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Methods for correcting stuttering. Method C

Authors of the first domestic method speech therapy work with stuttering children of preschool and preschool age N. A. Vlasova and E. F. Rau build an increase in the complexity of speech exercises depending on the varying degrees of speech independence of children.

N. A. Vlasova distinguishes 7 types of speech, which, in order of gradualness, must be used in classes with preschool children:

1) conjugate speech,

reflected speech,

Answers to questions based on a familiar picture,

Independent description of familiar pictures,

Retelling what you heard a short story,

Spontaneous speech (story based on unfamiliar pictures),

Normal speech (conversation, requests, etc.).

E. F. Rau sees the task of speech therapy work as, through systematic planned lessons, to free the speech of stuttering children from tension, to make it free, rhythmic, smooth and expressive, as well as to eliminate incorrect pronunciation and cultivate clear, correct articulation. All classes on speech re-education for stuttering children are divided into 3 stages according to the degree of increasing complexity.

At the first stage, exercises are offered in joint and reflected speech, in the pronunciation of memorized phrases and poems. Recitation is widely used.

At the second stage, children practice verbally describing pictures based on questions, composing an independent story based on a series of pictures or on a given topic, and retelling the content of a story or fairy tale read by a speech therapist.

At the third and final stage, children are given the opportunity to consolidate their acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, activities, conversations and at other moments in a child’s life.

The methods of N.A. Vlasova and E.F. Rau are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence of speech exercises in working with young children, and developed instructions for individual stages of the speech correction system for stuttering preschoolers. For many years, the proposed technique has been one of the most popular in practical work with children who stutter. Currently, speech therapists use many of its elements.

Mironova's technique

S. A. Mironova proposed a system for overcoming stuttering in preschoolers during the process of completing the middle, high and preparatory groups kindergarten by section: Introduction to surrounding nature, Speech development, Development of elementary mathematical concepts, Drawing, modeling, appliqué, design.

When going through a mass kindergarten program with children who stutter, some of its changes are proposed related to the speech capabilities of children: use at the beginning school year previous material age group, rearranging some class topics, extending the time frame for studying more difficult topics, etc.

The correctional tasks of the first quarter consist of teaching the skills of using the simplest situational speech in all classes. Vocabulary work occupies a significant place: expanding the vocabulary, clarifying the meanings of words, activating passive vocabulary. The speech therapist himself is expected to be particularly demanding of the speech: the questions are specific, the speech consists of short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.

The correctional tasks of the second quarter consist of consolidating the skills of using situational speech, a gradual transition to elementary contextual speech, and learning to speak according to questions from a speech therapist and without questions. Great place It involves working on a phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children are introduced to the same subjects, then in the second quarter, the subjects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.

The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: based on visual support, on questions from a speech therapist, and on an independent story. Children's practice in contextual speech increases. In the third quarter, the need for slow learning of the program, characteristic of the first stages of education, disappears, and classes approach the level of mass kindergarten.

The correctional tasks of the fourth quarter are aimed at strengthening the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, the accumulation of vocabulary and the improvement of phrases begun at the previous stages of training continue. In speech, children rely on the questions of the speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. Corrective training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.

The methods of N. A. Cheveleva and S. A. Mironova are based on teaching stuttering children to gradually master the skills of free speech: from its simplest situational form to contextual (the idea belongs to Prof. R. E. Levina). Only N.A. Cheveleva does this in the process of developing children’s manual activities, and S.A. Mironova does this when going through different sections of the kindergarten program. The very principle of the necessary combination of tasks of correctional and educational work with children who stutter should be considered correct and necessary in speech therapy practice.

Cheveleva's technique

A unique system of correctional work with stuttering preschoolers in the process of manual activity was proposed by N. A. Cheveleva. The author proceeds from the psychological concept that the development of a child’s coherent speech is carried out through a transition from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, associated with past events, with missing objects, with future actions), and then, throughout the preschool period, contextual and situational forms of speech coexist (S. L. Rubinshtein, A. M. Leushina). Therefore, the sequence of speech exercises with children who stutter is seen in a gradual transition from visual, facilitated forms of speech to abstract, contextual statements and includes the following forms: accompanying, final, preparatory.

