- YOU MUST COMPLETE THE TASK BY SHOWING, THEN ACCORDING TO VERBAL INSTRUCTIONS WHEN COUNTING FROM 1 TO 5;
- EXTRACT THE INDEX AND LITTLE FINGER OF THE RIGHT THEN THE LEFT HAND, BOTH HANDS;
- EXTRACT THE INDEX AND MIDDLE FINGERS OF THE RIGHT, THEN THE LEFT HAND, OF BOTH HANDS;
- PLACE YOUR MIDDLE FINGERS ON YOUR INDEX FINGERS ON BOTH HANDS;
- PLACE YOUR INDEX FINGERS IN THE MIDDLE OF BOTH HANDS;
JOIN THE THUMB OF YOUR RIGHT HAND INTO A RING, THEN YOU NEED TO DO THE SAME WITH YOUR LEFT HAND AND BOTH HANDS WITH YOUR INDEX (MIDDLE, RING AND LITTLE FINGER). WHEN PERFORMING THIS TEST, THE ACCURACY AND CORRECTNESS OF THE CHILD'S TASKS IS NOTED.
2. INVESTIGATION OF DYNAMIC COORDINATION OF MOVEMENTS OF THE FINGERS:
ALTERNATIVELY YOU NEED TO CONNECT ALL THE FINGERS WITH THE THUMB OF FIRST THE RIGHT HAND, THEN THE LEFT, THEN BOTH HANDS AT THE SAME TIME (HEALTH THE FINGERS FIRST OF ONLY THE RIGHT HAND, THEN HEALTH THE FINGERS OF ONLY THE LEFT HAND, THE FINGERS OF THE RIGHT AND LEFT HANDS ARE ROLLING);
- EXECUTE THE MOVEMENT<< КУЛАК - РЕБРО - ЛАДОНЬ >> WITH THE RIGHT, THEN THE LEFT HAND, THEN WITH TWO HANDS THIS IS DONE AT THE SAME TIME; THIS TEST MUST BE REPEATED WITH YOUR TONGUE BITCHED BY THE TEETH. WHEN PERFORMING THIS TEST YOU SHOULD NOTE:
MASTERING THE PROGRAM (FROM THE FIRST PRESENTATION, FROM THE SECOND PRESENTATION, AFTER COMPLETION JOINTLY WITH YOU, FAILURE);
NATURE OF THE ACTION (SMOOTH, ELEMENTAL, SLOW, DIFFICULTIES IN A CHILD SWITCHING FROM ONE LEVEL TO ANOTHER);
- ERRORS VIOLATION OF SEQUENCE OF MOVEMENTS, PERSEVERATION).
3. CONDUCT A STUDY OF A CHILD’S SENSE OF RHYTHM:
- CHANGE HANDS WITH SIMULTANEOUS COMPRESSION OF ONE HAND INTO A FIST THEN OPENING THE FIST OF THE OTHER HAND;
- PLAYING THE PIANO (FINGERS 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);
- DRAWING BY PATTERN<< ДОМ - ДЕРЕВО - ЗАБОР >>;
- COLORING, CUT-OUT, HATCHING (BASED ON CHILDREN'S WORK);
EXAMINATION OF THE RATE OF MOVEMENT USING A WRITTEN TEST: DRAW STICKS IN A LINE ON PAPER FOR 15 SECONDS AT AN ARBITRARY PACE, FOR ANOTHER 15 SECONDS DRAW FASTER, THEN DRAW FOR 15 SECONDS AT THE ORIGINAL TEMP E; RESULTS 1 AND 3 TIMES ARE COMPARED AND THE RATES ARE EVALUATED: ACCELERATED, NORMAL, SLOW. WHEN PERFORMING THIS TEST IT IS NOTED:
- ABILITY TO PERCEIVE A CHILD’S RHYTHM;
- ABILITY TO REPRODUCE RHYTHM IN MOVEMENTS;
- ABILITY TO RETENTION OF RHYTHM - STORING IT IN MEMORY;
- ABILITY FOR RHYTHMIC CREATIVITY - RHYTHMIC ACTIVITY OF THE CHILD.
4. STUDY OF MECHANISMS OF AUTOMATION OF MOVEMENTS OF THE LEADING HAND (LET'S SAY GREETS).
THE ADULT INVITES THE CHILD TO EXTEND HAND TO GREET (SAY HELLO): FIRST THE RIGHT HAND, THEN THE LEFT HAND, THEN BOTH HANDS. IT IS NECESSARY TO NOTE EXTRAORDINARY MOVEMENTS OF THE CHILD (CLINCHING THE OPPOSITE HAND, RAISING THE SHOULDERS, CONTRACTING THE FACIAL MUSCLES, OPENING THE CHILD'S MOUTH, ETC.), WHICH INDICATE A LOW LEVEL OF CORRECTION OF VOLUNTARY ACTIONS.
ACCORDING TO THE RESULTS OF THE FINE MOTOR SKILLS EXAMINATION, THE CHILD'S LEVEL IS DETERMINED. EACH CORRECT EXERCISE WILL RECEIVE ONE POINT.
MAXIMUM NUMBER OF POINTS:
- FIRST TASK 6 POINTS;
- SECOND TASK 2 POINTS;
- THIRD TASK 5 POINTS;
- FOURTH TASK 1 POINT.
FIRST LEVEL (LOW, LESS THAN TWO POINTS).
THE CHILD IS NOT ABLE TO MOVE; THERE IS INDERITY AND UNDIFFERENTIATION OF MOVEMENTS. THE CHILD HAS NO SEQUENCE OF MOVEMENTS, THE TEMPOS OF MOVEMENTS IS EITHER FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS WHEN GREETING.
SECOND LEVEL (BELOW AVERAGE, FIVE TO THREE POINTS).
THE CHILD'S MOVEMENTS ARE NOT ACCURATE; DISORDERS IN THE DYNAMIC ORGANIZATION OF MOVEMENTS ARE NOTED. THERE IS NO SEQUENCE OF MOVEMENTS, THE CHILD'S PACE IS FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOTIONS WHEN GREETING.
THIRD LEVEL (INTERMEDIATE, NINE-SIX POINTS).
