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Violations of the coordination of movements of dynamic praxis are factors of difficulty in
teaching speech of children with dysarthria. This applies to general as well as fine and articulatory motor
skills. As A. Rosenthal notes, a child with better motor functions is more likely to master speech. And, on
the contrary, a child whose general motor development lags behind the age norm will experience great
difficulties in teaching the speech process.
The main and most persistent signs of dysarthria are melodic intonation disorders, which affects
intelligibility, intelligibility, emotional expressiveness and even the semantic structure of the child's
speech. Features of the psyche of children dysarthrics (reduced observation, inability to listen to
instructions, poor switching) affect the course of their motor acts. A. Zaporozhets noted that developing
the system of movements, we also affect mental processes, and since speech is not only the highest form
of mental activity, but also the highest motor act, then developing the motor system, we develop speech.
[1]
The interrelation of the development of speech, sensory functions, motility and intelligence
determine the need for a comprehensive and systematic character of correctional work. Considering the
question of the factors determining the assimilation of the phonetic side of speech, A.N. Gvozdev
emphasized the role of the motor sphere. Thus, he writes: "In the first place in this respect is the role of
the motor sphere, to which both the motor center of the speech of the brain and the motor-motor apparatus
are referred. Therefore, the assimilation of phonetics is determined by the development of the speech-
motor sphere. "[2] Violation of general motility has a direct effect on the pronunciation of speech, which
in most children - dysarthritis suffers.
In a number of different techniques that represent a system of work to correct dysarthria, a certain
place is taken by speech therapy rhythmics. Until the 1970s and 1980s, speech therapy was used only
with stammering people. Currently, speech therapy rhythm is widely used in dysarthria and other speech
disorders.
Classes with movements for children with dysarthria are of particular importance, because motor
exercises train, primarily, the brain, the mobility of nervous processes (N.A. Bernshtein, V.M. Bekhterev,
I.M. Sechenov, etc.). [3] At the same time, the movement to music is one of the most attractive activities
for a child, a game, an opportunity to express emotions, to realize one's energy, therefore, it generally has
a beneficial effect on his condition and upbringing. One of the first scientists who developed the
logarithmic effect system was G.A. Volkova (1976). In the monograph "Logopedic Rhythmics" she
proposed a technique for studying various forms of speech disorders, which we used to conduct the
experiment. [1] When organizing and conducting logarithmic classes with children with dysarthria
according to G.A. Volkova's system, it is necessary to take into account the state of speech and motor
skills.
According to modern psychological theory, the main point of any therapy is the motivational
moment. As V.A .Sukhomlinsky said: "All our plans, all searches and constructions turn into dust, if the
student does not want to learn." German pedagogue and philosopher Rudolf Steiner in his book "Healthy
development of the physical-physical as the basis of the free manifestation of the spiritual and spiritual"
indicates that the age of 6-12 years is the time of development of rhythmic abilities. An anthroposophical
scholar writes: "A child at this age has an inner impulse, an inner desire to experience what he gradually
acquires as an independent spiritual-spiritual; to experience, of course, unconsciously, instinctively, like a
rhythm, as a tact, but - a rhythm and a tact that are played out primarily in his own body. And he has a
desire to play this rhythm and clock in his own organization. "[4]
According to Steiner's teaching, everything that appears in a rhythmicized format to a child of
primary school age will bring him pleasure and joy. We can assume that the fulfillment of such tasks will
increase the effectiveness of the whole work due to their rhythmic form.
The influence of speech therapy rhythmics on various aspects of speech, in particular, on
pronunciation, has not been sufficiently studied, so this topic is quite relevant.
The object of the study is the process of correction of pronunciation disorders in younger
schoolchildren with dysarthria
The subject of the study is the use of speech therapy rhythm in the elimination of pronunciation
disorders in younger schoolchildren with dysarthria in speech therapy classes.
In connection with the foregoing, the purpose of the study was to study the conditions under
which speech therapy rhythm becomes an effective means of correcting pronunciation in younger
schoolchildren with dysarthria.
89
For the experimental work, 4 students of special boarding school for children with severe speech
disorders No. 9 were selected. All 4 students have the same verbal conclusion - ONR-2-3 levels,
dysarthria. The control group (4 persons) consisted of students with a similar verbal conclusion.
The criteria by which the level of achievement of the students in the control and experimental
groups was compared was the efficiency and quality of the implementation of individual corrective
speech plans (PIKRR) under the section "Sound structure of the word". The parameters were the number
of distortions of the delivered but not yet fixed sounds and the distortion of the syllabic structure during
the naming of pictures, narrative by a series of plot pictures and narrative by ideas and memories (a story
of 10 sentences on the theme "Winter" and "Family"). For control, nine sounds were used - whistles (C,
C, Z, Z, C), sibilant (W, L) and sonorous (L, L) sounds, since they are the most frequent phonemes of
Russian speech, and their pronunciation determines the dictation picture of speech in each individual
case. All sounds were delivered and required automation.
The level scaling was carried out in accordance with the constant Ingenkamp: The development
of PIСW under the section "The sound structure of the word" was less than 75% corresponding to the
level with the conventional name "low level of advancement"; The average level of advancement
presupposed a 75-100% efficiency of the implementation of the PIKRR and, finally, the "high level of
automatization of sounds" suggested that the plan was fully implemented (by 100%) and that qualitative
changes in the speech of the child were visible to everyone: and teachers, and other students, and the child
himself.
Experimental research was conducted in 3 stages:
The first stage was the ascertaining experiment in the course of which the diagnosis of the state
of pronunciation (the technique of Inshakova OB) and the syllabic structure of the word (13 classes of
syllabic word structures by AK Markova) was conducted for the children of the experimental and control
groups
Based on the results obtained, we give a brief description of both groups. For children with
dysarthria of the experimental and control groups, the polyformity of the disturbance of sound production
is characteristic. When naming the pictures of errors in pronunciation was done less than in the story of
the plot pictures and free speech. In the structure of violations, distortions were mainly observed. All
children reported a violation of pronunciation of whistling, sibilant and sonorous sounds to varying
degrees. To test the formation of syllabic structures, children were offered 2 pictures for each of the
classes (according to Markova), starting with the 4th. The results are shown in Table 1.3:
Table 1. Results of the study of the syllabic structure of the word children of the
experimental and control groups
4 gr.
5 gr.
6 gr.
7 gr.
8 gr.
9 gr.
10
gr.
11
gr.
12
gr.
13
gr.
14 gr.
1. Shaken М.
0%
50%
0%
100%
100%
50%
0%
50% 0%
50%
100%
2. Аndrew W.
0%
100%
0%
100%
100%
100
%
100
%
50% 0%
0%
100%
3. Agybai А.
0%
50%
0%
100%
100%
50%
100
%
0%
0%
50%
100%
Ushurbek А.
50%
100%
50%
100%
100%
100
%
100
%
50% 0%
100
%
100%
Analysis of the findings of the observational experiment showed that violations in the sound-
acoustic structures in children with dysarthria are diverse and variable. Therefore, the selection of
exercises at the stage of the formative experiment should be differentiated, depending on the structure of
the defect, with a preponderance of the musical or rhythmic material.
At the second stage during the forming experiment, we conducted corrective-logopedic work with
the children of the experimental group using the means of speech therapy rhythm in the form of
individual and subgroup classes. Exercises from the methods of GA were used. Volkova, M.V.
Zhigorevoy and A.Ya. Fly. All the exercises were divided into 2 groups:
1)
Exercises for developing non-speech functions
2)
Speaking-rhythmic exercises
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