Wiesel examination speech chart for an adult. Logopedic examination of preschool children. Speech card for beginner speech therapists. The scheme of examination of children with alalia
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Elizabeth Harun
Speech card of a child from 3 to 7 years old. Survey scheme.
F.I. baby
Date of Birth ___
age at the moment examinations ___
Home address ___
By decision of the PMPK dated ___ protocol No. ___
enrolled at the speech center for ___ academic year
sent to PMPK in MOU TsDK "Childhood" ___
Date of completion voice card ___
Speech therapy conclusion ___
Speech therapist ___
Anatomical structure of the articulatory apparatus
Lips (thick, thin, cleft, scars) ___
Teeth (sparse, crooked, small, large, spaced, missing teeth, double row of teeth) ___
Bite (prognathia, progenia, open lateral, open anterior, cross) ___
Hard palate (high, narrow (Gothic, flat, low, crevice) ___
Soft sky (absence, shortened, forked, lack of a small tongue) ___
Tongue (massive, small, short, long, "geographical", hypertrophy of the tip of the tongue) ___
Hyoid ligament (short, shortened, the presence of adhesions with the tissues of the sublingual region) ___
Study of the state of the motor sphere
1. The state of manual motor skills (does not cope, finds it difficult, with difficulty, norm, range of motion, pace, ability to switch, left-handedness)
Kinesthetic basis movements:
4 years old (fold the thumb and forefinger into a ring, first on the right hand, then on the left hand) ___
5 years (simultaneously stretch the index and middle fingers of the right hand, then the left hand, both hands)
6 years (simultaneously stretch the index and middle fingers of the right hand, then the left hand, both hands. Place the index finger on the middle and vice versa, first on the right hand, then on the left hand)
Kinetic basis movements:
4 years (alternately bend and unbend fingers first on the right hand, then on the left. Change the position of the hands hands: one is clenched into a fist, the fingers of the other are straightened, and vice versa) ___
5 years (ex. "Playing the piano" leading hand. Try "fist-rib-palm" dominant hand)___
6 years old (ex. "Playing the piano" leading hand. Try "fist-rib-palm" right hand, left hand)
Pencil skills:
4 years (ability to hold a pencil, draw horizontal lines, vertical lines, circles) ___
5 years (the ability to draw straight, broken, closed lines, a person) ___
6 years (the ability to draw straight, broken, closed, wavy lines, a person) ___
2. The state of mimic muscles. (presence or absence of movements, additional and unnecessary movements, accuracy of execution, slowness of movements.)
Exercise:
3 years (by imitation: raise eyebrows "Surprised" ___; furrow your brows- "Get Angry" ___; squint your eyes___; puff out cheeks "Fat Man" ___; draw cheeks in "Slim" ___) ___
4 years (close right eye, left eye ___; raise eyebrows ___; frown brows ___;
wrinkle your nose___; puff out cheeks___)
5 years (close right eye, left eye ___; raise eyebrows ___; frown brows ___;
wrinkle your nose___; puff out cheeks___; draw cheeks in ___)
6 years old (close right eye, left eye ___; squint eyes ___; frown brows ___;
wrinkle your nose___; inflate the right, left cheek ___; draw in the right, left cheek ___)
The presence or absence of flattening of the nasolabial folds:
3. The state of articulatory motility (presence or absence of movements, additional and extra movements, tone (normal tension, lethargy, excessive tension, range of motion (complete, incomplete, ability to switch from one movement to another, replacement of movements, abundant salivation, deviation of the tip language)
Movements of the lower jaw:
3 years (by imitation : open and close mouth)___
4 years (open and close mouth ___; move lower jaw from side to side ___) ___
5 years (open and close the mouth wide ___; open and close the mouth, overcoming the resistance of the fists ___) ___
6 years (open and close the mouth wide ___; open and close the mouth, overcoming the resistance of the fists, move the lower jaw to the right and left ___) ___
Lip movements:
3 years (by imitation: "Smile-Tube") ___
4 years (stretch lips in "smile", pull forward "pipe" ___; stretch your lips in a smile, exposing the incisors ___) ___
5 years (stretch lips in a smile, exposing incisors ___; close lips, stretch forward with a tube ___;
alternate lip positions "pipe smile" ___)___
6 years old (stretch lips in a smile, exposing incisors ___; close lips, stretch forward with a tube ___;
alternate lip positions "pipe smile" ___; lift the upper lip, exposing the upper teeth, lower the lower lip. Revealing lower teeth ___) ___
tongue movements:
3 years (by imitation: tongue wide___; narrow___; up down___; "watch" ___
4 years (show wide tongue- "Spatula" ___; show narrow tongue "The sting" ___; "Swing" ___;
"Watch" "sting") ___
5 years (show wide tongue- "Spatula" ___; show narrow tongue "The sting" ___; "Swing" ___;
"Watch" ___; moving the tongue back and forth (protrusion of the tongue "sting") ___
6 years old (show wide tongue- "Spatula" ___; show narrow tongue "The sting" ___; "Swing" (tongue on lip) ___;"Watch" ___; lick lips with the tip of the tongue in a circle "delicious jam" ___) ___
Movement of the soft palate (open mouth wide and yawn) salivation (norm, increased)
3 years___ ___
4 years___ ___
5 years ___ ___
6 years ___ ___
Study of the state of impressive speech
1. Passive vocabulary (impaired understanding ...
Ability to generalize (show several objects or objects related to one concept):
3 years (choose picture where toys___; tableware___; clothes___) ___
4 years (toys___; clothes___; shoes___; dishes___) ___
5 years (toys___; clothes___; shoes___; dishes___; furniture___; vegetables___; fruits___; birds___;
6 years old (toys___; clothes___; shoes___; dishes___; furniture___; vegetables___; fruits___; birds___; animals___
Understanding Actions (show by subject pictures) :
3 years (where the girl sleeps ___; plays ___; draws ___; eats ___) ___
4 years old (where the girl is sitting ___; standing ___; lying ___; walking ___; the boy is eating ___; drinking ___; reading ___; playing ___;
5 years (a bird flies ___; a fish swims ___; an elephant walks ___; a frog jumps ___; a snake crawls ___) ___
6 years (builder builds ___; cleaner cleans ___; buyer buys ___) ___
Understanding the Signs (display by suggested pictures) :
4 years (big cup___; small cup___; red leaf___; green leaf___; yellow leaf___; sweet candy___; sour lemon___; round cake___; square cake___) ___
5 years (round cookie___; square cookie___; triangular cookie___; oval cookie___; cold ice cream___; hot tea___; bitter medicine___; sweet jam___)___
6 years old (rectangular napkin ___; polygonal napkin ___; young man ___; old man ___; cheerful boy ___; sad boy ___; high house __; low house ___) ___
2. Understanding the various forms of inflection
Differentiation of singular and plural nouns (show by pictures) :
3 years (cup-cups ___; mushroom-mushrooms ___; ball-balls ___; table-tables ___; doll-dolls ___; ball-balls ___)
4 years (butterfly-butterflies___; flower-flowers___; girl-girls___; boy-girls___; home-home___)
5 years (cat-cats ___; bed-beds ___; lamp-lamps ___; car-cars ___; table-tables ___; mushroom-mushrooms ___)
6 years (bed-beds ___; lamp-lamps ___; table-tables ___; nest-nests ___; ear-ears ___; mushroom-mushrooms ___)
Understanding prepositional case constructions with pretexts:
3 years (prepositions on, in, under: put the ball in the box___; on the table___; under the table___) ___
4 years (prepositions in, on, at: in the table___; on the table___; near Table__) ___
5 years (prepositions in, on, at, under, for, on: in the table___; on the table___; near Table__; under the table___; at the table___; on the table__)
6 years (prepositions in, on, at, under, for, by, over, from: in the table___; on the table___; near Table__; under the table___; at the table___; on the table __; over the table___; from the table___) ___
Understanding diminutive suffixes nouns:
3 years (house-house ___; spoon-spoon ___; ball-ball ___; table-table ___; chair-stool ___; doll-doll ___)
4 years (key-key ___; button-button ___; table-table ___; machine-machine ___; bucket-bucket ___)
5 years (key-key___; button-button___; sock-toe___; star-star___; cup-cup___)
6 years (knife-knife___; sock-sock___; star-star___; mitten-mitten___; blanket-blanket___)
Differentiation of verbs with different prefixes (show by suggested pictures) :
4 years (girl pours water into a cup ___, pours water from a cup ___, waters flowers from a watering can ___)
5 years old (a bird flies out of the cage ___, a bird flies into the cage ___, a girl pours water into a cup ___, pours water from a cup ___, waters flowers from a watering can ___) ___
6 years old (the bird flies out of the cage ___, the bird flies into the cage ___, the girl pours water into the cup ___, pours water from the cup ___, waters the flowers from the watering can ___, the boy crosses the road ___, the boy approaches the house ___)
Understanding individual sentences (show by suggested pictures) :
4 years (The boy congratulates the girl. The girl congratulates the boy___) ___
5 years (The dog runs after the boy. The boy runs after the dog___) ___
6 years (Butterfly sits on a flower that has already blossomed. Butterfly sits on a flower that has not yet blossomed ___) ___