WHEN PERFORMING TASKS FOR DYNAMIC AND STATIC COORDINATION OF FINGER MOVEMENTS, A CHILD HAS DIFFICULTIES, BUT NO OBVIOUS IMPAIRMENTS. THIS EXAMINATION RECOGNIZES LIMITED VOLUME OF MOVEMENT, DIFFICULTY IN CHANGING THE SET POSITION OF THE FINGERS, REDUCED MUSCULAR TONE AND INSUFFICIENT ACCURACY.
FOUR LEVEL (ABOVE AVERAGE, TWELVE - TEN POINTS).
DYNAMIC AND STATIC COORDINATION OF MOVEMENTS OF THE FINGERS IS FORMED, BUT THE VOLUME OF MOVEMENTS OF THE FINGERS IS NOT COMPLETE ENOUGH. THE CHILD HAS FORMED A SENSE OF RHYTHM. THERE ARE NO EXTRA MOVEMENTS WHEN GREETING.
FIFTH LEVEL (HIGH, FOURTEEN - THIRTEEN POINTS).
DYNAMIC AND STATIC COORDINATION OF MOVEMENTS OF THE FINGERS ACTIVE, FULL RANGE OF MOTION, NO REPLACEMENTS OF MOVEMENTS. A COMPLETE SENSE OF RHYTHM IS FORMED. RIGHT HAND IS LEADING. THE CHILD DOES NOT HAVE ANY EXTRA MOVEMENTS WHEN GREETING.
Date of examination
Speech card
Full name child's date of birth
Where did you come from?
Information about parents:
Mother
Father
History data:
Progress of pregnancy: without pathology, mild toxicosis, severe toxicosis, threat of premature birth, somatic diseases, infectious diseases, gestosis.
Fetal development: without pathology, with pathological manifestations.
X nature of childbirth: without pathology, with fetal asphyxia, birth trauma.
Early development of child speech: time of manifestation of voice and speech reactions: screaming, humming, babbling, first words, first sentences _______________________________________
Early (up to 1 year) psychomotor development of a child: on time, late, ahead
Past diseases:
Have you previously worked with a speech therapist, results?
Ι . Study of the state of the motor sphere
State of general motor skills
Motor memory(repeat 4 hand movements after the speech therapist) : execution correct, incorrect; execution is consistent, inconsistent; switching is not broken, broken.
Voluntary braking(march and stop quickly when clapping) : movements are smooth, lacking smoothness; leg movements are precise, not precise; motor reaction corresponds to the signal, does not correspond.
Static coordination of movements(stand one foot behind the other in one line with eyes closed; stand on one leg with eyes closed): holding the pose freely, with tension, with swaying from side to side; balances the body with the arms and head; leaves his place, makes a jerk to the sides, touches the floor with his other leg; falls; opens eyes; refuses to perform the test.
Dynamic coordination(march alternating step and clap): performs correctly 1 time, 2-3 times, strains, alternating step and clap fails.
Spatial organization of a motor act(start walking from the center of the circle to the right, walk the circle back to the center on the left. Walk through the office from the right corner through the center diagonally, walk around the office around and return to the right corner diagonally through the center from the opposite corner, turn around in place and move around the office in hops, starting movements from the right.): knows the sides of the body, does not know; knows the leading hand, does not know; performs confidently, uncertainly.
Pace of movements(maintain a given tempo in hand movements for a certain time): normal, accelerated, slow, slow.
Sense of rhythm(tap a rhythmic pattern after the teacher with a pencil): the tempo is accelerated, slowed down, normal; violates the number of elements, does not violate.
CONCLUSIONS: VIOLATIONS MOTOR MEMORY, VOLUNTARY BRAKING, STATIC COORDINATION OF MOVEMENTS, DYNAMIC COORDINATION, SPATIAL COORDINATION, PACE, SENSE OF RHYTHM, VOLUME; MOVEMENTS Sluggish, ACTIVE, ACCURATE, INACCURATE, AWKWARD.
2. State of manual motor skills :
Static coordination of movements:
- straighten your palm with your fingers close together and hold it in a vertical position for a count of 15;
Straighten your palm, spread all your fingers to the sides and hold in this position while counting;
- “goat” for counting;
- “bunny” for counting;
Fold the first and second fingers into a ring, straighten the others, and hold them under the count;
Place the third finger on the second, gather the rest into a fist, and hold it under the count.
Dynamic coordination of movements:
- perform a count: clench your fingers into a fist - unclench 5-8 times;
Keeping your palm on the table surface, separate your fingers and connect them together;
Fold your fingers into a ring - open your palm (5-8 times) in the same sequence;
Alternately connect all fingers of the hand with the thumb;
- “palm” - “fist”;
Place the second fingers on the third on both hands.
CONCLUSIONS: SMOOTH, LACK OF SMOOTHNESS; ACCURATE, INACCURATE; TENSE; BINDED; THE TEMP IS DISRUPTED, THE TEMP IS NOT DISTURBED; SWITCHING DECISION IS, NO; SYNKINESIA; HYPERKINESIS; CANNOT MAINTAIN THE SET POSITION; MOVEMENT FAILS; EXECUTION CORRECT
ΙΙ. Structure and mobility of articulation organs
1. The structure of the articulatory apparatus
A. Mimic muscles at rest: nasolabial folds are pronounced and smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; drooling yes or no; lip asymmetry, yes or no; lips close tightly, freely; hyperkinesis yes, no
B. Lips: natural thickness, thick, cleft upper lip, postoperative scars, labial frenulum, shortened short frenulum of the upper
B. Teeth: smooth, healthy, located outside the jaw arch, small, sparse, crooked, underdeveloped, carious, normal size, diastema
Bite: physiological, open anterior, open lateral, unilateral, bilateral
Jaw structure: progenia (displacement of the lower jaw forward), prognathia, normal
B. Hard palate: domed, excessively narrow, high, flat, low, cleft of the hard palate, cleft alveolar process, submucosal cleft, normal
G. Uvulya: absent, shortened, split, hangs motionless along the middle pine, deviates to the side, normal
D. Language: thick, flaccid, tense, small, long, narrow, parts of the tongue are not expressed, pulled deep into the mouth, outside the oral cavity, normal
E. Hyoid frenulum: short, elastic, stretched, incremented, inelastic, normal
2. Condition articulatory motor skills
Lips:
- “Thread” and hold for a count of 5;
-"Bagel";
-"Proboscis";
- “Fence”;
- “Bunny”;
-"Frog";
-"Window";
Repeatedly pronounce the labial sounds “b-b-b”, “p-p-p”.
execution is correct; range of motion is normal, small; synkinesis; without tension, with tension, excessive muscle tension; exhaustion of movements; tremor; salivation; hyperkinesis; active only right side lips, left side of lips only; closing lips on one side; movement fails.
