- IT IS NECESSARY TO PERFORM THE TASK ON THE SHOW, THEN ON THE VERBAL INSTRUCTION AT THE COUNT FROM 1 AND TO 5;
- EXTEND THE INDEX FINGER AND THE LITTLE FINGER OF THE RIGHT THEN THE LEFT HAND, BOTH HANDS;
- EXTEND THE INDEX AND MIDDLE FINGERS OF THE RIGHT, THEN THE LEFT HAND, OF BOTH HANDS;
- PUT THE MIDDLE FINGERS ON THE INDEX FINGERS ON BOTH HANDS;
- PUT THE INDEX FINGERS IN THE MIDDLE ON BOTH HANDS;
CONNECT THE THUMB OF THE RIGHT HAND INTO A RING, THEN YOU SHOULD DO THE SAME WITH THE LEFT HAND AND BOTH HANDS WITH THE INDEX (MIDDLE, RINGLE AND LITTLE FINGER). WHEN PERFORMING THIS TEST, THE ACCURACY AND CORRECTNESS OF PERFORMING THE CHILD'S TASKS IS NOTICED.
2. EXAMINATION OF DYNAMIC COORDINATION OF FINGER MOVEMENTS:
ALTERNATELY, IT IS NECESSARY TO CONNECT ALL FINGERS WITH THE THUMB FIRST OF THE RIGHT HAND, THEN THE LEFT, THEN BOTH HANDS SIMULTANEOUSLY (THE FINGERS ARE HEALTHY FIRST ONLY THE RIGHT HAND, THEN THE FINGERS OF THE LEFT HAND ONLY HEALTHY, THE LEFT HAND HEALTHY);
- PERFORM MOVEMENT<< КУЛАК - РЕБРО - ЛАДОНЬ >> RIGHT, THEN LEFT HAND, THEN TWO HANDS DO IT SIMULTANEOUSLY; PERFORMANCE OF THIS TEST SHOULD BE REPEATED WITH A BITED TEETH TONGUE. WHEN PERFORMING THIS TEST, THE FOLLOWING SHOULD BE NOTED:
ASSOCIATION OF THE PROGRAM (FROM THE FIRST PRESENTATION, FROM THE SECOND PRESENTATION, AFTER JOINT IMPLEMENTATION WITH YOU, NON-PERFORMANCE);
NATURE OF ACTION PERFORMANCE (SMOOTH, ELEMENTAL, SLOW, DIFFICULTIES OF SWITCHING IN A CHILD FROM ONE LINK TO ANOTHER);
- ERRORS VIOLATION OF THE SEQUENCE OF MOVEMENTS, PERSEVERATIONS).
3. WE CARRY OUT A CHILD'S FEELING OF RHYTHM:
- CHANGE HANDS WITH SIMULTANEOUS CLOSING ONE HAND INTO A FIST THEN OPENING THE FIST OF ANOTHER HAND;
- PLAYING THE PIANO (FINGERS 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);
- DRAWING FROM SAMPLE<< ДОМ - ДЕРЕВО - ЗАБОР >>;
- COLORING, CUTTING, HATCHING (BY THE WORKS OF CHILDREN);
EXAMINATION OF THE TEMP OF MOVEMENTS WITH THE HELP OF A WRITTEN TEST: DRAW STICKS IN A LINE ON PAPER FOR 15 SECONDS AT ANY TEMP, FOR OTHER 15 SECONDS DRAW FASTER, THEN DRAW AT THE ORIGINAL TEMP FOR 15 SECONDS; THE RESULTS OF 1 AND 3 TIMES ARE COMPARED AND THE RATES ARE EVALUATED: FAST, NORMAL, SLOW. WHEN THIS TEST IS PERFORMED, THE FOLLOWING IS NOTICED:
- ABILITY OF PERCEPTION OF THE RHYTHM OF THE CHILD;
- ABILITY OF RHYTHM REPRODUCTION IN MOVEMENTS;
- ABILITY OF RHYTHM RETENTION - SAVING IT IN MEMORY;
- ABILITY FOR RHYTHMIC CREATIVITY - RHYTHMIC ACTIVITY OF A CHILD.
4. RESEARCH OF THE MECHANISMS OF AUTOMATION OF THE MOVEMENTS OF THE LEADING HAND (LET'S HELLO).
THE ADULT INVITES THE CHILD TO EXTEND THE HAND FOR A GREETING (GREETINGS): FIRST THE RIGHT HAND, THEN THE LEFT HAND, THEN BOTH HANDS. EXCESSIVE MOVEMENTS OF THE CHILD SHOULD BE NOTED (Squeezing the Opposite Hand, Raising the Shoulders, Contraction of the Facial Muscles, Opening the Mouth by the Child, etc.), which indicate a low level of correction of voluntary actions.
ACCORDING TO THE RESULTS OF THE SURVEY OF FINE MOTOR SKILLS, THE LEVEL OF THE CHILD IS DETERMINED. FOR EACH CORRECT EXERCISE GETS ONE POINT.
MAXIMUM POINTS:
- FIRST TASK 6 POINTS;
- SECOND TASK 2 POINTS;
- THIRD TASK 5 POINTS;
- FOURTH TASK 1 POINT.
FIRST LEVEL (LOW, LESS TWO POINTS).
CHILD MOVEMENT IS NOT SUCCESSFUL; INERTITY AND NON-DIFFERENTIATION OF MOVEMENTS IS NOTICED. THE CHILD DOES NOT HAVE A SEQUENCE OF MOVEMENTS, THE PACE OF MOVEMENT IS OR FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS IN GREETINGS.
