A set of games and exercises for children with dysarthria, a card file on speech therapy on the topic

Dysarthria is a speech disorder. It occurs due to damage to the parts of the brain that are responsible for connections with the articulatory apparatus. One of the most common and simplest forms is erased dysarthria. It is diagnosed when the child reaches 5 years of age. The baby's speech is slurred, he distorts or replaces sounds, he has poor diction - these are the signs of this disease.

In the article we will talk about correctional work for dysarthria, features of sound production, complex treatment and prevention of the disease.

Principles of speech correction for dysarthria

Speech therapists use several principles when working with children. Here they are:

1. Individual approach. The specialist evaluates the compensatory capabilities of the little patient - what articulatory movements have been preserved, what sounds and syllables the baby pronounces correctly;
2. From simple to complex. Correction always begins with those sounds that the child pronounces best. This sequence of sound production for dysarthria allows you to achieve better results.
3. Long practice of each sound. Speech correction in children with dysarthria requires much more time than other speech therapy problems.

Corrective work includes the following stages: production, automation and differentiation of sounds. But the very first task of a speech therapist is to teach the child to distinguish them by ear.

Correction of bulbar and cerebellar dysarthria

Professional retraining program

Clinical speech therapy. Speech therapy assistance to patients with speech disorders and other higher mental functions

Dysarthria. Correctional and speech therapy work to eliminate violations of phonation (external) design of utterances

Completed:

Svechkareva-Kovalinskaya Ekaterina Nikolaevna

Goal: to teach how to master various methods and techniques of correctional, developmental and restorative work for dysarthria, the ability to make a differential choice of correctional and developmental techniques for different forms of dysarthria.

Task 1. Describe the symptoms of bulbar dysarthria and draw up a plan for correctional and speech therapy work to restore speech.

Dysarthria

- violation of the pronunciation side of speech, caused by insufficient innervation of the organs of articulation. Clinical and physiological aspects of dysarthria are determined by the localization and depth of damage to the brain: peripheral motor nerves, nuclei of peripheral motor nerves, nuclei located in the trunk and subcortical regions responsible for unconditioned reflex speech reactions .The basic principles that determine the sequence and system of correctional speech therapy work correspond to the tasks of speech therapy work for dysarthria. The main goal of the work is to improve the intelligibility of speech utterances, reduce the degree of manifestation of motor defects of the speech apparatus - spastic paresis, hyperkinesis, ataxia, development of speech breathing and voice, normalization prosody, the formation of articulatory praxis at the stage of production, automation and differentiation of speech sounds, the development of sound analysis, the normalization of lexical and grammatical skills of expressive speech, the development of the functional capabilities of the hands and fingers. When carrying out correctional speech therapy work, the following methods of speech therapy intervention are used (which can be included into an individual plan): differentiated speech therapy massage (relaxing or stimulating), passive and active articulatory gymnastics, breathing and voice exercises.
Bulbar dysarthria
occurs with focal damage to the medulla oblongata. This syndrome is associated with a violation of the innervation of the nuclei of the cranial nerves: glossopharyngeal, vagus, accessory, sublingual. The syndrome is accompanied by flaccid paresis (hypotonia) of the tongue muscles, as well as in some cases a decrease in the pharyngeal reflex. As symptoms of bulbar dysarthria, one should note limited mobility of the speech organs, a weak voice and speech breathing, the articulation of vowels is reduced to a neutral sound, voiced consonants are dull, in general the statement cannot be understood, patients produce a lot of saliva, the voice acquires a nasal tint. Task working with such a patient involves activating the muscles of the tongue, overcoming its pareticity, taking into account the fact that bulbar dysarthria is difficult to correct. The plan of correctional and speech therapy work should include: a set of exercises to normalize the tone of the tongue muscles (articulation exercises), massage of the organs of articulation, correction of pronunciation speech sounds, normalization of speech breathing and voice, work on speech expressiveness. The work plan can include:

1.Activating massage

, which is carried out when the articulatory muscles are sluggish (flaccid paralysis and paresis). The effects on the affected muscles are activating in nature. The stimulation of the muscles is achieved by pressor, rocking and stroking effects.
2. Articulation exercises (a set of exercises to normalize the tone of the tongue muscles).
1. The mouth is open, the lips are in a smile; lightly biting, massage the entire surface of the tongue with the teeth, slowly sticking it out and then drawing it into the mouth. Then, “scratch” the tongue with the teeth (biting the tongue with the teeth).

2. The mouth is open, the lips are in a smile. Lick the upper lip with the tip of the tongue, then the lower one (lick the upper lip from left to right with the tongue, and then the lower one.)

3. Mouth closed. Lick the front lower and upper teeth. Make sure that the jaw and lips do not move (“brushing the teeth”).

4.Mouth closed.Lick your teeth under your lips using your tongue in a circular motion.

5.Quickly, repeatedly and sharply pronounce “t”: t-t-t-t-t-t.

6. Suck the wide tongue to the hard palate, hold it, then tear it off with a click (click the tongue).

7. The mouth is open, the lips are in a smile, move the tongue to the corners of the mouth left and right. Make sure that the jaw and lips are motionless, the tongue does not slide along the lower lip (move the tongue left and right).

8.Quickly, pronounce “t” many times: t-t-t-t-t.

3. Tongue twisters.

Not that comrade, a comrade, who is a comrade with comrades, but one, comrades, a comrade, who without comrades is a comrade to a comrade. A quarter of a quadrangle of peas without a wormhole. Konstantin stated the constitution. Under the roof of the box of an apartment building, in a secluded closet, a mansion hid. to the image. It is amazed. Destroyed by time. The word of exquisite script has a very strong impact on us. The mortal world rejected by the dervish wandered through ancient Derbent. The brig was harnessed to the sail of the breeze near the shore. It is advisable to repeat articulation exercises several times during the day, and an introduction to speech (tongue twisters ) it is enough to speak 1-2 times a day.

Task 2. Describe the symptoms of cerebellar dysarthria and select exercises to restore the pronunciation aspect of speech.

Cerebellar dysarthria

occurs when the cerebellum or its pathways are damaged. As a result, dystonia of the tongue muscles develops. In patients with this syndrome, low muscle tone is noted in the muscles of the tongue at rest; when speaking, the tone increases sharply. Speech becomes unclear, jerky, and scanned. Difficulties arise in pronunciation words that are difficult to articulate. The task of the work is to overcome muscle ataxia, that is, to stabilize the tone of the tongue muscles. Cerebellar dysarthria can be a consequence of acute cerebrovascular accident, accompanied by cerebellar weakness.
Symptoms of cerebellar dysarthria include: the development of dysprosody of speech, loss of its rhythm, smoothness of pronunciation, absence of speech accents, patients are characterized by a jerky type of speech flow, inconstancy of voice strength, scannability. Voiced sounds are pronounced more dull, soft sounds are pronounced more firmly, speech seems slurred, blurred , slow and difficult, when pronouncing long vowel sounds the voice often trembles, due to hypotonia of the facial muscles there is no facial expression, and due to the reduced tone of the masticatory muscles, difficulties arise with chewing solid food. Patients have impaired coordination of movements, handwriting changes, walking becomes unstable .In this case, the following are suitable: 1. Articulation exercises (a set of exercises to normalize the tone of the tongue muscles).
1.