The system of consistent complication of speech also provides for the gradual complication of objects of activity through an increase in the number of individual elements of work into which the entire labor process when making crafts.

This system for overcoming stuttering in children includes 5 periods:

Propaedeutic. The main goal is to instill in children the skills of organized behavior, teach them to hear the laconic but logically clear speech of a speech therapist, its normal rhythm, and temporarily limit the speech of the children themselves.

Accompanying speech. During this period, children’s own speech is allowed regarding the actions they simultaneously perform. The greatest situationality of speech is provided by constant visual support. At the same time, it becomes more complicated due to the change in the nature of the speech therapist’s questions and the corresponding selection of crafts.

3 final speech - children describe work already completed or part of it. By regulating (gradually increasing) the intervals between the child’s activity and his response to what he has done, varying complexity of the final speech is achieved. With a gradual decrease in visual support for the work performed, a consistent transition to contextual speech occurs.

Pre-talk - children talk about what they intend to do. They develop the ability to use speech without visual support, plan their work, name and explain in advance the action that they still have to do. Phrasal speech becomes more complex: children pronounce several phrases related in meaning, use phrases of complex construction, and construct a story independently. During this period, they are taught to think logically, express their thoughts consistently and grammatically correctly, and use words in their exact meaning.

Strengthening independent speech skills involves children telling stories about the entire process of making a particular craft, their questions and answers about their activities, statements about at will etc.

The method of N. A. Cheveleva implements the principle of successively complicating speech exercises in the process of manual activity based on one of the sections of the Program for raising and teaching children in kindergarten.

Seliverstov's technique

V. I. Seliverstov’s methodology is primarily designed for working with children in medical institutions(in outpatient and inpatient conditions) and involves modification and simultaneous use of different (known and new) techniques of speech therapy work with them. The author believes that the work of a speech therapist should always be creative and therefore in each specific case a different approach to children is necessary in finding the most effective techniques overcoming stuttering.

In the scheme proposed by the author for successively complicated speech therapy classes with children, 3 periods are distinguished (preparatory, training, consolidative), during which speech exercises become more complicated depending, on the one hand, on the degree of independence of speech, its preparedness, volume and rhythm, structure, and on the other hand the other depends on the varying complexity of speech situations: on the situation and social environment, on the types of activities of the child, in the process of which his speech occurs. verbal communication.

Depending on the level (threshold) of free speech and the characteristics of the manifestation of stuttering in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with a group of children.

Required condition speech therapy classes is their connection with all sections of the program of education and training of children in kindergarten and, above all, with play as the main activity of a preschool child.

Treatment of stuttering in children and adults (+DVD)

This is an excellent practical guide to using comprehensive techniques, programs and devices to eliminate stuttering. A description is given of both traditional, time-tested and proven methods of stuttering correction, as well as new ones that have appeared in last years techniques.

Video materials for these techniques are presented on the attached DVD. Also on the disk is the Zaikanie.NET program for the correction of stuttering and logoneurosis, offered free to readers within the framework of a cooperation agreement between the Institute information technologies in education UNESCO and Research Center of Biocybernetics (Moscow). Using a personal computer, a microphone and headphones, you or your loved ones who have a stuttering problem, today with the help of this program you can get tangible benefits and begin to restore fluency in speech.

The book is intended for parents, high school students and students who are faced with the problem of stuttering. Undoubtedly, the publication is of interest to professionals: speech therapists, neurologists, students of medical and pedagogical universities.

The book is a collection role playing games and functional training in the correction of stuttering, as well as practical tasks designed to reduce fixation on a speech defect and overcome the fear of speech communication.

