Onr level 2 individual lesson with a speech therapist. Speech games and exercises in the logopoint of the preschool educational institution and at home for children with OHP III-IV levels. Fragments of classes on the fairy tale "Teremok"
They tried it for the first time a year ago, then they took a break for six months, then they tried it again from the beginning - the result is the same. Now we have started registration in a speech therapy kindergarten. They gave the documents to the commission, but it seems to me that all this is useless. He will not engage in kindergarten either. So I try to do as much as possible myself. On the one hand, it’s easier for me, due to my pedagogical education, on the other hand, it’s more difficult, because I myself have six wrong sounds and, of course, I only do speech therapy with a child. But in this case, not in sounds at all, but in the fact that speech seems to me, in principle, to develop in the wrong direction. The grammatical forms are broken and it is absolutely useless to correct. I correct ten times, on the eleventh he immediately says the same. Although there are a lot of wrong sounds too. It's easier to say which of them are correct, I guess. Because it is very difficult to understand what a child is saying, especially in fluent speech. A year ago, when the first 20 words appeared (it was about 3 years 2 months), and then the first sentences (somewhere after 3.5 years), I kept hoping that things would get better. But now (4 years 2 months) I see that there is nothing of the kind. The sentences appeared, they are quite detailed, good sentences, the vocabulary is already relatively decent and it is not difficult to build it up, but since the child is still speaking indistinctly, often with violation of gender and cases, no one understands anything anyway and it turns out that he, as it were, is still practically does not speak.
All diagnoses are different. Apparently it depends on what mood the child had and from which side he demonstrated himself, and from which he did not want to. The only thing they agree on is that the child is purely speech, they do not find developmental delays. They also do not find any visible organic lesions, any obvious problems with the brain. Even regarding the language there is no common opinion. Some write sluggish, while others say that it is strange that with such a normal language such a mess. In any case, we are trying to do language gymnastics, but the child does not want to do anything.
I bought a bunch of speech therapy notebooks for children with ONR and what I see. Basically, the lessons are aimed at expanding vocabulary. Topics are covered: toys, vegetables, fruits, and so on. Everywhere the same, only the order changes. But how to make it so that it becomes more intelligible in a situation where the child categorically does not want to deal with specialists? They tried to take him to the center, and they invited speech therapists to the house. They only came to the conclusion that the child now has idiosyncrasy for any pictures and cards. One has only to try to get something, he immediately leaves. With toys, too, passes only for the first time. Nothing will come out systematically. Maybe I'm digging in the wrong direction? Maybe you can start from the other end? Just do not advise me, please, any free places where they get in the direction. I already know all of them. It's useless. It’s a miracle for me that we received a referral from a district speech therapist for a commission. He won't go there the second time. Do not just think that this is my unbridled activity. I was hoping for experts. I connected only when I realized that no one takes a child :(
I'm an amateur, of course. Perhaps my questions will seem strange to a professional, but here I am in the literature, which I have already studied a lot, I read something very consonant with my doubts: "... the subject dictionary of preschoolers turns out to be "over-enriched" in relation to the stage of their speech development, at which the task of replenishing the vocabulary is no longer a priority in the work of a speech therapist. Therefore, replenishment and clarification of the dictionary should not be the main content of a speech therapy lesson. First of all, the emphasis in lexical and grammatical classes, it is necessary to focus on the grammatical design of words (commonness of their morphological composition, the way they are connected with other members of the sentence, etc.) This is the only way to solve the problem of correcting lexical and grammatical violations.
However, the majority of practitioners (this is confirmed by meetings both with colleagues from Moscow and with those who come to advanced training courses from all over the country) adhere to the opposite approach. So, speech therapists study with children with general underdevelopment of speech, traffic rules, comparative characteristics of wintering and migratory birds, the difference between vegetables, fruits and gourds, etc. 1-2 generalizing concepts are planned as the topic of a speech therapy lesson (vegetables and fruits, birds, professions of people, domestic and wild animals, etc.), which limits passive and active vocabulary.
Here we have just such a situation. All my efforts result in a vocabulary that the child cannot use anyway. As for the root of the problem, things are still there
Sun, Feb. 10th, 2008 05:37 pm (UTC)
ex_whitesto
I see that your post has been hanging for a long time, but none of the participants have dared to answer.
Maybe they were frightened by your competence and perseverance in terms of finally finding out the content of speech therapy classes ...
Anyway, if you still have a desire to clarify a number of issues here, I'll be happy to try.