SECOND LEVEL (BELOW AVERAGE, FIVE-THREE POINTS).
THE CHILD'S MOVEMENTS ARE NOT PRECISE; THE DYNAMIC ORGANIZATION OF MOVEMENTS IS NOTICED. THERE IS NO SEQUENCE OF MOVEMENTS, THE CHILD'S TEMP IS FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS DURING GREETINGS.
THIRD LEVEL (AVERAGE, NINE-SIX POINTS).
WHEN PERFORMING TASKS FOR DYNAMIC AND STATIC COORDINATION OF FINGER MOVEMENTS, A CHILD IS DIAGNOSED WITH DIFFICULTIES, BUT THERE ARE NO OBVIOUS VIOLATIONS. DURING THIS EXAMINATION, THE LIMITED VOLUME OF MOVEMENTS, DIFFICULTIES IN CHANGE OF THE SET POSITION OF THE FINGERS, REDUCED MUSCULAR TONE AND THEIR INSUFFICIENT ACCURACY ARE FIXED.
FOURTH LEVEL (ABOVE AVERAGE, TWELVE - TEN POINTS).
DYNAMIC AND STATIC COORDINATION OF THE FINGER MOVEMENTS IS FORMED, BUT THE VOLUME OF THE FINGER MOVEMENTS IS NOT COMPLETE ENOUGH. THE CHILD HAS A SENSE OF RHYTHM. NO EXTRA MOVEMENTS DURING GREETINGS.
FIFTH LEVEL (HIGH, FOURTEEN - THIRTEEN POINTS).
DYNAMIC AND STATIC COORDINATION OF THE MOVEMENTS OF THE FINGERS ACTIVE, THE VOLUME OF MOVEMENTS IS FULL, THERE ARE NO REPLACEMENTS OF MOVEMENTS. THE COMPLETE FEELING OF RHYTHM IS FORMATED. RIGHT HAND LEADING. THE CHILD DOES NOT HAVE 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:
The course of pregnancy Key words: no pathology, mild toxicosis, severe toxicosis, threat of premature birth, somatic diseases, infectious diseases, preeclampsia.
Fetal development: without pathology, with pathological manifestations.
X nature of childbirth: without pathology, with fetal asphyxia, birth trauma.
Early development of a child's speech: time of manifestation of voice and speech reactions: cry cooing babbling first words first sentences ______________________________________
Early (up to 1 year) psychomotor development of the child: on time, late, ahead of schedule
Past illnesses:
Have you previously worked with a speech therapist, the results
Ι . Study of the state of the motor sphere
General motor status
motor memory(repeat after the speech therapist 4 hand movements) : execution is correct, incorrect; execution sequential, inconsistent; switching is not broken, broken.
Free braking(march and quickly stop on the clap) : movements are smooth, devoid of smoothness; leg movements are precise, not precise; motor reaction corresponds to the signal, does not correspond.
Static coordination of movements(to stand one foot behind the other in one line with closed eyes; to stand on one leg with closed eyes): holding the posture is free, with tension, with swaying from side to side; balances the body with hands, head; leaves the place, makes a jerk to the sides, touches the floor with the other leg; falls; opens eyes; refuses to test.
Dynamic coordination(march alternating step and clap): performs correctly from 1 time, from 2-3 times, strains, alternating step and clap fails.
Spatial organization of motor act(start walking from the center of the circle to the right, go around the circle, return to the center on the left. Pass the office from the right corner through the center diagonally, go 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 with jumps, starting movements on the right.): knows the sides of the body, does not know; knows the leading hand, does not know; performs confidently, uncertainly.
The pace of movements(for a certain time, keep a given pace in hand movements): normal, accelerated, slow, slow.
Sense of rhythm(tap a rhythmic pattern after the teacher with a pencil): the pace is accelerated, slowed down, normal; violates the number of elements, does not violate.
CONCLUSIONS: VIOLATIONS MOTOR MEMORY, RANDOM BRAKING, STATIC COORDINATION OF MOVEMENTS, DYNAMIC COORDINATION, SPATIAL COORDINATION, PACE, SENSE OF RHYTHM, VOLUME; MOVEMENTS SLIGHT, ACTIVE, ACCURATE, INACCURATE, AMBULD.
2. The state of manual motor skills :
Static coordination of movements:
- straighten the palm with fingers close together and hold it in a vertical position under a count of up to 15;
Straighten the palm, spread all the fingers to the sides and hold in this position under the count;
- "goat" under the account;
- "bunny" under the account;
Fold the first and second fingers into a ring, straighten the rest, hold under the count;
Put the third finger on the second, collect the rest into a fist, keep counting.
Dynamic coordination of movements:
- perform counting: clench your fingers into a fist - unclench 5-8 times;
Keeping the palm on the surface of the table, separate the fingers, connect them together;
Put your fingers in a ring - open your palm (5-8 times) in the same sequence;
Alternately connect all fingers of the hand with the thumb;
- "palm" - "fist";
Put the second fingers on the third on both hands.
