Primary diagnosis of a child by a speech therapist. How is the diagnosis of a speech therapist going - stages and methods of examination. Formation of names of baby animals

The necessary formal data is recorded first.

Column data on the course of speech developmentusually filled in according to the mother. It notes how the development of the child's speech proceeded from early childhood to admission to the group: when the first words, phrases appeared, what difficulties were observed, etc. It is noted whether the mother had previously turned to speech therapy help, if so, how long were the lessons , with what result. In the same column, the features of the speech environment (multilingualism, long-term stay of the child in nursery and preschool institutions of a closed type, etc.), as well as various circumstances that hindered the normal development of speech (illness, injury, etc.) are noted.

Count hearing.Although the selection committee should not allow children with hearing impairments into speech groups, errors do occur, especially if the hearing impairment is minor. A speech therapist checks the hearing of all children without exception. Hearing is considered normal if the child hears individual words spoken in a whisper at a distance of 6-7 m from the auricle (the child is placed with his back to the person conducting the examination). The ability to hear speech at a spoken volume no further than 6 to 8 m from the auricle and whisper speech at a distance of 3 to 6 m indicates a mild degree of hearing loss. If a child hears speech at a spoken volume at a distance of 4 to 6 m, and a whisper at a distance of 1-3 m, this is a moderate degree of hearing loss. With a significant degree of hearing loss, the child hears speech at a speaking volume at a distance of 2 to 4 meters, and a whisper at a distance of 1 m.With severe hearing loss, a child hears speech at a speaking volume at a distance of 0 to 2 m, and a whisper from 0 to 0.5 m. Children with hearing impairments should be sent to kindergartens for children with hearing impairments.

Count general developmentfilled in on the basis of examination and observation of the child during classes. Children with reduced intelligence are not eligible for admission to groups for children with phonetic underdevelopment. However, among intellectually full-fledged children there may be children with different levels of development. Often, children with phonemic underdevelopment, embarrassed by their defect, become taciturn, withdrawn; during classes (meaning classes in kindergarten) they try not to answer questions, not to take part in common work. Not surprisingly, their development is somewhat delayed. The task of a speech therapist is to identify such children and in the future pay special attention to them.

The survey begins with a conversation.

First, questions are asked that are easy to answer: “What is your name? Who brought you to us? Do you have a brother? What toys do you have? " Using pictures, the speech therapist asks a series of questions, the answers to which will show how the child is oriented in the environment. So, for example, by showing a child a picture showing winter and winter fun of children, you can ask the following questions: “What season is drawn here? Why did you guess it was winter? " Or, showing a picture showing two or three types of transport, you can ask: "What else can you ride?" You should try to get the most complete answer by asking leading questions.

In addition to conversation, you can use the following techniques.

Determination of the sequence of actions.Pictures are used (4-5 pieces) depicting a plot developing in a certain sequence, for example; boy and girl buy a balloon; the ball flew away and became entangled in the branches of a tree; an adult takes out a ball, an adult gives the ball to children.

The child is invited to carefully consider the pictures (the pictures are pre-mixed) and arrange them in the desired sequence. Then baby makes up a story.

Score.A child of 6-7 years old is usually able to recount objects within 10, the correct correlation of the name with the number within 5-6, the solution (in the same limit) of the simplest arithmetic problems.

You can also ask such questions: “How many eyes do you have? And I have? How many fingers are on your hand? How many legs does a chicken have? And the dog? How many wheels does a passenger car have? And the bike? "

With the help of object pictures, it is found out whether the child can combine objects into certain groups (animals, vegetables, dishes, transport, furniture, etc.). To do this, he is given a number of pictures (all pictures are mixed) and asked to arrange them into groups. (What fits what?) In case of difficulty, the speech therapist shows how this is done. In most cases, such a task is available to a child 5-7 years old. If, after explaining and showing, the child still does not cope with the task, then the task is facilitated - he is asked to lay out pictures that depict objects belonging to the 2-3 most different groups (for example, vegetables, animals, furniture).

You can give the cubes to fold or cut into 6-8 parts subject or plot drawings. This task should also be easy. If it turns out to be inaccessible, then you should give pictures, cut into 4 parts.

Various inserts are also used, that is, children are encouraged to insert plates or figures of various shapes into the slots or lower them into the slots.

Count attention, efficiencyis filled in gradually, as observations are accumulated both during the examination and during the lessons.

Count general sound of speech(tempo, voice, intelligibility, articulation, breathing) can be partially filled in on the basis of the interview conducted at the beginning of the survey. You can also invite your child to read a poem or tell a familiar story.

When filling out the column condition of the articulation apparatusit turns out whether there are deviations in the structure and mobility of the speech apparatus.

In order to identify features articulation apparatus motility the speech therapist invites the child to imitate, and then, according to verbal instructions, make certain movements.

If lip mobility is detected: pull the lips forward with the proboscis and stretch them into a smile.

When identifying the mobility of the tongue: stick out the tongue out of the mouth and pull it deep into the mouth, bend the tip of the tongue up and down, show the tongue wide, spread and narrow. When mobility of the soft palate is detected, raise and lower (sound pronunciation andwith a wide open mouth).

Count pronunciation and distinction of sounds.It is advisable to study the nature of the pronunciation of sounds in groups, combining into one group sounds that are close in acoustic or articulatory characteristics and therefore are mixed in speech and insufficiently distinguishable by ear.

When examining pronunciation for each group or pair of sounds, the speech therapist notes:

1) how a child pronounces sounds outside of speech;

2) how the child uses sounds in speech;

3) how the child distinguishes between sounds.

The card notes whether the child pronounces the sound correctly, or distorted, or replaces it with another sound, or pronounces two sounds the same.

After checking the pronunciation of all sounds of the examined group outside of speech, the speech therapist finds out how the child pronounces these sounds in independent speech. It should be noted that the ability to pronounce sounds outside of speech does not mean that the child distinguishes these sounds with similar ones and uses them correctly in speech. Often, being able to pronounce correctly, a sound, a child in speech mixes it with another sound, replaces it with some sound, lowers it, and sometimes distorts it. This is what you need to pay attention to when examining.

Finding out how the child uses the checked sounds in independent speech, the speech therapist invites him to read a poem and, carefully listening to the child's speech, writes down examples of the pronunciation of words with the checked sounds. You can also invite your child to repeat a sentence or short poem.

As a result of the check, the following entries appear in the map:

tivstick (watchmaker); pleating (squinting); soyniska (sun); shtarushka (old lady)etc.