The general underdevelopment of speech implies the underdevelopment of the child's sound side, lexical and grammatical. Accordingly, a speech therapy lesson with such a child should include exercises in a playful way aimed at staging, differentiation, automation of sounds, accumulation of a passive and active vocabulary, and the formation of grammatical generalizations.
While studying at the institute, we were often given the task of compiling a summary of a speech therapy lesson with children with ONR. Then I was always tormented by the question: what should be the ratio of time spent on the passage of phonetic tasks, lexical, grammatical. And then I realized that everything is quite individual. The child quickly memorizes words, and it is more difficult for him to agree on them in a sentence or change in cases. This, perhaps, should be paid more attention to in individual lessons.
So in your case: you should pay more attention to changing words in numbers, cases, tenses, matching words in a sentence, etc. At the same time, you need to somehow manage to draw the child’s attention to the transformation of the sound design of the end or beginning of a word when it changes tables, sees - sees).
And, of course, you need to bring up a positive attitude of the child to classes.
Try to find "your" speech therapist :)
Wed, Feb. 27th, 2008 08:42 am (UTC)
mari_marian
Thanks for the comment.
Finding a speech therapist, unfortunately, turned out to be the most difficult problem. If someone undertook to study, I would not even keep it in my head, but unfortunately after the first test with my boy “no”, no one undertakes to continue.
Tue, Jun. 24th, 2008 11:39 pm (UTC)
alllka
: OHP + unwillingness to engage.
Found your post by accident - thank you! I don’t even know what to write, what if some changes have taken place during this time and there are no questions left?
One thing I know for sure is that the decision to go to a speech therapy d / s is very right! Neither you nor the speech therapist who comes to your home will be able to provide the child with a system of classes and those conditions in which the child’s speech is in the field of view of specialists for almost the whole day. When I am asked to work privately with a child with ONR, I always have to assess the situation very carefully. Most often, I recommend the garden, because. I myself worked with ONR groups and I know this kitchen from the inside. Even three sessions a week with a speech therapist is often not enough. And what is class time? And what then, the rest of the time? You can't book yourself a full-time speech therapist, can you? :)) In a speech therapy nursery, the child spends the first half of the day in speech therapy classes, group and individual (every day!!! What is very important!) And in the afternoon, he studies with the teacher on the instructions of the speech therapist. In addition, any classes, whether it be mathematics, music, preparation for the holiday ... are carried out taking into account the capabilities and needs of the child. There is such a notebook "connections with the educator", in which the speech therapist prescribes in detail (or briefly) what the educator should do with each child, what to pay attention to. For example, Vasya - automation of the sound L. This means that the teacher in ALL classes should not miss Vasya's incorrect pronunciation of this sound. Thus, the sound is fixed not only within the framework of one lesson, but is constantly being corrected. The same is true for grammatical forms. If during this period the genitive case is practiced in grammar classes, then the "five chairs" in mathematics will not work. It is in an ordinary garden that the teacher will evaluate only the correct account, and in speech therapy they will correct it and find a reason to work out the gram. shape. And for the holiday, the poem will be selected taking into account the set sounds, etc. Of course, I don’t know, maybe these conditions are not observed everywhere, but they should, because. it is precisely such a system that provides the child with a full-fledged correction of speech problems, and this is how the learning process should be built into the d / s log (I know this from work experience). All this, however, does not eliminate parents from the process. After all, there are still weekends and evening time with the family. There are children who need constant supervision from adults, in such cases, the help of parents is indispensable!
But you have another problem - the child avoids classes. We must try to answer the question why? I think that in this case the help of a psychologist is needed. I do not rule out that first it is necessary to solve psychological problems, and the solution of speech therapy should be included imperceptibly, very dosed, it is even possible to postpone them for some time. If you already go to log.d / s and with individual lessons all the same problems, perhaps you need to give up individual lessons for a while, go only to group lessons so that the child gets used to it, gradually gets used to the fact that speech - in the spotlight. But do not solve this issue yourself, talk to a speech therapist and a psychologist. If the child does not refuse homework with you, then, in order not to miss time, study with him according to the speech therapist's plan. Arrange for regular consultations with your speech therapist in the garden. In a word, do not give up, there are options, but the help of a psychologist is very necessary. Such a stubborn refusal to study is most likely a particular form of manifestation of some psychological problems or characteristics that should be taken into account not only in the development of speech, but also in the general upbringing of the child, because The problem is bound to pop up somewhere else. Although, maybe I'm wrong, maybe this is a reaction to something that is difficult. But, in any case, such a reaction also needs to be corrected, softened, preferably competently, i.e. with the help of a specialist. I wish you success! And write, please, do you go to the garden, in the end, or not, and how is it going?