Jaw:
- "Hippopotamus";
Movement of the jaw left and right;
Push the bottom one forward.
execution is correct; jaw movements of insufficient volume; synkinesis, tremor, salivation; movement fails.
Language:
- “Spatula” and hold for a count of 5;
Place your wide tongue on your upper lip;
- “Watch”;
- “Spatula” - “Needle”;
- “Nuts”;
-"Swing";
- “Snake”;
Standing, stretch your arms forward, place the tip of your tongue on your lower lip and close your eyes.
execution is correct; insufficient range; synkinesis; clumsiness of movements; movement of the entire mass; the tip of the tongue is not pronounced; slowness; inaccuracy; deviation; tremor; waves; twitching; tension; turning blue; hyperkinesis; lethargy; exhaustibility; salivation; held in a certain position, not held in a certain position; movement fails
Soft palate:
- open your mouth wide and clearly pronounce the sound “a” (at this moment, normally, the soft palate rises); pass the spatula across the soft palate (normally, a gag reflex should appear);
With your tongue sticking out between your teeth, puff out your cheeks and blow hard, as if blowing out a candle flame.
execution is correct; the amount of movement is limited; synkinesis; low mobility of the velum palatine, hyperkinesis; salivation; movement fails); deviation of the small tongue to the side.
Duration and force of exhalation:
Play any toy wind instrument;
Blow out some fluff, a piece of paper.
exhalation weak, strong; shortened, long.
Dynamic organization of movements of the articulatory apparatus:
- bare your teeth, open your mouth wide, put your wide tongue on your lower lip, put your tongue behind your lower teeth, close your mouth.
execution is correct; replacement of movements; search for articulation, “getting stuck” on one movement; inertia of movement; disturbance of smoothness; tension of the tongue; twitching; waves; tremor; tongue movements are not successful, easily switches from one articulatory position to another.
CONCLUSIONS: MOVEMENTS OF THE ARTICULATING APPARATUS ACTIVE, FLAWLESS, PASSIVE; RANGE OF MOTION FULL, INCOMPLETE; there is REPLACEMENT OF MOVEMENTS, THERE IS NO REPLACEMENT OF MOVEMENTS; HYPERKINESIS; SYNKINESIA; SALIVATION; TREMOR; MOTOR TENSION; STUCK ON ONE MOVEMENT; DISINHIBITION; HYPOMIMIA, AMYMIA; SMOOTHNESS OF NASOLABIAL FOLDS; LIP ASYMETRY; HYPERTONUS, HYPOTONUS, DYSTONIA, MUSCLE TONE B No.; DEVIATION OF THE LANGUAGE; PARESIS OF VOCAL FOLDS; THERE IS NO DAMAGE TO THE CRANIOBRAIN INNERVATION; DAMAGE TO THE CRANIAL NERVES IS NOTED.
- 1. Examination of static coordination of movements of the fingers:
- – perform the task by showing, then by verbal instructions while counting from 1 to 5;
- – pull out index finger and the little finger of the right hand, then the left hand, both hands;
- – extend the index and middle fingers of the right hand, then the left hand, then both hands;
- – place the index fingers on the middle fingers on both hands;
- – place the middle fingers on the index fingers on both hands;
- - connect into a ring thumb right, then left hand, both hands with index (middle, ring, little finger).
- 2. Examination of dynamic coordination of movements of the fingers:
- - alternately connect all the fingers of the hand with the thumb, first of the right hand, then of the left hand, then of both hands simultaneously (“Fingers of the right hand are greeted only, fingers of only the left hand are greeted,” “Fingers of the right and left hands are greeted);
- – perform the “fist - edge - palm” movement with the right, then the left hand, then with both hands at the same time; The test must be repeated with the tongue bitten by the teeth.
- 3. Study of the sense of rhythm:
- – change hands while simultaneously clenching one hand into a fist and unclenching the fist of the other hand;
- – “playing the piano” (fingers 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);
- – coloring, cutting, shading (based on children’s work);
- – drawing according to the “house - tree - fence” pattern.
- 4. Study of mechanisms for automating the movements of the leading hand (“Let’s say hello”).
The adult invites the child to extend his hand to greet (say hello): first the right, then the left, then both hands.
For each correctly completed exercise, the child receives 1 point.
Maximum points:
for the first task - 6 points;
for the second task - 2 points;
for the third task - 5 points;
for the fourth task - 1 point.
First level (low, less than 2 points). The child is unable to move; inertia and undifferentiated movements are noted. There is no sequence of movements, the tempo of movements is either slow or fast, the rhythm is not reproduced. There are unnecessary movements during greetings.
Second level (below average, 5-3 points). The child’s movements are not precise; disturbances in the dynamic organization of movements are noted. There is no sequence of movements, the pace of movements is slow or fast, the rhythm is not reproduced. There are unnecessary movements during greetings.
Third level (intermediate, 9-6 points). Difficulties are diagnosed in the child when performing tasks for static and dynamic coordination of finger movements, but no obvious violations are noted. During the examination, a limitation in the range of movements, difficulties in changing the specified position of the fingers, a decrease in muscle tone, and insufficient accuracy are recorded. The tempo can be slow or fast, the rhythm is played with minor errors. There are unnecessary movements during greetings.
Fourth level (above average, 12-10 points). Static and dynamic coordination of movements of the fingers is formed, but the range of movements of the fingers is not complete enough. The child has a developed sense of rhythm. There are no unnecessary movements during greetings.