The book also includes exercises aimed at developing communication skills, games, and tasks for improving psychological and speech skills, and skills of interaction with the interlocutor.
The author of the book, Paruyr Iyanesovich Isaguliev, has devoted more than forty years to psychological and pedagogical work with stuttering adolescents and adults.

The book is addressed to teenagers and adults who stutter, as well as parents, psychologists, teachers, and speech pathologists.

Formation play activity in preschool age involves its organization by a speech therapist to a teacher. Moreover, the smaller the children, the more direct participation from adults should be in their games.

As for children with general underdevelopment of speech, then along with the general influence of the game on the entire course of their mental development it has a specific effect on the development of speech. Children should be constantly encouraged to communicate with each other and comment on their actions, which helps to consolidate the skills of using initiative speech and improve colloquial speech, enrichment of vocabulary, formation grammatical structure language, etc.

Games whose content is the dramatization of a plot - the so-called dramatization games - have a great influence on the development of children's speech. Round dance games and games with singing contribute to the development of expressive speech and coordination of words with movements. Such games also form voluntary memorization of texts and movements.

In preschool age there are role-playing games and games with rules. The latter include didactic and mobile.

With stuttering children of preschool and preschool age - N.A. Vlasov and E.F. Rau built an increase in the complexity of speech exercises depending on the varying degrees of speech independence of children. Hence their recommended sequence:

1) reflected speech;

2) memorized phrases;

3) retelling based on the picture;

4) answers to questions;

ON THE. Vlasova distinguishes 7 “types of speech”, which, in order of gradualness, must be used in classes with preschool children:

1) conjugate speech;

2) reflected speech;

3) answers to questions based on a familiar picture;

4) independent description of familiar pictures;

5) retelling a short story heard;

6) spontaneous speech (story based on unfamiliar pictures);

7) normal speech (conversation, requests), etc.

E.F. Pay sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All classes on speech re-education for stuttering children are divided into 3 stages according to the degree of increasing complexity.

The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases and rhymes. Recitation is widely used.

The second stage - exercises are carried out in the oral description of pictures in questions and answers, in composing an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale that was read by a speech therapist.

The third stage is the final stage, children are given the opportunity to consolidate the acquired skills of fluent speech in everyday conversation with surrounding children and adults, during games, activities, conversations and at other moments in a child’s life.

Methods of N.A. Vlasova and E.F. Pay are characterized by a certain similarity - they are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence of speech exercises in working with young children, and developed instructions for the individual stages of a sequential system for correcting the speech of stuttering preschoolers.

For many years, the proposed technique was one of the most popular in practical work with children who stutter. And currently, many of its elements and modifications are used by speech therapists.

2.5 Methodology S.A. Mironova

S.A. Mironova proposed a system for overcoming stuttering in preschoolers during the entire program of the middle, senior and preparatory groups of kindergarten. Corrective influence on children who stutter is carried out in classes (as the main form of educational work in kindergarten) in the following sections: “Familiarization with the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, application, design” .

Work with children in all sections of the “Program” is subordinated to the goal of re-educating the speech of people who stutter. Therefore, the author sets two tasks for the speech therapist: programmatic and correctional, which are distributed across academic quarters (or, accordingly, into four stages of progressively more complex correctional work).

When going through a program with children who stutter in a mass kindergarten, some of its changes are proposed, related to the speech capabilities of the children. These include: using material from the previous age group at the beginning of the school year, rearranging some program tasks and topics, extending the time frame for studying more difficult classes, etc.

The correctional tasks of the first quarter consist of teaching the skills of using the simplest situational speech in all classes. A significant place is occupied by vocabulary work - expanding the vocabulary, clarifying the meanings of words, and activating passive vocabulary. The speech therapist himself is expected to be particularly demanding of the speech: specific questions, speech in short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.