Natalya Zyukova
Abstract of a speech therapy lesson with a child 4-5 years old with OHP level I on the topic "Wild Animals"
Abstract of an individual speech therapy lesson
with child middle preschool age with OHP-I level
Subject: Wild animals.
Compiled: teacher- speech therapist highest qualification category
Zyukova Natalya Adolfovna
Pestovo
Target: formation of passive and active vocabulary.
Tasks:
1. formation of positive motivation for verbal communication;
2. activation of imitative speech activity;
3. consolidation in speech of words from a lexical topic « Wild animals» ;
4. development of general and fine motor skills, memory, auditory perception.
Equipment: massage balls 2 pcs, lacing - apple, Pictures (hedgehog, fox, squirrel, wolf, elk, wild boar, hare, beaver).
Lesson progress:
I. Organizational moment. Topic message.
Today we will imagine that we went to the forest and there we will meet different wild animals.
II. Game of speech imitation.
We go into the forest, and howling in the branches of trees wind: wow. How does the wind howl?
(the child repeats after the speech therapist: "u-u-u").
And here is one of the forest dwellers (show picture). Who is this?
Yes, it's a hedgehog.
Let's tell poems about a hedgehog and a drum. What does a drum sound like, do you know? He sounds: "bam-bam-bam". You will help me, show and speak with me how the hedgehog plays the drum.
A hedgehog walks with a drum: bam-bam-bam. I represent the game with my hands
Hedgehog plays all day: bam-bam-bam. drum for words "bam-bam-bam"
With a drum behind his shoulders - bam-bam-bam. Child repeats: "bam-bam-bam"
Hedgehog wandered into the garden by accident: bam-bam-bam.
He loved apples very much - bam-bam-bam.
He forgot the drum in the garden - bam-bam-bam.
apples fell at night: bam-bam-bam.
And the blows resounded: bam-bam-bam.
(G. Vieru)
III. Activation and enrichment of the dictionary.
Who walked with a drum?
Now tell me who else lives in the forest? (I post pictures showing wild animals) . Child names some of them, I name the rest and then ask to be shown.
(It's a wolf. Let's say together: "wolf". This is an elk. Show me where the moose is. Where is the wolf
Everyone we met is called wild animals. Where do they live? (In the woods)
IV. Development of general imitation and fine motor skills.
There are no toys in the forest, but I took such a ball with me. Let's play it. (ball game with words "on-give").
Our ball looks like someone. Look, he looks like a hedgehog. We stroke him, roll him in our hands.
Stroked mother-hedgehog hedgehog: massage of the hands with a ball with spikes
"What pretty kids are lying".
Every prickly hedgehog
Mom's favorite child.
Well, while we were playing ball, our hedgehog got bored. Let's give him an apple lacing - apple,child lace it up with a contrasting color cord).
Here's what we got. What do we give the hedgehog? Apple. Beautiful? Beautiful. I emphasize intonation and a clearer pronunciation of the word "Apple" and "beautiful", child repeats them.
V. Fixing names in speech wild animals.
And now we will tell you a fairy tale about a hedgehog. You will help me, name what I show.
once upon a time (Hedgehog).
Went somehow (Hedgehog) walk and met him (a fox).
Wanted (a fox) eat (hedgehog).
BUT (Hedgehog) curled up in a ball, hid (paws) and (nose), only thorns stick out in all directions.
Became (a fox) roll on the ground (hedgehog, but only pricked his paw.
ran away (a fox) in the forest.
So smart (Hedgehog) escaped the fox.
VI. Activation of imitative activity in physical education.
We told a story and got tired, and now we will get up and rest a little. Do like I:
Come on, show me your hands
Put them on your shoulders.
Put your hands on your nose
Touch them to your hair
Stroke your palms stomach,
Show me where your mouth is
Pull up, spin around
And, of course, take a bow.
(poems from the collection of dynamic pauses)
VII. Dictionary refinement.
(I post all the pictures).
You and I have hands, but what about the hedgehog? Paws. Where are the fox's paws? Where are the spines of the hedgehog? Where are the antlers of the moose? Where is the squirrel's tail?
VIII. Summarizing.
It's time for us to return from our imaginary journey home. Let's remember again and call everyone wild animals that we met in the forest. (Show pictures child calls them)
Did you enjoy your trip to the forest? Did you do all the tasks well? Tomorrow we will meet again wild animals and you can name them correctly.
