of psychological and pedagogical literature, avoiding complex

concepts and professional terms. (The working terms of a speech therapist teacher may be incomprehensible to parents who are far from speech therapy and will create a barrier in communication.)

12. Avoid using words such as “defect”, “violation” and the like in conversation, which cause a natural reaction of protest and, as a consequence, a negative attitude towards the speech therapist teacher. It is better to replace them with more neutral ones: “difficulties”, “problems”, “shortcomings”.

13. Use a friendly, trusting tone that evokes the affection and sympathy of parents.

14. Observe the principles of non-directiveness, non-judgment, personality-oriented approach, and correctness.

Appendix 2.

Plan of work and interaction of a speech therapist teacher

with parents of pupils of the 2nd speech group of MDOU No. 2. for 2011-2012.

№

Event

Subject

Form

Participants

Month

1.

Questioning

History taking

individually

Speech therapist, parents

September

2.

Conversations

History taking

individually

Speech therapist, parents

September

3.

Parents meeting

Diagnostic results. Causes of speech disorders.

collectively

Speech therapist, parents, educators

September

4.

Workshop

Articulation gymnastics

collectively

Speech therapist, parents

September

5.

Consultation

Doing homework in folders

Collectively and

individually

Speech therapist, parents

September

6.

Replenishment of the information basket

informational

Speech therapist, teachers

During the year

7.

Newspaper release

According to the thematic plan

creative

parents

monthly

8.

Doing homework in a folder

individually

Parents, children

During the year

9.

Consultation

MMR development

informational

Speech therapist, parents

november

10.

Production of teaching aids

Carrying out articulation gymnastics.

creative

parents

November, December

11.

Decoration of the speech corner

informational

speech therapist

During the year

12.

Preparing for the matinee

New Year

creative

December

13.

Workshop

Visiting the sound of R.

collectively

Speech therapist, parents

December.

14.

Open lesson

Sound-letter analysis of words

collectively

Parents, speech therapist, educators

December

15.

Consultation

The computer is the enemy?

informational

speech therapist

January

16.

Participation in a group project

"Seasons"

creative

Parents, speech therapist, educators

February, March

17.

Open lesson

Compiling a story based on reference pictures

collectively

Speech therapist, parents

February

18.

Conversations

individually

Speech therapist, parents

As needed

19.

Exhibition of drawings and stories.

My family

collectively

Parents, speech therapist, educators

March

20.

Raising a speech-language pathologist child in a family

informational

Parents, speech therapist, educators

During the year

21.

Training game

A child refuses to study at home - what to do?

collectively

Speech therapist, parents

March

22.

Meeting with parents

The problem of the speech corner.

creative

Parents, speech therapist, educators

April

23.

Open lesson

Automation of the sound sh in speech.

collectively

Speech therapist, parents

April

24.

Round table

On the issue of monitoring speech development

collectively

Parents, speech therapist, educators

May

25.

Parents meeting

Summer classes

collectively

Speech therapist, parents

May

LITERATURE

Bachina O.V. Samorodova L.N. Interaction between a speech therapist and the family of a child with speech impediments. M., 2009

Perchatkina E. Cooperation between speech therapist and parents. //Preschool education, 2008 No. 10

Pigasova A.G. Work of a speech therapist with parents.//Defectology, 1985 No. 5

Razumovskaya E.Yu. Interaction between a speech therapist and parents in the process of correctional work with children.//Speech therapist in kindergarten, 2005 No. 5-6

Stepanova O.A. Organization of speech therapy work in preschool educational institutions. M., 2007

Tyutrina G.A. Inclusion of parents in the process of supporting the speech development of children of primary school age. // Rubric, 2007 No. 6

Chirkina G.V. The role of the family in the correction of congenital developmental disorders in children. M., 2004