CONCLUSIONS: SMOOTH, LACK OF SMOOTHNESS; ACCURATE, INACCURATE; TENSIONED; CHAINED; TEMP IS BREAKED, TEMP IS NOT BREAKED; SWITCHING FAULT YES, NO; SYNKINESIA; HYPERKINESIS; CANNOT KEEP POSTURE; MOVEMENT FAIL; PERFORMANCE CORRECT
ΙΙ. The structure and mobility of the organs of articulation
1. The structure of the articulatory apparatus
A. Mimic muscles at rest: nasolabial folds are pronounced, smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is salivation, no; there is asymmetry of the lips, no; lips close tightly, freely; hyperkinesis is, no
B. Lips: natural thickness, thick, splitting of the upper lip, postoperative scars, labial frenulum, shortened upper frenulum
B. Teeth: smooth, healthy, located outside the jaw arch, small, rare, crooked, underdeveloped, carious, normal size, diastema
Bite: physiological, open anterior, open lateral, unilateral, bilateral
Jaw structure: progenia (displacement of the lower jaw forward), prognathia, norm
B. Hard palate: domed, excessively narrow, high, flat, low, cleft palate, cleft alveolar process, submucosal cleft, normal
G. Uvulya: absent, shortened, split, hanging motionless along the middle line, deviated 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, norm
2. Condition articulatory motility
Lips:
- "Thread" and keep counting up to 5;
-"Bagel";
-"Proboscis";
- "Fence";
- "Bunny";
-"Frog";
-"Window";
Repeat the lip sounds "b-b-b", "p-p-p".
execution is correct; range of motion normal, small; synkinesis; without tension, with tension, excessive muscle tension; exhaustion of movements; tremor; salivation; hyperkinesis; only the right side of the lips is active, only left-hand side lips; closing lips on one side; movement fails.
Jaw:
- "Hippo";
Movement of the jaw to the right and left;
Pull the bottom forward.
execution is correct; movements of the jaw of insufficient volume; synkinesis, tremor, salivation; movement fails.
Language:
- “Shovel” and hold under the count up to 5;
Put a wide tongue on the upper lip;
- "Watch";
- "Shovel" - "Needle";
- "Nuts";
-"Swing";
- "Snake";
Standing, stretch your arms forward, put 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 whole mass; the tip of the tongue is not expressed; slowness; inaccuracy; deviation; tremor; waves; twitching; tension; turning blue; hyperkinesis; lethargy; exhaustion; salivation; held in a certain position, not kept in a certain position; movement fails
Soft sky:
- open your mouth wide and clearly pronounce the sound “a” (at this moment, the soft palate normally rises); draw a spatula over the soft palate (normally, a gag reflex should appear);
With the tongue sticking out between the teeth, puff out the cheeks and blow hard as if blowing out the flame of a candle.
execution is correct; the volume of movement is limited; synkinesis; low mobility of the palatine curtain, hyperkinesis; salivation; movement fails) deviation of the small tongue to the side.
Duration and force of exhalation:
Play any wind instrument-toy;
Blow fluff, a piece of paper.
exhale weak, strong; short, long.
Dynamic organization of movements of the articulatory apparatus:
- bare your teeth, open your mouth wide, put a 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" in one movement; inertia of movement; violation of smoothness; tension of the language; twitching; waves; tremor; tongue movements fail, easily switches from one articulatory position to another.
CONCLUSIONS: MOVEMENTS OF THE ARTICULATION APPARATUS ACTIVE, SLOW, PASSIVE; VOLUME OF MOVEMENTS FULL, INCOMPLETE; there is REPLACEMENT OF MOVEMENTS, THERE IS NO REPLACEMENT OF MOVEMENTS; HYPERKINESIS; SYNKINESIA; SALIVATION; TREMOR; MOTOR STRENGTH; STAP ON ONE MOVEMENT; DISINTENSION; HYPOMIMIA, AMIMIA; SMOOTHNESS OF THE NASO-LABEJ FOLDS; LIP ASYMETRY; HYPERTONUS, HYPOTONUS, DYSTONIA, MUSCLE TONE IN No.; DEVIATION OF THE LANGUAGE; PARESIS OF THE VOICE FOLDS; THE DEFEAT OF THE CRANIO-BRAIN INNERVATION IS ABSENT; THE DAMAGE OF THE CRANIO-CEREBRAL NERVES IS NOTICED.
- 1. Examination of static coordination of finger movements:
- - perform the task by showing, then by verbal instructions with a score of 1 to 5;
- - pull out forefinger and the little finger of the right, then the left hand, of both hands;
- - extend the index and middle fingers of the right, then the left hand, of both hands;
- - put your index fingers on the middle fingers on both hands;
- - put the middle fingers on the index fingers on both hands;
- - connect in a ring thumb right, then left hand, both hands with index (middle, ring, little finger).
- 2. Examination of dynamic coordination of finger movements:
- - alternately connect all the fingers of the hand with the thumb, first of the right, then of the left hand, then of both hands at the same time (“Only the fingers of the right hand greet, the fingers of only the left hand greet”, “The fingers of the right and left hands greet);
- - perform the movement "fist - rib - palm" with the right, then with the left hand, then with both hands at the same time; the test must be repeated with the tongue bitten on the teeth.
- 3. Study of the sense of rhythm:
- - change hands with simultaneous clenching of 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 (according to the work of children);
- - drawing on the model of "house - tree - fence".
- 4. Study of the mechanisms of automation of the movements of the leading hand ("Let's say hello").
An adult invites the child to extend his hand for a greeting (say hello): first the right, then the left, then both hands.
For each correctly performed 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 does not succeed in movements; inertia and undifferentiated movements are noted. There is no sequence of movements, the pace of movements is either slow or fast, the rhythm is not reproduced. There are extra movements during the greeting.
