Lena Berdyugina
Speech therapy examination of preschoolers. Speech card for beginner speech therapists
At the heart of speech therapy examination should lie general principles and teaching methods survey: it should be complex, holistic and dynamic, but at the same time it should have its own specific content aimed at analysis speech impairment.
Complexity, integrity and dynamism surveys are provided by that all aspects of speech and all its components are investigated, moreover, against the background of the whole personality examined, taking into account the data of its development - both general and speech - starting with early age .
Speech therapy examination includes the following points:
1. Name, surname, age, nationality.
2. Complaints from parents, educators, teachers.
3. Data of early development: a) general (briefly); b) speech(in detail, by periods).
4. a brief description of child now.
6. Vision.
7. The child's reaction 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 has a detailed speech; v) written speech- reading and writing.
11. Conclusion.
Each speech therapist starts their work with diagnostics. She reveals speech problems for this child. Speech therapist can based on the diagnostic data, draw up a conclusion and form an individual route for this child.
Author's diagnostics a large number of... 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 G.V. Chirkina. It shows diagnostics from an early age and for each speech violation separately. You can consider another work of G.V. Chirkina Methods children's speech examinations”, But it is more suitable for children with phonetic-phonemic speech disorders. But how to immediately determine speech impairment? This requires an average type of diagnostics. Everyone has it speech therapist its diagnostic map which he uses in practical work which he develops himself.
Speech card
1. Full name of the child ___ 2. Date of birth ___ + 3. Home address ___ 4. Date survey ___
Conclusion of experts
Otolaryngologist ___ Oculist ___ Neuropathologist ___
Primary speech history
Decision of the medical and pedagogical commission
Speech therapy examination
Anotomical 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-summer car crayfish-varnish bow-hatch
Phonemic perception
1. Ta-da ta-da-ta pa-ba pa-ba-pa
2. Distinguishing a vowel among others vowels "U" A-s-o-o-o-o-o-o-o ...
3. Distinguishing a consonant among others consonants: "Raise your hand when you hear the sound "T"... 4. Isolation and discrimination of sound among syllables ___ _ 5... Isolation and discrimination 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, lump, cat, mustache, beetle, cheese. Nose…
Word and sentence structure
Medicine TV frying pan electricity Children blinded a snowman. The bird made a nest in the bushes.
Eyebrows bridge of nose elbow nostrils eyelids watering can basket spider
Generalization
Onions, turnips, carrots ___ Cabinet, 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 ___
Understanding verbs (m. and f. kind)
Zhenya fell Zhenya fell Valya cried Valya cried
Perfect and imperfective verbs
Misha makes a wheelbarrow. Misha made a wheelbarrow. Katya draws a butterfly. Katya drew a butterfly.
Antonyms
Wide - Tall - White - Old - Funny - Hot - Slim -
Synonymous words
Funny- Big- Beautiful-
Grammatical structure
Who is the cat catching? ___
How do they cut firewood? ___
Action names of people and animals
Artist ___ Postman ___ Violinist ___ Builder ___ Dog ___ Cat ___
Convert singular to plural
Castle book cat beetle letter fly wagon braid cap belt
Education noun genus. pad. units and many others. the numbers
N-R: I have a pencil, and you? (ruler, pen, book, violin, candy.) R- To: What about me? ___ Formation of compound words
Leaves are falling ___ Samkatit ___ Snow is falling ___ Samvarit ___ Going up ___ Flies off ___