Many children with disabilities come to the speech therapist at the CPC. Most of them are diagnosed with dysarthria, but they look quite normal, like all ordinary children. And the terrible word “dysarthria” does not seem to suit them at all. After all, dysarthria means a disruption in the supply of a nerve signal from the brain to the muscles of the articulatory apparatus, as a result of which the face is inactive, amicable, the lips are pinched or the corners are lowered down. Some people cannot close their mouth and their tongue falls out of their mouth. Recently, there have been a lot of dysarthric children with mobile facial muscles, emotional, smiling well, many do not even have salivation, but when you ask them to stick out their tongue, you see a depressing picture. The tongue is thick, tense, and compresses into a ball when pulled out. It immediately becomes clear that this is dysarthria, but since there are no obvious external signs or signs of a violation of the prosodic side of speech, we diagnose an erased form of dysarthria. It is often confused with complex dyslalia, since in both cases the pronunciation of many sounds is impaired, but with dyslalia the child’s tongue is completely normal, and with dysarthria it is hyper or hypotonic. We will tell you in detail how to treat the erased form of dysarthria.

Signs of erased dysarthria.

Typically, dysarthric children are characterized by clumsiness, impaired coordinated movements, and underdevelopment of finger motor skills. They have difficulty mastering the skills of buttoning and lacing, do not know how to hold scissors, and do not like to draw and sculpt. But in practice in recent years, there have been many children aged 5-7 years with good coordination and developed fine motor skills; they love to draw, paint, sculpt, hold a pencil well, and successfully handle shading. Signs of the disease are visible only on the face, and not in everyone. One of the noticeable signs of erased dysarthria: a static, sedentary face, tense lips or, conversely, saggy lips and cheeks, the mouth does not close.

Of particular interest in the erased form of dysarthria is the language. In most cases, the tongue is thick and massive; when stretched, the back of the tongue tenses and gathers into a lump. Due to this, the child has difficulty pronouncing many sounds. When pronouncing hard sounds, soft ones are heard, since the back of the tongue automatically rises to the palate, as a result, instead of [p] we hear [p’], instead of [b] - [b’], instead of [s] - [s’], instead of [z] - [z’], etc. The tense back of the tongue closes the hole for the free passage of the air stream, so whistling and hissing sounds have an overtone [ts]. When repeating syllables and words, many sounds acquire overtones [l’]. For example, cha-cha-cha sounds like aphids, aphids, aphids. The tip of the tongue with erased dysarthria is usually not pronounced, that is, it is impossible to determine where the tip is. Often, due to pareticity of the tongue muscles, the child cannot lift it up, lick the upper lip, or reach the upper teeth with the tip. In this regard, the baby has no hissing sounds and [p].

Many children deviation is observed - deviation of the tongue towards the paralyzed muscle. When you ask a child to pull out his tongue and hold it on his lower lip for a count of five, the tongue shakes, trembles and tries to move to the side. This is a clear sign of dysarthria. Due to hyperkinesis, the pronunciation of a group of whistling, hissing and sonorant sounds is impaired, and prosody also suffers. Speech is inexpressive, slurred, inarticulate, monotonous, often quiet, with a slight crackle in sound, nothing can be understood. They say about such children: “he has porridge in his mouth.”

A distinctive feature of dysarthrics is their unstable psyche. Such children often rush from one extreme to another. Either they are overly touchy, vulnerable, whiny, they react painfully to every little thing, then they become aggressive, rude, refuse to study, talk, and even throw their fists at others. Dysarthric children have very low motivation and motivation to learn.

Helping a child with an erased form of dysarthria.

The diagnosis of “dysarthria” is made only by a neurologist or therapist. If such a diagnosis is recorded in a child’s card, the approach to treating dysarthria should be comprehensive. The pedagogical intervention of a speech therapist alone is not enough. Here, medication support and a course of massage of the collar zone are required to relieve muscle tension in the neck, chin and articulation apparatus. During classes with a speech therapist, in addition to training in sound pronunciation, manual facial massage and probe tongue massage are required.

Manual speech therapy massage.