The second level (below average, 5-3 points). The child's movements are not accurate; violations of 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 extra movements during the greeting.
Third level (average, 9-6 points). Difficulties are diagnosed in a child when performing tasks for static and dynamic coordination of finger movements, but no obvious violations are noted. During the examination, a limitation of the range of motion, difficulties in changing the given position of the fingers, a decrease in muscle tone, and their insufficient accuracy are recorded. The tempo can be slow or fast, the rhythm is reproduced with small errors. There are extra movements during the greeting.
Fourth level (above average, 12-10 points). Static and dynamic coordination of finger movements is formed, but the range of finger movements is not complete enough. The child has a sense of rhythm. There are no extra movements during the greeting.
Fifth level (high, 14-13 points). Static and dynamic coordination of finger movements is formed, finger movements are active, range of motion is complete, there are no replacements of movements. The child has a fully developed sense of rhythm. Leading hand - right. There are no extra movements during the greeting.
As you know, corrective work with stutterers is based on the data of a medical and pedagogical examination carried out by specialists in various fields.
Due to the fact that a number of deviations have been established in the state of motor skills during stuttering, we considered it necessary to describe the methods and techniques for examining it in preschool children.
An examination is necessary to establish the nature of 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 the differential diagnosis of neurotic and neurosis-like stuttering. They help to determine the means of differentiated corrective action in the process of logarithmic exercises and to choose ways of individual work.
The survey is best done in three stages
, reflecting the dynamics of the state of the motor sphere:
- at first,
- in the middle,
- at the end of remedial sessions.
- speech development from birth to three years
- features of the development of locomotor-static functions and manipulative activity,
- the nature of the gaming activity,
- availability of self-service skills (in relation to age norms).
- 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, distinctness of movements;
- examination of fine motor skills of the fingers (the quality and degree of differentiation of movements, the possibility of actions 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's getting dark").
- Squeeze your lips.
- Give the lips the position required for playing a wind instrument.
- Pull out the lips as for pronouncing the sound "o".
- Puff out your cheeks.
- Bare your teeth ("Fence").
- Draw out the lips, as for a whistle.
- Tasks are repeated 3 times in a row.
It is advisable to conduct a survey in the form of a game.
- full, accurate performance is evaluated 1 point;
- partial, fuzzy execution - 2 points;
- failure to complete more than 7 tasks - 3 points.
Examination of speech motor skills
- Opening and closing the mouth.
- Mouth half open, open wide, close.
- Imitation of chewing movements.
- Alternate puffing of the cheeks.
- Cheek retraction.
- Pulling the corners of the mouth as for pronouncing the sound “and”, making the lips round - “o”; stretch out the lips - "y".
- Sticking out a "wide" and "narrow" tongue, holding a given pose for a count of up to five.
- Biting the tip of the tongue.
- Touching with the tip of the tongue in turn the right and left corners of the mouth, the upper and lower lips (“Hours”).
- The emphasis of the tip of the tongue in the lower teeth with simultaneous arching of the back of the tongue ("The cat is angry").
- Clicking the tongue ("Let's ride horses").
- Raise the tip of the tongue up, lick the upper lip (“Delicious jam”).
- Suction of the back of the tongue to the sky and clicking ("Click").
- Pronunciation of vowels on hard and soft attack. Tasks are presented in a playful way, each movement is repeated 3 times.
Grade:
- 1 point- accurate execution of movements;
- 2 points- minor changes in volume, strength and accuracy of movements;
- 3 points- lack of retention of postures, pronounced changes in strength, accuracy, volume, difficulty in switching speech movements, language deviation.
Examination of general voluntary motor skills
4 years
- Standing for 15 s. closed eyes; arms extended at the seams, legs set so that the toe of the left leg closely adjoins the heel right foot feet are in a straight line. (Convergence, balancing when deriving a score is taken into account as a minus.)
- Touch, closing your eyes, with the index finger of the right and left hands (in turn), the tip of the nose. (The task is considered failed if the child touches not the tip of the nose, but some other place, or first touches another place, and then the tip of the nose. It is allowed to repeat the task 3 times for each hand. A positive mark is given when the task is completed twice correctly.)
- bouncing. At the same time, both legs are separated from the ground. Jump height is not taken into account. The task is considered failed if the subject is not able to immediately separate both legs from the ground, becomes when bouncing on his heels, and her on toes, during 5 seconds produces less than 7 bounces. Repetition is allowed.
- The subject is offered for 10 s. with the index fingers of horizontally outstretched hands, describe in the air circles of arbitrary, but the same size. The circles are described with the right hand in a clockwise direction, with the left - in the opposite direction.
The experimenter gives the subject a 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 failed.
5 years
- Standing for 10 s. on toes ("on tiptoe") with open eyes. The arms are extended at the seams, the legs are tightly compressed, the heels and socks are closed. The task is considered failed if the examined child has left the initial position or touched the floor with his heels. Staggering, balancing, raising and lowering on the toes are taken into account. You can repeat up to 3 times.
- Jumping with open eyes alternately on the right and left legs at a distance of 5 m. The child bends the leg at a right angle in knee joint, hands on hips. On a signal, he begins to jump and, having jumped to a place indicated to him in advance, 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 swings his arms. It is allowed to repeat the task 2 times for each leg.
- Right and left on the sides of the matchbox (at a distance, equal to the length matches) are arranged closely in a row (vertically) with 10 matches on each side. On a signal, the subject begins to put the 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. 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 failed if the child made movements at different times or laid less than 5 matches in 20 seconds. The task can be repeated.)