Retelling
Use prepositions
Formation of diminutive forms
Doll hare ball house window ring
Aligning nouns with numerals
Formation of adjectives from nouns
Table made of wood fur coat made of fur glass glass baba made of snow
Drawing up a simple proposal for picture
Writing a story by series pictures
Features of thinking
1. Make up the whole of the parts ___
2. Exception ___
3. Spatio-temporal concepts:
Top-bottom far-close high-low middle part of the day days of the week seasons
4. Color:
5. Form:
6. Counting operations: How many eyes does a dog have? How many wheels does the car have?
Clarification speech diagnosis
During the academic year
Teacher- speech therapist ___
Speech survey map
non-speaking child
1.Surname, name of the child _____________________________
2. Date of birth, age ___________________________________________________________________
3. Nationality (bilingualism) _____________________________________________________________ _
4. Home address ________________________________________________________________________
5. Where did you come from ________________________________________________________________________
6. Date of admission to speech therapy group _______________
7. Conclusion PMPK from ______________
8. Psycho-neurological status _______________________________________________________________
9. Hearing condition _________________________________________________________________________
10. State of vision _______________________________________________________________________
11. Date of filling in the speech card ____________________________________________________________
Speech therapist ___________________________________
I ... Study of non-verbal communication components
Establishing contact with a child (productive, unproductive) __________________________________
Manifestation of motor and speech negativism _____________________________________________
Demonstration of the ability to imitate:
- "Do as I do" (indication, negative gesture, etc.) _________________________________________________________
- "Fly like a bird", "Jump like a bunny", "Drown like a bear" ___________________________
Manifestation of fixation of the child's gaze (speaker's eyes, organs of articulation, picture) ______________________
________________________________________________________________________________________________
II ... Learning auditory perception
Defined e changing the number of non-speech sounds ___________________________________________________
Distinguishing and reproducing a 2-complex rhythm by ear ______________________________________
Determination of the direction of non-speech sound __________________________________________________
Distinguishing by ear of onomatopoeia ____________________________________________________________
III ... Studying motor development
1. General motor condition:
(gait - confident, unsure, with camber; walking on tiptoes in straight lines; jumping on one or two legs)
coordination ____________________________________________________________________________
2. Fine motor skills:
(try: repeat sequentially the poses "cam", "roof", "boat", "goat", "circle", "glasses"; alternating two poses: "fist / palm", "fist / goat", "palms / boat "," glasses / fist; lacing)
accuracy of movements _______________________________________________________________________
switching ___________________________________________________________________________
pace ___________________________________________________________________________________
3. The state of the facial muscles:
Face (meaningful, presence of facial expressions, indifferent, asymmetrical, nasolabial fold) ___________
_______________________________________________________________________________________
The ability to perform mimic movements in imitation (tests: raise eyebrows up ("surprised"),
frown ("get angry"), squint eyes, puff out cheeks ("fat")) ____________________________________
__________________________________________________________________________________________________________
(shows negativism; visually perceives, tries to repeat, but unsuccessfully; tries to repeat, but the pose
does not hold; performs movements independently)
IV ... Examination of the articulation apparatus
1. Articulation apparatus structure:
lips ____________________________ muscle tone of the lips _______________________________
teeth ____________________________________________________________________________________
bite _________________________________________________________________________________
tongue (shape; position, muscle tone at rest, condition of the hyoid ligament) _________________
_________________________________________________________________________________________
_________________________________________________________________________________________
solid sky ___________________________________________________________________________
2. The state of the motor skills of the articulatory apparatus:
lips ______________________________________________________________________________
lower jaw __________________________________________________________________________
language ____________________________________________________________________________________
soft sky _____________________________________________________________________________
V ... Learning Impressive Speech:
1. State of the nominative dictionary
Correlation of a personal name with a person
(knows his name, responds to it)
________________________________________________________________________________________
Assigning items to their names
Show where the doll, ball, clock, book, table
________________________________________________________________________________________
Show body parts (hand, nose, knee, elbow, forehead, fingers, neck)
________________________________________________________________________________________
Show parts of objects (house, car, plane, doll, watch)
________________________________________________________________________________________
Show animals (cat, dog, hare, wolf, fox, horse, goat)
________________________________________________________________________________________
Correlation of objects with their purpose (objects, pictures)
Show me what you play with, how you brush your teeth, what you eat, etc.
________________________________________________________________________________________
Understanding generalized words
Show (take, give) dishes (clothes, etc.)