Fifth level (high, 14-13 points). Static and dynamic coordination of movements of the fingers is formed, the movements of the fingers are active, the range of movements is full, there are no replacements of movements. The child has a fully formed sense of rhythm. The leading hand is the right. There are no unnecessary movements during greetings.
As is known, correctional work with people who stutter is based on data from a medical and pedagogical examination carried out by specialists of various profiles.
Due to the fact that a number of deviations have been identified in the state of motor skills during stuttering, we considered it necessary to describe the methods and techniques for its examination in preschool children.
The examination is necessary to establish the nature of the violations of voluntary motor skills, as well as to identify the degree of delay or lag in motor development. This data serves additional material for differential diagnosis of neurotic and neurosis-like stuttering. They help to determine the means of differentiated correctional influence in the process of logorhythmic classes and choose methods of individual work.
It is best to conduct the examination in three stages
, reflecting the dynamics of the state of the motor sphere:
- at the beginning
- in the middle,
- at the end of correctional classes.
- speech development from birth to three years,
- features of the development of locomotor-static functions and manipulative activities,
- the nature of the gaming activity,
- availability of self-care skills (in relation to age standards).
- examination of voluntary facial motor skills (quality and volume of movements of the muscles of the forehead, eyes, cheeks);
- speech motor skills (strength, accuracy, volume, switchability of movements of the lips, tongue, cheeks);
- states of individual components of general voluntary motor skills: static and dynamic coordination, simultaneity, clarity of movements;
- examination of fine motor skills of the fingers (quality and degree of differentiation of movements, ability to operate with objects).
Examination of voluntary facial motor skills
- Raise your eyebrows (“Surprise”).
- Lightly close your eyelids.
- Squint your eyes (“Bright Sun”).
- Close your eyelids tightly (“It has become dark”).
- Purse your lips.
- Give your lips the position required to play a wind instrument.
- Extend your lips as if to pronounce the sound “o”.
- Puff out your cheeks.
- Bare your teeth (“Fence”).
- Extend your lips as if to whistle.
- The tasks are repeated 3 times in a row.
It is advisable to conduct the examination in a playful way.
- complete, accurate implementation is assessed 1 point;
- partial, fuzzy execution - 2 points;
- failure to complete more than 7 tasks - 3 points.
Speech motor examination
- Opening and closing the mouth.
- Mouth half open, wide open, close.
- Imitation of chewing movements.
- Alternate puffing of cheeks.
- Cheek retraction.
- Pulling back the corners of the mouth as to pronounce the sound “i”, make the lips round - “o”; stretch out your lips - “y”.
- Sticking out a “wide” and “narrow” tongue, holding a given pose for a count of five.
- Biting the tip of the tongue.
- Touching the tip of the tongue in turn to the right and left corners of the mouth, upper and lower lips (“Clock”).
- The tip of the tongue rests on the lower teeth while simultaneously arching the back of the tongue (“The cat is angry”).
- Clicking the tongue (“Let's go horseback riding”).
- Raise the tip of your tongue up and lick your upper lip (“Delicious jam”).
- Sucking the back of the tongue to the palate and clicking (“Click”).
- Pronouncing vowel sounds on a hard and soft attack. The tasks are presented in a game form, each movement is repeated 3 times.
Grade:
- 1 point- precise execution of movements;
- 2 points- minor changes in the volume, strength and accuracy of movements;
- 3 points- lack of holding postures, pronounced changes in strength, accuracy, volume, difficulty switching speech movements, deviation of the tongue.
General voluntary motor examination
4 years
- Standing for 15 s. eyes closed; the arms are extended at the seams, the legs are placed so that the toe of the left foot is closely adjacent to the heel right leg, feet are located in a straight line. (Movement and balancing are taken into account as a minus when calculating the score.)
- With your eyes closed, touch the tip of your nose with the index finger of your right and left hands (in turn). (The task is considered failed if the child touches some other place other than the tip of the nose, or first touches another place and then the tip of the nose. The task can be repeated 3 times for each hand. A positive mark is given if the task is completed correctly twice.)
- Bouncing. Both legs are lifted off the ground at the same time. Jump height is not taken into account. The task is considered unfulfilled if the subject does not know how to immediately separate both legs from the ground, jumps on his heels, and jumps on his toes, and produces less than 7 bounces within 5 seconds. Repetition is allowed.
- The subject is asked for 10 s. With the index fingers of horizontally outstretched arms, describe circles of arbitrary but equal size in the air. With the right hand, circles are described in a clockwise direction, with the left - in the opposite direction.
The experimenter offers the subject his hand and asks him to shake it firmly, first with his right, then with his left, and finally with both hands. If there are unnecessary movements, the task is considered uncompleted.
5 years
- Standing for 10 s. on your toes (“on tiptoes”) with your eyes open. The arms are extended at the seams, the legs are tightly compressed, the heels and toes are closed. The task is considered uncompleted if the child being examined leaves the original position or touches the floor with his heels. Staggering, balancing, raising and lowering on the toes are taken into account. Repetition is allowed up to 3 times.
- Jump with open eyes alternately on the right and left legs at a distance of 5 m. The child bends his leg at a right angle knee joint, hands on hips. At a signal, he begins to jump and, having jumped to the place previously indicated to him, lowers his bent leg. Speed is not taken into account. The task is considered failed if the subject deviates more than 50 cm from a straight line, touches the floor with a bent leg and waves his arms. The task can be repeated 2 times for each leg.
- Right and left on the sides of the matchbox (at a distance, equal to length matches) are arranged closely in a row (vertically) with 10 matches on each side. At a signal, the subject begins to place matches in the box, for which he must simultaneously take a match from each side with the thumb and forefinger of both hands and at the same time put them in the box. The matches closest to the walls of the box are taken first. Within 20 seconds, at least 5 matches must be laid.(The task is considered uncompleted if the child made movements at different times or placed less than 5 matches in 20 seconds. The task may be repeated.)
- The subject is asked to bare his teeth (smile widely). Make sure there are no unnecessary movements.
6 years
- Standing with eyes open for 10 seconds alternately on the right and left leg. One leg is bent at a right angle at the knee joint, arms are extended at the seams. The task is considered uncompleted if the subject lowers his raised leg, touches the floor with his bent leg, or moves away. Raising the bent leg, balancing, and jumping are also taken into account.