3) How the child distinguishes between sounds.

Mixing sounds in speech, the same pronunciation of groups or pairs of sounds, the replacement of some sounds with others are indicators of insufficient distinction of sounds. In addition, a speech therapist may use some special techniques. Repetition after the speech therapist of syllables with opposition sounds, for example: sa- sha; sha– sa; sa - sha- sa; cha– schA; ucha- cha- uchaetc. (provided that the tested sounds are pronounced differently by the child). A speech therapist pronounces a number of syllables, for example: as, ash, asch, as, ats ...the child is asked to raise his hand if he hears a certain sound in the syllable (in this example, from).

Similarly, you can suggest for comparison the words beginning with a certain sound; eg; sleigh, hat, dog, pike, grateretc.

A more complex task that requires the child to independently isolate sound (that is, without relying on auditory perception, this is the selection of words starting with a certain sound using object pictures (This task is given only to those children who can extract sound from a word.) A similar task can be given to distinguish any pair of sounds.

The speech therapist writes down examples of erroneous answers.

Graph pronunciation of words of complex syllable composition. In some children, along with incorrect pronunciation of sounds, errors are observed when pronouncing polysyllabic words or difficult phrases. If this kind of difficulty comes out sharply, that is, children often distort words, omit or rearrange syllables and sounds, for example, fox, mitzaneiinstead policeman, etc.,it is necessary to take this into account when drawing up individual plans.

Examples of distorted pronunciation of words are recorded on the map during the sound pronunciation test. In addition, you can invite the child to repeat individual words or sentences and texts that include polysyllabic words after the speech therapist. For instance: construction, aquarium, policeman, thermometer. Multi-colored light bulbs burned on the tree. Sasha liked the plastic boat. The policeman regulates the traffic. Motorcyclist rides a motorcycle. The astronaut controls the spaceship. The weaver weaves the fabric.Etc.

Filling in the column for analysis of the sound composition of speech, the speech therapist finds out whether the following forms of analysis are available to the child:

a) Isolation of a stressed vowel from the beginning of a word. This is the easiest form of analysis and is normally available from 4 -5 years. The following words are suggested to highlight the sound: Alik, duck, Olya.

b) Selecting a consonant from the beginning of a word. This is a more difficult form of analysis. Normally, it is available to about 60% of older preschool children; sometimes some preliminary clarification and training is required. For children with phonemic underdevelopment, this is in most cases unavailable - they either name the syllable, or do not understand the question, sometimes they repeat the whole word or most of it.

c) Isolation of the final consonant from light words like poppy, cat, bow, nose, shower.Often this form of analysis makes it very difficult for children with phonemic underdevelopment.

d) Extraction of the final vowel (stressed) from the words of tina flour, moon, balls.

Children with phonemic underdevelopment rarely cope with these forms of analysis.

Count grammatical structure of speech.

Children with phonemic underdevelopment often have some lag in the formation of the grammatical structure of the language. However, it is not always possible to detect agrammatism in his speech during a conversation with a child. We have to use special techniques to determine the level of the child's speech development. At the same time, it should be borne in mind that using the recommended techniques, you can only get an approximate idea of \u200b\u200bthe state of the child's speech.

Appendix 3.

Olga Tselykovskaya
Examination of a preschooler in a speech therapy center. To help speech therapists

I work in kindergarten on speech therapy station.

When examining a preschooler, you are faced withthat children are bored with the process. That is why, I have developed a speech map examination of a preschooler in the conditions of a speech therapy center presentation for examination of preschoolers.

I bring to your attention a speech map.

Speech card for examination of a preschool child in the condition of a speech therapy center.

Compiled by teacher speech therapist: Tselykovskaya Olga Borisovna.

Personal data.

Surname, name, patronymic of the child ___

Date of Birth ___

Telephone ___

Conclusion TPMPK ___

Protocol No. ___ dated ___

Received from ___ from ___

Speech therapy examination.

1. The state of the speech apparatus.

Lips (thin, thick) ___

Teeth (small, large, out of arc, absent, slope)___

Bite (open, lateral, cross, straight, progeny, prognosis)___

Sky (tall, flattened, gothic)___

Tongue (micro-, macroglossia, condition of the sublingual ligament) ___

2. Mimic articulatory muscles.

Movement Whether there is movement, replacement, volume, accuracy, activity, lethargy, muscle tone, synkinesis, tremor, deviation, switchability, exhaustion, incorrect reproduction.

Raise eyebrows

Frown

Close right eye

Close left eye

Cheeks "Plump"

Cheeks "Skinny"

"Smile"

"Proboscis"

"Spatula"

"Needle"

"Cup"

"Gorka"

"smile" - "proboscis"

"Gorochka"

When examination mimic articulatory muscles use the author's presentation attached to the speech map.

3. The state of sound pronunciation.

Sound At the beginning of a word In the middle of a word At the end of a word

Sled wasp pineapple

Smiling lilac donkey goose

Umbrella goat

Ze zebra basket

Chicken chicken mill cucumber

W ball shower machine

Beetle knives

Pu puppy box raincoat

H kettle keys ball

L boat squirrel chair

Lion lion stroller medal

P cancer pencil ax

Rowan ash turtle anchor

Sound screen.

Sound Pronunciation Condition

Isolated

At the beginning of a word

In the middle of a word

At the end of a word

«+» -- correct pronunciation;

«-» - lack of sound;

«=» - sound replacement;

"Claim." - sound distortion;

"M / z" - interdental sound pronunciation;

"Throat." - throat pronunciation of sound.

When examination the sound pronunciation is used by the author's selection of illustrations attached to the speech map.

4. Differentiation of sounds.

Lacquer Evening Wind

Raspberry Teddy Bowl

Braid Soap Mila

Yawn Rubs Waving

House Kaska Kashka

Fishing rod Barrel Kidney

Tower Teddy Bear Mouse

Year Bunny Saika

Bark Mountain Horns Spoons

When examination for differentiation of sounds, the author's presentation is used, attached to the speech map.

5. Language analysis and synthesis.

Is there a sound P in words: HOUSE, CAKE, BAG, PEAR.

What is the first sound in word: STORK, LAKE, CLOUD, DUCK, EAR.

What is the sound at the end of a word, at the beginning, in the middle: CAT, SOK, KIT.

How many sounds are in a word: home ___ fox ___ bag ___

Make a word from syllables: zi - ma, ko - le - so, doll - la. Make a word from sounds: K-O-T, L-U-K, L-U-N-A, S-T-O-L, K-O-T-I-K.