________________________________________________________________________________________
2. State of the predicative dictionary
(plot pictures in which one object performs different actions)
Show where the girl is walking (standing, running, eating, sleeping, playing, washing)
________________________________________________________________________________________
(plot pictures on which different objects perform different actions)
Show who is washing (standing, running, etc.)
_______________________________________________________________________________________________
3. State of the attribute dictionary
Understanding the names of the attributes of objects
Show me where is the big table? where is the little one? (thick / thin stick, long / short tape, high / low house) ____________________________________________________________________
Show me which cube is bigger? which cube is smaller? (pencil is longer / shorter, pyramid higher / lower) _____________________________________________________________________________
Show me where the red (yellow, blue) ball is? _______________________________________________
________________________________________________________________________________________
4. State of the grammatical structure of speech:
Understanding the forms of the one and only plural noun
Where is the doll? where are the dolls? (pyramid / pyramids, car / cars, book / books)
________________________________________________________________________________________
Understanding the meanings of prepositions that reflect spatial relationships
Put the toy in the box (on the box, behind the box, under the box, in front of the box)
________________________________________________________________________________________
Understanding nouns with diminutive suffixes
Show me where the table is? where is the table? (book / booklet, doll / doll, box / box) ________________________________________________________________________________________
Understanding prepositional-case construction (2-hard instruction)
Take a bear and put him on a chair; go to the table and take a pencil; take the cubes from the table and put them in the box
________________________________________________________________________________________
Understanding the content of the text, told by a series of plot pictures
________________________________________________________________________________________
VI ... Learning expressive speech
1. General sound of speech
Breath (volume, duration of exhalation, smoothness) _____________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Pace (bradilalia, tachilalia, moderate) ___________________________________________________
Intelligibility (indicate the reason) __________________________________________________________
2. Condition speech activity
Sound unconditioned reflex reactions ( grunting, smacking, squealing, whining,
joyful exclamations, laughter, crying, screaming) _______________________________________________
______________________________
Possibilities of pronouncing words (babbling, onomatopoeia, amorphous words, single words, safety syllabic structure)__________________________________________________________ ________________________________________________________________________________________
Phrases Pronunciation Capabilities (the nature of pronunciation: conjugate, reflected, arbitrary; structure of the phrase, the presence of agrammatisms) ________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________
Possibilities of pronunciation and differentiation of individual sounds
(sound pronunciation)
(differentiation of sounds)
Vii ... Research of non-speech mental functions
1. Thinking:
Seguin board ownership __________________________________________________________________
Folding the pyramid _________________________________________________________________
Classification _________________________________________________________________________
Allocation of 4-extra ____________________________________________________________________
2. Account:
Straight mechanical account: ______________________________________________________________
Correlation of the number with the number of objects ("give 2 pencils, 3 cubes, 5 pictures") _________
_______________________________________________________________________________________ _
Naming numbers ____________________________________________________________
3. Optical-spatial gnosis:
Distinguishing concepts up / down, right / left, front / back ___________________________________
________________________________________________________________________________________
4. Optical-spatial praxis:
Folding cut pictures from 2 - 3 - 4 parts _______________________________________
________________________________________________________________________________________
Folding figures from sticks according to the pattern (3-6 sticks) ______________________________________
________________________________________________________________________________________
Speech therapy conclusion: _______________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
As you know, speech cards usually contain all tasks and a place to record the results of the examination - on several pages. At our work, the flow of the surveyed is several times greater than in educational institutions, and funding for stationery is not important. Therefore, a directive came from the authorities: to reduce the consumption of paper. The search began. However, the speech therapy sheets that came into view did not fully correspond to the functionality and content of speech maps. My task was to fit all the necessary information on the examination of speech on one sheet. I did it! When using this form of the speech card, you must have a clear knowledge of all tasks in one or another block, or better - the availability of well-chosen visual materials for all tasks by age and your impeccable orientation in them. Based on the speech map of N.V. Nishcheva. With the additions of tasks from the maps of other authors, I made materials and schemes for examining the speech of children separately by age. Within the framework of my work, this is much more convenient than the materials presented in the literature, where, in order to find pictures for the next task, you need to constantly scroll through pictures to other ages in the album. The results of the examination of the speech of children from 4 to 15 years old are entered in the corresponding columns. If the skill is not yet to be formed by age, the column is not filled in. Based on the results of the survey, a descriptive speech therapy report is filled in, which indicates the same sequence of components of a speech examination as in the speech map.
