General speech impairment level 1. OHR - what is it and what are its features

Hello! Tell me what to do with this conclusion, it is possible to cure this, if so, where to start? “Gradually comes into contact, the contact is stable. Emotionally calm. Attention is depleted by the end of the assignment. The pace of the duration is moderate. Sound pronunciation is disturbed - replacements to-t, mn, t-d, g-d. Gross mistakes in the use of grammatical constructions. Limited possibilities of using a subject vocabulary, a vocabulary of actions, signs. The assimilation of sound syllabic structure the words. Difficulty changing the articulatory movements of the tongue. The erased form of dysarthria. General speech underdevelopment of the 2nd level of R.R. " The boy is 4 years old.

Every day more and more parents turn to speech therapists for help in the fight against defects. colloquial speech their children, most often the reason lies in the general speech underdevelopment (OHP). ОНР is divided into several levels according to the characteristics of pathologies. Most often, there is a general underdevelopment of speech level 2 (OHP level 2).

General concept of OHR

ОНР - speech impairment, which belongs to the pedagogical and psychological classification. These children have completely normal hearing and intellectual abilities, however, there is a clear disturbance in the speech system. Children with OHP include both a completely silent child, and babies who are characterized by babbling pronunciation of words, as well as children who have understandable phrasal speech, but the phonetic direction of the word is poorly developed.

The manifestation of various speech defects has very standard manifestations. In such children, the first words are formed by about three to four years, in rare cases by five. Speech is characterized by an agrammatical sound and incorrect phonetic design. Such children are very difficult to understand, although often they perfectly understand the questions asked to them.

Due to the fact that such a child develops complexes, from a psychological point of view, it is necessary to eliminate such defects at the first manifestations.

These speech defects adversely affect the sensory, intellectual and volitional aspects of the child's character. Such children are unable to fully concentrate their attention on a particular subject, and their normal ability to memorize is also affected. They cannot memorize the instructions received, as well as the sequential tasks.

Correctional work with children with OHP is aimed at developing analysis, comparison and generalization. Somatic weakness is reinforced by defects in motor activity, which is manifested by impaired coordination, reduced speed of movement and insufficient dexterity.

Main features of OHP level 2

The main difference between ОНР 2 degrees from ОНР 1 degree is the use in communication by a child not only of characteristic babbling, gestures and very simple word forms, but also elementary words that are used in everyday life. However, all phrases can be distorted, so not everyone will be able to grasp the exact wording, for example, "matic" most often means the word "boy", but you can also think about "ball".

When stress is placed, a positive result is observed only in those words in which the stress falls on the last syllable. All other attempts to build competent speech fail.

Most often, from such a kid you can hear a simple listing of the objects that are around him, and he can also explain his simple actions... If he is asked to compose a story from a picture, then he will be able to do this only with the help of leading questions. In the end, you will get a simple answer, which consists of two or three words, however, the construction of the sentence will be more correct form than a child with the first OHP level.

At this level of development in children, the use of personal pronouns, as well as simple prepositions and conjunctions is observed. Children with Level II OHP are able to tell a short story about themselves, their family, or friends. However, some words will be misused in the pronunciation. If the child does not know the correct name for an object or action, the child will try to replace it with an explanation.

If the baby cannot replace the word with a synonym, then he will turn to the help of gestures.

Such children answer the questions asked with nouns in nominative, that is, when asked "Who did you go shopping with today?" you can hear the short "Mom or Dad".

ОНР 2 degrees is also manifested by the lack of recognition of the neuter gender, as well as an insignificant number of adjectives.

With OHP level 2, the kid is trying to find the correct grammatical form, so he can try to find the correct structure of the word several times: "There was no ... there was ... rain ... rain."

At this level, children are most often able to distinguish between single and plural forms of nouns, verb tenses. At a late beginning of speech, the replacement of consonants is characteristic: soft to hard - "mole" - "pier".

Level 2 OHP is usually not diagnosed in children under 4 years of age.

Children with the second level of OHP by the school period have an almost formed simple speech, poor vocabulary and agrammatism in pronunciation.

Characteristic of OHR grade 2:

• there is an expansion vocabulary not only thanks to new nouns and simple verbs but also due to the use of adjectives and adverbs;
• enrichment of speech is observed due to the introduction of modified forms of the word, for example, a child attempts to change a word by gender, case, but in most cases the pronunciation sounds incorrect;
• in communication, children use simple phrases;
• there is an expansion of not only passive, but also active vocabulary, thanks to which the child understands more information;
• sounds and many words still sound wrong and harsh.