- Hitting the target with the ball from a distance of 1 m. The target is a square board 25X25 cm on the wall, at the chest level of the subject. The child throws a ball with a diameter of 8 cm from the “expanded shoulder”, first with his right hand, then with his left hand. The task is considered completed if boys hit the target 2 times out of 3 throws with their right hand (girls - 2 times out of 4 throws). The protocol indicates for which hand the task was not completed. You can repeat the task.
- Jump from a place without a running start over a rope stretched at a height of 20 cm from the floor. When jumping, you need to bend both legs and simultaneously separate them from the ground. Out of three tests, the subject must jump over the rope 2 times without touching it. The task is considered uncompleted if the hands touch the floor or fall.
- The subject marches around the room at any pace. While marching, he must, taking the reel in left hand, unwind the thread from it and wrap it around your index finger right hand within 15 s. After a break of 5-10 s, they are asked to take the coil in their right hand. The task is considered failed if the subject changed the tempo more than 3 times during marching or performed the task at different times (it is noted for which hand the execution failed). Repetition is allowed 2 times.
- The child is asked to pick up a percussion hammer and hit the table hard with it several times. Make sure there are no unnecessary movements. Completion of tasks is assessed using a three-point system.
Examination of fine movements of the fingers
Determination of the quality and degree of differentiation of movements:
- Clench your fingers into a fist.
- Bend each of the fingers alternately on the right and then on the left hand (“Fingers are hidden”).
- Connect the fingers of one hand with the fingers of the other (“Fingers say hello”).
- Lay out a mosaic pattern.
- Fasten the buttons yourself.
- Draw vertical sticks with a pencil in a lined notebook.
- String beads onto a thread.
- Place 5 matches into the box with your right and left hands, one at a time.
- 1 point- accurate implementation of all tasks;
- 2 points- completing no more than 5 tasks from those proposed;
- 3 points- completing one or two tasks from those suggested, poor coordination, clumsiness of movements.
Revealing the development of a sense of rhythm
1. "Andrey the Sparrow"
Children aged 4 years are asked to play only a meter of a familiar melody.
Grade:
- 1 point- correct rhythm reproduction;
- 2 points- failure to complete the last two tasks;
- 3 points- ability to reproduce a rhythmic pattern.
- general view child,
- posture,
- attitude towards verbal instructions,
- activity,
- orientation in space,
- coordination of words with movement,
- the presence of pathological and speech-related movements,
- state of muscle tone,
- signs of fatigue,
- pace of movements,
- practicing motor skills.
Here is an approximate scheme for examining motor skills.
Date of birth _____________ Age _______
Attitude to speech instruction:
1. Facial expressions (volume, quality, degree of differentiation of movements),
__________________________________________ gesticulation (live, sluggish, natural, impetuous, sharp, smooth, predominant gestures)
__________________________________________
2.
Speech motor skills (accuracy, volume, mobility, switchability of speech articulation organs)
__________________________________________
__________________________________________
3.
Pace of movement (fast, slow, normal). Rhythm (accurate, inaccurate reproduction of the rhythmic pattern, inability to reproduce the rhythm)
__________________________________________
__________________________________________
4.
Static coordination (holds the pose well, with difficulty, does not hold the pose)
__________________________________________
__________________________________________
5.
Dynamic coordination _______________
__________________________________________
6.
Simultaneity of movements _______________
__________________________________________
7. Clearness of movements (presence or absence of synkinesis) ______________________
8.
Subtle movements of the fingers (degree of differentiation of movements, quality, tempo, actions with objects)
__________________________________________
9.
Coordination of a word with movement (a clear combination of a word with a movement, the word leads the movement, lags behind it, lack of coordination of movement and words)
__________________________________________
__________________________________________
10.
Speech-related movements
__________________________________________
__________________________________________
11.
Orientation in space
__________________________________________
__________________________________________
12.
State of muscle tone
__________________________________________
__________________________________________
13.
Fatigue (signs of fatigue appear quickly, slowly, ability to work for long periods of time)
__________________________________________
__________________________________________
14.
Motor skill practice.
__________________________________________
__________________________________________
Conclusion.
Subject S. (age 6 years 2 months).
Diagnosis: neurotic stuttering.
Speech therapist's report: clonic stuttering of the articulatory type of moderate severity. Dislalia.State of motor skills.
Mimic motor skills. The range of movements of the muscles of the forehead, eyes, and cheeks is sufficient. Facial expressions are differentiated and alive. Performs facial tests for 6-year-old children.
Speech motor skills. The movements of the organs of speech articulation are inaccurate, incomplete in volume, switchability and strength of movements are sufficient. Can hold tongue in any position.
Tempo and rhythm. The pace of movement is normal. The sense of rhythm is good.
General motor skills. He performs the static coordination test only on the third attempt, and has difficulty maintaining the pose. Performs tests for static and dynamic coordination. The switchability of movements is sufficient. Performs a series of sequential movements correctly, but with some uncertainty. Orientation in space is sufficient. Does exercises with objects well. While performing tasks, he is constrained and tense. The movements are sharp and sweeping.
Fine motor skills of the fingers. Movements are precise and differentiated. Tasks are completed at a slightly faster pace. Actions with small objects are successful, he is good at putting together mosaics, drawing, and can write letters. Coordination of words with subtle movements is possible.
Dynamic observation. There is a high level of exercise in motor skills. Under the influence of treatment and systematic logorhythmic training, the performance of all motor tests reaches the age norm. Movements became free, precise, and effortless. Rhythm and smoothness of movements appeared. Activity in classes increased and emotional state improved. Speech in class became almost correct.
***
Diagnosis: neurosis-like stuttering.
Speech therapist's conclusion: severe tonic-clonic stuttering of the articulatory-voice form against the background of a slow speech rate. Erased form of dysarthria.
State of motor activity.
Mimic motor skills. The face is amicable. voluntary movements of individuals muscle groups difficult.
Speech motor skills. The movements of the organs of speech articulation are incomplete in volume, inaccurate, switching is slow. It is difficult to lift the tongue upward. There is a deviation of the tongue to the left.