The correctional tasks of the second quarter consist of consolidating the skills of using situational speech, a gradual transition to elementary contextual speech, and learning to speak according to questions from a speech therapist and without questions. A large place is occupied by work on the phrase: a simple phrase, a common phrase, the construction of variants of phrases, grammatical design of phrases, the construction of complex subordinate constructions, the transition to composing stories. The selection of program material and the sequence in its study are also changing. If in the first quarter in all classes children come into contact with the same objects, then in the second quarter the objects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.

The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: using visual support and questions from a speech therapist, independent storytelling, and retelling. Children's speech practice in complex contextual speech increases. In the third quarter, the need for slow study of the program, characteristic of the first stages of education, disappears, and the topics of classes approach the level of mass kindergarten.

The correctional tasks of the fourth quarter are aimed at strengthening the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, vocabulary work continues: work and work on phrases begun at the previous stages of training. In speech, children rely on specific and general questions from the speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. During this period, correctional training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional provisions, clarifications.

All correctional work with stuttering children is carried out throughout the year by a speech therapist and teacher.

As we can see, the methods of N.A. Cheveleva and S.A. Mironova are based on teaching stuttering children to gradually master the skills of free speech from its simplest situational form to the contextual one (the idea was proposed by Professor R.E. Levina). Just on. Cheveleva does this in the process of developing children’s manual activity, and S.A. Mironov - in the process of children’s speech development when passing through different sections of the kindergarten program.

2.6 Methodology G.A. Volkova

In children who stutter of different ages there is an ambiguous attitude towards the group of players.

Children aged 4-5 who stutter prefer to play in subgroups of 2-3 people, each playing in their own way, forgetting about their friends. They are characterized by behavioral traits in games inherent in well-spoken children younger age. In group games, they perform secondary roles with the same type of actions: the driver drives the car, the cashier silently tears off tickets, the nanny feeds the children, etc. Children rarely enter into conflicts over roles and do not assign them themselves. Typically, a stuttering child of this age is offered a role by his peers that, in their opinion, he should cope with. Children who stutter, playing alone, next to a group of normally speaking children, involved in their play, cannot always play for a long time and to the end.

Among stuttering children 5-6 years old, approximately one third can participate in group play, one third can participate in games in subgroups of one or two people, and slightly more than one third of children like to play alone, which indicates a significant influence of stuttering. Well-spoken children of this age play for 50-60 minutes, their game develops according to fairly complex plots, and a large number of children take part in it. Children who stutter can play one game from several minutes to 20 minutes; their game is dominated by the procedural side; children poorly separate the rules of the game from specific game situations.

The attitude of stuttering children aged 6–7 years towards a group of playing peers is determined by the accumulation of life experience, the emergence of new and relatively more stable interests, and the development of imagination and thinking. Their games are more meaningful, varied in plot and form of execution. The vast majority of children participate in group play and games in subgroups, but almost a fifth of children prefer to play alone. These are closed, somewhat passive children; they do not withstand a long stay in a team and in general games, work better in monotonous conditions, quickly learning stereotypes of movements and speech accompaniment.

In general, for stuttering children aged 4-7 years, it is indicative of the immaturity of collective communication skills and attitudes towards a group of playing peers. These features determine the underdevelopment of the social behavior of children who stutter.

It is known that social behavior is already inherent in preschool children in so-called side-by-side games. And this early stage of social behavior is characteristic of stuttering children aged 4-7 years. Among them, associations based on gaming interests are few in number, and stable playing groups based on friendship and sympathy for each other are uncharacteristic. Children who stutter are characterized by poor play plans, diffuse play groups, and undeveloped play skills.

Because children who stutter have difficulty learning various forms social behavior, to the extent that age-appropriate play activity does not appear in their environment. The study of the play activity of a stuttering child is carried out in dynamics, both by a speech therapist and by a teacher. In addition, the features of children's games at home are being clarified. And if at the beginning of correctional education the speech therapist determines that each child belongs to one of four clinical groups, then as a result of dynamic psychological and pedagogical research he determines the degree of play activity of the stutterer. The clinical picture of stuttering is clarified and expanded, and taking into account the degree of play activity allows the speech therapist to purposefully create stable playing groups of children who stutter. This contributes to the development of social behavior and social rehabilitation in general.