- The subject is asked to bare his teeth (smile broadly). Make sure that there are no unnecessary movements.
6 years
- Standing with eyes open for 10 s alternately on the right and left legs. One leg is bent at a right angle at the knee joint, arms are extended at the seams. The task is considered failed if the subject lowered his raised leg, touched the floor with his bent leg, and left the place. The raising of the bent leg, balancing, bouncing is also taken into account.
- The ball hits the target from a distance of 1 m. The target is a square board 25X25 cm on the wall, at chest level of the subject. The child throws a ball with a diameter of 8 cm from the “turned shoulder”, first with the right, then with the left hand. The task is considered completed if out of 3 throws with the right hand, the boys hit the target 2 times (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 run-up over a rope stretched at a height of 20 cm from the floor. When jumping, it is necessary to bend both legs and at the same time separate them from the ground. Of the three tests, the subject must jump over the rope 2 times without hitting it. The task is considered failed when the hands touch the floor, fall.
- The subject marches around the room at any pace. Marching, he must, taking the coil in left hand, unwind the thread from it and wind it around the index finger right hand within 15 s. After a break of 5-10 s, they offer to take the coil in the right hand. The task is considered failed if the subject during the march changed the pace more than 3 times or did the task at different times (it is noted for which hand the execution failed). Repetition is allowed 2 times.
- The child is invited to pick up a percussion hammer and hit it hard on the table several times. Make sure that there are no unnecessary movements. The performance of tasks is evaluated on a three-point system.
Examination of fine finger movements
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, then on the left hand ("Fingers are hiding").
- Connect the fingers of one hand with the fingers of the other ("Fingers greet").
- Lay out a mosaic pattern.
- Fasten your own buttons.
- Draw vertical sticks with a pencil in a lined notebook.
- String beads on a string.
- Put 5 matches in a box with right and left hands, one at a time.
- 1 point- accurate performance of all tasks;
- 2 points- performance of no more than 5 tasks from the proposed ones;
- 3 points- performance of one or two tasks from among the proposed ones, poor coordination, awkwardness of movements.
Revealing the development of a sense of rhythm
1. "Andrey the Sparrow"
Children 4 years of age are invited to play only a meter of a familiar melody.
Grade:
- 1 point- the correct reproduction of the rhythm;
- 2 points- Failure to complete the last two tasks;
- 3 points- the ability to reproduce a rhythmic pattern.
- general form child,
- posture,
- relation to verbal instruction,
- activity,
- orientation in space
- word coordination with movement
- the presence of pathological and accompanying speech movements,
- state of muscle tone
- signs of fatigue
- movement pace,
- exercise in motor skills.
Let us give an approximate scheme for examining motor skills.
Date of birth ______ Age _______
Relation to speech instruction:
1. Mimicry (volume, quality, degree of differentiation of movements),
__________________________________________ gestures (live, sluggish, natural, impetuous, sharp, smooth, predominant gestures)
__________________________________________
2.
Speech motor skills (accuracy, volume, mobility, switchability of speech articulation organs)
__________________________________________
__________________________________________
3.
The pace of movement (fast, slow, normal). Rhythm (accurate, inaccurate reproduction of a rhythmic pattern, impossibility of rhythm reproduction)
__________________________________________
__________________________________________
4.
Static coordination (holds the pose well, with difficulty, does not hold)
__________________________________________
__________________________________________
5.
Dynamic coordination _______________
__________________________________________
6.
Simultaneity of movements _______________
__________________________________________
7. Distinctness of movements (presence or absence of synkinesis) ______________________
8.
Subtle movements of the fingers (degree of differentiation of movements, quality, pace, actions with objects)
__________________________________________
9.
Coordination of the word with the movement (a clear combination of the word with the movement, the word is ahead of the movement, behind it, lack of coordination of the movement and the word)
__________________________________________
__________________________________________
10.
Accompanying speech movements
__________________________________________
__________________________________________
11.
Orientation in space
__________________________________________
__________________________________________
12.
State of muscle tone
__________________________________________
__________________________________________
13.
Fatigue (fast, slow signs of fatigue, ability to work for a long time)
__________________________________________
__________________________________________
14.
Exercise in motor skills.
__________________________________________
__________________________________________
Conclusion.
Subject S. (age 6 years 2 months).
Diagnosis: neurotic stuttering.
Conclusion of a speech therapist: clonic stuttering of the articulatory type of moderate severity. Dyslalia.Motility state.
mimic motility. The volume of movements of the muscles of the forehead, eyes, cheeks is sufficient. Facial expressions are differentiated, lively. Performs mimic tests for children of 6 years of age.
Speech motility. The movements of the organs of speech articulation are inaccurate, incomplete in volume, the switchability and strength of the movements are sufficient. Can hold the tongue in any position.
Tempo and rhythm. The pace of movement is normal. The sense of rhythm is good.
General motor skills. The test for static coordination is performed only on the third attempt, it is difficult to hold the pose. Performs tests for static and dynamic coordination. Switching movements sufficient. Performs a series of successive movements correctly, but with some uncertainty. Orientation in space is sufficient. Performs exercises well with objects. During the performance of tasks, he is constrained, tense. The movements are sharp, sweeping.
Fine motor skills of fingers. The movements are precise, differentiated. Tasks are performed at a slightly accelerated pace. Actions with small objects are successful, he puts together a mosaic well, draws, knows how to write letters. Word coordination with subtle movements succeeds.