Tempo and rhythm. The pace of movement is slow. The sense of rhythm is weak.
General motor skills. Performing tests to study static, dynamic coordination and simultaneity of movements is difficult. When trying to hold a pose, the child is unstable, balances, sways, and looks for support with his hands. Poorly catches and throws the ball. Jumps fail. When performing the task, synkinesis was noted (the movement of the hand is accompanied by movements of the facial muscles). Coordination of words with movement fails due to severe stuttering. During speech, accompanying hand movements are noted. Motor memory is satisfactory. Orientation in space is poor. She is extremely tense while performing tasks. Some signs of left-handedness were noted. Signs of fatigue quickly appear and she is not capable of long-term work.
Fine motor skills of the fingers. Completes tasks to study fine movements with difficulty. Actions with objects are awkward.
Performance in motor skills is low.
Dynamic observation. During correctional work, frontal and individual speech therapy and logorhythmic classes were carried out, physical therapy, psychotherapy, drug treatment.
By the end of the year, facial tests are partially successful. Speech movements have become more precise and differentiated. Fixed a sound pronunciation defect. Disadvantages of tempo
movements are corrected by music, it is possible to reproduce light rhythmic patterns with clapping.
Completed tasks to study dynamic coordination and exercises with objects. It is difficult to complete tasks to study static coordination and simultaneity of movements. Easy exercises for coordinating words with movement are successful. Subtle movements of the fingers have become more precise and dexterous. Mastered actions with small objects. There remains general tension when performing tasks. Fatigue is less pronounced, activity in classes has increased. The rate of speech became closer to normal, speech spasms were shorter in duration. Discharged with improvement. Recommended to continue correctional work with a speech therapist.
In the first case, changes in the motor sphere are less pronounced and more dynamic than in the second. This confirms the need to take into account the established differences in the state of motor activity in neurotic and neurosis-like forms of stuttering in preschool children for the differentiated construction of logorhythmic classes.
Yes, when neurotic stuttering the movements are insufficient in their technical execution, which manifests itself in vagueness and uncertainty in execution when correctly reproducing their formula. Acceleration and deceleration of the tempo of movements are noted, and some inaccuracy is encountered when performing small movements. There are difficulties in performing tests for static coordination, minor changes in the mobility of the organs of the speech apparatus. For other parameters (dynamic coordination, simultaneity of movements, rhythm of movements, voluntary facial movements), children show high indicators.
At neurosis-like stuttering we can talk about a primary violation of coordination and simultaneity of movements, insufficient development of articulatory and facial movements, and changes in muscle tone.
The results of the examination are taken into account by the teacher both in speech therapy and logorhythmic classes for all methods and forms of correctional classes.
Rychkova, N.A. Techniques for examining motor skills in preschool children who stutter//N.A. Rychkova - Defectology No. 3, 1984, p.69-73
Study of voluntary motor skills of the fingers
Techniques (by imitation) for everyone age groups(run according to count):
Clench your fingers into a fist - unclench.
Keeping your palms on the table surface, separate your fingers and connect them together (5-6 once).
Place your fingers in a ring and open your palm (5-6 times).
Alternately connect all fingers of the hand with the thumb, first of the right hand, then of the left, then of both hands at the same time (for preschoolers, do it in the form game exercise"Hello, little finger")
Show the second and third fingers on both hands at the same time (5-6 once).
On both hands, simultaneously show the second and fifth fingers (5-6 times).
On both hands, simultaneously place the second fingers on the third (5-6 times).
On both hands, place the third fingers on the second ones at the same time (5-6 once).
The same for verbal instructions.
Note: smooth, precise and simultaneous sample execution; tension, stiffness of movements; violation of the pace of movements (not at the expense of the speech therapist); non-compliance; presence of left-handedness.
Methodology for studying oral praxis
Study of volume and quality of movementlips
Pull your lips forward (“tube”) and hold the pose.
Stretch your lips in a “smile” (no teeth visible), hold 1 position.
Raise the upper lip upward, the upper teeth are visible.
Lower your lower lip down, your lower teeth are visible.
At the same time, lift your upper lip up and lower your lower lip down.
Puff out both cheeks, then draw them in, lips stretch forward.
Note: execution is correct; range of motion is small; the presence of friendly movements, excessive muscle tension, exhaustion of movements.
Study of the volume and quality of movementscheek muscles
Techniques (according to verbal instructions) for all age groups:
Puff out your left cheek and hold the pose for 3 seconds.
Puff out your right cheek and hold the pose for 3 seconds.
Inflate both cheeks at the same time and hold the pose for 3 seconds.
Note: execution is correct; the opposite protruding cheek becomes very tense; isolated inflation of one cheek fails.
Study of the volume and quality of tongue movements-
Techniques (by imitation) for all age groups:
Show your narrow tongue forward with a “sting” and hold for three counts.
Show your tongue wide with a spatula and hold for three counts.
Move the tip of the tongue alternately from the right corner of the mouth to the left corner of the mouth.
Show your tongue, raise it to your upper lip (“reach the tip of your nose”).
Show your tongue, place it on your lower lip and lower it down to your chin.
Open your mouth, click (click) your tongue: suck the wide tongue to the hard palate so that the tip of the tongue is at the upper alveoli, the hyoid ligament is stretched, then lower the tongue freely with a characteristic click. Note: execution is correct; tongue movements of insufficient range; friendly movements appear in the muscles; the tongue moves awkwardly, imprecisely, with its entire mass, slowly; movement fails.
Methods for studying voluntary facial motor skills
Study of the volume and quality of movements of the forehead muscles
Techniques (according to verbal instructions) for all ages
groups:
- Frown your eyebrows, hold your pose.
- Raise your eyebrows up and hold the pose.
- Wrinkle your forehead and hold the pose.
Note: the execution is correct or the movement is performed with friendly movements (eyes squint, cheeks twitch, etc.) or the movement fails.
Study of the volume and quality of eye muscle movements
Techniques (according to verbal instructions) for all age groups:
- It’s easy to close your eyelids and hold the pose.
- Close your eyelids tightly and hold the pose.
- Squint your eyes and hold your pose.
- Close your right and left eyes alternately.