The mouth is open, the lips are in a smile, the wide tongue is held in the oral cavity in a relaxed, calm state for 5-10 seconds. Make sure that the tongue does not narrow and its tip touches the lower teeth (yawn).

2.Quickly and repeatedly pronounce “t”: t-t-t-t-t.

3. With your lips in a smile, lightly biting, massage the entire surface of your tongue with your teeth, slowly sticking it out and then drawing it into your mouth. Then “scratch” your tongue with your teeth (biting your tongue with your teeth).

4. The mouth is open, the lips are in a smile, move the tongue to the corners of the mouth left and right. Make sure that the jaw and lips are motionless, the tongue does not slide along the lower lip (move the tongue left and right).

5. The mouth is open, the lips are in a smile. Lick the upper lip with the tip of the tongue from left to right, and then the lower).

6. Mouth closed. Lick the front lower and upper teeth. Make sure that the jaw and lips do not move (brush teeth).

7. The mouth is closed. We lick the teeth under the lips using circular movements of the tongue.

8. Suck the wide tongue to the hard palate, hold it, then tear it off with a click (click the tongue).

9. Yawn. Tilt your head down, open your mouth and stick out your tongue (pretend to be a tired dog).

2. Tongue twisters.

Pyotr Petrovich, nicknamed Perov, caught a pigtail bird, carried it around the market, asked for fifty dollars, they gave him a nickel, and he sold it like that. Praskovya traded the crucian carp for three pairs of striped piglets. The piglets ran through the dew, the piglets caught a cold, but not all of them. Prokop came - the dill is boiling, the Prokop is gone, the dill is boiling. And with Prokop the dill is boiling, and without Prokop the dill is boiling. Today we will sit, tomorrow we will look, and then we will sing and dance. A ruined caterpillar, a powdered compact, a frightened button, a tangled mess. The protocol about the protocol was recorded as a protocol It is advisable to repeat articulation exercises several times during the day. Introduction to speech (tongue twisters) is enough to pronounce 1-2 times a day, as with the previous type of dysarthria.

3.Work on the correction of static and dynamic ataxia

(work on coordination), strengthening the articulatory apparatus (using speech therapy massage after consultation with a neurologist), forming proper breathing. In such patients, as a result of hypotension and incoordination of the pharyngeal muscles, swallowing is impaired and dysphagia develops. When choking, food can enter the respiratory tract, which threatens asphyxia, aspiration pneumonia, so it is important to use methods to eliminate this complication.

Stages of correction of sound pronunciation disorders

The speech therapist adheres to a strict sequence of sound production for dysarthria. Corrective work consists of 6 stages.

First: the specialist prepares the articulatory base for the production and pronunciation of palatal, sonorant, hissing and whistling sounds. When the baby masters some of them, the speech therapist moves on to working on them. It involves kinesthetic, auditory and visual control. Here is an example of a speech therapist’s instructions to a small patient: “Look in the mirror and repeat after me,” “Look in the mirror and do the exercise,” “Look at yourself in the mirror, stretch out your lips.” This feature of sound production gives good results.

This approach is necessary to reduce the apraxic disorders that accompany dysarthria. In general, the first stage is the foundation for the further development of sound pronunciation skills.

Second: the speech therapist determines the sequence of correction. He assesses which articulatory structure the patient has “mature”. Many children with motor and speech disorders are better at producing more complex sounds, such as hissing sounds. But the patient can master lighter whistling sounds, with which it is recommended to begin correction, later.

Third: the specialist stimulates or plays a certain sound. When staging, he uses classical techniques - staging by imitation, mechanical or mixed method.

Fourth: consolidation, or automation. This is the most difficult stage in all correctional work. It takes the most time. Often children master a sound and pronounce it in isolation, but make mistakes in speech. Therefore, after the production stage, the speech therapist focuses on working on isolated sound pronunciation, and then connects words with different syllable structures. Thus, the child pronounces the sound at the beginning, middle or end of words. Then the speech therapist connects sentences in which the sound being studied is concentrated.

The speech therapist selects lexical material individually. It must be appropriate for the baby’s age and capabilities, and also not include sounds that he cannot yet pronounce or distort.

Fifth: separation of delivered and oppositional sounds. First, the speech therapist suggests 2 syllables, then increases to 3. for example, sa - sha, sta - shta, etc. After this, he works on pairs of words with different syllable structures.

Sixth: developing communication skills. Another difficult stage. Often children communicate in a speech therapist’s office, but in front of other people and outside the office, the acquired speech skills are lost, and the child begins to speak “the old fashioned way.” In order to develop communication skills, the painstaking work of a speech therapist is necessary, but without the desire of the child himself, success cannot be achieved either.

The development of communication skills in dysarthria is facilitated by techniques such as memorizing rhymes, retelling or writing stories.

Comprehensive correction program for dysarthria

Olga Trifonova

Comprehensive correction program for dysarthria

Dysarthria is a disorder of breathing, sound pronunciation, and voice production caused by a violation of the innervation of the speech apparatus.

For dysarthria, a comprehensive medical, psychological and speech therapy approach is required.

1. Medical impact.

Consultation with a neurologist.

The accompanying note to the neurologist and speech therapist should describe:

— tone of the facial muscles (jaw, cheeks, lips, forehead, nasolabial folds);

— facial expressions (are there any synkinesis (concomitant movements of other muscles);

- tongue with a half-open mouth (is the tip pronounced, deviation, tremor, restlessness, cyanosis, salivation);

- sound pronunciation;

— presence of MMD, MSD signs (underdevelopment of mental processes);

— presence of signs of hypertension syndrome (hyperdynamia).