3. The state of phonemic perception.
Differentiation of oppositional sounds (show by pictures) :
3 years (table-chair___, father-woman___, dot-daughter___, braid-goat___, bowl-bear___)
4 years (cat-whale ___, house-smoke ___, duck-rod ___, pussy-bowl ___) ___
5 years (mouse-bear ___, kidney-barrel ___, coil-tub ___, slide-crust ___, rat-roof ___, horns-spoons ___, grass-firewood ___,) ___
6 years old (arable land-tower ___, owl-sofa ___, mole-grotto ___, hot-ball ___, bow-hatch ___, mouse-bear ___) ___
Study of the state of expressive speech
CHARACTERISTICS OF EXPRESSIVE SPEECHES: (there is speech or not, babble speech, speech in separate words, phrasal speech)
1. Active dictionary.
NOUNS:
Name 4-5 nouns according to the proposed topics:
3 years (name things, pictures by topic) :
"Toys" ___
"Tableware" ___
"Clothing" ___
"Pets" ___
"Toys" ___
"Tableware" ___
"Clothing" ___
"Shoes" ___
"Furniture" ___
"Vegetables" ___
"Fruit" ___
"Birds" ___
"Berries" ___
"Insects" ___
"Animals" ___
"Transport" ___
Name parts of the body and parts of objects (on picture) :
Legs ___ chair back ___
Hands ___ chair seat ___
Head ___ chair legs ___
Eyes ___ car body ___
Ears ___ car wheels ___
Nose ___ sleeve ___
Mouth ___ Collar ___
Neck ___ button ___
Belly ___ car cab ___
Chest ___ rudder ___
Elbow ___ cuff ___
Palm ___ Buttonhole ___
Back of head ___ headlights ___
Temple ___ motor ___
name in one word (generalize) items and objects depicted in picture:
Doll, pyramid, ball… ___
Spoon, fork, plate…___
Dress, skirt, sweater … ___
Dog, cat, mouse … ___
Ball, car, doll… ___
Shirt, dress, skirt…___
Boots, boots, shoes… ___
Table, chair, cabinet …___
Cucumber, tomato, carrot…___
Apple, banana, orange… ___
Sparrow, dove, owl…___
Strawberries, currants, blueberries … ___
Fly, mosquito, butterfly … ___
Cat, dog, cow… ___
Plane, bus, car …___
Choose antonyms (words "vice versa"):
white-black___ hot-cold___
big small___
Sweet-sour ___ hard-soft ___
Big-small___ thick-thin ___
Wide-narrow ___
High-Low ___ Long-Short ___
Wide-narrow ___ thick-thin ___
Friend ___ goodness ___
Woe ___ hot ___
Give ___ raise ___
VERBS:
name actions "What is he doing?" (on pictures) :
Boy (eating) ___ (asleep) ___
Boy (plays) ___ (draws) ___
Boy (drinks) ___ (walks) ___
Boy (eating) ___ (asleep) ___
Boy (plays) ___ (going) ___
Bird (flies) ___ fish (floats) ___
Car (rides) ___
Boy (draws) ___ (washes himself) ___
Girl (washes) ___ (brews) ___
Bird (flies) ___ fish (floats) ___
The cat is meowing, what is the dog doing? (barks) ___
Boy (going) ___ fish (floats) ___
Sun (shines) ___ rain (pouring) ___
Grandmother (knits) ___ mother (sews) ___
Doctor (heals) ___ teacher (teaching) ___
Cook (trains) ___ salesman (sells) ___
The crow croaks, and the cuckoo (cuckoo) ___
2. The state of the grammatical structure of speech.
The use of nouns in the nominative singular and plural
(form by analogy)
Table-tables ___ ball- ___ doll- ___
Table-tables ___ cat- ___ house- ___
doll- ___ hand- ___ window- ___
Cat-cats ___ lion- ___ river- ___
Ear- ___ ring- ___ egg- ___
Eye-eyes ___ leaf- ___ chair ___
Tree- ___ stump- ___ sparrow- ___
The formation of plural nouns in the genitive case (answer the question "Many
what?" on pictures)
3 years “One spoon – a lot of what? Spoons"
Spoons - ___ apples - ___ sweets - ___
Tomatoes - ___
Pears - ___ tomatoes - ___ apples - ___
Cucumbers - ___ berries - ___ flowers - ___
Balls ___ keys- ___ birch- ___
Spoons - ___ windows - ___
Pencils - ___ leaves - ___ books - ___
Forks - ___ buckets - ___
Agreement of adjectives with singular masculine and feminine nouns
kind (name the color of the object by pictures) :
Balloon-red ___ pencil-blue___car-red___
Cup-blue___
Flag - red ___ bag - blue ___ apple - yellow ___
Orange-orange ___ saucer-blue ___ butterfly-white ___
Bell-purple ___ crow-grey ___ dress-pink ___
The use of prepositional case constructions (answer questions about pictures) :
In the house ___ under the tree ___ on the fence ___
In mink ___ behind mink ___
Where is the vase? (on the table) ___ Who has the ball? (for a boy) ___
Where are the fruits? (in the basket) ___
Where is the bird sitting? (on the tree) ___ Where is the car parked? (in the garage) ___
Who has a doll? (for a girl) ___ Where is the car going? (on the way to) ___
Where is the ball? (under the chair) ___ Where does the butterfly fly? (above the flower) ___
Where does the bird fly from? (out of the cell) ___
Where is the kitten jumping from? (from chair) ___
The use of numerals 2 and 5 with nouns.
Two cats … Five cats ___ Two cars … Five cars ___
Two balls ... Five balls ___ Two roses ... Five roses ___ Two windows ... Five windows ___
Two stumps ... Five stumps ___ Two sparrows ... Five sparrows ___ Two buckets ... Five buckets ___
Formation of nouns with diminutive suffixes (on pictures) .
Table - ___ nose - ___ house - ___ doll - ___
Table - ___ cup - ___ bag - ___ bucket - ___
Fence - ___ sock - ___ tape - ___ window - ___
Ring - ___ stroller - ___ flower - ___ pitcher - ___
Formation of names of young animals.
The cat has ___ the fox has ___ the hare has ___
The cat has ___ the fox has ___ the duck has ___ the elephant has ___
A hare - ___ a squirrel - ___ a she-wolf ___ a goat - ___
In a dog - ___ in a cow ___ in a beaver ___ in a bear ___
Formation of adjectives from nouns.
tree trunk (which)- wood ___
glass jar (which) – ___
leather bag (which) - ___
Thatched roof (which) - ___
Rubber boots (what kind) - ___
apple juice (which) - ___
Formation of possessive adjectives.