Dynamic observation. There is a high level of exercise in motor skills. Under the influence of treatment and systematic logarithmic exercises, the performance of all motor tests reaches the age norm. Movements became free, precise, unconstrained. Appeared rhythm and smoothness of movements. Increased activity in the classroom, improved emotional state. Speech in the classroom became almost correct.
***
Diagnosis: neurosis-like stuttering.
Conclusion of a speech therapist: severe tono-clonic stuttering of the articulatory-voice form against the background of a slow speech rate. Erased form of dysarthria.
State of motor activity.
mimic motility. Amicable face. voluntary movements of individual muscle groups difficult.
Speech motility. The movements of the organs of speech articulation are incomplete in volume, inaccurate, switching is slow. Difficulty lifting the tongue up. 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 for the study of static, dynamic coordination and simultaneity of movements is difficult. When trying to maintain a pose, the child is unstable, balances, sways, looking for support with his hands. Poor catching and throwing the ball. Jumps fail. When performing the task, synkinesis was noted (movement of the hand is accompanied by movements of the muscles of the face). Coordination of the word with the movement fails due to pronounced stuttering. During speech, accompanying hand movements are noted. Motor memory is satisfactory. Orientation in space is weak. During the performance of tasks, she is sharply tense. Some signs of left-handedness are noted. Symptoms of fatigue quickly appear, and is not capable of long-term work.
Fine motor skills of fingers. Performs tasks on the study of fine movements with difficulty. Actions with objects are awkward.
Exercise in motor skills is low.
Dynamic observation. During the correctional work, frontal and individual speech therapy and logorhythmic classes were carried out, physiotherapy, psychotherapy, drug treatment.
By the end of the year mimic tests are partially successful. Speech movements have become more precise and differentiated. Fixed a defect in sound pronunciation. Disadvantages of pace
movements are corrected by music, it is possible to reproduce light rhythmic patterns with claps.
Tasks for the study of dynamic coordination and exercises with objects completed. Tasks for the study of static coordination and simultaneity of movements are performed with difficulty. Light exercises for coordinating words with movement are successful. Fine finger movements became more precise and dexterous. Learned how to handle small objects. There remains a general tension in the performance of tasks. Fatigue is less pronounced, increased activity in the classroom. The rate of speech became closer to normal, speech spasms were shorter in duration. Discharged with improvement. Recommended to continue corrective work with a speech therapist.
In the first case, changes in the motor sphere are less pronounced, 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 preschoolers for the differentiated construction of logorhythmic classes.
Yes, at neurotic stuttering movements are insufficient in their technical performance, which manifests itself in fuzziness, uncertainty of execution with the correct reproduction of their formula. Acceleration and deceleration of the pace of movements are noted, some inaccuracy occurs 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 mimic movements), children show high rates.
At neurosis-like stuttering we can talk about a primary violation of coordination and simultaneity of movements, insufficient development of articulatory and facial movements, a change in muscle tone.
The results of the survey are taken into account by the teacher both in speech therapy and logorhythmic classes with all methods and forms of remedial classes.
Rychkova, N.A. Methods for examining motor skills in stuttering preschool children//ON THE. Rychkova - Defectology No. 3, 1984, p.69-73
The study of voluntary motor skills of the fingers
Receptions (by imitation) for everyone age groups(perform under the account):
Clench your fingers into a fist - unclench.
Keeping your palms on the surface of the table, separate your fingers, join together (5-6 once).
Put your fingers in a ring - open your palm (5-6 times).
Alternately connect all the fingers of the hand with the thumb, first of the right hand, then the left, then both hands at the same time (for preschoolers, draw in the form game exercise"Hi, finger."
On both hands, simultaneously show the second and third fingers (5-6 once).
On both hands, simultaneously show the second and fifth fingers (5-6 times).
On both hands, simultaneously put the second fingers on the third (5-6 times).
On both hands, simultaneously put the third fingers on the second (5-6 once).
The same for verbal instructions.
Mark: smooth, accurate and simultaneous sample execution; tension, stiffness of movements; violation of the pace of movement (not at the expense of a speech therapist); non-compliance; the presence of left-handedness.
Methodology for the study of oral praxis
Study of the volume and quality of movementlips
Pull your lips forward ("tube"), hold the pose.
Stretch your lips in a “smile” (teeth are not visible), hold 1 pose.
Raise the upper lip up, the upper teeth are visible.
Lower the lower lip down, the lower teeth are visible.
At the same time lift the upper lip up and lower the lower lip down.
Inflate both cheeks, then retract them, lips stretch forward.
Mark: execution is correct; the 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
Receptions (according to verbal instructions) for all age groups:
Inflate the left cheek, hold the pose for 3 seconds.
Inflate the right cheek, hold the pose for 3 seconds.
Inflate both cheeks at the same time, hold the pose for 3 seconds.
Mark: execution is correct; the opposite protruding cheek is strongly strained; isolated inflation of one cheek fails.
Study of the volume and quality of tongue movements-
Receptions (by imitation) for all age groups:
Show a narrow tongue forward with a “sting”, hold for three counts.
Show a wide tongue with a spatula, 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 the tongue, raise it to the upper lip (“get the tip of the nose”).
Show the tongue, put it on the lower lip and lower it down to the chin.
Open your mouth, click (click) your tongue: suck a wide tongue against the hard palate so that the tip of the tongue is at the upper alveoli, the hyoid ligament is stretched, then freely lower the tongue with a characteristic click. Mark: execution is correct; tongue movements of insufficient range; friendly movements appear in the muscles; the tongue moves awkwardly, inaccurately, with its whole mass, slowly; movement fails.