Medical treatment:

pharmacotherapy - the following drugs are used in combination for rehabilitation treatment:

- neurometabolic cerebroprotectors - drugs that improve metabolism (metabolic processes in nerve tissues) - produce energy in nerve cells, enrich them with vitamins, protect the brain from the effects of hypoxia, help reduce the clinical manifestation of minimal cerebral dysfunction (MCD) and restore higher cortical functions, reduce intellectual and mnestic disorders, normalizes the autonomic function of the neurological status, improves metabolism (Cerebrolysin, Nootropin, Cortexin, Piracetam, Pantogam, Actovegin, Phezam);

— angioprotection — drugs that improve cerebral circulation (Fezam);

- dehydration, brain washing process - drugs that force increased blood circulation (Asparkam K, Orotate K);

— hepatoprotection — drugs to improve liver function and phospholipid metabolism (Essentiale, Gepatrin);

— mineral and vitamin complex (Biovital, Vitamin B);

- anticonvulsant correction (with an increased threshold of convulsive readiness - drugs that prevent stuttering and epilepsy);

- diuretics (dehydration) - to reduce intracranial pressure (hypertension) - remove excess fluid, normalize hyperdynamia, especially in the evening.

Potassium (potassium orotate) must be taken along with diuretics;

- behavior correctors - anticonvulsant and resolving medications.

Absorbable - in order to reduce the growth of fibrous, scar tissue, which immurs nerve cells and fibers (for cytoplasmosis - Lidaza, Aloe).

Anticonvulsants - for stuttering and episyndrome (Phenibut, Pantogam can increase seizures).

Antipsychotic drugs that regulate emotional and behavioral reactions (Rispolept).

2. Psychological impact.

Development of mental functions:

A) formation of working capacity (frequent change of activities, gymnastics for the neck, physical exercises);

B) development of thinking, memory, attention, imagination.

A decrease or disorder in performance, attention, memory, perception indicates the presence of MMD, MSD.

3. Speech therapy intervention:

A) normalization or improvement of muscle tone:

— contrast thermometry;

- massage;

— articulatory gymnastics (involuntary, voluntary);

B) development of phonemic hearing and perception; process of analysis and synthesis;

C) work on physiological, speech breathing; voice; prosody.

D) production of sounds;

D) automation of sounds.

3. Speech therapy for dysarthria.

Normalization of muscle tone.

Tongue hypertonicity is increased, overly tense muscle tone.

80% of interdental pronunciation is spasticity (involuntary contraction due to disruption of the conduction of nerve impulses due to spinal cord or brain injury) of the back and root of the tongue.

1. Work on normalizing the tone of the tongue in static conditions.

First, we ask the child to extend his tongue forward and determine the range of tongue removal and tone. If the tongue is compressed at the edges like a “sausage,” then the tongue is in complete spasticity, i.e., in hypertonicity.

Correction: - drug treatment, electrophoresis with antispasmodics on the collar area;

— thermal application with heat on the cervical-collar area and tongue through the use of warm liquid (warm gauze compress);

— relaxing massage on the cervical-collar area and tongue (smoothing movements from the root to the tip of the tongue with a frame probe without mechanical fixation of the tip).

2. Work to normalize the tone of the tongue in dynamics:

- spreading the tongue using articulatory gymnastics

- hold your tongue relaxed for up to 30 seconds. outside the mouth;

— increasing the tone of the tongue (“Needle”);

- differentiation of tone (“Needle” - “Pancake”) with open and closed eyes;

- relaxation and tension of the tongue in the oral cavity.

Tongue hypotonia is muscle weakness, the inability to hold muscles in a certain position for a long time.

If the tongue is wide, when pressed with the teeth, imprints remain - this is pronounced pareticism (weakening of voluntary movements caused by damage to the motor centers of the spinal cord and/or brain).

1. Work on normalizing the tone of the tongue in static conditions.

— toning massage on the neck-collar area (cold compress for up to 1 minute);

— cold thermal application on the tongue (a piece of ice on the entire surface of the tongue for up to 20 seconds, 3 – 5 approaches);

- tonic manual massage of the tongue or using probes from tip to root;

2. Work to normalize the tone of the tongue in dynamics:

— improvement of tone through movement (“Squirrel”).

- maintaining tone through movement (“Clock” with intermediate movement along the midline);

- differentiation of tone (“Spatula” - “Needle”);

— formation of the correct articulatory structure.

Articulation gymnastics for dysarthria.

It is carried out in parallel with the normalization of the tone of the tongue.

1. Licking the plate without using your hands 5 – 7 times a day. Start with droplets the width of your tongue.

2. Chewing gymnastics. Chew carrots, cucumbers cut into strips, and a crust of bread with your chewing teeth.

3. Work on normalizing and differentiating tone using traditional articulatory gymnastics exercises.

4. Formation of correct articulatory structure.

With dysarthria, deviation (deviation) of the tongue in the plane may be observed.

In dynamics, the tongue deviates away from the midline (to the strong side, and not to the healthy or sick side).

If in the mouth, if the tongue is shifted to the side and pulled back, then this is spasticity. If the tongue curls on its edge, then this is pareticism.

1. Work on articulatory movements:

— we bring the tongue forward and send it in the opposite direction from the deviation to the corner of the mouth (mechanically) and return it to the midline again. We do this until the deflection angle decreases;

- remove the tongue from the mouth and move it 2-3 times in the direction opposite to the deviation, returning it to the midline; 1 time in the direction of deviation with a return to the center line;

— “Clock” exercise with a return to the midline;

- exercises for differentiation of tone: “Scapula” - “Needle” outside the mouth; “Gorka” - “The slide melted” in the mouth.

2. Formation of correct articulatory structure.

Gymnastics for the neck.

Goal: - normalization of blood outflow from the brain (normalization of intracranial pressure);

— prevention of cervical osteochondrosis.

1. Look at the shoulder - behind the back - at the shoulder - behind the back.

2. Draw a circle in front of you with your chin.

3. Press your head into your neck (“spring”).

4. Make a circle with your head to the right, left.

5. Perform a circle with your shoulders: up - back; up - forward.

6. “Bicycle” - circle with two shoulders forward; two shoulders back; one forward and the other backward.

Contrastothermometry.

Contrast thermometry is used on the face, neck, and tongue.

Purpose: - impact on muscle contractility at the reflex level through temperature differences to normalize tone.

Cover the face from the scalp to the neck with 4-6 layers of gauze with a hole made for the nose. Place cellophane and a blanket on top.

Alternate hot and cold masks. The higher the contrast, the greater the effect. Course – 21 days.

With spasticity: cold - heat (x - t);

With pareticity - heat - cold (t - x).

In severe cases, repeat the face masks after 21 days until the effect is achieved.

For spasticity: (x – t – x – t – x – t) + (t – t – t).

For pareticity: (x – t – x – t – x – t) + (x – x – x).

Differentiated tongue massage for dysarthria.

For spasticity, a relaxing massage from the root to the tip of the tongue is necessary. In case of pareticity - from tip to root to increase tone.

Hyperkinetic readiness of the tongue (involuntary contraction of the tongue muscles).