Conclusion ___

Date ___ signature ___

When examination language analysis and synthesis, the author's selection of illustrations is used, attached to the speech map.

6. Conclusion TPMPK.

By decision of TPMPK from ___ protocol ___ was left (and) for a second course

Conclusion TPMPK ___

Members of TPMPK (Full name, place of work)

Signature___

Signature___

By decision of TPMPK from ___ protocol ___

released (and) in (garden, school) from ___

Members of TPMPK (Full name, place of work)

Signature___

Signature ___

I bring one of these presentations to your attention.

Explanation of the presentation.

Speech therapist calls a few words to the child, closing his mouth so that the child does not see facial expressions speech therapist... The child must repeat for speech therapist... After a while, the correct answer appears on the screen.

I use this presentation not only when examination, but also in work on the development of phonemic hearing. I hope you find useful my presentation in works

Related publications:

Speech therapy examination of children with speech disorders in the context of the introduction of the Federal State Educational Standard Khruleva N. V., teacher - speech therapist, MOU PPMS CDC "Chance", 2014 "Speech therapy examination of children with speech disorders in the context of the introduction of the Federal State Educational Standard".

A preschooler's portfolio as a means of individualizing the educational process in the conditions of the Federal State Educational Standard before Relevance. The personality-oriented model of education puts the child in the center of attention with his individual and age characteristics.

Diagnostic examination of the child Test your child's knowledge! (for older children). We consistently ask questions, if he knows we put +, no -. Can be offered to parents.

Synopsis of speech therapy classes on the development of speech for children of the older group in the conditions of a speech center Synopsis of a speech therapy lesson on the development of speech for children of the older group in the conditions of a speech center Objectives: - expansion and activation of the dictionary.

Abstract of the educational activities of the speech therapist teacher at the speech therapy center "My guest is a tiger" Topic: Automation of sound R. Purpose: automation of sound P in words and sentences. Tasks: correctional and educational: - to consolidate.

This material will be useful primarily for novice teachers - speech therapists, young professionals.

The material contains schemes for the examination of a child of early and junior preschool age, middle and senior preschool age, primary school age, with mental retardation.

The schemes consist of several sections, including: the study of non-verbal mental functions, the study of the phonetic side of speech, the study of the phonemic side of speech, the study of the vocabulary and grammatical structure of impressive speech, the study of the vocabulary and grammatical structure of expressive speech, the state of coherent speech, the study of speech understanding, etc. .d.

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Scheme of examination of an early and young child

preschool age (from 2 to 4 years old)

I. Research of non-speech mental functions

1. General data obtained from observation of the child during the examination:

A) sociability (easily comes into contact, is proactive or passive in communication, communication is unstable, selective communication is observed, selective negativism);

B) features of attention (stable, unstable);

C) the nature of the game activity (manipulation with objects, games with imaginary objects, constructive games, story games, role-playing games);

d) individual characteristics.

2.State of auditory attention:

a) differentiation of sounding toys;

b) determining the direction of the sound source (sounding toy).

3.Examination of visual perception:

a) perception of magnitude (does not correlate, correlates, denotes with a word): large - small;

b) color perception (does not correlate, correlates, denotes with a word):

2-3 years - red, blue, yellow, green;

3-4 years - red, blue, yellow, green, black, white;

c) form perception (from 3 years old):

distinction between basic geometric shapes (pick up a picture according to the sample: circle, triangle, square).

4. Research of visual-spatial gnosis and praxis:

a) orientation in space (top - bottom, front - back);

b) folding of cut pictures (from 2-3 parts);

c) folding figures from sticks according to the pattern (2-4 sticks).

5.The state of general motor skills (normal motor skills; motor disorders - motor tension, stiffness of movements, lack of coordination of movements, awkwardness, etc.).

For children 2 to 3 years old:

• walk along a path marked with chalk on the floor;
• step over an obstacle 25-30 cm high;
• circle slowly in place;
• throw the ball with both hands from the chest, from behind the head;
• catch the thrown ball;
• jump on two legs in place;
• perform bends forward and to the sides.
  

For children from 3 to 4 years old:

• run 3-4 times between the two lines drawn
  on the floor at a distance of 20-25 cm from each other;
• switch from running to walking, stop at a signal;
• walk along the cord laid on the floor;
• jump in length from the spot;
• shift the object (flag, ball) from one hand and the other (over your head, behind your back, in front of you).

6.State of hand motor skills (normal motor skills, motility disorders).

At 2-3 years old:

• "Feed" the doll;
• mold a stick, ball, steering wheel from plasticine;
• be able to use a spoon yourself.

At 3-4 years old:

• unbutton, button up, be able to hold a pencil;
• draw horizontal and vertical lines;
• draw a circle, a human body;
• fold a large mosaic.

II. Research of the phonetic side of speech (determination of symptoms and mechanisms of disorders)

Play onomatopoeia

Repeat after speech therapist:

The doll is crying: ah-ah. The mouse beeps: and-and-and.

The baby is crying: wow. The dog barks: av.

The train is humming: ooh. Lost in the woods: ay.

The donkey yells: ia. The cat meows: meow.

Study of the sound-syllable structure of words (from 3 years old) Repeat after the speech therapist (reflected) words from 1, 2, 3 syllables (note the maximum number of syllables of correctly reproduced words).

Sound pronunciation state

Vowels [th]

Consonants: sibilant

[b], [n], [m] hissing

[v], [f] affricates

[D], [t], [n] [l], [l "]

[z], [k], [x] [p], [p "]

b) teeth (rare, crooked, small, outside the jaw arch, absence of teeth, etc.);

c) jaws;

d) bite (prognathia, progeny, open lateral, open anterior, cross);

e) hard palate (high, narrow, flat, shortened, cleft, submucous cleft);

g) tongue (massive, small, “geographical”, with a shortened sublingual ligament).

The state of speech motor skills

1.Condition of facial muscles (by imitation):

• raise your eyebrows up ("surprised");
• frown (“get angry”);
• squint your eyes;
• puff out cheeks ("fat man");
• pull in your cheeks ("skinny");

2.State of articulatory motor skills (performing movements to imitate):

a) lips - "smile" - "tube";

b) tongue - wide, narrow, up, down, "pendulum";

c) soft palate - open your mouth wide and yawn.
Mark the following movement parameters:

b) tone (normal tension, lethargy, excessive tension);

c) range of motion (complete, incomplete);

d) the ability to switch from one movement to another;

e) replacement of movements;

f) additional and unnecessary movements (synkinesis);

g) the presence of tremor, hypersalivation, deviations of the tip of the tongue.