Within the framework of educational institution in addition to the form of the card, you will need a history sheet.
I assure you, it is more convenient to store the documentation in this form, it is more convenient to use it!
Speech card
Surname, name of the child ______________________ age _______ group / class __________
Hearing ________________________________ vision ___________________________________
Articulating _____________________________________________________________ apparatus _______________________________________________________________________
Oral praxis _____________________________________________________________
Breathing (out of speech and speech) ____________________________________________________
Rhythm, tempo, intonation __________________________________________________________
Stuttering______________________________________________________________________
Sound reproduction ___________________ intelligibility ___________________________
A O Y Y E I Y Y I F B B P P D D D T T T G G K K K X X H B
V L F F M M M N N N Y S S H Z Z Z Z Z Z Z Z Z Z Z Z W Z H Y L L L R R L
Sound-syllable structure of words and phrases : simple _____ multi-link ____ complex ______
Phonemic representations: _______________________________________________
Phonemic perception : auditory-visual differentiation of words ________________
ear-speaks. differentiation of opposition sounds in syllables ____ in words ______
Sound-syllable analysis and synthesis : _________________________________________________
Impressive speech :
Passive vocabulary: volume, quality ______________________________________________
_____________________________________________________________________________
Discernment: surrounding objects ____________ parts of objects __________________
actions ______________ signs ____________ generalizations ________________________
Understanding the meanings of grammar. changes: verbs perk. type ___________________
units - pl. number of existence ______________ units - mn. number of verbs ___________________
decrease-caress. noun form _____________ of prefixed verbs __________________
Understanding logical and grammatical constructions: addressed speech ___________________
instructions: simple social and household ________ multi-tier ________ complex _________
prepositional case structures: simple _______________ complex ________________
simple comparison ________ complex comparison ___________ inversion _______________
structures expressing the relationship of persons and objects with each other (in TV.p.) _______
simple questions _____________________ difficult questions ________________________
sentences similar in structure _______________________________________________
text _____________ understanding hidden meaning ________ figurative sense ________
Expressive speech :
Active dictionary: volume, quality _______________________________________________
_____________________________________________________________________________
Grammatical processes :
Education: adj-x from noun-x _________________ verbs committed type ______________
noun-x Im. n. pl. h. __________________________ prefix. verbs _______________
noun plural in indirect n. or R. n ._________________ refers. appendix ________________
noun in reduced-caress. form _______________ will attract. addend-x _______________
baby animals _______________________ qualities. appendix _________________
agreement (in gender, number and case):
adjectives with noun _________________________ verbs with noun ___________________
noun with numerals ___________________________ noun with prepositions _________________
Coherent speech:
Phrase _______________________________________________________________________
Spontaneous speech _______________________________________________________________
Dialogue speech ____________________________________________________________
Automated speech: verses _______ count _______ days of the week _______ months _______
Unauthorized speech: counting _______ days of the week _______ months _______
Conjugate speech ______________________________________________________________
Reflected speech _______________________________________________________________
Nominative speech _____________________________________________________________
Drawing up a phrase: a) according to the picture _______________________________________________
b) with a given word __________________________________________________________
Monologue speech:
Allocation of causal relationships:
|
Types of monologic statements |
Retelling |
Drawing up a story based on a series of plot pictures |
Drawing up a story based on a plot picture |
Composing a story on a given topic (from experience) |
|
Text structure (parts) |
||||
|
The sequence of the disclosure of micro themes |
||||
|
Completeness of disclosure |
||||
|
Semantic accuracy |
||||
|
Phrase type, word matching |
||||
|
Using Expression Tools |
General and fine motor skills ____________________________________________
Optical-spatial gnosis and praxis ______________________________________
Letter: type of lateralization, pace, cheating, independent writing, dictation _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Reading : words, sentences, text; pace; reading to yourself; understanding the meaning; retelling _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Conclusion :__________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Speech therapist: _____________________________________________ Date: ____________________
Below you can download a sample speech card form
(font 12, 2 pages A4 size).