For hypertonicity, you need to do a relaxing facial massage, for hypotonicity, a strengthening one. To normalize the muscle tone of the cheeks we do the following exercises:

1. Standing in front of the child, we place two fingers, index and middle, under the lobes, pressing lightly, we begin spiral-shaped movements along the cheeks past the corners of the mouth to the center of the chin (5-6 times). To strengthen the muscles of the cheeks, movements are made in the opposite direction from the center of the chin to the earlobes.
2. To achieve a relaxing effect, use your index and middle fingers to make spiral movements with light pressure from the earlobes to the wings of the nose. The reverse movement is a compression effect.
3. We place the fingers of the hand at the temples and with smooth sliding movements we move to the center of the forehead, where we apply light pressure, like a point. It is important that the fingers are elastic, rounded and springy. The effect of relaxation is achieved; the opposite effect does not occur in practice. This exercise is best done while standing behind the child.
4. To achieve the relaxation effect: place the fingers of the hands on the pads near the hairline (standing in front of the child), and begin sliding movements along the forehead down to the eyebrows with strong pressure. At the eyebrows, the fingers spread out, trying to cover the entire face. A sharp throw of the hands is carried out across the face to the neck, while the pads touch the face. Possible neck grab.
5. We place our thumbs at the bridge of the nose (standing in front of the child), press down and begin movements around the eyes, first moving to the lower part of the eyebrows and the edges of the eyes and returning to the bridge of the nose, the reference point is the bone on the bridge of the nose. On the soft part, the fingers should not slip; the pressure should be intense.

To relax your lips we use the following exercises:

1. With our index fingers we stretch the corners of the lips towards the ears, count to five and release (it’s better to do it behind the child’s back).
2. Standing behind the child, we place our index and middle fingers on the upper lip, stretch the lip as much as possible and then squeeze it as much as possible so that the lip folds seem to puff up.
3. We place the thumbs in the center on the lower lip, the rest of the hand is located under the chin. The exercise is best performed in front of the object. We begin rubbing, pulling movements along the lip with slight movement to the right and then to the left.
4. We perform it behind the child's back. We place the index fingers one on the left side of the upper lip, the other on the right side of the lower lip, move the fingers in opposite directions, moving the lips together with the fingers. A similar movement is performed in the opposite direction - “Harlequin”.

These simple exercises can be performed by parents at home; to enhance the effect, it is best to do them every day. During speech therapy sessions, the speech therapist also performs a manual facial massage, connecting the tongue probe.

Correctional pedagogical work.

In speech therapist classes, as well as at home every day, it is very important for a child with erased dysarthria to perform articulatory gymnastics.

— The best exercise to relax the tongue "Kneading the dough": stick out your tongue, saying “five-five-five”, slap the tongue with your lips, moving it back and forth, back and forth.

— To strengthen the upper rise of the tongue, it is useful to lick saucers after eating, spoons, and also perform the exercise "Delicious jam": lick the upper and lower lips alternately.

— "Let's brush our teeth"— run the tip of your tongue along the upper teeth, on one side, then on the other.

— "Painter“—we run the tip of our tongue across the sky, as if we were painting the ceiling.

— In case of paretic condition of the muscles of the lateral edges of the tongue, the exercise is very useful "Sled": make a sound [And], at the same time we press with our teeth on the lateral edges of the tongue, a hollow appears in the middle of the tongue, like in a sleigh.

Parents should prepare in advance for the fact that producing sounds in a dysarthric person is difficult and slow due to the peculiarities of the muscle tone of the tongue. Automation of sounds occurs even slower from 3 to 7 months; this is a distinctive feature of correctional work in the case of erased dysarthria. Surprisingly, automation of even the simplest sounds, such as [l’], often takes a very long time. Parents sometimes think that speech therapy classes do not bring the desired results, but this is not so. Classes always have at least a small result, since the muscles of the tongue relax gradually and under constant mechanical and physical influence. Practice shows that when using an integrated approach in the treatment of an erased form of dysarthria, improvement in sound pronunciation occurs much faster. And with regular exposure of the tongue to a probe massage, muscle tone is normalized after three months of use. You just need to be patient and actively cooperate with a neurologist, massage therapist and speech therapist.