1. Type of non-speech and speech breathing (clavicular, chest, diaphragmatic, etc.). The volume of speech breathing (normal, insufficient). The frequency of speech breathing (normal, rapid, slow). The duration of speech breathing (normal, shortened).

Features of the prosodic side of speech (in the presence of phrasal speech):

a) pace (normal, fast, slow);

b) rhythm (normal, arrhythmia);

c) pause (correct, broken - dividing words by a pause into syllables, dividing syllables into sounds);

d) the use of the main types of intonation (narrative, interrogative, incentive).

III. Study of the phonemic side of speech (from 3 years old)

1.Show in the pictures items called speech therapist:

table - chair, braids - goats;

dad is a woman, a slide is a crust;

point - daughter, bowl - bear.

2. Show the dog when it growls: rrrr (from a series of sounds).

IV. Study of vocabulary and grammatical structure of impressive speech

1 passive vocabulary:

a) understanding of specific nouns (denoting specific concepts, objects): show, according to the speech therapist's verbal instructions, objects, parts of objects, body parts, etc .;

b) understanding of generalizing words (from 3 years old): choose objects or pictures on the topics "Toys", "Dishes", "Clothes";

c) understanding of actions:

• show where the girl sleeps, plays, draws, eats, etc. (in the pictures);
• perform instructions according to speech instructions ("Give the doll", "Feed the doll", "Plant the doll", etc.).

2. Understanding the singular and plural forms of nouns (show in the pictures: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls).

1. Understanding of prepositional-case constructions with prepositions for, in, under, for (from 3 years old) (“Put the ball in a box, on the table, under the table”, etc.).
2. Understanding the diminutive suffixes of nouns (show in the pictures: house - house, spoon - spoon, ball - ball, doll - doll).

V. Study of vocabulary and grammatical structure of expressive speech

1. General characteristics of speech (there is speech or not, babbling speech, speech in separate words, phrasal speech).
2. Active dictionary:

a) nouns (name objects, pictures by themes: "Toys", "Dishes", "Clothes", "Shoes", "Family", "Animals", etc.);

b) a verbal dictionary (name what the boy is doing by pictures: eating, sleeping, playing, drawing, drinking, walking, etc.);

c) adjectives (from 3 years old) (name the color, size, taste and other qualities of objects from the pictures).

3. The state of the grammatical structure of speech (examined in the presence of phrasal speech):

a) the use of nouns in the nominative singular and plural:

table - tables hand - hands

ball - balls ball - balls

doll - dolls eyes - eyes

b) the use of nouns in the accusative case of the singular without a preposition (“Name what you see in the pictures.” - “I see a ball, a doll, a house, a dog”, etc.);

c) the use of nouns in the genitive singular without a preposition (named by pictures):

Who's the tail? - Foxes. Who is this bag? - Mom.

Who is this machine? - Boy. Who are these ears? - Hare;

d) coordination of adjectives with singular masculine and feminine nouns (from 3 years old) (name the color of objects: ball - red, pencil - blue, car - red, cup - blue);

e) the use of prepositional-case constructions (from 3 years old) with prepositions for, in, under, for (name the location of objects in pictures or by demonstrating actions with objects);

F) the use of nouns with diminutive-affectionate suffixes: how to name a small object? (according to the pictures):
table - table spoon - ...

nose - ... doll - ...

home - ... bed - ...

Vi. The state of coherent speech (examined in the presence of phrasal speech)

Speech therapy conclusion

Scheme of examination of a child with CRD (from 4 to 7 years old)

Well-known sections, such as passport data of a child, information about early physical, mental and speech development are omitted.

I. Research of non-speech mental functions

1. Auditory attention:

a) differentiation of sounding toys ("Show which toy sounded: tambourine, rattle, pipe, harmonica?")

b) determining the direction of the sound source (sounding toy)

2. Perception and reproduction of rhythm:

from 4 to 5 years (of 4 elements): - - .., -..-, ..- -, -..., ...-

from 5 to 7 years (of 5 elements): --..-, -..--, --..., ...--

3. Visual perception:

a) selection of pictures for a given color background:

4 to 5 years old: white, black, red, yellow, green, blue,

from 5 to 7 years old: except for basic colors, pink, blue, lilac, orange, brown,

b) showing the primary colors.

4. Visuospatial gnosis and praxis:

a) 4-7 years old - show the right and left arm, right and left leg,

5-7 years old - show right and left eye, right and left ear,

6-7 years old - show the left eye with the right hand, show the right ear with the left hand,

b) show objects that are on the right, left, above, below, in front, behind,

c) folding cut pictures from 2-4 parts (from 4 to 5 years old), from 5-8 parts (from 5 to 7 years old),

d) folding stick figures

5. State of general motor skills:

The strength of the movements

Accuracy of movements

The pace of movement

Coordination of movements,

6. Condition of hand motor skills:

Accuracy of movements

The pace of movement.

Synchronization of movements of the right and left hand,

Switching from one movement to another.

Tasks.

From 4 to 5 years old: “the fingers of the right and left hands greet each other,” “the fingers of the right and only the left hand greet,” mosaic, lacing, buttoning, coloring, cutting.

From 5 to 7 years additionally: - "playing the piano" (fingers 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1 );

Fist - palm - rib (right, then left hand);

Alternation of movements: right hand - palm, left hand - fist, then vice versa.

II. Phonetic side of speech

Sound pronunciation state

The nature of the pronunciation of sounds in isolation, in words, in phrases.

Anatomical structure of the articulatory apparatus

Note the presence and nature of anomalies in the structure:

a) lips (thick, thin, cleft, scars);

b) teeth (rare, crooked, small, outside the jaw arch, missing teeth, double row of teeth);

c) jaws;

d) bite (prognathia, progeny, open lateral, open anterior, cross bite);

e) hard palate (high, narrow, Gothic, flat, shortened, cleft, submucous cleft);

f) soft palate (shortened, bifurcated, lack of a small uvula);

g) tongue (massive, "geographic", small, with a shortened sublingual ligament).

Verbal motor skills

1.The state of facial muscles.

Tasks:

Raise your eyebrows up ("surprised");

Frown (“get angry”);

Squint your eyes;

Inflate your cheeks ("fat man");

Draw in your cheeks ("skinny").

(Note whether or not nasolabial folds are flattened.)