Whose apron? (mother, grandmother) - ___
Whose house? (Tanya, cat) - ___
granny glasses (whose)– grandmother's ___ fox tail (whose) ___
Mom's shoes (whose) ___ cat whiskers (whose) ___
bear den (whose) ___
Formation of prefixed verbs (answer the question "What does a man do?" on pictures).
The man is crossing the road. ___
A man gets on a bus. ___
The man leaves the house. ___
The man leaves the house. ___
3. The state of coherent speech.
Retelling of the text from several sentences.
3 years (in the presence of phrasal speech)
Instruction: listen to a story "Ryaba Hen". Try to repeat it.
Retells ___ independently with the help of an adult ___ fails ___
"Kitty"
Katya had a kitten. Katya loved the kitten. She fed the kitten milk. The kitten loved to play with Katya.
"Fishing"
Ilyusha is going fishing. He dug up worms, took a fishing rod and went to the river. Ilyusha sat down on the shore and cast his line. Soon he caught a bream, and then a perch. Mom cooked a delicious fish soup for Ilyusha.
"Incident in the Forest"
It was warm summer weather. Dima went to the forest for berries and mushrooms. I walked through the forest for a long time and got lost. It became dark, Dima got scared. I climbed a tree and saw a light. Dima walked along the path and came to a small house. A forester lived here. The forester accompanied Dima home. ___
Drawing up a story according to the plot picture.
"Kitty"
"Kitty"
Composing a story for a series pictures(collect cut pictures and write a story) .
"Found a hedgehog"
"Found a hedgehog"
4. state of the syllabic structure of words (repeat after the speech therapist based on visualization).
3 years (mark the maximum number of syllables of correctly reproduced words)
House ___ cat ___ nose ___ soup ___
Cotton wool ___ fly ___ children ___ legs ___
Lipstick ___ paper ___ raspberry ___ spade ___
Cat ___ water ___ knock ___ bridge ___ broom ___
Bag ___ shovel ___ back ___ jar ___ candy wrapper ___
House ___ cotton ___ broom ___ bag ___ shovel ___
Phone ___ airplane ___ photographer ___
The lamp fell off the table. ___
The children made a snowman. ___
The supermarket sells groceries. ___
Phone ___ airplane ___ sidewalk ___
Medicine ___ towel ___ motorcycle ___
TV ___ rattle ___ frying pan ___
thermometer ___camera ___excavator ___
traffic controller ___ plumber ___
The traffic controller directs traffic at the intersection. ___
The photographer has a camera with a flash. ___
The plumber is fixing the plumbing. ___
5. The state of sound pronunciation (absence, replacement, distortion of sounds).
4 years; 5 years; 6 years (in isolation, in words)
Vowels: A ___ Y ___ O ___ I ___ E ___
Consonants:
S ___ S ___ W ___ W ___ C ___ W ___
W ___ W ___ W ___ R ___ R ___ L ___
L ___ Y ___ M ___ N ___ B ___ D ___
B ___ C ___ C ___ D ___ D ___ X ___
6. Phonemic perception.
Pa - ba ___ ta - yes ___ ka - ha ___
Ba - pa ___ pa - ba ___ ha - ka ___ ka - ha ___
Yes - that ___ that - yes ___ ma - ba ___ ba - ma ___
Wa - ka ___ ka - wa ___ nya - na ___ na - nya ___
Ba - pa - ba ___ pa - ba - pa ___ ha - ka - ha ___ ka - ha - ka ___
Yes - that - yes ___ ta - yes - that ___ for - sa - for ___ sa - for -sa ___
Ta - ta - ta ___ ta - ta - ta ___
Sa - sha - sa ___ sha - sa - sha ___ zha - sha - zha ___ zha - sha - zha ___
Sa - tsa - sa ___ tsa - sa - tsa ___ la - ra - la ___ ra - la - ra ___
Tom - house - com ___ side - tank - bull ___
7. Phonemic analysis and synthesis.
Name the first sound.
Astra ___ arch ___ autumn ___ lake ___ beehive ___ ears ___ needles ___ sparks ___
Cloud ___ needles ___ stork ___ fishing rod ___ dwarf ___ poppy ___ bag ___ slippers ___ water ___
Name the last sound.
Cat ___ beetle ___ bus ___ house ___ balloon ___ chair ___
Saw ___ ring ___ kangaroo ___ mushrooms ___ glasses ___
Name all the sounds in the words one by one.
Cat ___ cotton wool ___ house ___ poppy ___ oak trees ___ bag ___
Determine the number of sounds in words.
Bull ___ cotton ___ house ___ banana ___
SCHEME OF EXAMINATION OF CHILDREN WITH ALALIA
Personal data
Surname, name of the child __________________________________________________________
Date of birth (day, month, year) ________________________________________________
Date of examination (day, month, year) _____________________________________________
Age (at the time of the examination, calculated in years and months, for example, 4 years 5 months) __
Home address, phone number _____________________________________________________________
Which kindergarten did you come from (kindergarten number, district) or from the family ________________________________________________________________________
Date of admission to the speech therapy group (date, number of the protocol of the medical-psychological-pedagogical commission, from what date) ______________________________________________
Diagnosis of the district medical-psychological-pedagogical commission _____________________________________________________________________________
Information about parents
Mother: Full name, date of birth, education, profession, works, no ___________________________________________________________________________
Father: F. I. O, date of birth, education, profession, works, no ___________________________________________________________________________
Other family members living in this family ______________________________________
Complaints of parents, given, in their words, about the mental and speech development of the child, their wishes about the child's stay in the speech therapy group _____________________
Parents' speech: note the literacy, the correct construction of the phrase, the coherence and logic of the message about their child or errors in the use of words, agrammatisms in the phrase, the poverty of language means for expressing one's thoughts, the violation of the coherence and logic of the narrative ______________________________________________________________________
_____________________________________________________________________________
General history
From what pregnancy the child, the age of the mother during childbirth __________________________________________________________________
The nature of pregnancy: falls, injuries, psychoses, chronic and infectious diseases of the mother
Childbirth: early, term, fast, rapid, dehydrated
Stimulation: mechanical, chemical, electrical stimulation
Shout: was, no ___________________________________________________________
Asphyxia: white, blue _________________________________________________
Rh factor: negative, compatibility ________________________________
Weight and height of the child at birth
Feeding: on what day after the birth of the child was brought to feed; took the breast actively, did not take it, with the help of ___________________________________________
_______________________________________________________________________
He sucked actively, fell asleep during feeding, quickly got tired, regurgitation, choking. Feeding until _________________________________________________
_______________________________________________________________________
Subsequent feeding: mixed, artificial ______________________
Extract from the maternity hospital on ______ day
Additional stay in the maternity hospital, reasons _____________________________
Features of early development: holds his head from ____ months. (normal from 2 months old), sits from ______ months. (normal by 7 months), costs from ______ months. (normally 9-10 months), walks from ______ months. (normal between 12 and 15 months).
First teeth from ______ months, by 1 year of teeth ______
Past illnesses:
up to 1 year _______________________________________________________________
after 1 year _______________________________________________________________
up to 3 years ________________________________________________________________
_______________________________________________________________________
Pay special attention to diseases of the nervous system.
Organic diseases of the nervous system: note infectious diseases and intoxications, injuries of the nervous system. An infectious disease can be caused either by bacteria (bacterial, microbial infections) or by viruses (viral infection). To note diseases related to neuroinfections: meningitis, encephalitis, meningo-encephalitis, poliomyelitis, etc., as well as trauma to the nervous system: craniocerebral injuries suffered in the prenatal period, during childbirth and in the postnatal period _______________________
______________________________________________________________________________________________________________________________________________
Clarify whether there were (are) after a craniocerebral injury or after infectious lesions of the nervous system liquorodynamic disorders (hydrocephalus of varying degrees) _____________________________________________________________
_______________________________________________________________________
Infectious diseases: measles, scarlet fever, diphtheria, influenza, rubella, etc.