The main grammatical mistakes that children make:

• Incorrect use of endings in the declension of the word by case, for example, "silt at grandmother's" - "was at grandmother's."
• No difference between singular and plural, for example, "pizza ate" - "birds ate."
• Lack of practice in changing the noun when changing the number of objects, for example, "ti yiga" - "three books".
• Incorrect use of prepositions in a conversation or their complete absence, for example, "daddy went to the store" - "dad went to the store" or replacing one preposition with another "mom ate from kuni" - "mom sang in the kitchen."

Correctional work

A visit to a speech therapist must be made if, by the age of three or four, the baby does not form speech. In this case, diagnostics, detailed characteristics and correction of OHP are formed by more than one specialist.

With the help of a neuropathologist, the cause is determined. If it is necessary to carry out treatment or prescribe vitamins, a specialist can prescribe special drugs that will have a stimulating effect on the speech centers and the nervous system of the child. Most often, an MRI scan of the brain is recommended. In some cases, it will be sufficient for the doctor to talk with the parents.

After a consultation with a neurologist has been carried out, it is necessary to visit a speech therapist. Most often, the specialist assigns the child to a special group, but under certain circumstances, individual lessons can be used.

The main goal of correctional work is the development of active speech, improving its understanding, as well as the formation of phrases and their correct sound pronunciation. As a reinforcement, some speech therapists turn to parents with a request to conduct additional classes with their families, because two or three classes a week may not be enough.

An example is a simple exercise in which the child needs to chant certain words, and then the parents have to answer him in the same way. This exercise will not only help get rid of speech defects, but also bring the family closer.

The main directions of correctional work:

• improving the pronunciation of difficult words for a child in a drawn-out manner, for better sounding of all letters and sounds;
• the need to distribute words into groups that are combined depending on the topic, for example, when showing a picture with pets, the child must clearly name everyone. This approach helps children to organize;
• comparative forms different forms that belong to one part of speech, for example, we walked: in the park, in the field, in the garden, and so on;
• the same approach with a verb, for example, mom drew - mom draws - mom will draw;
• working out the understanding of the difference between singular and plural;
• improving the perception of the difference between muffled and voiced sounds.

There is a huge difference in the way children communicate with adults and with their peers. And if, when talking with an adult, the baby may feel squeezed, then when talking with a child he will be more calm and open, especially if they have the same interests.

However, with a sufficiently large development of the defect at the beginning of correctional work, individual lessons are used, which eventually flow into group ones, thereby slowly preparing the child for entering society.

In some cases, the development of grade 2 OHP is observed in children who do not attend kindergarten, due to a lack of communication. In such cases, it is recommended to enroll the baby in various circles, in which not only his social circle will increase, but also the artistic perception of the world around him will begin to develop, which will entail an improvement in speech.

Forecast

It is almost impossible to accurately predict a disorder in the development of speech in children. Most often it depends on what caused the development of the disease and the degree of its development.

That is why in case of incomprehensible babbling or complete absence of speech at the age of three, it is necessary to consult a neurologist. Indeed, in the presence of disorders from the outside nervous system even daily classes with a speech therapist may not give the desired result, because the baby will need drug therapy.

With the timely adoption of all the necessary measures, the child will begin to speak. But often these children are not able to study in a regular school, so parents will have to choose between home schooling or special school designed for children with speech impairments.

The most important thing is to remember that the support in the process of correctional work is important for the baby, which he should receive from each member of the family. This will help not only get rid of impending complexes, but also speed up the process of eliminating defects, because the baby will see approval from loved ones, which means that he will begin to strive for a better result.

General speech underdevelopment (OHP) is a deviation in the development of children, which manifests itself in the lack of formation of the sound and semantic aspects of speech. At the same time, there is an underdevelopment of lexical-grammatical and phonetic-phonemic processes, there is no coherent pronunciation. OHP in children up to school age occurs more often (40% of the total) than other speech pathologies. The general underdevelopment of speech should be taken very seriously, since without correction it is fraught with consequences such as dysgraphia and dyslexia (various writing disorders).

Symptoms of OHP in a child should be taken very seriously, as it can lead to a range of problems.

Underdevelopment of speech can be of varying degrees. Highlighted:

• 1st level OHP - complete absence of coherent speech.
• 2 level OHP - the child has the initial elements of common speech, but the vocabulary is very meager, the child makes many mistakes in the use of words.
• 3rd level OHP - the child can build sentences, but the sound and semantic sides are not yet sufficiently developed.
• 4 level OHP - the child speaks well, admitting only some shortcomings in pronunciation and phrases.