2. The state of articulatory motor skills.

Tasks:

Lips "Smile" - "Tube" counting: up to three (up to 5 years); up to five (from 5 years old)

a) the presence or absence of movements;

b) tone (normal, lethargic, overly tense);

c) the pace of movement (normal, fast, slow);

e) range of motion (complete, incomplete);

f) accuracy of performance;

g) duration (ability to hold lips in a given position)

h) replacement of movement;

i) additional and minor movements (synkinesis);

Tongue :

Wide - narrow (counting: 3 times - up to 5 years), (5 times - from 5 years),

Raise the tip of the tongue, lower it,

-"Pendulum",

- "Swing" (a wide tongue on the upper lip - on the lower lip),

- "Clink".

a) the presence or absence of movements;

b) tone;

c) pace;

d) switching from one movement to another;

e) traffic volume;

f) accuracy of performance;

g) replacement of movement;

h) duration of holding a given position;

i) additional and unnecessary movements (synkinesis);

j) the presence of tremor, salivation, deviations of the tip of the tongue.

Soft sky

Task: pronounce the sound [a] with your mouth wide open.

(Note the same motion parameters.)

1. Type, volume, smoothness of non-speech and speech breathing, duration of speech exhalation;

a) volume (normal, quiet, overly loud);

b) the presence or absence of a nasal tint;

Features of the dynamic side of speech

1.Tempo (normal, fast, slow);

2.Rhythm;

3. The correctness of the use of pauses;

4. Use of the main types of intonation (narrative, interrogative, motivating).

Reproduction of the sound-syllable structure of the word

1. Isolated words:

from 4 to 5 years old:

house bridge cat

snow porridge cabbage

roof bread tomatoes

from 5 years old:

tomato policeman

draft aquarium

frying pan medicine

curdled milk temperature

whistle snowdrop
birdhouse

2. Suggestions (from 5 years old):

The boys made a snowman.

The plumber is fixing the plumbing.

Hair is trimmed at the barber shop.

The policeman rides a motorcycle.

The traffic controller stands at an intersection.

III.State of phonemic perception (auditory and pronunciation differentiation of speech sounds)

1. Repetition of syllables with opposition sounds:

from 4 years old:

pa-ba pa-ha

ba-na-ta-na

wa-ta ha-da

ta-da ka-ha

me-ma ba-ma

from 6 years old:

ba-ba-pa sa-sha-sa

ta-da-ta-za-za

ha-ka-ha cha-sha-cha

ba-ba-ba za-sa-za

2 . Differentiation of opposition sounds that are not mixed
in pronunciation.

Show pictures:

bear - mouse barrel- kidney

duck - fishing rod grass- firewood

3. Differentiation by ear of sounds mixed in pronunciation:

bowl - teddy bear flower - Svetik

rat - roof evening - wind

river - radish spits - goats
bang- crack

IV .State of phonemic analysis and synthesis

From 4 years old:

1. Isolation of a given sound [m] or [p] from words. On the assignment, find out if the sound [m] (mooing of a calf) or sound [p] (motor) is heard in the words:mouse, mosquito, board, window, frame, house, fish, firewood, table, ball.

From 5 years old:

2. Highlighting a stressed vowel at the beginning of a word ("Tell me, what is the first sound in a word?"):Anya, stork, wasps, duck, Olya, Ira, Inna, street.

From 6 years old:

1. Definition of the first consonant sound in words ("Tell me, what is the 1st sound in a word"?):poppy, smoke, grass, cat, sparrow, roll, cup, pike.
2. Definition of the last sound in words:house, poppy, reed, key, tank, fly, drum, pipe.
3. Determination of the sequence of sounds in a word ("What are the sounds in words?"):poppy, soup, onion, porridge, frame.
4. Determination of the number of sounds in words:house, cancer, moon, owls, banana, lamp.

V. Research of understanding of speech (impressive speech)

1. Passive vocabulary. (Note the size of the dictionary. Accuracy of understanding the meaning of words.)

• Show me where doll, table, chair.
• Plant a doll, a bear, etc.

2. Understanding of various grammatical forms of inflection.

From 4 years old:

2.1. Differentiation of singular and plural nouns.

Show me where:

table - tables, house - houses, a chair - chairs, wood - trees, birch - birches.

2.2. Distinguishing prepositional-case constructions (with prepositionsin, on, on, under, above, before, behind, around).

Show me where the spoon is:in a glass, on a glass, under a glass, etc.

From 5 years old:

2.3. Differentiation of prepositional-case constructions with prepositionsin - from, on - with, under - from under:

• Take the ruler from the pencil case, from the pencil case, from under the pencil case.
• Put your pencil in a pencil case, on a pencil case, under a pencil case.

3. Differentiation of word formation forms.

From 5 years old:

3.1. Differentiation of diminutive nouns:

Show me where: house - a house, a chair - a chair, a blanket - a blanket, a pillow - a pillow, a lock - a lock.

3.2 Differentiation of nouns with a suffix-ink-:

Show me where: grapes - grape, beads - bead, dew- dewdrop.

3.3 Differentiation of verbs with different prefixes:
walked, left, walked in, walked out, crossed, walked in, walked away.

4. Understanding of phrases and simple sentences.

4.1 Phrases

Show:

pencil key, pencil key,

where is the owner of the dog, where is the owner's dog,

mother's daughter, daughter's mother.

4.2 Simple Common Sentences

Show picture:

The girl is picking flowers. The girl plays with a ball. The girl is cleaning the room.

4.3. Question sentences:

• Who is the girl catching?
• How does a girl catch a butterfly?
• Who catches the butterfly?

From 6 years old:

4.4 Understanding of coherent speech.

Vi. Study of vocabulary and grammatical structure of expressive speech

1. Active dictionary.

1.1 Specific nouns

It is proposed to name the pictures by themes: "Toys", "Dishes", "Clothes", "Shoes", "Animals", "Family", "Furniture", etc. - in accordance with the Kindergarten Program.

1.2 General concepts.

Name a group of objects in one word.

1.3 Nouns denoting parts of the body, parts of objects.

From 5 years old:

• Body parts: head, legs, arms, nose, mouth, chest, belly, neckand etc.
• Clothing parts: sleeve, collar, button
• Parts of furniture items:back, leg, seat
• Car parts:door, wheels, steering wheel, cabin

From 6 years old:

• Body parts: elbow, knee, fingers, nail
• Parts of garments:collar, cuff, loop
• Car parts:body, cabin, headlights, motor
• Window parts: frame, window sill, glass

1. The name of the professions.
2. Verb dictionary. The use of verbs when answering questions.

From 5 years old:

• What are you doing during the day?
• Who moves how?
• Who screams how?