Somatic diseases: colds, pneumonia, inflammatory processes of the ear, etc._____________________________________________________________
_______________________________________________________________________
Convulsions at high temperature _________________________________________
Speech development data
Cooing from ______ months, the nature of the hum (duration of sounds, their combination, individual melodious sounds).
babbling since ______ months, the nature of babble: sound, syllabic.
first words, their characteristics: truncated, consisting of one syllable, iterative structure, such as MOM, DAD, NANNY, UNCLE, etc., onomatopoeia, the number of words _________________________________________
_______________________________________________________________________
Current speech: use of gestures, speech activity, understanding the speech of others
Speech environment: they communicate with the child, taking into account his desire, or vice versa, correct speech, require repetition, answers to questions (such an attitude to the child’s speech gives rise to speech negativity in him) _____________________
Worked with a speech therapist where, how much, the result, did not work ___________________
_______________________________________________________________________
Logopedic examination
The state of non-verbal mental functions
Perception research
visual perception
For state research subject gnosis the following methods are recommended.
Presentation of subject pictures. The speech therapist lays out in front of the child from 2 to 5 pictures (depending on age), offers to look at them and then, according to the speech instruction of the speech therapist, show the named picture. At the same time, the speech therapist calls the first or last picture in the row, and then all the rest. Subject pictures are selected from logical groups of words (family, clothes, dishes, animals, etc.).
Contour presentation. The child is invited to recognize the outline of the depicted object. Since the expressive speech of a child with alalia is not formed, speech activity is reduced or absent, the speech therapist suggests not to name, but to show the image corresponding to the contour. 2 subject pictures are laid out in front of the child and it is suggested to look at them carefully, then the speech therapist lays out the contour of one of the images under them and asks the child to show the picture that he recognized from the proposed image.
Presentation of an incomplete drawing. The child is invited to look at a drawing of a familiar object without an essential detail by which the image is easily recognized, for example, an elephant without a trunk, a squirrel without a fluffy tail, a hare without long ears, a car without wheels, etc. Instruction: "Show the elephant", "Show the squirrel" and etc.
Presentation of crossed out figures. The speech therapist lays out 3-4 images in front of the child, crossed out with different lines - horizontal, vertical, wavy, for example, a house, an apple, a Christmas tree, a car.
Presentation of superimposed images objects (Poppelreiter's test, 1917). For children with alalia, the speech therapist shows only two contrasting images, for example, a Christmas tree and an apple, a typewriter and a ball. Instructions: "Look carefully at this picture and trace what you saw in it with your finger." If possible, the child names what he circled.
For state research color gnosis the following methods apply.
Presentation of colored figures. The speech therapist lays out in front of the child 6 squares with primary colors (red, yellow, green, blue, white, black). According to the speech instruction of the speech therapist “Show the red square (yellow, etc.)”, the child points to the corresponding square. In the same way, knowledge of shades is checked: blue, orange, pink, brown, gray.
Color differentiation: two squares of different colors are placed in front of the child, for example, red and white, or blue and yellow, the speech therapist suggests looking at them carefully and showing a red square or blue.
Selection of a picture for a color dune. The speech therapist uses a square of a certain color, for example, red, and 4 subject pictures with images of objects in red (beets, cherries, tomatoes, apples), these pictures are laid out among others, which show objects in blue, yellow, white or other colors. The speech therapist offers to look at the pictures and choose among them those in which the images are only red, and put them on the red square. In the same way, the child selects yellow pictures (for example, an onion, a turnip, a sunflower, a dandelion) and puts the pictures on a yellow square, etc.
auditory perception
When researching auditory gnosis using sounding toys.
Determining the direction of sound. Game "Where did you call?" The speech therapist behind the child rings the bell at the top, bottom, right, left and asks to show with his hand where he heard the sound.
Differentiationsoundingtoys. Two contrasting-sounding toys are laid out in front of the child (a tambourine - a pipe, a drum - an accordion, a tambourine - a rattle), a speech therapist extracts sounds in front of the child, the child himself can play sounding toys. Then the child turns away, the speech therapist causes the sound of one toy from the pair. Turning, the child points to the toy, the sound of which he heard.
Spatial praxis
When examining the body diagram, the speech therapist asks the child to show the right, then the left hand, then show the right, left hand of the speech therapist sitting opposite the child, after which Head's speech tests are performed.
The speech therapist offers these tasks to children aged 5 years and older.
Examining the visual orientation of the child in space, the speech therapist asks him to clap his hands in front of him, behind, above, below.
When demonstrating actions with objects, you can use large and small cubes, a toy dog and a house, a doll and a toy high chair, etc. The speech therapist asks to put (place) one object in relation to another for, in, on, under, between.
constructive praxis
The speech therapist uses the following techniques:
Pyramid folding;
Folding the Segen board;
Folding split pictures from 2, 3 parts, cut vertically, then horizontally. If the child completes these tasks, you can offer to fold the picture, cut diagonally.
Folding figures from 2-4 sticks according to the pattern; when performing these tasks, suggest folding the figures from memory. The speech therapist folds the figure, asks the child to look and remember, then removes the sticks, and the child reproduces the figure from memory.
Dynamic praxis
The reproduction of rhythms is used: simple - / / /; //, //, //; / //; // / etc. complex -////; /// /; / // //; / /// /; // /// //; /// / // etc.
Fist - rib - palm.
Motor Research
General motor skills. The child is asked to complete the following tasks:
Walk along the line drawn on the floor;
Jump on two legs, moving forward;
Jump alternately on one leg and on the other;
Hit the ball on the floor with your palm;
Turn your body to the right - to the left.
Manual motility.
© clench fists - unclench;
© clap your hands;
© clench the fist of the right hand and hit it on the palm of the left hand, then vice versa;
© bend your elbows, placing them in front of you, and perform circular rotational movements with your hands outward, then inward.
Finger motility.
~ show the 2nd and 3rd fingers first on the right, then on the left hand, on both hands;
~ show the 2nd and 5th fingers, the execution sequence is the same;
~ fold all fingers into a ring so that the 2nd, 3rd, 4th and 5th fingers touch the first;
~ alternately connect all fingers with the 1st, starting from the 2nd on the Right hand, then repeat the same in reverse order;
~ fasten a button: first large, then medium and finally small;
~ tie a bow.
Note the coordination of movements of the arms, legs: correct, incorrect, absent; sense of balance: yes, no; posture: correct, stoop; range of motion: full, incomplete; switching movements: timely, slow, absent; independence of performance: complete, with the help of a speech therapist; accompanying movements: yes, no; left-handedness: yes, no.
Study of visual memory
Task: memorize and find 3-4 images of homogeneous objects: fruits, vegetables, furniture.
The child is asked to memorize 3-4 images of objects, then they are laid out in a row with other images (no more than 10). The speech therapist asks the child to show those pictures that he previously remembered.
Task: remember and show what has changed in a row of 2, 3, 4, 5 items. Instruction: “Look at these toys: this is a bunny, this is a hedgehog. Show yourself where the bunny is, where the hedgehog is. Turn away." The speech therapist swaps the toys, asks the child to look and put the toys in the way they stood. With an increase in the row, the speech therapist swaps the first and last toys (the phenomenon of the edge). If the child performs tasks with toys, you can offer to perform similar tasks with subject pictures.
Task: compare two toys and first find similarities in them, then differences with the help of questions from a speech therapist. For example, show two dolls dressed in identical dresses, shoes, but with bows of different colors in their hair.
State of the intellect
Invite the child to decompose 3 (if he does, then 4) pictures in the sequence of the events depicted on them. A speech therapist can help the child identify the first picture. The subsequent independent performance of the task by the child is assessed as correct.
The Study of Impressive Speech
The tasks below are offered to children with alalia aged 5 years and older.
Understanding connected speech. The speech therapist emotionally reads a short story, a fairy tale to the child and conducts a conversation with the child; the conversation is accompanied by a display of plot and subject pictures that help the child understand the content of what they read.