Speech therapy conclusion.
During speech therapy examination ___________________________________ (____________ year of birth)
the following was revealed:
According to experts:
In the structure of the articulatory apparatus:
In a state of oral praxis:
In the state of prosody and the dynamic side of speech:
In a state of sound pronunciation:
In a state of sound-syllable structure of words and phrases:
In a state of phonemic perception:
In a state of sound-syllable analysis and synthesis:
In a state of impressive speech:
* understanding of changes grammatical meanings words
* understanding of logical and grammatical constructions
In a state of expressive speech:
* active dictionary:
* grammatical processes:
Word formation:
Coordination:
* phrase
* monologue speech:
In a state of general and fine motor skills:
In a state of optical-spatial gnosis and praxis:
In writing state:
Reading state:
Conclusion :
Speech therapist:
Date:
Below you can download the speech therapy report form in A4 format (font 12).
Anamnesis
1. Last name, first name of the child ___________________________________________________________
2. Date of birth ____________________________________ Age ______________________
3. Institution visited, group, class ____________________________________________
4. Full name of mother, age, place of work, position _____________________________________
5. Full name of father, age, place of work, position _______________________________________
6. Nationality, native language what language does he speak in the family ______________________
_______________________________________________________________________________
7. Data on the presence of neuropsychic, somatic
diseases, speech disorders, especially dyslexia and dysgraphia _____________________
_______________________________________________________________________________
8. The course of pregnancy. (To identify if there were injuries, Rh-conflict, impact
chemical, physical - especially radiation - factors, infectious diseases -
especially rubella, influenza, etc., - toxoplasmosis, cardiovascular diseases,
liver disease, kidney disease, toxicosis in the 1st and 2nd half of pregnancy, symptoms
threatening miscarriage.) 1st half _____________________________________________
2nd half ____________________________________________________________________
9. The course of labor (on time, early: at 8, 7 months; normally proceeding, protracted,
impetuous, dehydrated, etc.; the use of stimulation during childbirth, its nature;
duration of labor) _____________________________________________________________
________________________________________________________________________________
10. The state of the child at the time of birth. The presence of trauma during childbirth: fractures,
hemorrhages, tumors, asphyxia (blue, white) ____________________________________
when he screamed (immediately, after a few seconds, after a few minutes) __________________________________________________________________________
________________________________________________________________________________
presence of congenital defects _____________________________________________________
Weight and height of the child at birth ___________________________________________________
When they brought in to feed, as they sucked (well, sluggishly) ________________________________________________________________________________
11. Data on the somatic, neuropsychic and psychomotor development of the child
(write out from the medical record). Keeps her head with ________________
sits with ________________ walks with ___________________
Past diseases up to a year _________________________________________________ ________________________________________________________________________________
________________________________________________________________________________
Postponed diseases from one to 3 years ___________________________________________
_________________________________________________________________________________
Past diseases after 3 years ______________________________________________ ________________________________________________________________________________
12. Data on the development of the child's speech: the time of the appearance of humming __________ babbling __________
nature of babbling ______________ time of appearance of words _______ phrasal speech __________________
whether the child had violations of the syllable structure of words _____________________________ agrammatisms _____________________________________ what sounds were pronounced incorrectly for a long time _____________________________________________________________________
the nature of the incorrect pronunciation of sounds (distortion, substitution, lack of sounds)
up to 4 years _______________________________ after 4 years _______________________________
whether there was a correction of violations of sound pronunciation and other speech disorders,
over what period, its result ______________________________________________ _________________________________________________________________________________
_________________________________________________________________________________
characteristic features of understanding the speech of others _________________________________________________________________________________
_________________________________________________________________________________
13. Data of medical examinations - specialists ________________________________________________________________________________ Share with a colleague!