As a result of studying the play activity of a stuttering child, his belonging to one of the following groups is determined:

Group A - children are able to propose the theme of the game themselves and accept it from their peers, distribute roles and agree to the role proposed by a friend. They actively participate in preparing the play area, make suggestions for the plot, coordinate their plans with the actions of their peers, follow the rules and demand their implementation from the game participants.

Group B - children are able to suggest the theme of the game, distribute roles, give instructions during the preparation of the play area, sometimes conflicting with the children. In the process of the game, they impose their plot on the players, they do not know how and do not want to coordinate their actions with the plans of other participants in the game, and they violate its rules.

Group B - children accept the theme of the game and the role from their comrades, actively prepare the playing area with everyone, rarely speak out during the game, coordinate their activities with the plans of their comrades, listening to their wishes regarding the performance of the role. Children follow the rules of the game; they do not set their own rules and do not require their playing comrades to follow the rules.

Group G - children are able to play only by accepting the theme and role from peers or an adult, the play area is prepared according to the instructions of more active participants in the game or with the help of an adult; Suggestions on the plot are expressed, actions are coordinated with the plans of the players only on the advice of more active children. The rules of the game are followed under the supervision of an adult or players; passivity is noted.

Group D - children rarely participate in the game themselves; they find it difficult to enter the game even after suggesting a topic and role to their comrades or adults. At the prompting of others, they prepare the game instead and during the game they carry out the actions and rules proposed by the players; expressed passivity, complete submission to the decisions of their comrades.

Naturally, a speech therapist, purposefully using play activities, gradually promotes the transition of stuttering children from groups D, D, C to groups A, B. Sometimes the behavior of children who stutter is successfully normalized already at the beginning - middle of the correction course, especially in children and clinical groups II. Quite often, these children have a high degree of play activity and are divided into groups A, B, C. It is on them that the speech therapist and teacher rely when creating stable play groups. Children from III, IV clinical groups have low level play activity, belong to groups G, D. They require long-term psychological and pedagogical influence, careful and thoughtful development of their play activity, but their promotion is not always successful, and not all children from groups III and IV achieve a high degree of play activity.

The development of play activity in children who stutter, re-education of personality traits and behavior, speech education and, in general, elimination of stuttering is carried out through a system of various games that make up the methodology of play activity.

Let us dwell briefly on the characteristics of games and their positive impact on a child who stutters.

Conclusions to Chapter 2

Thus, the improvement of speech therapy work to eliminate stuttering in preschool children led to the 80s of the 20th century. development of various techniques.

The speech material of speech therapy classes is acquired by preschoolers in the conditions of step-by-step speech education: from conjugate pronunciation to amateur statements when naming and describing familiar pictures, retelling a short story heard, reciting poems, answering questions about a familiar picture, independently telling about episodes from a child’s life, about a holiday. etc.; in the conditions of gradual education of speech from the regime of silence to creative statements with the help of play activities, differentiatedly used in working with children from 2 to 7 years old; in conditions of education of independent speech (situational and contextual) with the help of manual activities.

Of course, in practice, a speech therapist has the right and obligation to creatively structure speech therapy classes, using known techniques in accordance with the population of children who stutter and their individual psychological characteristics.

These methods of speech therapy intervention for stuttering preschoolers were developed in accordance with the “Program for the Education and Training of Children in Kindergarten,” which is a mandatory document for both mass kindergartens and special speech kindergartens and speech groups at mass kindergartens.

Ultimately, children who stutter, having mastered the skills of correct speech and knowledge determined by the program, are further trained and brought up in the environment of normally speaking peers.

Speech therapy, aimed at the speech disorder itself and associated deviations in behavior, the formation of mental functions, etc., helps a stuttering child to socially adapt among correctly speaking peers and adults.