Understanding common sentences according to the plot pictures: “Show a girl who catches a butterfly”, “Show a girl who holds a ball”, “Show a grandmother who knits socks”, “Show a mother who is washing clothes”, “Show a father who reads a newspaper”.
Understanding different grammatical forms:
~ constructions with different case forms using simple plot pictures: “Show how the girl catches the butterfly?”, “Who is the girl catching?”, “Who is catching the butterfly?”;
~ prepositional constructions with prepositions ON, IN, UNDER, FOR, OVER, FROM, ABOUT, etc. Instruction: “Put the ball under the table”, “Take a cube from the box”, “Put the doll on a chair”, “Draw a tree near the house” ;
~ differentiation of singular and plural nouns: “Show me where is the ball in the picture, where are the balls?”, “..., where is the cup, where are the cups?” etc.;
~ differentiation of verbs with various prefixes. The child is invited to show in the pictures where the boy left the house, crossed the street, approached the house, entered the house, etc.
Understanding complex sentences. Show in pictures: “Lena lost the pencil that Kolya had. Whose pencil was it? Answer the question: “The children went to the forest for mushrooms after it had rained. When did the children go for mushrooms: before the rain or after the rain?
Passive Vocabulary Research
Comprehension of general words with details: for children 5 years old: body parts, clothing details; for children 6 years old: details of furniture, transport.
Understanding the names of baby domestic and wild animals(for the preparatory group). The speech therapist lays out images of animals and their cubs in front of the child and calls: “The cat has a kitten” (the child shows, etc.). “A horse has a foal”, “A dog has a puppy”, “A cow has a calf”, “A squirrel has a squirrel”, “A tiger has a tiger cub”, “A bear has a teddy bear”, etc.
Understanding words with opposite meanings (for the preparatory group). The procedure is the same: the speech therapist calls, the child shows in the pictures:
enter - exit open - close
coming - going away standing - going
long - short wide - narrow
flies in - flies out
big small
high Low
The volume of the passive dictionary: does it correspond to the age norm (for this, the speech therapist focuses on the data of researchers who have studied the development of the dictionary in children at an early and preschool age, for example, on the work of A. N. Gvozdev).
The study of expressive speech
General characteristics of speech: there is speech or not, babble speech, speech in separate words or phrasal.
The study of sound pronunciation can only be performed in children with efferent motor alalia, in whom the kinesthetic basis of speech is relatively intact. The speech therapist takes into account the child's desire to name (or not to name) pictures for certain sounds from the speech therapy album. In children with afferent motor alalia, the state of sound pronunciation is not investigated, since by the age of 5 they have not yet formed the kinesthetic basis of speech. A speech therapist can note the state of sound pronunciation in children based on the speech patterns that the child has, or in reflected speech, if the child has a desire to repeat the words after the speech therapist.
The structure of the articulatory apparatus: lips, teeth, jaws, palate, tongue, determine visually and note the existing deviations.
The state of speech motor skills is studied differentially: in children with motor afferent alalia, the ability to perform individual articulatory movements is not checked, since they do not have a kinesthetic basis of speech. In imitation of a speech therapist, they are offered a series (series) of movements such as: for lips - stretch forward - smile - lips with a proboscis and move them to the right - to the left. For the tongue - open your mouth - show a wide tongue - raise it to the upper lip - lower it to the lower lip - put it in your mouth - close your mouth. For the soft palate - open your mouth wide - cough with your mouth open - close your mouth.
In children with motor efferent alalia, the ability to perform a series of articulatory movements is not tested, since they do not have the kinetic basis of speech. In imitation of a speech therapist, they are offered separate articulatory movements, such as: for the lips - push the lips forward - rest. For tongue - show wide tongue or show narrow tongue.
The state of auditory-pronunciation differentiation of phonemes:
~ phonetically sharply different: [P] - [S], [L] - [P],
~ phonetically close: [M] - [N], [P] - [B], [T] - [D],
The technique is generally recognized: with these phonemes, the child is invited to repeat syllables.
Active vocabulary exploration
State of the predictive vocabulary according to the tasks indicated below, it is detected in children aged 5 years and older. The examination begins with finding out the state of the verb dictionary. This is due to the fact that the speech therapist in the process of correctional work primarily develops and enriches the verb dictionary. The verb is the basis of the phrase and contributes to the development of inner speech, which, according to L. S. Vygotsky, is predicative. Inner speech is a special psychological state that occupies an intermediate position between thought and external utterance. The formation of inner speech has a positive effect on the development of thinking and expressive speech.
Exercise. Name the action on the presented object. The speech therapist uses subject pictures. "What do they do with a pen?" The answer of the child (or with the help of a speech therapist): "They write." "Knife?" ... (with continuing intonation), child: "They cut." Further: they cut with scissors, eat with a spoon, draw (write) with a pencil, paint with a brush, chop with an ax, saw with a saw, hammer with a hammer, clean with a brush, sew with a needle, etc.
Exercise. To say how someone moves or what state he is in: a pike swims, a swallow - ..., a grasshopper - ..., a snake - .... a horse - ..., a dog - ..., a cow - ..., airplane - ... . Subject pictures are used, which depict the corresponding actions. Find antonyms for the following words:
enters - ... closes - ...
gets up - ... gets up - ...
crawling - ... running - ...
flies away - ... lays down - ...
crying - ...
The state of the nominative dictionary. Exercise. Name subject pictures on the topics: toys, family, dishes, furniture, clothes, shoes, body parts, animals, plants, people of different professions, pictures of nature, transport.
Exercise. Name the objects according to the description: “What is the name of the object with which hair is combed?” “What is the name of the object with which they soap their hands?” “What is the name of the object with which they wipe their hands and face after washing?” “... an object that is used to paint with paints?” "... an object that lies under the head when a person is sleeping?" "... an object that is embroidered with?" "... the subject on which films and programs are watched?" "... an object that children like to swing on?" "... an object with which boys play football?" etc. Exercise. Choose related cognate words for the following words: land, forest, field, water, joy, trail, speed, winter and others
The state of the attribute dictionary. Exercise. Find definitions for the words: cloud, sea, sky, city, road, grass, tiger, elephant, bunny, car, berry, window, garden, compote, lemon, knife, etc.
Exercise. Find antonyms for the following words: cold, dexterous, lazy, fat, hard, stupid, timid, dry, cramped, black, sour, tall, etc.
Mark: the accuracy of the use of words, to characterize the active dictionary: onomatopoeia, babble words. The presence of verbs, adverbs, adjectives, pronouns, nouns is investigated if the child expresses a desire to speak by imitation.
Playability speech material (a number of sounds, syllables and words) is checked in children with afferent motor alalia, in whom the kinetic melody of speech is relatively preserved (according to A. R. Luria).
Presented words in the study of the syllabic structure of the word and sound content:
button yogurt medicine
tomatoes draft tv
frying pan temperature whistle
birdhouse militiaman aquarium
Suggestions: “The guys made a snowman. Hair is cut at the barbershop. The policeman rides a motorcycle. There are fish swimming in the aquarium.
The speech therapist records the child's response by transcription.
Study of the grammatical structure of speech
Study of inflection abilities
Changing words by cases. The speech therapist shows the child a pencil and says: “I have a pencil (the child repeats on his own or with the help of a speech therapist). I don't have... (with continued intonation)." Child's answer: "Pencil". And further: “I extend my hand to ... (pencil). I pick up ... (pencil). I draw a house ... (with a pencil). I dream of red... (pencil)."
Noun transformation in the nominative singular to plural. The speech therapist shows the child subject pictures, which depict one object and several objects:
table - tables ear - ears
leaf - leaves stump - stumps
doll - dolls mouth - mouths
eye - eyes chair - chairs
tree - trees sleeve - sleeves
window - windows sparrow - sparrows
Formation of genitive forms nouns in singular and plural. The speech therapist shows subject pictures depicting a different number of objects, the child names them. Then the speech therapist removes the picture, in which there are several objects, and gently encourages the child to say the word in the genitive plural:
ball - ball - balls
ball - ... - ...
wood - ... - ...
window - windows - windows
house- ... - ...
hat - ... - ...