For hyperkinesis, tongue massage is contraindicated; the following algorithm is used:

1. Contrasting thermal applications on the tongue (“cold - warm”).

2. Developing retention of the tongue posture through tension - relaxation (“Needle”, “Spatula”; alternating “Needle” - “Spatula”).

3. Formation of articulatory movements. Start with several times, working up to 20 – 30 times.

4. Formation of a chain of articulatory movements.

Decreased tone at the root of the tongue.

If the tip of the tongue is raised upward, but the root is not visible, then this indicates a decrease in tone at the root of the tongue. In this case, the tip of the tongue may be in spasticity. During movement, the root of the tongue is greatly narrowed, everything else is wide and loose. Work on normalizing tone is carried out through movement:

1. Push your tongue forward as much as possible, turn the tip of your tongue down, and place your tongue behind your lower teeth. Make sure that the root of the tongue does not run back into the mouth. Learn to hold a pose.

2. Increasing the tone of the tongue bark outside the oral cavity, then in the mouth (“Watch”, “Shovel”, “Needle”).

Combined violation of tongue tone.

If the tongue is displaced posteriorly, the back and root are tense, and the tip of the tongue is normal, then this is a combined tone disorder (at the root the tone is increased, but at the tip it is normal):

1. Contrast thermal application on the root and back of the tongue (warm - cold - warm).

2. Smoothing the root of the tongue.

3. Learn to move your tongue out of your mouth and into your mouth along the midline.

4. Learn to control the tone of the tongue (“Watch”, “Tongue forward - in the cheek”, “Spatula” - “Needle”, “Slide” - “Slide has melted”).

The combined tone can be expressed in spasticity of the root and pareticity of the tip:

1. Local thermal applications (on the root and back warm-cold - warm, on the tip cold - warm-cold).

2. Toning finger massage of the tip of the tongue.

3. Smoothing the root of the tongue.

4. Alternating exercises for tension - relaxation of the tongue.

Gymnastics for making sounds

Finger games must be included in the correction program for dysarthria. They can be done at home with your parents. For example, these:

1. Reading book “Finger Boy, Where Have You Been?” The child opens his palm and, for each line of the rhyme, touches each finger with his thumb - index, middle, ring and little fingers.
2. "We depict animals." This is an analogue of the “Shadow Theatre”. The kid opens his palm, sticks his thumb up - imitates a dog. Raises and lowers the little finger - the dog barks. And if you press your ring and little fingers with your thumb to your palm, and raise your middle and index fingers up, you will get a bunny that moves its ears.
3. Hand massage. The technique depends on the tone of the hands.

If you have spasticity, you need to relax: stroke your arms: from your fingertips up to your palms and to your shoulders. Then repeat the movement from top to bottom.

When hypotonicity occurs, muscles need to be strengthened. To do this, parents actively knead and rub their fingers and palms. Stimulating movements.

A set of articulation exercises

The exercise includes 5 exercises and can also be done at home.

“Horse” - clicking the tongue. This is a very useful and effective exercise. Not all children get it right away.

“Pancakes” - the baby opens his mouth slightly, spreads his tongue into a flat pancake.

“Snake” - the child imitates the sting of a snake - the tongue is just as sharp. Then he sticks it back and forth.

“Tube” - the baby tries to roll his tongue into a tube.

Another exercise is to try to reach the tip of your tongue to your nose and then to your chin.

A set of breathing exercises

Includes 2 exercises. Parents can easily do them with their baby at home.

"Racing" . Place two cotton balls on the table. The parent blows on one balloon, the child on the other. The one who moves his ball the greatest distance wins.

"Magic Breath" . Insert pieces of cotton wool into the baby's nostrils. The main thing is not deep! Ask him to exhale and at the same time hold the cotton wool - it should not fall out.

Another version of breathing exercises is according to A.N. Strelnikova. The essence of gymnastics is to take a sharp breath through your nose every second and do the exercises at the same time. The inhalation is noisy and strong, and the exhalation is natural, imperceptible.

There are several rules: with each inhalation, lower your shoulders and close your nostrils tightly, as if someone is pressing on them.

Gymnastics should be a joy, so you need to do it until the first signs of fatigue. There is no need to force your child if he does not want to study.

Gymnastics is designed for adults, so the duration of the lesson and the number of approaches is best agreed upon with a speech therapist.

Development of breathing and correction of its disorders in dysarthria

An important section of speech therapy work for dysarthria is the development of breathing and the correction of its disorders. Correction of breathing disorders begins with general breathing exercises, the purpose of which is to increase the volume, strength and depth of inhaled and exhaled air and normalize the breathing rhythm.

The speech therapist conducts passive breathing exercises . While doing breathing exercises, you can turn on or hum a quiet, smooth melody or calmly and affectionately tell something to your child. Breathing training is carried out in various positions of the child: lying on his back, sitting, standing. With infants and young children, as well as with severe motor disorders, breathing exercises should be carried out in a supine position in “reflex-inhibiting positions.”

It is advisable to use the following breathing exercises . 1. In the supine position, by lightly stroking the body and, above all, the upper shoulder girdle, as well as shaking the child’s limbs, some relaxation of the skeletal muscles is achieved. Having grabbed the child’s hands and lightly shaking them, the speech therapist spreads his arms to the sides, raises them up (inhale), then lowers them forward, pressing his hands to the body and lightly pressing on the chest (exhale). 2. In the supine position, in the rhythm of breathing, gently shaking the child’s legs, they are stretched, unbent (inhalation occurs), and bending them at the knees and bringing them to the stomach strengthens and lengthens the exhalation. To activate the diaphragm, this exercise can be performed with the child’s hands under the head. 3. Simultaneously with turning the child’s head to the side, the speech therapist moves his hand to the appropriate side (inhale). Lightly shaking the hand, return the hand and head to their original position (exhale). This exercise helps develop rhythmic movement and breathing. 4. The child lies on his stomach, his arms under the chest rest on a hard surface, his head is lowered. The speech therapist raises his head and shoulders while leaning on his hands (inhale), then lowers them (exhale). It is necessary to strive to actively involve the child in the exercise through play (“Here is our baby! Peek-a-boo, our baby is hiding”). 5. With the child lying or sitting, the speech therapist puts his hands on the child’s pectoral muscles and listens to the rhythm of breathing. At the moment of exhalation, it presses on the chest, as if preventing inhalation (for several seconds). This exercise promotes deeper and faster inhalation and longer exhalation. 6. The child is lying or sitting. A “fan of air” is created in front of his nostrils, which increases the depth of inspiration. 7. The child is asked to hold his breath as long as possible, thus achieving a faster and deeper inhalation and slow exhalation.