Methodology for the study of arbitrary facial motor skills
Examination of the volume and quality of forehead muscle movements
Receptions (according to verbal instructions) for all ages
groups:
- Furrow your brows, hold the pose.
- Raise your eyebrows up, hold the pose.
- Wrinkle your forehead, hold the pose.
Mark: the execution is correct or the movement is performed with friendly movements (eyes squint, cheeks twitch, etc.) or the movement fails.
Examination of the volume and quality of eye muscle movements
Receptions (according to verbal instructions) for all age groups:
- It is easy to close the eyelids, hold the pose.
- Close your eyelids tightly, hold the pose.
- Squint your eyes, hold the pose.
- Close the right and left eyes alternately.
Mark: the performance 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 postures
Speech therapist's explanation: eyebrows raised in surprise, eyes wide open, mouth slightly open, lips slightly extended forward; sadness - the eyebrows are slightly reduced 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 is ajar; joy - lips stretched into a smile, eyes slightly screwed up; doubt - the eyebrows are raised, the lips are compressed, the lower lip is pursed, the corners of the mouth are lowered; suspiciousness - lips are compressed, one or both eyes are screwed up.
Mark: above correct execution mimic postures; mimic picture is fuzzy; movement fails:
Duration study exhalation
Receptions for all age groups:
Play any wind instrument.
- Blow fluffs, snowflakes (2-Z respiratory movements).
Mark: exhalation duration - corresponds to age; short exhalation.
Study of the pace of movements
Admission for all age groups:
For a certain period of time, keep a given pace in the movements of the hands shown by the teacher. Then, at the signal of the teacher, it is proposed to perform the movements mentally, and at the next signal (clap) to show on which movement the subject stopped. Hand movements: forward, up, to the side, on the belt, lower.
Mark: pace is normal, slow, fast. Admission for adults, teenagers, schoolchildren:
Examine the pace of movements using a written test: suggest drawing sticks on paper in a line for 15 seconds at an arbitrary pace. For the next 15 seconds, draw as fast as possible, for the next 15 seconds, draw at the original pace. Mark: pace is normal, slow, fast. In conclusion, to note the disturbed and intact aspects of the psychomotor state of children with speech disorders. After the examination, records of the psychomotor development of each child should be kept. You can use a map-table, on which the surname, age, performance assessment are marked vertically; horizontally - parameters for performing movements: rhythm, muscle tone, coordination, orientation in space, etc., a general conclusion. Performance evaluation differentiated black color - poor performance, 1 point; blue color - average performance, 2 points; red color - good performance, 3 points. Thus, the worst indicator, for example, in b parameters - b points, the best - 18 points. It is possible to draw up a graph of the psychomotor calendar curve (music director) and compare it with a speech graph (speech therapist).
Ontogenetic principle of logopedic research
IN in the process of a speech therapist's work, it is necessary to rely on the ontogenetic principle, i.e., on knowledge of the formation of mental functions in ontogenesis, at its early stages, in particular, on the formation of motor function, visual perception, actions with objects, household skills and abilities, imitation, children's relationships , impressive, expressive speech.
Determination of the motor development of the child (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 He lies on his stomach for several minutes, leaning on his elbows and holding his head well. In the hands of an adult, he holds his head well. Holds an object placed in the hand.
4 months Turns from back to side.
5 months Lies on the stomach for a long time. Raises the body, leaning on the palms of straightened arms. He rolls over from his back to his stomach, pulls himself up, grabbing the fingers of an adult. Exactly, steadily stands with support under the armpits. He takes objects, toys well, pulls them into his mouth.
6 m EU Rolls from back to stomach, from stomach to back. He tries to sit up, to sit on his own. Independently holds a bottle in his hands, crawls.
7 months Good and crawling a lot.
8 months He sits down on his own, gets up and moves around, holding on to the barrier. Tries to climb over the bars of the bed. He knows how to hold a bottle of milk in his hands. Reaches for high-placed objects and toys. Grabs loved ones by the nose, hair.
9 months Sits freely. There were steps. Walks unsteadily, holding on to objects.
10 months Walks holding hands. He climbs the small steps, holding onto the railing.
II month It stands on its own without support. Plays "Ladushki", "Magpie". Drinks from a glass.
12 months Walks on his own. First steps running. Holds the adopted standing position, squatting, on all fours, on his knees.
1 year 1 month Development of walking: walks evenly or with runs, turns in response, while either falling or not when turning. Can quite confidently pass on a narrow board.
1 year 2 months Jumps over small obstacles.
1 year 3 months Freely climbs the hill with a slight slope. He takes off his shoes.
1 year 4 months Can unlace shoes.
1 year 5 months- 1 year 7 months D holding a spoon, playing activity develops (can assemble a pyramid, build from cubes, throw a ball).
1 year 6 months Able to climb. 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 y. Climbs on a chair or bench on his own. He knows how to eat thick food from a spoon on his own, tries to fold his clothes, partially dress, undress.
2 years 4 months The ball hits the target from a distance of 1 m or more.
2
d. 6 months Climbs onto a bench 20 cm high and gets off, steps over a stick or rope at a height of 20-28 cm. Climbs onto a stepladder 1.5 m high and gets off with an added step. Throws with one hand (alternately) small balls at a horizontal target at a distance of 80-90 cm. Fully dressed.