Agreement of adjectives with nouns singular in gender:
ball - blue
cup - blue
dress - blue
car - ...
bucket - ...
Number agreement"two" and "five" with nouns: house, beetle, bucket, fish, ball, cherry, cucumber, apple, roof, shoe, hat, watermelon.
The study of the ability of word formation
Noun formation with diminutive suffixes. The speech therapist uses subject pictures with images of objects of different sizes.
table - table spoon - spoon
doll - doll carpet - rug
window - window bed - bed
Formation of adjectives from nouns(preparatory group). Speech therapist: “The table is made of wood. What table? and he answers: "Wooden". And then offers the child the following phrases:
fur coat - (fur) paper cup - (paper)
rubber ball - (rubber) jug of glass - (glass) dress of silk - (silk) lock of iron - (iron) scarf of wool - (woolen) blouse of lace - (lace)
Formation of verbs of motion with the help of prefixes PRI, U, TO, PERE, YOU, OB, C (preparatory group). Presentation words: walk -...; run - ...; fly -....
Exploring the nature of the use of prepositional constructions, show and then ask the child where the pencil is (on the table, in the box, under the book); pronounce the phrase without a preposition and invite the child to insert the necessary preposition: “The lamp is hanging - ... by the table. The ball fell - ... the floor. The bird flew off - ... branches. Toys hang - ... on a Christmas tree.
State of phonemic analysis, synthesis and phonemic representations
Phonemic analysis
Isolation of sound against the background of the word by pictures and by ear (after being shown by a speech therapist). Instruction: “Do you hear the sound [Ш] in the word SHSHUBA?” (the speech therapist pronounces the sound in an isolated position and in the word intoned, that is, longer). And further: “Do you hear the sound IP] in the word PARR? sound [Ж] in the word ZHZHUK? sound [H] in the word BALL? sound [Щ] in the word SPIN? sound [L] in the word LLAMPA?
Listening to a stressed vowel from the beginning of the word. Presentation words: Anya, Olya, duck, Ira, windows.
Determining the place, sequence and number of sounds in the word (preparatory group). For example, determining the place of sound in a word (globally: at the beginning of a word and at the end).
Instruction: “What sound do you hear at the beginning of the word HAT? What sound do you hear at the end of the word DASH?
Phonemic synthesis
The speech therapist invites the child to make a word from the sounds uttered by the speech therapist in an unbroken sequence: [C], [S], [P]; [NOSE]; [O], [C], [A]; [L], [A], [P], [A].
Phonemic representations
The speech therapist invites the child to select and set aside pictures whose names contain the sound [C] or another sound given by the speech therapist, then pick up a word with the sound given by the speech therapist (if the child has separate words in his speech).
When examining speech activity, one should Mark: independently comes into contact, with the help, seeks to communicate, is negative.
At the end of the examination, the speech therapist writes down the corrected diagnosis.
Lena Berdyugina
Logopedic examination of preschool children. Speech card for beginner speech therapists
At the core speech therapy examination general principles and methods of pedagogical surveys: it must be complex, holistic and dynamic, but at the same time it must have its own specific content aimed at analysis speech disorder.
Complexity, integrity and dynamism surveys are provided by that all aspects of speech and all its components are studied, moreover, against the background of the whole personality examined, taking into account the data of its development - both general and speech - from an early age.
Logopedic examination includes the following points:
1. Name, surname, age, nationality.
2. Complaints of parents, educators, teachers.
3. Data of early development: a) general (briefly); b) speech(detailed, by periods).
4. Brief description of the child at the present time.
6. Vision.
7. The reaction of the child to his speech difficulties.
8. Intelligence.
9. The structure of the organs of articulation, their mobility.
10. Speech: a) impressive; b) expressive - from the point of view of phonetics, vocabulary, grammatical structure; whether he owns a detailed speech; c) writing - reading and writing.
11. Conclusion.
Each speech therapist starts your work with diagnostics. She reveals speech this child has problems. The speech therapist can, based on the diagnostic data, draw up a conclusion and form an individual route for this child.
There are a large number of author's diagnostics. Let's take the diagnosis of N. V. Nishcheva. It comes with a detailed description of all the techniques and methods, indicating the symptoms. speech disorders. There is a wonderful diagnostic manual edited by Professor GV Chirkina. In it, the diagnosis is shown from an early age and for each speech violation individually. You can consider another work by G. V. Chirkina Methods speech examinations of children”, but it is more suitable for children with phonetic-phonemic speech disorders. But how to immediately determine speech disorder? This requires an average type of diagnostics. Everyone has it speech therapist own diagnostic map, which he uses in practical work, which he develops himself.
speech card
1. Name of the child ___ 2. Date of birth ___ + 3. Home address ___ 4. Date examinations___
Expert opinion
Otolaryngologist___ Oculist___ Neurologist___
Primary speech history
The decision of the medical and pedagogical commission
Logopedic examination
Anatomical structure of the articulatory apparatus: 1. Language___2. Lips___3. Teeth ___ 4. Jaws ___ 5. Soft palate ___ 6. Mimic muscles ___ 7. Dynamic organization of movements art. apparatus ___ 8. General motor skills ___ 9. Fine motor skills ___ 10. General sounding of speech ___
phonetic hearing
Rat-roof duck-fishing rod mouse-bowl grass-firewood T-shirt-bunny wheelbarrow-cottage cancer-lacquer bow-hatch
Phonemic perception
1. Ta-da ta-da-ta pa-ba pa-ba-pa
2. Distinguishing a vowel from others vowels "U" A-s-u-o-s-a-o-u...
3. Distinguishing a consonant from others consonants: Raise your hand when you hear the sound "T". 4. Isolation and distinction of sound among syllables ___ _ 5. Isolation and distinction of sound among syllables___
6. Highlight the first stressed vowel sound: Alik, Yura, Olya, Yasha, Hoop, Wasps, Alla ... 7. Select the last consonant sound: Poppy, steam, com, cat, mustache, beetle, cheese. Nose…
Word and sentence structure
Medicine TV frying pan electricity Children made a snowman. The bird made its nest in the bushes.
Eyebrow bridge of the nose elbow nostrils eyelids watering can basket spider
Generalization
Onions, turnips, carrots ___ Wardrobe, chair. Table, sofa___ Dishes___ Clothes___ Transport___
Find out by description
Iron, with two handles and a lid ___ Red, cunning, lives in the forest, steals chickens ___
Verb comprehension (m. and f. kind)
Zhenya fell Zhenya fell Valya cried Valya cried
Perfect and imperfect verbs
Misha makes a wheelbarrow. Misha made a wheelbarrow. Katya draws a butterfly. Katya drew a butterfly.
Antonyms
Wide- Tall- White- Old- Cheerful- Hot- Thin-
Synonyms
Cheerful - Big - Beautiful -
Grammar
Who is the cat catching?___
What do they cut wood with?___
Names of actions of people and animals
Painter___ Postman___ Violinist___ Builder___ Dog___ Cat___
Convert singular to plural
Castle book cat beetle letter fly wagon scythe cap belt
Education n. genus. pad. units and many others. numbers
N-R: I have a pencil, do you? (ruler, pen, book, violin, sweets.) R- to: What about me? ___ Formation of compound words
Leaves are falling ___ Samkatit ___ Snow is falling ___ Samvarit ___ Walking ___ Flying ___