From 6 years old:

• Who makes what sounds?
• Who does what (using occupation names)?

1.6. Adjectives.
Name of flowers.

From 4 years old:
white, black, red, blue, green

From 5 years old:

brown, pink, blue, orange

Form name.

From 5 years old:
round, square, triangular, oval, rectangular.

1.7 Selection of antonyms (from 6 years old):

good - evil high - ...

grief - ... easy - ...

friend - ... raise - ...

good - ... give - ...

big - ... buy - ...
wide - ...

2. The state of inflection.

From 4 years old:

2.1 The use of nouns in the nominative singular and plural:

table - wood tables -

doll - window -

ear - chair -

elephant - sparrow -

sleeve - stump -

eye - lion -

mouth - sleep -

sheet -

2.2 The use of nouns in indirect cases without a preposition:

• I have a pencil (doll)
• I do not have
• I'm drawing...
• Dad writes ...

From 5 years old:

2.3. The use of the genitive plural form of nouns:

Many things?

ball - balls wood - ...

Table - ... sheet - ...

House - ... chair - ...

Birch - ... ball - ...

Cup - ... key - ...

Book - ... pencil - ...

2.4. The use of prepositional-case structures (with prepositionsin, on, under, over, behind, before, around).

2.5. Concordance of adjectives with nouns in the singular.

Name the color of objects: ball - ..., bucket - ..., dress - ..., car - ..., boot - ...

2.6. The use of word combinations - numeralstwo and five with nouns:

house - two houses, five housesball - ...

doll - ... beetle - ...

From 6 years old:

pencil - two pencils, five pencils

key - ... lake - ...

lion - ... door - ...

3. The state of word formation.

From 5 years old:

3.1 Formation of nouns with diminutive suffixes.

What is the name of a small object?

table - table doll - ...

ball - ... spoon - ...

house - ... wardrobe - ...

bed - ... bowl - ...
Birch tree - ...

From 6 years old:

mushroom - fungus sparrow - ...

fox - ... blanket - ...
leaf - ...

3.2 Formation of names for baby animals.

From 4 years old:

for a cat - a kitten for a goose - ...

the duck - ... the fox - ...

From 5 years old:

the hare - ... the bear - ...

squirrel - ... wolf - ...

From 6 years old:

a cow - ... a horse - ... a dog - ...

3.3. Formation of adjectives from nouns (from 6 years old):

Relative (what is made of):

wood - wooden rubber -

paper - metal -

straw - snow -

fur - lingonberry -

fluff - blueberries -

brick - wool -

Possessive (whose? Whose? Whose?):

mom's bag - mom's hare's tail - ...

grandmother's jacket - ... bear paw - ...

dad's newspaper - ... wolf hair - ...
fox hole - ...

3.4. Formation of prefixed verbs (from 6 years old ).
Name the actions (What is the boy doing?):

walks - leaves - enters - exits - passes

Runs - runs out - runs out- runs in - runs across

Flies - ...

3.5. Formation of perfect verbs (from 6 years old)
painted - painted

wrote - ... did - ...

Vii. Coherent speech state

A retelling is offered (for children 4-5 years old ), a story based on a series of plot pictures (for children 6 years old).

Speech therapy conclusion

Scheme of examination of a younger schoolchild with DPD

Well-known sections, such as passport data of a child, information about early physical, mental and speech development are omitted.

I. Characteristics of the state of non-verbal mental functions, intellect, volitional sphere.

1. Sensomotor development:

• lateral organization, formed by somatospatial sensations (tasks are used to perform actions with objects, an explanation of the scheme of one's own body and the body of a person standing opposite; Head's test for reflected actions);
• characteristics of the state of visual-spatial perception, constructive praxis; the state of optical analysis and synthesis, visual attention is also assessed (tasks are used for recognition, differentiation and comparison of object images, in particular in complicated conditions, for example, superimposed on each other; recognition of numbers, letters; reproduction of figures and letters from sticks from the sample and from memory , drawing figures based on the model from Koos cubes);

characteristics of the state of manual and articulatory motor skills: coordination, dynamic and spatial organization of movements, differentiation, graphomotor skills are assessed (tests of the "fist - rib - palm" type are used; alternate rhythmic tapping with palms; "finger counting"; reproduction of various poses from the sample and from memory fingers; reproduction on a line of a sequence of the same type of graphic elements alternating their size; performing single and sequential movements of the lips and tongue);

Characteristics of the state of auditory-motor and visual-motor coordination, corresponding reactions; the state of attention is also assessed (tasks are used to reproduce rhythmic rows, reproduce a number of syllables, graphically display a rhythmic row perceived by ear; sketching graphic samples, letters).

2. Intellectual functions, personality traits:

• characteristic of the state of visual and auditory attention: the ability to concentrate, stability, volume, switching and distribution of attention are assessed (the test "Labyrinth", "Correction test" are used, finding the same figures, numbers from a number of proposed ones; highlighting for a given word in the process of auditory perception of the text of the story , answers to questions about the text heard, etc.);
• characteristic of the state of visual and auditory memory:
  the speed, volume, strength of memory, and the accuracy of reproduction are assessed (tasks are used to describe the picture from memory, reproduction of the number and sequence of objects seen; reproduction from memory of a pattern folded from geometric figures; repetition of a number of numbers; memorizing 10 words (for children with CRD - 7) ; memorizing quatrains and other tasks);
• characteristics of the peculiarities of thinking: the development and dominance of types of thinking (figurative, verbal-logical), such qualities of thinking as independence, activity are assessed; understanding causal relationships; general awareness, including the child's orientation in time (tests are used: "Exclusion of an unnecessary subject", "Classifications", "Awareness", "Analogies", "Exclusion of words", "Comparison of concepts", understanding stories with a hidden meaning; orientation in seasons, time of day and other tasks and tests);
• characteristic of the ability for self-regulation in activity: the child's ability to fully accept the task is assessed, to follow the instructions until the end of the execution, not to be distracted at work, to independently find and correct mistakes, to check the work after its completion (it is informative to observe the child in the process of performing any educational particular written assignments; you can use a test with a 5-minute recording of sticks and dashes, alternating their number; carrying out graphic dictations - drawing a pattern in a notebook in a cage under the teacher's dictation);

Characteristics of cognitive needs and motives, level of aspirations, self-esteem and volitional qualities; the presence of school anxiety (information can be obtained from conversations with the child conducted in a friendly tone and comfortable emotional atmosphere, in the process of observing the child; you can use special psychological techniques and tests).