Conclusion

Thus, in its course work, I examined in detail the issue of methods of speech therapy work with preschoolers who stutter. The goal has been achieved, the tasks have been completed.

Having considered different points Looking at the problem of stuttering, we can draw the main conclusion that the mechanisms of stuttering are heterogeneous.

In some cases, stuttering is interpreted as a complex neurotic disorder, which is the result of a collision of nervous processes in the cerebral cortex, a violation of cortical-subcortical interaction, a disorder of the unified auto-regulated tempo of speech movements (voice, breathing, articulation).

In other cases - as a complex neurotic disorder, which was the result of a fixed reflex of incorrect speech, which initially arose as a result of speech difficulties of various origins.

Thirdly, as a complex, predominantly functional speech disorder that appeared as a result of general and speech dysontogenesis and disharmonious personality development.

Fourthly, the mechanism of stuttering can be explained on the basis of organic changes in the central nervous system. There are other possible explanations. But in any case, it is necessary to take into account the physiological and psychological disorders that make up the unity.

The choice of rational correction paths has special meaning in the initial stage of development of stuttering, because it depends on the individual characteristics of the stutterer and the severity of his stuttering, on the characteristics of the entire treatment and pedagogical complex and the methodology of speech therapy work, and even on the chosen system for assessing the results of this work. From the very beginning of work, the educator (teacher) must take the person who stutters into special register, show him maximum attention, sensitivity, affection and interest in his personal life and thereby get closer to him and win him over. For this, a few good questions are often enough (does he have a dad? a mother? a brother? a sister? what are their names? does he have toys? which one is his favorite? where did he spend his summer? etc.). You need to speak to people who stutter slowly and gently.

Then they bring him closer to the most balanced, normally speaking children. First you need to talk to them separately, explain that it is difficult for a person who stutters to speak, he is embarrassed, but he will soon get used to it and stop stuttering. At the end of such a conversation, they should be invited to talk to the newcomer not only slowly, to keep him from speaking quickly, to involve him in calm games, to encourage him and protect him from attacks and insults, especially from being imitated by other children. At the same time, the teacher carefully studies the child’s family, the causes of stuttering and living conditions, and observes the behavior of the person who stutters in the group, especially in conversation. As a result of this study, he gives the family advice on how to treat a child who stutters and what aspects of everyday life need to be changed. A restrained, calm and attentive attitude towards a stutterer, without caressing, indulging whims, firm discipline and routine, calm living conditions, the absence of any kind of talk in front of him about his stuttering is the key to success.

Having established and persistently maintained these conditions in kindergarten and at home, the teacher subsequently monitors the formation of the correct speech of the stutterer and pays special attention to the special development of those aspects that are not sufficiently developed in him. This work is carried out in the following sections, of course, not in the sequence given in the book, but in their interrelation, with an emphasis on one or the other of the sections, depending on the defect.