retelling
Use pretexts
Formation of diminutive forms
Doll hare ball house window ring
Agreement of nouns with numerals
Formation of adjectives from nouns
Table made of wood, fur coat, glass of glass woman of snow
Making a simple proposal picture
Composing a story for a series pictures
Features of thinking
1. Make a whole out of parts___
2. Exception___
3. Spatio-temporal concepts:
Up-down far-close high-low middle part of the day days of the week seasons
4. Color:
5. Shape:
6. Accounting operations: How many eyes does a dog have? How many wheels does the car have?
Clarification speech diagnosis
During the school year
Teacher- speech therapist ___
- Last name, first name, age __________________________________________________________
- Home address _______________________________________________________________
- Date of enrollment at the speech therapy center _____________________________________________
- Progress in native language (at the time of the survey) ____________________________
- Complaints of the teacher or parents: according to the teacher ____________________________________
- Conclusion of a psychiatrist _________________________________________________
- Hearing condition ________________________________________________________________
- Data on the course of speech development: ____________________________________________________
according to parents _______________________________________________________________
__________________________________________________________________ _____________
10. State of the articulatory apparatus:
a) lips(normal, thick, thin, sedentary, mobile, postoperative scars)
b) teeth ( normal, large, small, rare, frequent, presence of extra teeth, violations
dentition, dentures)
in) bite(norm, progenia, prognathia, open: anterior, lateral; deep decussation)
G) language(normal, massive, small, left/right tip deviation)
e) hypoglossal ligament(normal, massive, shortened, spliced, operated)
e) solid sky(normal, high, narrow, shortened, cleft, submucosal cleft)
and) soft sky(normal, shortened, sagging: on the right, on the left; clefts; uvula: norm,
11. General characteristics of speech. Recording of the conversation. Independence of related statements __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
A) vocabulary (quantitative and qualitative characteristics)
Subject Dictionary:
a) explanation of the meaning of words:
fridge ____________________________________________________________________
a vacuum cleaner ________________________________________________________________________
b) naming parts of objects:
Kettle: bottom __________________________ Chair: seat ______________________________
spout ____________________________ back ____________________________
cover ___________________________ legs ________________________
a pen _____________________________
c) level of generalizations:
Sweater, dress, shorts, skirt, tights ______________________________________________
Boots, shoes, slippers, felt boots ___________________________________________________
Saucer, frying pan, spoon, plate
Tomato, turnip, carrot, cabbage _________________________________________________
Apple, peach, pear, lemon
Cat, dog, wolf, hedgehog ___________________________________________________________
Dove, duck, sparrow, crow
Wardrobe, table, armchair, bedside table ______________________________________________________
Bus, train, tram, airplane
d) What do you know?
vegetables__________________________________________________________________________
fruit _________________________________________________________________________
clothes _________________________________________________________________________
shoes __________________________________________________________________________
furniture _________________________________________________________________________
seasons ____________________________________________________________________
months _________________________________________________________________________
transport _______________________________________________________________________
wild animals _________________________________________________________________
Pets _____________________________________________________________
birds __________________________________________________________________________
flowers__________________________________________________________________________ _
trees _________________________________________________________________________
professions ____________________________________________________________________________
B) the grammatical structure of speech:
formation of the plural of nouns and the genitive case of plural nouns:
|
plural im.pad. |
plural number of births |
|
the formation of a diminutive form:
house________________ tree _________________ Zhenya ______________________
chair __________________ mushroom _____________________ Bone ________________
agreement of nouns with numerals:
Who has a baby?
in a cat ____________________ in a dog __________________ in a pig ___________________
in a bear ___________________ in a hare ___________________ in a fox ____________________
in a cow ___________________ in a horse __________________ in a sheep ____________________
in a mouse ____________________ in a frog _________________ in a chicken __________________
C) pronunciation and distinction of sounds: pronounces (P), replacement (Z), distortion (I), omission (Pr), mixing (S).
|
isolated |
||||||||||||||||||
|
isolated |
||||||||||||||||||||
Distinguishing oppositional sounds: pa-ba-ba (N or no) _________, ta-da-da _____________
ha-ka-ka ________, for-for-for _______, cha-cha-cha _______, ra-ra-ra _________, for-for-for ______.
Reproduction of words with different sound-syllabic composition.
policeman ______________________ motorcyclist ____________________
construction __________________ rehearsal ______________________
serpentine _______________________ watchmaker ________________________
The pace and intelligibility of speech _________________________________________________________________
12. The level of formation of the skills of analysis and synthesis of the sound composition of the word:
1st sound in a word poppy _______ window ________ day ________ Hedgehog _________ yogurt __________ last sound in a word soup ________ movie ______horse ________ wood _______ number of sounds in a word duck _______ stump ______hedgehog ______ trees ________entrance _________ name the sounds in order in the word cat ________forest _______ bench __________ pouring _______
word synthesis donkey ________ skates ________Hedgehog _______ trees _______________________
- Letter: the presence and nature of specific errors: formed, not formed;
Errors in phonemic perception (substitutions): voiced - deaf, whistling - hissing,
sonorants, affricates, hard - soft (ch. II row, b), vowels;
Sound analysis errors: omissions, insertions, repetitions, permutations, underwriting;
Grammar errors: sentence boundaries, word omissions, word insertion, repetition
words, word merger, word break, preposition merger, agreement, management;
Opto-spatial errors; lexical errors; spelling mistakes
14. Reading:
A) the level of mastering the technique of reading: formed, not formed; letter-by-letter, syllable-by-syllable, whole words; slow, fast; by guess; reading comprehension is complete, superficial, not available (underline)
B) reading errors: _____________________________________________________________
- Manifestation of stuttering: _____________________________________________________________
- Brief description of the child according to the psychologist and the teacher (organization, independence, attention stability, working capacity, observation, attitude to the existing speech disorder) _____________________________________________________________________________
- The conclusion of the teacher-speech therapist ______________________________________________________________
- The results of speech correction (marked in the map by the time the student is expelled from the speech therapy center) ____________________________________________________________
A) the alleged cause, severity of stuttering, situations that exacerbate its manifestation (answers at the blackboard) ________________________________________________________________________
B) the formation of language means _______________________________________________
C) features of general and speech behavior (organization, sociability, isolation, impulsiveness) __________________________________________________________________
d) adaptation to the conditions of communication _________________________________________________________
__________________________________________________________________ __________________________________________________________________________________ ________________
__________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ________________
__________________________________________________________________ __________________________________________________________________________________ ________________
Teacher speech therapist: ________________/ /
List of used literature:
- Eletskaya O.V., Gorbachevskaya N.Yu. Organization of speech therapy work at school .. M .: TC Sphere, 2007.
- Mazanova E.V. School logo. Documentation, planning and organization of correctional work: a manual for speech therapists. - M.: Publishing house GNOM and D, 2009.
- Efimenkova L.N. Correction of oral and written speech in primary school students. - M., 1991.
speech card
(sample)
1. Surname, name
2. Age
ANAMNESIS.
1. What pregnancy is the child from
2. The nature of pregnancy (toxicosis, falls, chronic diseases, infectious diseases ...)
3. Childbirth (early, term, rapid, dehydrated ...)
4. Stimulation (mechanical, chemical, electrical stimulation…)
5. When I screamed
6. Asphyxia (white, blue)
7. Rh factor (compatibility)
8. Weight at birth
9. Feeding:
a) when they brought food
b) how he took the breast
c) how to suck
d) whether regurgitation, choking were observed
10. On what day did you leave the hospital, if you were late, why
EARLY MENTAL DEVELOPMENT.
1. Holds his head with/1.5 months/
2. Sitting since /6 months/
3. Costs from /10 months/
4. Walks from /11-12 months/
5. First teeth / 6-8 months /
6. Past diseases:
Up to a year...
After a year….
Infections…
Bruises, head injuries...
Convulsions at high temperature ....
7. speech history:
Cooing……../2 months/
Babble…../6 months/
First words…./by 12 months/
The first phrases .... / by 1.5-2 years /
Was speech development interrupted ... ..
Speech environment………
Has the child been involved with a speech therapist before ......
Attitude towards speech...
LOGOPEDIC EXAMINATION
1. Observation of behavior during the examination ...
2. State of auditory attention:
*show what toy sounded
*following 2-3 step instructions (open your mouth and close your eyes,…..)
3. Visual perception
* primary colors (quantity)
* tint colors
* selection of pictures for a color background ...