Prepared by: teacher-speech therapist Yakovleva Natalya Nikolaevna
MBDOU No. 181, Rostov-on-Don
Target:
1. Expand, clarify and activate the vocabulary on the topic "Fruits";
2. To consolidate the general concept of fruit;
3. Learn to distinguish and use singular and plural nouns in speech;
4. Learn to build a phrase of 2-4 words.
5. Develop attention, memory, thinking.
6. Consolidate knowledge of primary colors.
Equipment: projector, screen, presentation "Fruits" in Power Point mode.
Lesson progress
1. Game exercise "What the truck brought us." slide 2.3
Tell the children that a truck came to class and brought the harvest that they had gathered in the garden.
Offer to say that he brought the truck, make a riddle:
Pear, apple, banana.
Pineapple from hot countries.
These delicious foods
Together they are called... (Fruits)
Consider and name each fruit.
To consolidate the generalizing concept of "fruit". (The truck brought an apple, pear, peach, etc. - these are fruits).
2. Exercise "Fragrant fruits". slide 4
Speak the poem to the children:
Autumn has come to us again.
Autumn brought rain.
Stored fruits in the garden.
I love fruits so much!
As you exhale, learn to pronounce phrases (inhale through your mouth, without raising your shoulders, exhale through your mouth):
— Ah! What fragrant fruits!
— Ah! What fragrant, fragrant fruits!
Clarify where fruits grow, ask:
- What is it? (This is a garden (tree, branch).)
- Where do fruits grow? (Fruits grow in the garden.)
What do fruits grow on? (Fruits grow on a tree (on a branch).)
3. Didactic game "What juice?" slide 5
Children name the pictured fruit and say what the juice from this fruit will be called. For example: "This apple is apple juice." Then they show how they drink juice, take a light breath in through their nose, and exhale, say: “Ah! What a delicious juice”, “Ah! What a healthy juice!”, “Ah! What flavorful juice!
4. The game "Count the fruits" Slide 6
- One two three four five. How many apples?
How many apples did we pick?
5. Fizminutka "The wind is blowing." Slide 7
|
The wind blows in our faces |
Hands forward, movements of the hands forward, backward. |
|
The tree swayed. |
Hands on the belt, tilts to the sides. |
|
The wind blows quieter, quieter. |
To squat. |
|
The tree grows taller |
Stand up, raise your hands up, stretch. |
|
We will go to the kindergarten with you, |
Steps in place. |
|
Pick fruit from the tree. |
Raise your hands up, "throw" down. |
6. The game "Find a couple." Slide 8
Ask the child to name each fruit. Find a shadow for each of them.
— What did you find? (I found an apple.) Etc.
7. The game "4th extra". slide 9,10
To consolidate the ability to find the fourth extra item and explain why it is superfluous:
Only in size
Only in color.
8. Summary of the lesson.
The teacher summarizes the material studied in the lesson. Thank the children for a job well done.
A large selection of ready-made abstracts of speech therapy classes for children with general underdevelopment of speech. Experience in applying effective methods for correcting violations of sound pronunciation, perception, unformedness of the lexical and grammatical side of speech.
Publications about the use of games and dramatizations, theatrical productions and fiction, excursions and walks in developing lessons. Using these and other methods, we contribute to the formation of impressive speech in preschoolers with OHP; gradual development and improvement of speech hearing, general speech skills (sound pronunciation, clarity of diction, intonational expressiveness of speech, coordination of speech with movement, general, fine and articulatory motor skills).
Classes that help to cope with speech problems.
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Recently, children often show underdevelopment of speech. It can take place in different ways and in different stages. In any case, corrective work with children is necessary, which consists in individual and group work with children. One of the most dangerous stages is OHP level 2. How to recognize this disease in a child?
Symptoms
OHP grades 1 and 2 are considered the most severe. In general, speech disorders are manifested in the inconsistency of words, sometimes the absence of sounds and meanings of speech. Subsequently, the shortcomings of oral speech will manifest themselves in dysgraphia and dyslexia at school.
Underdevelopment of speech of the 2nd degree is manifested by the following symptoms:
- gestures, babble;
- sometimes simple sentences appear;
- the poverty of the dictionary, and the words that the child knows are very similar in meaning;
- difficulties with the consistency of speech, often there are no plurals, cases;
- the sound pronunciation is distorted, the child replaces sounds, pronounces them indistinctly.
What can a child who is diagnosed with underdevelopment of speech of the 2nd degree?