Bibliography

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Ya.M. Gorelik. A psychological method for overcoming stuttering.
X. Laguzen A method of curing stuttering.
I.A. Sikorsky About stuttering.
A. Liebmann Pathology and therapy of stuttering and tongue-tiedness
G.D. Netkachev Stuttering. Its essence, causes, origin, prevention and treatment in childhood and in adults. A new psychological treatment method.
G.D. Netkachev Clinic and psychotherapy of stuttering.
M.E. Schubert On psychopathology, clinic and treatment of stuttering.
E. Frechels Stuttering. Associative aphasia.
V.A. Gilyarovsky On the question of the genesis of stuttering in young children.
I.I. Tartakovsky Psychology of stuttering and collective psychotherapy.
Yu.A. Florenskaya, I.S. Averbukh, O.G. Arkhipova Repeated sick and difficult cases of stuttering.
ON THE. Vlasova, E.N. Herzenstein. Experience working with logoneurotics of preschool age.
N.I. Zhinkin Stuttering.
V.S. Kochergina Clinical features of children who stutter
M.E. Khvattsev Stuttering
M. Zeeman Children who stutter.
F.N. Dosuzhkov. Neurosis of painful shyness (scoptophobia)
R.E. Levina On the problem of stuttering in children.
V.M. Shklovsky Psychotherapy in a complex system of treatment of neuroses
N.M. Asatiani Stuttering in adults.
IN AND. Seliverstov About the fixation of those who stutter on their speech defect.
G.A. Volkova Stuttering and dysontogenesis.
Dosushkov F.N. Neurosis of painful shyness, Neuropathology and Psychiatry, Moscow, vol. 63, No. 1, 1963
IN AND. Seliverstov. Stuttering - M., 1979.
G.R. Karpukhina. On a differentiated approach to people who stutter in the initial stage of development of the defect. Defectology No. 1, 1980. pp. 66-70
Gorelik YAM. For parents about stuttering, Moscow, IRIA Marengo International print, 2002
E.F. Rau and V.A. Bruise. Speech therapy. M.: P. 1969.
Stuttering in adolescents. Book for a speech therapist. From work experience /E.V. Bogdanova, M.I. Buyanov, T.V. Kaloshina et al. M.: P. 1989
Speech therapy. Textbook for Universities /Ed. L.S. Volkova, S.N. Shakhovskaya. M.: Vlados. 1999.
Morozova Nude. How to overcome stuttering, Moscow, Eksmo-press, 2002.
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Netkachev G.D. A new psychological method for treating stuttering, Moscow, 1911
Speech disorders in children and adolescents /Under general edition S.S. Lyapidevsky M: Medicine. 1969.
R.R. Karpukhina. On a differentiated approach to people who stutter in the initial stage of development of the defect. Defectology No. 1 1980.
Sikorsky I.A. About stuttering, St. Petersburg, 1989
T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina. Basics of speech therapy. M.: P. 1989.
Tartakhovsky I.I. Psychology and psychotherapy of stuttering, Moscow, 1934

1 Ya.M. Gorelik. A psychological method for overcoming stuttering.

2 V.I. Seliverstov. Stuttering - M., 1979.

S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program for the middle, senior and preparatory groups of kindergarten in the sections: “Acquaintance with the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, appliqué, design.”

î Correctional tasks of the first quarter consist of teaching the skills of using simple situational speech in all classes. Vocabulary work occupies a significant place: expanding the vocabulary, clarifying the meanings of words, activating passive vocabulary. The teacher-defectologist himself is expected to be particularly demanding of the speech: the questions are specific, the speech consists of short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.

î The correctional tasks of the second quarter are to consolidate the skills of using situational speech, a gradual transition to elementary contextual speech and learning to speak according to questions from a speech therapist and without questions. A large place is occupied by work on the phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children are introduced to the same objects, then in the second quarter, the objects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.

o The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: based on visual support, on questions from a speech therapist, and on an independent story. Children's practice in contextual speech increases. In the third quarter, the need for slow learning of the program, characteristic of the first stages of education, disappears, and classes approach the level of mass kindergarten.

î Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, the accumulation of vocabulary and the improvement of phrases begun at the previous stages of training continue. In speech, children rely on the questions of the teacher-defectologist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. Corrective training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.

TOPICS FOR THE SCHOOL YEAR

September

3 week --- Vegetables

4 week --- Fruits, berries

OCTOBER

1 Week --- Mushrooms

Week 2 --- Autumn is a wonderful time

3 week --- Trees, bushes

Week 4 --- Migratory birds

NOVEMBER

1 Week --- Toys

Week 2 --- Your wonderful body

Week 3 ---My family

Week 4 --- Clothes, shoes, hats

DECEMBER

Week 1 --- Wintering birds

2 week --- Products nutrition

Week 3 --- Dishes

4 week --- New year --- funny holiday

JANUARY

1 Week --- Holidays

Week 2 --- Winter fun

3 week --- Pets animals and their babies

Week 4 --- Poultry and their chicks

FEBRUARY

1 Week --- Animals our forests

Week 2 --- Furniture

3 week --- Defenders Fatherland

Week 4 --- Who to be?