Note: execution is more correct, or the subject closes his eyes, or friendly movements occur, or the movement fails.
Study of the possibility of arbitrary formation of certain facial poses
Speech therapist's explanations: surprise, the eyebrows are raised up, the eyes are wide open, the mouth is slightly open, the lips are slightly extended forward; sadness - the eyebrows are slightly drawn down to the bridge of the nose, the corners of the eyebrows are slightly lowered, the lips are compressed; horror - eyebrows rise up to the limit, eyes open as much as possible, mouth slightly open; joy - lips stretched into a smile, eyes slightly narrowed; doubt - eyebrows raised, lips compressed, lower lip pursed, corners of the mouth downturned; suspiciousness - lips are compressed, one or both eyes are narrowed.
Note: above correct execution facial poses; the facial picture is unclear; movement fails:
Duration Study exhalation
Techniques for all age groups:
Play any wind instrument.
- Blow fluff, snowflakes (2-З breathing movements).
Note: duration of exhalation - corresponds to age; short exhalation.
Study of movement tempo
Admission for all age groups:
For a certain period of time, maintain a given pace in the hand movements shown by the teacher. Then, at the teacher’s signal, it is proposed to perform the movements mentally, and at the next signal (clap) show which movement the subject stopped at. Hand movements: forward, up, to the sides, on the belt, lower.
Note: the pace is normal, slow, accelerated. Reception for adults, teenagers, schoolchildren:
Examine the pace of movements using a written test: offer to draw sticks in a line on paper for 15 seconds at an arbitrary pace. For the next 15 seconds, draw as quickly as possible, for the next 15 seconds, draw at the original pace. Note: the pace is normal, slow, accelerated. In conclusion, note the impaired and intact aspects of the psychomotor state of children with speech disorders. After the examination, it is necessary to keep records of the psychomotor development of each child. You can use a table map on which the last name, age, and performance assessment are noted vertically; horizontally - parameters for performing movements: rhythm, muscle tone, coordination, orientation in space, etc., general conclusion. Differentiated performance assessment black - poor performance, 1 point; blue color - average performance, 2 points; red color - good performance, 3 points. Thus, the worst indicator, for example, in terms of six parameters - b points, the best - 18 points. You can draw up a graph of the psychomotor calendar curve (music director) and compare it with the speech graph (speech therapist).
Ontogenetic principle of speech therapy research
IN In the process of work of a speech therapist, it is necessary to rely on the ontogenetic principle, i.e. on knowledge of the formation of mental functions in ontogenesis, in its early stages, in particular, on the formation of motor function, visual perception, actions with objects, everyday skills and abilities, imitation, relationships between children , impressive, expressive speech.
Determination of a child's motor development (from birth to 3 years)
1 month Reaction to sounds. Tries to raise and hold his head.
2 months Holds head; follows a moving object; grasping movements appear.
3 months Lies on his stomach for several minutes, leaning on his elbows and holding his head well.. In the arms of an adult he holds his head well. Holds an object placed in the hand.
4 months Turns from back to side.
5 months He lies on his stomach for a long time. Raises the body, resting on the palms of straightened arms. He turns over from his back to his stomach, pulls himself up, grabbing onto the adult’s fingers. Stands straight and stable with support under the arms. He takes objects and toys well and puts them in his mouth.
6 m es. Rolls over from back to stomach, from stomach to back. Tries to sit down, to sit on his own. Holds a bottle independently and crawls.
7 months He crawls well and a lot.
8 months Sits down on his own, gets up and moves around on his own, holding on to the barrier. Tries to climb over the bed frame. Able to hold a bottle of milk in his hands. Reaches for high-placed objects and toys. Grabs loved ones by the nose and hair.
9 months Sits freely. Stepping movements appeared. Walks unsteadily, holding onto objects.
10 months Walks holding on with his hand. He climbs small steps, holding onto the railing.
II month Stands independently, without support. Plays “Ladushki” and “Magpie”. Drinks from a glass.
12 months Walks independently. The first steps are running. Maintains the adopted position while standing, squatting, on all fours, on his knees.
1 year 1 month Development of walking: walks smoothly or jogs, turns in response, and either falls or not when turning. Can walk quite confidently on a narrow board.
1 year 2 months Steps over small obstacles.
1 year 3 months Climb up hills freely with a slight incline. He takes off his shoes.
1 year 4 months Can unlace a shoe.
1 year 5 months- 1 year 7 months D holds a spoon, play activity develops (can assemble a pyramid, build with cubes, throw a ball).
1 year 6 months Knows how to climb on. an obstacle 10-15 cm high from the floor, step over low obstacles such as a stick lying on the floor, step over an obstacle 5-10 cm high.
1 year 8 months- 2 years Climb onto a chair or bench independently. Can independently eat thick food from a spoon, tries to fold his clothes, partially dress, and undress.
2 years 4 months Hit the ball at the target from a distance of 1 m or more.
2
city 6 months Climb onto a bench 20 cm high and get off, step over a stick or rope at a height of 20-28 cm. Climb onto a stepladder 1.5 m high and get off with an extended step. Throws small balls with one hand (alternately) at a horizontal target at a distance of 80-90 cm. Fully dressed.
2 years 9 months Moves rhythmically to the music: clapping his hands, stamping his feet, swaying from foot to foot in rhythm.
2 years 10 months- 3g. Steps over a stick or rope horizontally located above the floor at a height of 30-35 cm, walks along a board 15 cm wide horizontally located above the floor at a height of 30-35 cm, climbs onto a stepladder high 1,5
m and gets off at a side step. Throws a ball with one hand (alternately) at a horizontal target at a distance of 100-125 cm. Coordinates his movements with the movements of other children, for example, walks in pairs in a common circle; can act with both hand and foot at the same time, for example, stomp his foot and clap his hands at the same time. Able to change the pace, direction, and nature of movement depending on a verbal or musical signal: move from fast running to walking to music, turn sharply back when someone who wants to catch him approaches, move from one movement to another. He knows how, although with some tension, to restrain his movements and wait for the signal to act. Able to get dressed, fasten a button, tie shoelaces with a little help from an adult. Handles a pencil.
Determination of the development of visual perception
2 months Follows with his eyes a moving object, examines toys hanging above it.