2 years 9 months Rhythmically moves to the music: claps his hands, stamps his feet, sways from foot to foot in rhythm.
2 years 10 months- 3y. Steps over a stick or rope, horizontally located above the floor at a height of 30-35 cm, passes along a board 15 cm wide, horizontally located above the floor at a height of 30-35 cm, climbs onto a stepladder with a height 1,5
m and gets off with an added step. Throws with one hand (alternately) the ball 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 general circle; can use both hands and feet at the same time, such as stomping the foot and clapping at the same time. He knows how to change the pace, direction, nature of the movement depending on the verbal or musical signal: go from fast running to walking to the music, turn back sharply when someone who wants to catch him approaches, move from one movement to another. He knows how, albeit with some tension, to restrain his movements, to wait for a signal to act. Knows how to dress, fasten a button, tie shoelaces with a little help from an adult. Owns a pencil.
Determination of the development of visual perception
2 months Follows the eyes of 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 related to feeding (e.g. food bottles of different colors and shapes).
5 months Distinguishes well-known people from strangers (reacts differently).
6 months Distinguishes facial expressions (smiling, angry).
7 months To the question "Where?" (watch, bear, etc.) looks for and finds objects that are in their usual places.
9 m EU To the question "Where?" searches for familiar objects regardless of their location.
10 months Recognizes well-known faces in the photograph (mother, etc.).
71 months At the request of an adult, finds and gives a well-known toy, which is 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, he performs learned actions with objects (for example, “shake Lyalya”, “show the eyes of a kitty, etc.). Distinguishes toys that are similar in shape (for example, “cockerel” from “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 lays out according to the model:
contrasting objects (for example, a cube and a ball);
objects of different sizes (large and small ball);
distinguishes between two colors (for example, fulfills the request of an adult to put a red ball in a red box, it is selected among blue balls).
1 year I0 months- 1 year 11 months Selects according to the proposed sample objects that have different geometric shapes (for example, a cube, a ball, a pyramid, an egg). Distinguishes sizes: big, average, small. Distinguishes three colors.
2 years 1 month- 2 years 3 months Freely lays out mosaic pictures with a geometric pattern, focusing on 4 primary colors and basic geometric shapes (square, triangle, circle, oval).
2 years 7 months Collects a pyramid of rings, a tower of cubes in decreasing or increasing size.
2 years 9 months Shows great powers of observation.
2 years 10 months- 2 years 11 months Knows how to arrange colors according to the sample, taking into account their shades (for example, a rainbow mosaic strip).
3G. Specifies the number of items (for example, 1, 2, many).
3 6 months It is easier to remember images of objects than their verbal designations.
4 y. It unites objects not by external resemblance, but by their purpose (for example, it combines all items of “clothes”, “dishes”, etc.). -
Definition of everyday skills and abilities, actions with objects
4 months Feels and grasps toys hanging above him.
5 months Confidently takes the rattle that is held over his chest.
6 months Freely takes a rattle from different positions and works with it for a long time.
7 m EU Manipulates with a toy (knocking, waving it).
8 months At the request of an adult, he performs learned movements (for example, “patties”, “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 the ball, compresses and unclenches rubber toys, puts objects in the box and takes them out).
11 months Masters new actions with objects: puts one cube on another, removes and puts on the rod: rings.
12 months He drinks from a cup on his own. He transfers the learned actions with objects from one object to another. For example, he pumps not only a doll (learned action), but also a bear,
1 year 2 months He tries to eat thick porridge on his own with a spoon.
1 year 4 months He masters purposeful actions with objects (for example, he assembles a pyramid of five rings; a two-piece nesting doll; he builds a fence, a tower, a path, etc. from cubes).
1 year 7 months Reproduces elementary plot constructions (for example, “builds” a table, a bed for a doll, a ladder to the house, etc. from cubes).
1 year 10 months Before eating, he begins to wash his hands with a smile. Eats pretty neat
1 year 11 months Uses a handkerchief, a 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” a dinner for the doll, then “feeds” it and “puts” it to sleep).
2 years 5 months He dresses completely himself, although he may not be able to button up buttons and tie shoelaces.
2 years 9 months Learns the beginnings of visual activity: draws (mugs, sticks), sculpts (balls, cakes).
2 years I0 months Able to concentrate for some time on any occupation.
3 y. Dressed 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 “Okay”, raises his hands up or on his head if an adult shows this movement, and says: “Shu-u, fly. They sat on their heads."
1 year. He learns to act with plot toys, first by imitation, then by verbal instructions: “Feed the kitty”, “Shake Lyalya”.
DefinitiondevelopmentVhespeciallyshchild withotherschildrenAndadults
9-10 months At the child has a specific reaction to other children: he is interested in what they are doing, calls to them, smiles at another child, a “joint game” arises, that is, the child crawls after another child, if he crawls, seeks 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 protests - motor, verbal, emotional.
During the 2nd year of life. A child under the influence of adults develops a positive attitude towards other children:
an adult draws the attention of children to each other, gives stronger assignments, teaches children to express a positive attitude towards each other in actions and in speech: “Don’t cry”, “He wants to see his mother”.
At the 3rd year of life. Various forms of communication appear: during the game, the child shares toys, impressions, makes a request, expresses attitude to the actions of another, gives advice, helps children. Or vice versa, the child does not know how to communicate with children, does not share toys, is greedy, 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 experienced an increase in sociability and a gradual complication of collective ties, 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, a 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, reserved, aggressive, etc.).