Depending on age and functionality, the length of inhalation and exhalation is set individually. When performing any passive movement, it is advisable to carry out afferent stimulation of various analyzers (auditory, visual, kinesthetic). When activating the child’s activity, it is necessary to focus his attention on performing the exercise. The child should not only feel the movement, but also hear the verbal instructions for it and, if possible, see its implementation (in the mirror).

To work on mastering voluntary breathing, so that the child can voluntarily change the rhythm, hold inhalation and lengthen exhalation, long-term training based on involuntary breathing movements is required. For example, a child involuntarily took a deep breath or yawned, the speech therapist fixes his attention on deep inhalation and exhalation (“Oh, how you can breathe deeply! Well, let’s try to breathe so much more”). The child tries to repeat the involuntary breathing movement that has just occurred. This is how a gradual transition occurs from unconditioned reflex reactions to voluntary active respiratory movements.

Involuntary exhalation can be achieved with the following exercises: 1) the speech therapist presses on the shoulders of a sitting child and invites him to rise. The child, trying to do this, presses his feet hard into the floor, straightens his back, and stops breathing. However, the speech therapist, having eased the pressure, still allows him to rise. At this time, the child involuntarily takes a deep, relieved exhalation. This exercise is repeated at least 5 times until a controlled exhalation is achieved. Unbeknownst to himself, the child already takes a breath much deeper than at the beginning; 2) the speech therapist lightly presses on the sitting child’s back and invites him to fall back into the speech therapist’s arms. The child is forced to strongly tense the abdominal muscles, limbs, intercostal muscles and hold his breath. Allowing the child to lie back, the speech therapist achieves an involuntary deep exhalation. After a number of attempts, the child repeats the deep exhalation consciously. At a certain moment, the child is asked to repeat, after the speech therapist, a voiced exhalation that resembles a groan (audible phonatory effort).

The listed and other exercises deepen breathing, make it more rhythmic, enhance ventilation of the lungs, and promote the functioning of the respiratory center. But all of them are only necessary preparation for further work on the organization and development of speech breathing.

With the development of speech breathing, the speech therapist carries out work aimed at differentiating nasal and oral inhalation and exhalation. It is necessary to make the oral exhalation as voluntary, prolonged, and rhythmic as possible. The speech therapist performs all exercises together with the child: 1) to train inhalation and exhalation through the mouth, the speech therapist closes the child’s nostrils and asks him: “Let’s breathe like a dog”; 2) to train nasal inhalation and exhalation, the speech therapist closes the child’s mouth, holding the closed lips with his fingers. Preschool children are given the instruction: “Don’t open your mouth. Inhale deeply and exhale long through your nose.” After some time, the child begins to monitor the position of his mouth himself. When practicing inhaling through the nose, you can play the game “Let's smell the flower”; 3) mouth closed. The speech therapist closes one nostril, and the child breathes to a certain rhythm (counting or the beat of a metronome); then closes the other nostril, and repeats the same cycle of breathing exercises; 4) to form an extended voluntary exhalation through the nose, learn to blow your nose correctly; 5) to consolidate an extended voluntary exhalation (through the mouth), it is necessary to rely as much as possible on kinesthetic sensations. The child should “see and hear” his exhalation. For this purpose, it is recommended to blow through a tube, straw, or pipette into water. The child blows and watches bubbles appear. Then he blows with his eyes closed (to enhance kinesthetic sensations). The speech therapist gives instructions to the child: “Make big bubbles, look, listen,” “Make one small, one big bubble alternately”; 6) for the formation of arbitrary directed exhalation through the mouth, special games-exercises are of great importance: blowing soap bubbles, blowing out candles, blowing small fluffs and pieces of paper off the table, blowing into a pipe, whistle, harmonica. You can play the games “Whose bird will fly farthest”, “Dandelion”, “Whose steamer hums longer”. Games are selected differentially depending on age and the nature of the breathing disorder; 7) oral exhalation can be supported by the feeling of air on the hand. First, the speech therapist blows on the child’s hand, drawing his attention to the sensation of air: “Can you feel the wind?” Then the child himself blows on his hand; Finally, it is very important to teach the child to voluntarily inhale through the nose and exhale through the mouth.

Later, at the moment of oral exhalation, the speech therapist pronounces various vowel sounds (first in a whisper, then loudly), stimulating the child to imitate him. In order to increase the length of the oral exhalation, the child pronounces gradually lengthening chains of vowels in one exhalation.

When performing breathing exercises, you should not overtire the child. It is necessary to ensure that he does not strain his neck, shoulders, or take an incorrect position. The child's attention should be focused on the sensations of movements of the diaphragm, intercostal muscles, and the duration of voluntary inhalation and exhalation. You need to monitor the smoothness and rhythm of your breathing movements. Breathing exercises should be carried out before meals, in a well-ventilated area.

From the book Prikhodko O. G. “Speech therapy massage for the correction of dysarthric speech disorders in children of early and preschool age.

We train to navigate in space

1. “Whose traces?” . Pictures with traces of hands and feet are needed. The baby must determine which arm or leg is right and which is left.
2. "Supermarket" . The parent asks the child to arrange the goods: “on the shelf”, “near the cash register”, “to the right of the cookies”, “under the counter”.
3. Counting sticks. Can be replaced with matches. The parent makes some figure out of them, and the baby makes a similar one according to the image.

This complex can also be performed at home.

Methods for diagnosing dysarthria

Dysarthria is usually preceded by a primary neurological disease, such as cerebral palsy. Therefore, before starting classes with a speech therapist, you need to consult a neurologist. Only he can diagnose the disease.

Diagnosis includes electroencephalography, MRI of the brain, electroneurography or other examinations. After this, the neurologist refers the patient to a speech therapist. In turn, the specialist, based on speech therapy tests, will determine the form and degree of the speech disorder.

Indications and contraindications

The main indication for dysarthria is a short hyoid frenulum, which is one of the causes of dysarthria. The procedure for this massage for dysarthria helps eliminate pronunciation defects, improves the tone of the tongue muscles, improves the secretory function of the skin and activates the flow of blood and lymph, which, in turn, improves gas exchange between tissues. The course is 10-20 procedures daily or with a break for a day, after which it is necessary to pause for 1-2 months to evaluate the results.

There are practically no contraindications. If a child has infectious diseases (flu, ARVI, etc.), it is necessary to wait until he recovers. Also, the massage procedure should be postponed to another time in case of conjunctivitis, herpes on the lip and stomatitis. Massage should be performed with caution if the child is restless and screams frequently. If a child has seizures, hysterics and chin tremor, it is necessary to see a neurologist.