3 months Focuses his gaze on the face of the person talking to him.
4 months Recognizes familiar objects associated with feeding (for example, bottles of food of different colors and shapes).
5 months Distinguishes well-known people from strangers (reacts differently).
6 months Distinguishes facial expression (smiling, angry).
7 months To the question “Where?” (watch, teddy bear, etc.) looks with his eyes and finds objects in their usual places.
9 m es. To the question “Where?” finds familiar objects regardless of their location.
10 months Recognizes well-known faces in photographs (mother, etc.).
71 months At the request of an adult, finds and gives a well-known toy, located among others that differ in shape (for example, finds a bear among balls and cubes).
1 year 1 month At the request of an adult, performs learned actions with objects (for example, “shake Lala”, “show the kitty’s eyes, etc.”). Distinguishes toys that are similar in shape (for example, a “cockerel” from a “chicken”) and brings them at the request of adults.
1 year 2 months Understands images of individual objects, actions in the picture (for example, to the questions “Where is the ball, show me? What is the girl doing in the picture?”, etc.).
1 year 4 months - 1 year 7 months, Selects and arranges according to the pattern:
objects of contrasting shape (for example, a cube and a ball);
objects of different sizes (large and small ball);
distinguishes between two colors (for example, fulfills an adult’s request to put a red ball in a red box; it is chosen among the blue balls).
1 year I0month- 1 year 11 months Selects objects that have different geometric shapes according to the proposed sample (for example, a cube, a ball, a pyramid, an egg). Distinguishes between sizes: large, medium, small. Distinguishes three colors.
2 years 1 month- 2 years 3 months Freely lays out mosaic pictures with geometric patterns, focusing on 4 primary colors and basic geometric shapes (square, triangle, circle, oval).
2 years 7 months Assembles a pyramid of rings, a tower of cubes in decreasing or increasing sizes.
2 years 9 months Shows great powers of observation.
2 years 10 months- 2 years 11 months Knows how to arrange colors according to a pattern, taking into account their shades (for example, a “rainbow” mosaic strip).
3G. Determines the number of items (for example, 1, 2, many).
3 g.. 6 months. It is easier to remember images of objects than their verbal designations.
4 years Unites objects not by external similarity, but by their purpose (for example, unites all items of “clothing”, “dishes”, etc.). -
Determination of everyday skills and abilities, actions with objects
4 months Feels and grabs toys hanging above him.
5 months He confidently takes the rattle that is held above his chest.
6 months Freely takes the rattle from different positions and plays with it for a long time.
7 m es. Manipulates a toy (knocking, waving it).
8 months At the request of an adult, performs learned movements (for example, “okay”, “goodbye”, etc.).
9 months He eats the bread he holds in his hand. Drinks from a cup held by an adult. Uses toys in accordance with their properties (rolls a ball, squeezes and unclenches rubber toys, puts objects in and out of boxes).
11 months Masters new actions with objects: puts one cube on another, removes and puts rings on a rod.
12 months Drinks from a cup independently. Learned actions with objects are transferred from one object to another. For example, he shakes not only a doll (a learned action), but also a bear,
1 year 2 months Tries to eat thick porridge on his own with a spoon.
1 year 4 months Masters purposeful actions with objects (for example, assembles a pyramid of five rings; a two-part matryoshka doll; builds a fence, tower, path, etc. from cubes).
1 year 7 months Reproduces elementary plot buildings (for example, “builds” a table, a bed for a doll, a ladder to a house, etc. from cubes).
1 year 10 months Before eating, he begins to wash his hands with milk. Eats quite neatly
1 year 11 months Uses a handkerchief, napkin. Partially dresses and undresses independently,
2 years 1 month-. 2 years 2 months The game is a sequential series of interconnected actions (for example, “cooks” lunch for the doll, then “feeds” it and “puts” it to bed).
2 years 5 months Dresses himself completely, although he may not know how to button up buttons or tie shoelaces.
2 years 9 months Learns the beginnings of visual arts: draws (circles, sticks), sculpts (balls, cakes).
2 years I0 months Able to concentrate for some time on any activity.
3 years Dresses completely independently. Holds a pencil freely.
3 years 6 months Begins to establish collective relationships with other children for play.
Definition development of imitation
7-9 months Reproduces actions performed together with adults, for example, clapping his hands in the game “Ladushki”, raising his hands up or on his head if an adult shows this movement, and saying: “Shu-uh, let’s fly.” They sat on their heads.”
1 year He learns to act with story toys, first by imitation, then by verbal instructions: “Feed the kitty”, “Rock Lala”.
DefinitiondevelopmentVhaboutwchild's relationship withotherschildrenAndadults
9-10 months U the child has a specific reaction to other children: he is interested in what they are doing, echoes with them, smiles at the other child, “joint play” arises, i.e. the child crawls after another child, if he crawls, he tries to take a toy from him.
The first months of the 2nd year of life. The child is interested in the actions of other children, communicates with them emotionally, shows sympathy, gives a toy to another child at the request of an adult, or shows protest - motor, verbal, emotional.
During the 2nd year of life. Under the influence of adults, a child develops a positive attitude towards other children:
the adult attracts the children's attention to each other, gives strong instructions, teaches children to express a positive attitude towards each other in actions and in speech: “Don’t cry,” “He wants to see his mother.”
In the 3rd year of life. Various forms of communication appear: during play, the child shares toys, impressions, makes requests, expresses his attitude towards the actions of another, gives advice, and helps children. Or, on the contrary, the child does not know how to communicate with children, does not share toys, and is greedy and aggressive. At the same time, the child has a selective attitude towards children, he prefers to communicate with one or two children, or such an attitude is not formed.
After 3 years and throughout the preschool period. It is necessary, together with the parents, to establish whether the child has had an increase in sociability and a gradual complication of collective connections, for example, the formation
The simplest norm of social behavior in which the requirements of the group of children are more important for the child, how his own interests.
INpresent time. In a conversation with parents, the speech therapist finds out what the child’s relationship with adults is (affectionate, restrained, indifferent, negative, aggressive, etc.). p.), with peers (active initiatives, passive, indifferent, restrained, aggressive, etc.).