(for children with OHP who are engaged in a speech center for two years of study,
highlighted font - second year of study)
1. Surname, name. Age
2. Home address.
_________________________________________________________________________________
3. Date of enrollment.
4. Full name parents, place of work, position.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Anamnesis. Speech development child (features of speech development).
Humming _________________________________________________________________________
Babbling __________________________________________________________________________
First words ____________________________________________________________________
Phrasal speech ___________________________________________________________________
6. Hearing.
8. Intelligence.
9. General sounding of speech.
10. Examination of the articulation apparatus.
Bite (normal, open anterior, open lateral, progeny, prognathia).
The structure of the sky (normal, high, low, ___________________________________________)
Hyoid frenum condition (normal, short, long,
incremented., _____________________________________________________________________)
Lips (normal, thick, narrow, inactive, _______________________________________)
Mobility of the tongue (mobile, sedentary, ________________________________________)
11. The state of general motor skills.
Coordination of movements - ___________________________________________________
Fine motor skills - ______________________________________________________________
Prefers to work with the right / left hand.
12. Sound reproduction.
S ____________ S ____________ W ____________ S __________ C __________
W ____________ W ____________ W ____________ H ___________
L _____________ L ____________ R ____________ R ___________
K _____________ Y _____________ X ____________ Yot ____________
T _____________ D _____________ N ____________ ______________
______________ ______________ _____________ ______________
13. Phonemic hearing.
14. Pronunciation of words of complex syllabic composition
Review: The pharmacist has prepared the medicine.
The guide conducts an excursion.
15. Analysis of the sound composition of the word.
a) highlighting the first sound in a word.
b) highlighting the last sound in a word.
c) determining the sequence of sounds in a word.
b) the level of generalization:
sweater, dress, shorts, skirt, tights
saucer, frying pan, spoon, plate
tomato, turnip, carrot, cabbage
apple, peach, pear, lemon
cow, dog, wolf, hedgehog
sparrow, duck, pigeon, turkey
bus, train, trolleybus, plane
trees, shrubs, flowers, grass
bread, sausage, cheese, biscuits
bee, fly, ant, beetle
Dictionary of signs:
a) selection of adjectives for nouns:
fox (what?) -
dress (what?) -
b) selection of antonyms:
Verb dictionary:
a) what are they doing?
b) the formation of a diminutive - affectionate form:
c) coordination of adjectives with nouns:
d) the formation of adjectives from nouns:
e) education possessive adjectives:
f) coordination of nouns with numerals:
(one table, two tables, five tables)
g) the use of prepositions:
| V | ON | UNDER | ABOVE | WITH |
| FROM | ACROSS | FROM-UNDER | DUE TO | |
18. Coherent speech. Retelling. "Bathing teddy bears"
The hunter was walking along the bank of a forest river and suddenly heard a loud crack of branches. He got scared and climbed a tree. A big bear and two cheerful bear cubs came out of the forest.
The she-bear grabbed one bear cub with her teeth by the collar and let's dip it into the river. Another bear cub got scared of the cold bath and started to run away into the forest. The bear caught up with him, slapped him, and then into the water, like the first one. The water refreshed them well. After bathing, the bears disappeared into the forest again, and the hunter climbed down from the tree and went home.
drawing up a story based on a series of plot pictures "Bunny and Carrot".
19. Reading:
Letters - knows, does not know.
He reads - by letter, by syllable, by words.
_________________________________________________________________________________
20. Speech therapy conclusion:
_________________________________________________________________________________
_________________________________________________________________________________
Dear speech therapists, you can copy the page to Microsoft Office Word and correct page margins!