II. Characteristics of the state of oral and written speech, language operations

one . Oral speech:

• the level of speech development: speech activity, communication skills, the transmission of cause-and-effect relationships and the temporal sequence of events in statements, the prevalence of statements, their coherence, consistency, features of the lexical design of speech, grammatical and orthoepic correctness, expressiveness are assessed (dialogical and monologue speech is checked; used : conversation, story based on a series of pictures, on a plot
  a picture, a story about an event from memory, a creative story on the proposed plot);
• general characteristics of speech sounding: the tempo and rhythm of speech, its intelligibility, sound power, the presence of semantic expressiveness are evaluated (conversation, story are used);
• state of sound pronunciation;
• the ability to correctly reproduce the sound-syllable composition of isolated words and words in a sentence.

2. Language operations:

• phonemic perception: the auditory-pronunciation differentiation of speech sounds, differentiation based on auditory perception, differentiation by presentation (tasks are used for repetition of pairs of syllables and
  words with oppositional sounds; showing called paired subject pictures; unfolding pairs of object pictures, in the names of which there are opposition sounds, under the corresponding letters);
• actualization of words, vocabulary mobility: the ability to quickly and correctly find (update) the necessary words belonging to different parts of speech, as well as antonyms, synonyms, service words - prepositions is assessed (tasks are used in which you need to finish a phrase; tasks with naming as many words from a specific thematic group; naming words with a specific sound; ending words by the first named syllable; selecting a rhyme for a word; inserting words missing in sentences, etc.);
• grammatical operations of word formation, inflection, construction of syntactic units: the ability to correctly (orally and in writing) to perform grammatical tasks is assessed; the nature and severity of agrammatisms in oral and written speech (tasks are used in which, based on a sample, it is required to form a new word from the original given; change the grammatical meanings of words, for example: the number and case of nouns and adjectives of various kinds, the number and tense of verbs; used tasks for the coordination of words in number, gender, case, for the formation of phrases and sentences; tasks for the assessment and correction of specially selected oral and written simple sentences, small texts containing incorrect grammatical constructions, morphological agrammatisms can be informative);

• linguistic analysis and synthesis: the available level and measure of mastering the operations of analysis and synthesis of sentences and words (phonemic and syllabic), the features of their implementation (tempo, execution mentally or based on pronunciation, whether finger counting or any other aids are used) is assessed ; it can be informative to compare the quality of oral analysis with the recording of the same sentences and words (speech material of varying degrees of complexity is used: sentences with a different number of short and long words, words with a different number of sounds, with a different sound-syllable structure).

3. Written speech:

• reading: the way of reading is evaluated (letter by letter, word by word, reading in whole words, in groups of words); speed, correctness, semantic guesswork, reading comprehension; difficulties and mistakes are recorded and analyzed (speech material of varying degrees of complexity is used, taking into account the stage of schooling);

• writing: the possibility and quality of completing written assignments of varying degrees of complexity is assessed (writing off letters, words, sentences; performing auditory dictations of letters, words, individual sentences, texts; recording the names of subject pictures compiled from a plot picture of a sentence compiled from a plot picture of a story; recording specially selected, taking into account the difficulties of the child,
  texts saturated with opposition phonemes or letters similar in outline). Also informative are: cheating and correcting deformed texts; comparison of the direct recording of a word or sentence with its "printing" with the help of the letters of the split alphabet (in cases of expressed difficulties and when examining the child at the initial stage of his learning); checking ideogram - involuntary letter (name, surname, address); comparison and analysis of the recordings of the text of the same dictation, which was written by the child repeatedly and at intervals in time, at different times of the school day; observation of the child's letter, in the process of which he is provided with various types of assistance.
• the ability for self-regulation and self-control when writing: in the course of observing the writing process, it is assessed how the child is involved in work, how often he is distracted, whether the pace of the task is the same during the work process, whether he notices any of the mistakes made and corrects them, whether he checks the completed work and with what result; it is also informative to compare the quality of records of the same text made at different times; comparison of the text recording, made independently or with the help of a teacher organizing attention, the type of effective help is fixed;
• analysis of the number and types of errors in various written works of the child, if possible - highlighting the prevailing type.

At what age can you conduct logo diagnostics?

Speech therapy examination of a child is extremely necessary to determine the level of his speech development. Diagnostics can be carried out starting from one and a half years: the earlier purposeful work with a child begins, the more complete and effective correction and compensation of violations can be, and in some cases it is possible to prevent secondary developmental disorders (for example, mental retardation).
In our center you can undergo diagnostics 1 year before the child enters school. Speech therapists will be able to establish the level of development of your child's speech, compliance with its age standards and contribute to further improvement.
You are definitely interested in your child's school success. But not always a nice, obedient preschooler copes with school problems. Requirements for a child, for his speech, behavior at school are changing dramatically. Many difficulties can be avoided by contacting specialists in a timely manner. We can help you with this. Parents of schoolchildren often turn to us. Their children have had difficulty learning to read and write, and grades are not at all encouraging. Most likely, the child needs the help of a speech therapist, and the examination cannot be delayed (screening for writing disorders can be carried out by a specialist in the student's notebooks). See the section "School difficulties" - article "Strange" mistakes when writing)
When carrying out diagnostics, the specialists of our center use various methods of examining a child, depending on his age and individual characteristics.

Children come to our Center every day with a request for diagnostics coming from various children's institutions, faced with the problem of an increase in the contingent of children who have signs of mental retardation in terms of readiness to study at school, difficulties in adapting to new school conditions, difficulties in mastering the school curriculum.

Recently, there has been an increase in the number of children with minimal brain dysfunctions, which lead to impaired development of higher mental functions, including speech. Diagnostic examination of such children presents certain difficulties, because this contingent of children has not only speech, but communicative and emotional-volitional disorders of varying severity.

Therefore, speech therapists in their work use complex diagnosticsdeveloped on the basis of:

Thus, a diagnostic study, on the one hand, allows us to determine the violation or lack of formation of functional systems, including speech, and thereby approach the cause of the difficulties experienced by the child, and on the other hand, complex diagnostics helps to determine special correctional teaching methods that can help overcome these difficulties.