MARCH

2 week --- Animals cold countries

Week 3 --- Animals of hot countries

Week 4 --- Holidays

APRIL

1 Week --- Spring. Spring Awakening

Week 2 --- Migratory birds

Week 3 --- Transport.

Week 4 --- My homeland --- Belarus. My city

MAY

Week 1 --- Victory Day

Week 2 ---School. School supplies

3 week --- Insects

4 week --- Plants meadows, forests

Appendix 2

Methodology Cheveleva N.A.

Correction of stuttering in a manual process productive activity

The development of a child’s coherent speech proceeds from situational speech (direct connection with practical activities, with a visual situation) to contextual speech (generalized, associated with past events, future actions).

Sequence of exercises:

From visual lightweight forms of speech to abstract, contextual statements.

5 correction periods:

1st period – propaedeutic

o temporary speech restriction

î acceptance of a speech sample (rhythm, clarity)

2nd period – accompanying speech

î children’s own active speech regarding simultaneously accompanied actions (visual support)

o complication of questions and answers, repeated pronunciation, variability of answers

In all classes of this period, children speak (answering the teacher’s questions) only about what they do in this moment, they say about a particular element of work they are doing (“I’m gluing...”, “I’m cutting out...”, “I’m coloring...”, etc.). This kind of speech is called accompanying speech.

3rd period – final speech

o children use accompanying and final speech (describe the actions performed)

î the intervals between the child’s activity and his response are regulated

4th period – pre-speech

children use pre-speech (what does he intend to do? - speech without visual support, speech planning)

î phrasal speech becomes more complex (from several coherent phrases to an independent story)

Period 5 – consolidation of independent speech skills

expanded contextual speech at different stages of activity.

Speech development in preschoolers speech therapy classes, book for speech therapist, Mironova S.A.

This book summarizes the experience of speech therapy work with children with speech disorders of early and early preschool age.
The purpose of the book is to introduce speech therapists and educators to the specifics of working on the development of speech in children of early and early preschool age and their correction. speech disorders in specially organized groups. According to the “Model Regulations on preschool institutions..." the contingent of these groups are children with alalia, aphasia, dysarthria, rhinolalia, who have babbling speech or pronounced speech underdevelopment.

What to teach children.

Teaching children in the first year of life is aimed at developing emotional communication (inducing and maintaining vocal reactions) and understanding spoken speech. In the second year of life, understanding of adult speech improves and the child’s own active speech appears.
One of the main tasks of raising babies is to develop their need for communication. The need for communication arises very early, by the end of the first month of life, and is expressed in the appearance of the so-called revival complex in response to an adult’s smile.
To cultivate the need for emotional communication in the first year of life, one should first develop the visual and auditory concentration of children, and then attention to and understanding of the addressed speech of adults.
The development in children of visual and auditory concentration, attention to speech and its understanding is carried out in the process of the child’s cognition of objects and phenomena of the surrounding reality, i.e. formation of speech and cognitive processes happens simultaneously. To successfully develop children's attention to speech and its understanding, speech therapy classes use first toys or real objects, and then pictures. Great importance also has the direct active participation of the child himself in the process of learning a particular subject. To do this, the child’s actions with it are included in the process of familiarization with the object.

Free download e-book in a convenient format, watch and read:
Download the book Speech Development of Preschool Children in Speech Therapy Classes, a book for a speech therapist, Mironova S.A. - fileskachat.com, fast and free download.

Innovative technologies in the professional training of bachelors, Monograph, Mironova S.P., Olkhovskaya E.B., Sapegina T.A., 2019
Speech therapy games and tasks, sounds S, L, R, Sh, Pyatibratova N.V., 2013

The following textbooks and books.