Complex treatment of the disease

Only an integrated approach gives good results. Here are the activities included in treatment:

• Speech therapy classes: development of fine motor skills of the hands, breathing, motor skills of the speech apparatus, voice (timbre, intonation, strength), training in correct sound pronunciation;
• Physiotherapeutic procedures: physical therapy, massage, acupressure, etc.;
• Drug treatment. Nootropic drugs are prescribed;
• Psychotherapy. This group includes sand therapy, play therapy, and isotherapy.

If parents notice speech impairments in time and seek help from doctors, the baby has every chance of getting rid of the disease. But provided that there are no pronounced lesions of the nervous system.

Speech therapy exercises for erased dysarthria

Office of psychological and pedagogical correction of Lebyazhinsky district

Design of materials for information stands:

Speech therapy exercises for erased dysarthria.

Prepared by speech therapist teacher: Mukhambetova F.B.

Akku village 2021, December

According to research by R.I. Martynova, children with a mild form of dysarthria lag behind in physical development significantly more than children with functional dyslalia. In children with an erased form of dysarthria in the speech system, neurological symptoms were identified: erased paresis, hyperkinesis, disorders of muscle tone in the articulatory and facial muscles. Neuropsychiatric disorders were significantly more detected in mild forms of dysarthria than in functional dyslalia. That. The work of a speech therapist with children with an erased form of dysarthria should not be limited to the production and correction of defective sounds, but should have a wider range of correction of the child’s speech as a whole.

The peculiarities of the content of speech therapy work with an erased form of dysarthria are reflected in the specifics of planning correctional work: an additional preparatory stage is introduced, which is necessary to normalize motor skills and the tone of the articulatory apparatus, and the development of prosody.

Having studied the methods of L.V. Lopatina, N.V. Serebryakova, L.A. Danilova, I.I. Ermakova, E.M. Mastyukova, E.F. Arkhipova, I selected and systematized practical material for all sections of the preparatory stage, taking into account the speech and non-speech symptoms of dysarthria.

1) Normalization of muscle tone of the articulatory apparatus - differentiated speech therapy massage (method by E.F. Arkhipova)

For children with hypertonicity and hyperkinesis, a relaxing massage is recommended. In such children, the face is frozen, the muscles are stiff, the muscles of the lips are stretched and pressed against the gums, the tongue is thick and shapeless, the tip of the tongue is not pronounced. Massage techniques: patting, tapping, light vibration, stroking for no more than 1.5 minutes. All movements go from the periphery to the center: from the temples to the center of the forehead, nose, middle of the lips.

For children with hypotension - a strengthening massage. In such children, the facial muscles are flabby and loose, the mouth is open, the lips are flaccid, the thin tongue lies at the bottom of the mouth. Techniques: deep rubbing, kneading, stroking with force for up to 3 minutes. All movements are from the center of the face to the sides: from the forehead to the temples, from the nose to the ears, from the middle of the lips to the corners, from the middle of the tongue to the tip.

2) Normalization of motor skills of the articulatory apparatus:

exercises for masticatory muscles (met. I.I. Ermakova)

1. Open your mouth and close it.
2. Move the lower jaw forward.
3. Open your mouth and close it.
4. Puff out your cheeks and relax.
5. Open your mouth and close it.
6. Lateral movements of the lower jaw.
7. Open your mouth and close it.
8. Pull your cheeks in and relax.
9. Open your mouth and close it.
10. Bite your upper lip with your lower teeth
11. Open your mouth with your head thrown back, close your mouth with your head straight.

gymnastics for voluntary tension and movement of lips and cheeks (met. E.F. Arkhipova)

1. Inflating both cheeks at the same time.
2. Puffing out the cheeks alternately.
3. Retraction of the cheeks into the oral cavity.
4. The closed lips are pulled forward with a tube (proboscis) and then returned to their normal position.
5. Grin: the lips are stretched to the sides, pressed tightly against the gums, both rows of teeth are exposed.
6. Alternating grin-proboscis (smile-pipe).
7. Retraction of the lips into the oral cavity with the jaws open.
8. Lifting only the upper lip, exposing only the upper teeth.
9. Retraction of the lower lip, exposing only the lower teeth.
10. Alternately raising and lowering the upper and lower lips.
11. Imitation of rinsing teeth.
12. Lower lip under upper teeth.
13. Upper lip under lower teeth.
14. Alternating the two previous exercises.
15. Lip vibration (horse snorting).
16. As you exhale, hold the pencil with your lips.

passive gymnastics for the muscles of the tongue - creating positive kinesthesia in the muscles (met. O.V. Pravdina)

Passive gymnastics is a form of gymnastics when a child makes movements only with the help of mechanical action - under the pressure of an adult's hand. . Passive movement should be carried out in 3 stages: 1 - entering the position (pucker your lips), 2 - maintain the position, 3 - exiting the position. After several repetitions, an attempt is made to perform the same movement one or two more times without mechanical assistance, i.e. passive movement is translated first into passive-active, and then into voluntary, performed according to verbal instructions.

An approximate complex of passive gymnastics:

• The lips close passively and are held in this position. The child's attention is fixed on closed lips, then he is asked to blow through his lips, breaking their contact;
• Using the index finger of the left hand, lift the child’s upper lip, exposing the upper teeth; with the index finger of the right hand, raise the lower lip to the level of the upper incisors and ask the child to blow;
• The tongue is placed and held between the teeth;
• The tip of the tongue is pressed and held against the alveolar process, the child is asked to blow, breaking the contact;
• The child's head is thrown back somewhat, the back of the tongue is raised towards the hard palate, the child is asked to make coughing movements, fixing his attention on the sensations of the tongue and palate.

active articulatory gymnastics - improving the quality, accuracy, rhythm and duration of articulatory movements; An important section of articulatory gymnastics for dysarthrics is the development of more subtle and differentiated movements of the tongue, activation of its tip, delimitation of movements of the tongue and lower jaw.