Of particular importance are complex diagnostic methods in the study of disorders and deviations in the development of higher mental functions in children:

• Speaking and writing
• Features of the processes of perception
• Attention
• Memory
• Thinking
• Spatial imagination.

• "General diagnostics" (memory, attention, counting, thinking, emotions).
• "Speech diagnostics" (speaking, reading, writing, auditory-speech memory).

A comprehensive examination, covering both speech and non-speech capabilities of the child, allows for high-quality functional diagnostics and develop a strategy for the effective focus of correction.

What is included in a speech therapy examination?

• Diagnostics (about 1 hour)
• Parental consultation
• Registration of a speech therapy opinion
• Discussion with the parents of the individual child support program

How is speech therapy diagnostics carried out?

• pronunciation side,
• phonemic processes (hearing and perception, sound analysis and synthesis),
• dictionary,
• grammatical structure of speech,
• coherent speech,
• articulatory motor skills (mobility of the organs of speech),
• fine motor skills of the hands,
• the state of reading and writing of schoolchildren.

Before the diagnosis, the speech therapist will offer you to fill out anamnesis - a questionnaire in which parents describe the main moments of the child's development, starting from birth, the conditions of his life. You can fill in anamnesis by coming to our center for diagnostics. All the data obtained helps the speech therapist to understand the cause of the disorder and plan his work in such a way as to help the child as much as possible.
After the diagnosis, the speech therapist will recommend the necessary development program for your child, taking into account his speech, age and individual psychophysiological characteristics.

What documents do I need to bring with me to the examination?

• Direction from school.
• Characteristics for the child from the class teacher.
• References from specialists: neuropsychiatrist (required), optometrist, ENT.
• Notebooks with a large amount of student's written work (in Russian, natural history, mathematics, singing, etc.)

The speech therapy examination protocol includes the following items:

• Name, surname, age, date of birth, home address, school, class.
• The names of the patronymics of the parents, who they work for, what are the names of other family members living with the child.
• Complaints of parents, characteristics of educators or teachers.
• Early development data: a) general (briefly); b) speech (in detail, by periods).
• The structure of the organs of articulation, their mobility.
• Speech: a) impressive (understanding of speech); b) expressive (owning one's own speech) - from the point of view of phonetics, vocabulary, grammatical structure; story, retelling.
• The state of verbal intelligence.
• Reading and writing skills.

Approximate types of speech therapy examination tasks

• whether the child understands the speech addressed to him;
• what speech means he uses in communication;
• imitates the speech of an adult;
• how to answer questions (in monosyllables or in extended phrases);
• whether he uses facial expressions, gestures.

Examination of the nominative vocabulary

Examination of grammatical categories

Examination of coherent speech

• What's your name?
• How old are you?
• Who else lives at home with you?
• What's your favorite toy?
• Who did you make friends with in kindergarten?

Drawing up a story based on a plot picture, or a series of pictures.

Reading and writing survey

• Reading the text in accordance with age standards.
• Retelling what you read, understanding the hidden meaning (what the fable teaches).
• Dictation letter.
• Copying a small text with an open end and ending it with 2-3 sentences (from grade 3).

Speech therapy examination of children with OHP

The speech examination of children with OHP begins with an examination of the condition coherent speech(slide 2,3) - the ability to compose a story from a picture, a series of pictures, retelling, story, etc.
Then the speech therapist examines the level of development grammatical processes
- where the child's ability to understand and use prepositions is tested (Sl 4)
- checking the ability to form the plural form of nouns. The child is asked to name pairs of pictures (slad 5)
- checking the ability to use the suffix method of word formation, where it is proposed to name large and small objects. Moreover, the child must name a small object affectionately (sweet 6)
then the child forms prefixed verbs based on pictures, continuing the story started by the speech therapist (slide 7)
-forming possessive and relative adjectives (slide 8.9)
- checking the ability to match nouns with adjectives (slide 10)
- checking the child's ability to match numerals with nouns. It is proposed to count the objects in the pictures and answer the question "how much?" (slides 11,12,13)
- checking management and coordination skills (slides 14,15,16)

Survey vocabularywith OHP allows you to assess the ability of children to correctly correlate a particular word-concept with the designated object or phenomenon.
- material is selected on various lexical topics, where the child's ability to generalize is revealed (slides 17-30)
- pictures with objects are also offered to name the details that make up this object (slide 31)
- a picture for naming body parts (slide 32)
- selection of words-antonyms (slides 33,34)
- words - synonyms (slides 35,36)

The state of articulatory motor skills - students are invited to follow a series of imitation exercises: "Smile", "Proboscis", "Pancake", "Needle", "Fence", "Swing", "Horse". Execution with exact correspondence of all movement characteristics is noted: availability of movements; volume; tone; execution rate and switchability; long search for a pose; deviations in configuration, synkinesis, hyperkinesis (slide 37)
Sound pronunciation state - picture material is selected for all groups of sounds that are examined in different positions: at the beginning, middle, end of a word (slides 38-57)
- the state of the syllable structure of words - first, pictures in the names of which have a simpler structure of words, then a complex syllable structure (slides 58-59)
Examination of phonemic processes- the child must indicate pictures, the names of objects on which differ from each other only by one sound. Pictures are provided to differentiate different groups of sounds (slides 60,61,62)
Sound Analysis and Synthesis Skills Test - (slide 63) presents pictures of monosyllabic words that will reveal the skills of sound analysis and synthesis.
- "What is the first sound in the word juice ..."
- "What is the last sound in the word poppy ..."
- "What is the sound in the word nose in the middle?"
- "Determine the sequence of sounds in the word som"
- "Determine the number of sounds in the word cancer"
- “Guess what word is hidden. This word contains sounds: [k], [o], [t]
Similarly, the examination of the skills of sound analysis and synthesis occurs in complex words (slide 64)

The result of examining the state of speech and non-speech processes in a child with OHP is a speech therapy conclusion reflecting the level of speech development and the clinical form of speech impairment (for example, OHP level 2 in a child with dysarthria). OHP (general underdevelopment of speech) should be distinguished from ZRP (delayed speech development) in which only the rate of speech formation lags behind, but the formation of language means is not disturbed.
The use of computer technology provides ample opportunities for using various analyzer systems in the process of performing and monitoring activities. In particular, visualization of the main components of oral speech. In the course of the lesson with the use of a computer, children learn to overcome difficulties, control their activities, and evaluate the results. The diagnostic material presented in a bright, interesting and accessible form for the child arouses interest and attracts attention.

Presentation on the topic: Examination of the speech of children