- pronounces simple words that are similar in meaning (fly beetle, insects; tufi shoes, sneakers, boots, etc.), i.e. one word combines several concepts;
- hardly names parts of the body, objects, dishes, words with a diminutive meaning (most often such words are absent or present in a limited amount);
- with difficulty determines the signs of the object (what it is made of, color, taste, smell);
- composes a story or retells only after leading questions from an adult;
- statements are poorly understood, sounds are distorted.
The characteristic of OHP makes one think about why such violations occur. The reasons, as a rule, lie in the physiological sphere and do not always depend on the mother or her child:
- hypoxia during pregnancy or childbirth;
- asphyxia;
- rhesus conflict;
- head injury.
The correctional work ahead of the speech therapist and the baby's parents is very painstaking. It is necessary to form a speech according to the model practically from scratch. How are remedial sessions carried out?
Working with a speech therapist
If by the age of 3-4 the child’s speech is not formed, it is necessary to visit a speech therapist and a neuropathologist. Diagnosis and characterization of OHP is carried out by several specialists.
A neurologist can help determine the cause. If treatment or additional vitaminization is needed, the doctor will prescribe drugs to stimulate the speech centers and the nervous system as a whole. To determine what drugs your baby may need, you will need to do an MRI of the brain. However, such an analysis is not always required. Sometimes a neurologist after a conversation with his mother is quite clear why speech does not develop, and how you can help the child and his family to cope with the disease.
After a visit to a neurologist, a consultation with a speech therapist is necessary. If possible, classes should be continued individually or in special speech correction groups. What will the teacher do with the child?
The general direction will be to develop the activity of speech and its understanding, the formation of phrases, sound pronunciation, clarification of how words are pronounced, the use of lexical and grammatical forms.
A speech therapist may need family help, as several sessions per week may not be enough to develop speech. A speech therapist can show mom the direction of work in the family circle. For example, to correct sound pronunciation, you will need to constantly ask the child to pronounce the word in a singsong voice, while everyone in the house should speak the same way.
In more detail, corrective work will consist of the following exercises:
- Pronunciation of hard-to-pronounce words in a singsong voice, drawling, so that the child hears all the sounds and can repeat them. It is desirable that everyone around the baby, and not just in the classroom, speak in this manner. This will allow the child to better capture the sound composition of words.
- Learning words by thematic groups based on images. For example, a speech therapist shows a child pictures of pets and clearly names them, forcing the baby to repeat the names. So the child gradually begins to systematize the phenomena and objects of the world around him.
- Comparison of the same grammatical forms of different words belonging to the same part of speech. For example, we rode: on a sled, in a car, on a hill, etc.
- The same is done with verb forms: Kolya wrote - Kolya writes - Kolya will write.
- Working out changes of nouns by numbers. The teacher shows images of objects in the singular and plural, names them and asks the child to show them.
- Proposals are dealt with separately. The speech therapist substitutes them into phrases similar in structure, for example: goes to the forest, to visit, uphill, etc.
- Work on distinguishing voiced and deaf sounds, distinguishing them in speech.
- Determining the sound in a word by ear for the development of phonemic hearing.
It is best if classes with children with speech underdevelopment of the 2nd degree will be held individually with a speech therapist. Oh, do not deny babies communication with other children, which is extremely important for them. In this communication, speech will be formed, the desire to build a phrase and convey information to other children.
It is known that a child communicates completely differently with adults and with his peers. With the latter, he feels freer, his interests coincide with them. If your child with ONR does not attend kindergarten, the reason for poor speech development may lie, among other things, in a lack of communication. Try to enroll your child in a development group, a kids club, where they try to develop children comprehensively. A social circle will appear here, and artistic perception of the world, songs, physical activity will create an optimal environment for improving speech.
Forecast
It is very difficult to predict how the development of speech in a baby will go. Much depends on the degree of development of the disease and the cause that provoked it.
You need to start work as early as possible. Already at the age of three, if the baby does not speak, or makes inarticulate sounds, it should be clear to parents that they need to go to see a neurologist. Without a specific diagnosis and drug treatment, even intensive sessions with a speech therapist can be powerless.
If all necessary measures are taken and OHP is not started, there is hope that the child will start talking. However, his further education in a public school becomes impossible. Parents will either have to teach him at home or send him to a specialized educational institution for children with speech problems.
Much depends on the temperament and sociability of the baby. In many ways, they determine how much he will take root in the school team, find a common language with his peers, how teachers will treat him.
Corrective work with children with speech underdevelopment of the 2nd degree should be carried out exclusively by a specialist. Parents do not need to intervene in the process or try to solve the problem on their own. All the more scary to let problems take their course. The kid needs qualified help, otherwise he will have problems with contacts in the future.