An approximate set of static articulation exercises for dysarthrics. L.V. Lopatina, N.V. Serebryakova

1. Open your mouth, hold it open while counting from 1 to 5-7, close it.
2. Open your mouth slightly, push your lower jaw forward, hold it in this position for 5-7 seconds, return to its original position.
3. Pull the lower lip down, hold it while counting from 1 to 5-7, return to its original state; - raise your upper lip, hold it while counting from 1 to 5-7, return to its original state.
4. - stretch your lips into a smile, exposing the upper and lower incisors, hold the count from 1 to 5-7, return to their original state; - stretch only the right (left) corner in a smile, exposing the upper and lower incisors, hold it counting from 1 to 5-7, return to its original position.
5. - raise the right one, then the left one in turn: the corner of the lip, while keeping the lips closed, hold the count from 1 to 5-7, return to its original state.
6. - stick out the tip of your tongue, mash it with your lips, pronouncing the syllables pa-pa-pa-pa. After pronouncing the last syllable, he will leave his mouth slightly open, fixing his wide tongue and holding it in this position, counting from 1 to 5-7; - stick the tip of your tongue between your teeth, bite it with your teeth, pronouncing the syllables ta-ta-ta-ta. After pronouncing the last syllable, leave the mouth slightly open, fixing the wide tongue and holding it in this position, counting from 1 to 5-7, return to its original position.
7. - place the tip of the tongue on the upper lip, fix this position and hold it counting from 1 to 5-7, return to its original state; - place the tip of the tongue under the upper lip, fix it in this position, hold it while counting from 1 to 5-7, return it to its original state; - press the tip of the tongue to the upper incisors, hold the given position counting from 1 to 5-7, return to its original state; - the movement of “licking” with the tip of the tongue from the upper lip into the oral cavity behind the upper incisors.
8. – give the tip of the tongue a “bridge” (“slide”) position: press the tip of the tongue against the lower incisors, raise the middle part of the back of the tongue, press the lateral edges to the upper lateral teeth, hold the specified position of the tongue counting from 1 to 5-7, lower the tongue .

An approximate set of dynamic articulation exercises for dysarthrics. L.V. Lopatina, N.V. Serebryakova

1. Stretch your lips into a smile, exposing the upper and lower incisors; Pull your lips forward like a tube.
2. Stretch your lips into a smile with your incisors bared, and then stick out your tongue.
3. Stretch your lips into a smile with your incisors bared, stick out your tongue, press it with your teeth.
4. Raise the tip of your tongue onto your upper lip and lower it onto your lower lip (repeat this movement several times).
5. Place the tip of your tongue under the upper lip, then under the lower lip (repeat this movement several times)
6. Press the tip of your tongue behind the upper, then lower incisors (repeat this movement several times).
7. Alternately make the tongue wide, then narrow.
8. Lift your tongue up, place it between your teeth, and pull it back.
9. Build a “bridge” (the tip of the tongue is pressed against the lower incisors, the front part of the back of the tongue is lowered, the front part is raised, forming a gap with the hard palate, the back part is lowered, the lateral edges of the tongue are raised and pressed against the upper lateral teeth), break it, then build it again and again break, etc.
10. Alternately touch the protruding tip of your tongue to the right, then to the left corner of your lips.
11. Raise the tip of your tongue to the upper lip, lower it to the lower lip, alternately touch the protruding tip of the tongue to the right, then to the left corner of the lips (repeat this movement several times).

3) Development of fine motor skills of the hands:

• massage and self-massage of fingers and hands;
• games with small objects: stringing beads, mosaics, small construction sets;
• finger gymnastics complexes;
• developing self-service skills: buttoning and unbuttoning buttons, tying shoes, using a fork and knife;
• classes with plasticine and scissors;
• preparing your hand for writing: coloring and shading pictures, tracing stencils, graphic dictations, working with copybooks;

A set of exercises for self-massage of hands and fingers.

1. Children use the pads of four fingers, which are placed at the base of the fingers on the back of the hand being massaged, and dotted movements back and forth, shifting the skin by about 1 cm, gradually moving them towards the wrist joint (“dotted” movement).

Iron

We'll smooth out the wrinkles with an iron, everything will be fine. Let's iron all the pants of the hare, hedgehog and bear.

2. Using the edge of their palm, children imitate “sawing” in all directions on the back of the hand (“straightforward” movement). The hand and forearm are placed on the table, the children are sitting.

Saw

Drank, drank, drank, drank! Cold winter has come. Let's get some wood for us quickly, let's light the stove and warm everyone up!

3. Rotational movements are made with the base of the hand towards the little finger.

Dough

We knead the dough, we knead the dough, We will bake pies with cabbage and mushrooms. — Should I treat you to some pies?

4. Self-massage of the hand from the palm side. The hand and forearm are placed on the table or on the knee, the children are sitting. Stroking.

Mother

Mom strokes her little son on the head, Her palm is so tender, Like a willow twig. - Grow up, dear son, Be kind, brave, honest, Gain intelligence and strength. And don't forget me!

5. Move the knuckles of your fingers clenched into a fist up and down and from right to left along the palm of the hand being massaged (“straight-line movement”).

Grater

Together we help mom, grate beets with a grater, together with mom we cook cabbage soup, - Look for something tastier!

6. The phalanges of the fingers clenched into a fist make a movement according to the “gimlet” principle in the palm of the massaged hand.

Drill

Dad takes the drill in his hands, And it buzzes, sings, As if a fidgety mouse is gnawing a hole in the wall!

7. Self-massage of fingers. The hand and forearm of the arm being massaged are located on the table, the children are sitting. With “pincers” formed by the bent index and middle fingers, a grasping movement is made for each word of the poetic text in the direction from the nail phalanges to the base of the fingers (“rectilinear” movement).

Ticks

The pliers grabbed the nail and tried to pull it out. Maybe something will work out if they try!

8. The pad of the thumb, placed on the back side of the massaged phalanx, moves, the other four cover and support the finger from below (“spiral” movement).

Lambs

“Byashki”, curly-haired lambs, graze in the meadows. All day long it’s all: “Be and be,” They wear fur coats on themselves. Fur coats in curls, look, “Byashki” slept in curlers, In the morning they took off the curlers, Try to find a smooth one. Everyone is curly-haired, every single one, They run in a curly-haired crowd. This is their fashion, the sheep people.

9. Movements as when rubbing frozen hands.

Morozko

Morozko froze us, crawled under a warm collar, like a thief, carefully penetrated into our felt boots. He has his own worries - Know the frost, but get stronger! Don’t spoil, Frost, why don’t you treat people like that?!

4) Development of general motor skills and motor coordination:

• pantomime (book “Tell Poems with Your Hands”, “Psychogymnastics” by M.I. Chistyakov, “Movement and Speech” by I.S. Lopukhin);
• outdoor games for coordination and coordination of movements;
• special complexes of physical and rhythmic exercises (journal “Defectology” No. 4, 1999)

5) Normalization of voice and speech breathing:

— Breathing exercises by A.N. Strelnikova.

— Exercises for the development of speech breathing

The following exercises are recommended in speech therapy practice:

- Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower chest. Take a deep breath through your nose (this pushes your stomach forward and expands your lower chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).

— Take a short, calm breath in through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.

— Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).

- Smoothly pronounce several sounds on one exhalation: aaaaa aaaaaooooooo aaaaaauuuuuu

- Count on one exhalation up to 3-5 (one, two, three...), trying to gradually increase the count to 10-15. Make sure you exhale smoothly. Count down (ten, nine, eight...).