4. Orientation in space:
a) in your own body - right, left side
b) in space - right left side
c) up, down, front, back
5. Orientation in time:
*Morning afternoon Evening Night
*Yesterday, today, tomorrow, the day after tomorrow
*First, then, now
6. Distinguishing geometric shapes:
a) active
b) in liabilities
7. Account: straight
back
counting operations
8. Logical thinking
a) allocation of the 4th extra:
cat, dog, duck, mouse
cat, wolf, dog, cow.
b) classification of objects: say in one word:
Sweater, dress, shorts, skirt, sundress.
Boots, shoes, slippers, felt boots.
Saucer, frying pan, spoon, plate.
Wardrobe, table, armchair, nightstand.
Tit, crow, duck, sparrow.
Bus, train, tram, plane.
9. Gross motor skills:
Clumsy, clumsy...
Jumps on one, two legs, alternately, with support ...
EXAMINATION OF THE ARTICULATION DEVICE.
1. Lips:
Thin, thick, short, cleft.
Lip mobility (smile, tube, closure density, symmetry).
2. Teeth:
Rare, small, outside the jaw row, large incisors, no incisors.
3. Hard palate:
High, narrow, flat, shortened, gothic.
4. Soft palate:
Shortened, forked, deviated to the side, not reduced enough, not reduced.
Bite:
Prognathia, progenia, level bite, anterior open bite, lateral open bite, oblique.
6. Language:
a) size: massive, small, short hyoid ligament.
b) mobility: stick forward, pull into the mouth, lick your lips ...
c) switchability: a smile-tube, a pendulum, a horse ...
d) maintaining posture, symmetry.
e) the presence of synkinesis.
e) tremor.
g) salivation.
7. State of mimic muscles:
* close one eye in isolation (presence of synkinesis)
* evenly raise eyebrows
*furrow eyebrows
* smoothness of nasolabial folds.
8. General sound of speech:
* expressiveness (inexpressive, inexpressive ..)
* breathing (upper chest, diaphragmatic, short exhalation ...)
* tempo and rhythm (slow, fast, uneven…)
* diction (fuzzy, blurred ...)
SURVEY OF CONNECTED SPEECH.
1. Colloquial and descriptive conversation:
What is your last name?
How old are you?
Where do you live?
How is your mother's name?
What name of your father?
Do you have a brother, sister?
Who is older, younger?
What does mom and dad do?
Do you have friends?
2. Drawing up a story from a picture: ....
3. Drawing up a story based on a series of plot pictures ...
4. Retelling...
5. Story by presentation…
STATE OF VOCABULARY AND WORD PROCESSING SKILLS,
1. Dictionary state:
a) title various objects, professions, transport, generalizing words, baby animals ...
b) explanation of the meanings of words:
fridge…
a vacuum cleaner…
airplane…
in) name of parts of objects:
Kettle
bottom
spout
Lid
A pen.
Watch
Clock face
Numbers
Arrows
Strap
Chair
seat
Back
Legs.
d) Verb dictionary:
What is he doing:
Cook
Teacher
Doctor
Postman?
Cat _______, dog ________, duck _________, frog __________,
Pig _______, cow ________, crow ________, sparrow __________.
e) feature dictionary:
--selection of adjectives for nouns:
Lemon (what?)
Dress (what?)
Fox (what?)
-- selection of antonyms:
wide - …
straight - …
dry - …
high - …
long - …
sick - …
happy - …
light coloured - …
cold - …
WORD FORMATION.
BUT ). Formation of nouns with diminutive suffixes:
Table -
House -
Carpet -
Axe -
Mushroom -
Book -
Hand -
Notebook -
Cat -
Bucket -
Nest -
Window -
Cloud -
Sparrow -
Bread -
Feather -
B) The formation of verbs in a prefixed way:
Walked (came, left, approached, reached ...)
Walks (leaves, approaches, enters, passes ...)
Pours (pours, pours, pours, tops up ...)
C) Formation of adjectives from nouns (relative):
Bench made of wood (what?)
Leather bag
plastic handle
Glass beaker
Juice from cherries, apples, pears, plums, tomatoes
iron nail
D) Formation of possessive adjectives:
A hare has a hare tail, but a wolf?
Whose head?
Whose house?
Whose bag?
GRAMMATIC STRUCTURE OF SPEECH.
1. Grammar comprehension survey:
a) execution of instructions, like: show the notebook with a pen; show a pen with a notebook.
b) number comprehension:
show where the pencil is and where the pencils are;
Do children draw with a pencil or crayons?
show me where the car is, and where are the cars?
in) gender understanding:
Where did Sasha fall? Where did Sasha fall?
Where did Zhenya cry? Where did Zhenya cry?
G) case understanding:
show where the mother dresses the girl? Where does the girl dress her mother?
e) understanding of prepositions:
on, in, from, from under, from, for, because of, under, to.
2. The presence of agrammatisms:
Inflection:
A) change of nouns by cases:
I have a pencil.
I have no…
I'm drawing …
I have a Grandmother.
Not home …
I'll give you a flower...
I'm going for a walk with...
I remember about...
B) prepositional case forms:
(according to the picture - the ball is on the cabinet, under the cabinet, behind the cabinet, in front of ..., I will get the ball from under ..., because of ...,)
C) conversion of nouns from units. numbers in plural:
Table - tables
Window - …
Eye - …
Wood - …
Stump -…
Chair - …
Mouth - …
Sleeve - …
Sparrow - …
Ear - …
D) agreement of numerals 2 and 5 with nouns:
One cow - two ... - five ...
One house - two ... - five ...
One chair - two ... - five ...
E) the formation of forms of nouns Gender. and TV. and Proposition. case pl. numbers:
Tables - tables - tables - about tables,
Window - …
Chairs - …
Bucket - ...
The fish are…
Dolls - ...
Ears - …
E) agreement of adjectives with nouns:
Blue ball - blue ball - blue ball - about the blue ball.
The blue car is...
Blue dress - …
Red flag - ...
Red sun...
A red star - …
G) agreement of adjectives with nouns, including:
Blue ball - blue balls, (see above).
PRONUNCIATION.
1. Vowels:
2. Voiced and deaf consonants:
B-P
V-F
D-T
K-G
3. soft and hard consonants:
N-N
M-M
T-T
K-K
G-G
X-X.
4. Whistling:
ss
33
C
5. Sizzling:
SHJ
SC
6. Sonorants:
LL
PPb
Y
7. Differentiation of sounds in spontaneous speech:
S-Sh, S-Z, S-S, S-Ts.
Sh-S, Sh-Zh, Sh-Sch.
Ch-Ts, Ch-Sch, Ch-T.
L-R, L-R, L-Y, L-Y ...
EXAMINATION OF PHONEMATIC PERCEPTION OF SOUNDS AND ELEMENTARY SKILLS OF SOUND ANALYSIS.
1. Repetition of 3 and 4 vowels:
Aoe, uio, ieu.
Aye, wow, wow.
2. Repetition of syllables with oppositional sounds:
Pa-ba, go-ko, ha-ka, te-de.
Ta-ta-da, pa-ba-pa, ha-ha-ka, cha-cha-cha.
Cat-cat-year, tom-house-tom.
3. Isolation by ear of the first stressed vowel sound in a word:
Alik, echo, windows, duck, Ira, aster, Olya, Anna, ears.
4. Isolation by ear of the last sound in the word:
Fluff, cat, catfish, soup, window, cat, balls.
SURVEY OF SYLLING STRUCTURE:
1. Reproduction of the syllabic structure of the word:
Naming from the picture - frying pan, aquarium, policeman tablecloth, bicycle, medicine, motorcycle, literature, excavator.
2. Reflected pronunciation:
Construction, serpentine, rehearsal, watchmaker.
3. Play sentences (2-3 times in a row)
The children made a snowman out of the snow.
The plumber is fixing the plumbing.
The watchmaker fixes the watch.
The watchmaker, narrowing his eyes, repairs the watch for us.
The policeman rides a motorcycle.
The traffic controller regulates traffic.
Speech therapy conclusion: ______________________________________