- Read proverbs, sayings, tongue twisters in one breath. Be sure to follow the instructions given in the first exercise.

Practiced skills can and should be consolidated and fully applied in practice.

The tasks become more complex gradually: first, long speech exhalation training is carried out on individual sounds, then on words, then on a short phrase, when reading poetry, etc.

In each exercise, children’s attention is directed to a calm, relaxed exhalation, to the duration and volume of the sounds pronounced.

“Skits without words” help normalize speech breathing and improve articulation in the initial period. At this time, the speech therapist shows the children an example of calm expressive speech, so at first he speaks more during classes. “Skits without words” contain elements of pantomime, and speech material is specially kept to a minimum in order to provide the basics of speech technique and eliminate incorrect speech. During these “performances” only interjections are used (Ah! Ah! Oh! etc.), onomatopoeia, individual words (names of people, names of animals), and later short sentences. Gradually, the speech material becomes more complex: short or long (but rhythmic) phrases appear as speech begins to improve. The attention of beginning artists is constantly drawn to what intonation should be used to pronounce the corresponding words, interjections, what gestures and facial expressions to use. During the work, children’s own imaginations are encouraged, their ability to choose new gestures, intonation, etc.

Also, for the development of proper speech breathing, the following are recommended:

• special exercise games: playing pipes, blowing away small objects, blowing soap bubbles, etc.
• phonetic rhythm by Mukhina A.Ya.;
• voice exercises by Ermakova I.I., Lopatina L.V.

6) Formation of the prosodic side of speech according to met. Lopatina L.V.:

• exercises to develop rhythm (perception and reproduction of rhythm);
• exercises to master the rhythm of words;
• familiarity with narrative, interrogative, exclamatory intonation;
• formation of intonation expressiveness in expressive speech

7) Overcoming sensory impairments:

• development of spatio-temporal concepts in met. Danilova L.A.
• exercises to develop the sense of touch in met. Danilova L.A.

System of classes for preschool children (from 5 to 7 years old)

Development of spatial concepts.

1. Determination of basic spatial (prepositional) relations on specific objects. The child, according to the instructions, rearranges the objects in the indicated directions.
2. The name of the main spatial relationships in the plot picture.
3. Development of constructive praxis.
4. Development of spatial relationships in a child’s visual activity.
5. Memory training for spatial relationships. Analysis of a picture from memory, taking into account the spatial relationships between objects. A story from memory about the location of objects in space... Training of trace tests of constructive praxis.

Office for the Development of Touch.

1. Training to determine the texture of an object. Recognition of texture by touch during preliminary display.
2. Determination of the texture and shape of real objects without prior demonstration.
3. Differentiation by touch of different geometric bodies: a) the same shape, but different thicknesses (flat and volumetric); b) the same shape and thickness, but different sizes (large and small); c) the same size and thickness, but different shapes... The development of this ability is formed in stages:

• Stage I - recognition of three-dimensional figures by touch after preliminary visual familiarization with the figure;
• // stage - recognition of three-dimensional figures of the same texture without preliminary display;
• Stage III - recognition of flat figures of the same texture after visual familiarization;
• Stage IV - recognition of flat figures by touch without display;
• Stage V - recognition of figures by touch of the same shape, but different in texture after their preliminary examination;
• Stage VI - recognition of the shape and texture of an object by touch without prior inspection;
• Stage VII - distinguishing objects of the same shape and texture by size by touch...

Development of temporal representations.

1. Determination of the sequence of seasons, clarification in pictures and in verbal descriptions of the distinctive features of each season.
2. Sequence of periods of the day, analysis of regime moments.
3. Practicing the concepts of “older - younger”.

To form generalizations, exercises are carried out to develop generalizations by the method of elimination (the game “The Fourth Extra”).

• / stage - 4 objects are laid out in front of the child, united by certain properties.
• // stage - eliminating unnecessary objects in the picture.

To develop an understanding of cause-and-effect relationships

a guessing game is used... During the game, independent observations and certain concepts about objects are formed, cause-and-effect relationships are revealed.

As many years of observations have shown, the proposed correction methods can significantly develop unformed functions and prepare the child to perceive

9) Development of phonemic hearing according to met. T.A. Tkachenko, L.V. Lopatina, N.V. Serebryakova

Speech therapy work for erased forms of dysarthria at the preparatory stage ensures the effectiveness of correction at all subsequent stages of correctional work.

Methods for preventing the disease

Due to the biological factors in the development of the disease, it is worth thinking about its prevention during pregnancy and childbirth. Difficult pregnancy, intrauterine infections, asphyxia, complicated childbirth, injuries in the first months of a newborn’s life - all this can cause speech disorders in the future.

We list the main methods of preventing the disease after the birth of the baby.

First, develop your reflexes. These include gaze fixation and object tracking, auditory concentration, motor activity, and the oral automatism reflex - all of them are very important in the development of the newborn.

Secondly, communicate with the baby. Tactile, visual, auditory sensations - all this is extremely important for its development. Smile at him, talk to him, carry him in your arms, stroke him.

Third, be always there. This is especially true for mom. After all, a newborn needs her closeness, the opportunity to touch her, see her, feel her, and receive a return hug.

Fourth, stimulate the sucking reflex. The more actively and longer the baby suckles at the breast, the better its muscles develop - they become stronger and more flexible.

Fifth, encourage the baby's attempts to communicate. Humming and babbling - this needs to be stimulated.

Sixth, develop fine motor skills. Speech is directly related to fine motor skills and the more dexterous the baby’s hands are, the better. Introduce him to different textures.

Seventh, speak to your baby in your native language. Speak clearly and competently. And encourage him to communicate. Even if he doesn't talk, still try to make him make sounds. If he wants something and shows it with gestures, provoke him to ask for it verbally.

conclusions

Dysarthria is not just a failure to pronounce certain sounds. And you certainly shouldn’t expect a child with such a diagnosis to “talk” like the neighbors’ daughter. This speech disorder is much deeper and more complex, but it is not always a death sentence. The main thing is not to waste time.

This is why turning a blind eye to the problem is a huge mistake as parents. Of course, it is difficult to accept the fact that your child has some kind of impairment. But this must be done precisely for the benefit of the future of your baby. An untreated disease will bring many problems to an adult in social life - from communication to work.

If the disease is detected at an early stage of development, it can be cured. An integrated approach to therapy gives good results. Of course, if there are no gross disorders of the nervous system.

It is even better if it was possible to diagnose the disease when it has not yet made itself felt, that is, before the baby’s first attempts to speak. Such early corrective work will become effective prevention.