In children with general speech underdevelopment, pathologies obtained during intrauterine development, or during childbirth: hypoxia, asphyxia, trauma during childbirth, Rh-conflict. V early childhood speech underdevelopment can be the result of craniocerebral trauma, frequent infections, any diseases in a chronic form.

OHP is diagnosed by the age of 3, although the "prerequisites" for speech underdevelopment can form even at the stage of pregnancy and childbirth

When a baby has a general speech underdevelopment of any degree, he begins to talk quite late - at 3 years old, some - only by 5 years old. Even when the child begins to pronounce the first words, he pronounces many sounds indistinctly, the words have irregular shape, he says indistinctly, and even close people hardly understand him. Such a speech cannot be called coherent. Since the formation of pronunciation occurs incorrectly, this negatively affects other aspects of development - memory, attention, thought processes, cognitive activities and even coordination of movements.

Underdevelopment of speech is corrected after determining the level. What measures will need to be taken directly depends on its characteristics and diagnosis. Now let's give a more detailed description of each level.

1 level OHP

Children of the 1st level of OHP do not know how to form phrases and build sentences:

• They use a very limited vocabulary, and the main part of such a vocabulary consists only of individual sounds and onomatopoeic words, as well as a few of the simplest, often heard words.
• The sentences they can use are one word, and most of the words are babbling like a baby.
• They accompany their conversation with facial expressions and gestures that are understandable only in this situation.
• Such children do not understand the meaning of many words, they often rearrange the syllables in words and instead of the full word pronounce only a part of it, consisting of 1-2 syllables.
• The child pronounces sounds very indistinct and indistinct, and some of them are not at all able to reproduce. Other processes associated with working with sounds are also difficult for him: to distinguish sounds and isolate individual ones, combine them into a word, recognize sounds in words.

The speech development program for the first stage of OHP should include an integrated approach aimed at developing the speech centers of the brain

At the 1st level of OHP in a child, first of all it is necessary to develop an understanding of what he hears. It is equally important to stimulate the skills and desire to independently build a monologue and dialogue, as well as develop other mental processes that are directly related to speech activity (memory, logical thinking, attention, observation). Correct sound pronunciation at this stage is not as important as grammar, that is, the construction of words, word forms, endings, the use of prepositions.

2 level OHP

At the 2nd level of OHP in children, in addition to incoherent speech babble and gesticulation, the ability to construct simple sentences of 2-3 words is already manifested, although their meaning is primitive and most often expresses only a description of an object or an action.

• Many words are replaced by synonyms, since the child is poor at identifying their meaning.
• He also experiences certain difficulties with grammar - he mispronounces endings, inserts prepositions inappropriately, does not agree well with each other, confuses the singular and plural, and makes other grammatical mistakes.
• The child still pronounces sounds indistinct, distorts, mixes, replaces some with others. The child still practically does not know how to distinguish individual sounds and determine the sound composition of a word, as well as to combine them into whole words.

Features of correctional work at level 2, OHP consists in the development of speech activity and meaningful perception of what was heard. Much attention is paid to the rules of grammar and vocabulary - replenishment of vocabulary, adherence to language norms, correct use words. The child learns to build phrases correctly. Work is underway on correct pronunciation sounds are corrected various errors and shortcomings - rearranging sounds, replacing some with others, teaching the pronunciation of missing sounds and other nuances.

At the second level of OHP, it is also important to connect phonetics, that is, work with sounds and their correct pronunciation. 3 OHP level

Children of the 3rd level of OHP can already speak in detailed phrases, but basically they build only simple sentences, with difficult ones not yet coping.

• Such children understand well what others are talking about, but still find it difficult to perceive complex speech patterns (for example, participial and participial) and logical connections (cause-and-effect relationships, spatial and temporal relationships).
• The lexicon in children of the 3rd level of speech underdevelopment is significantly expanded. They know and use all the main parts of speech, although nouns and verbs prevail in their conversation over adjectives and adverbs. However, the child may still be wrong when naming objects.
• There is also an incorrect use of prepositions and endings, stresses, incorrect agreement of words with each other.
• Rearranging syllables in words and replacing some sounds with others are already extremely rare, only in the most severe cases.
• The pronunciation of sounds and their distinction in words, although broken, but in a simpler form.

Level 3 speech underdevelopment involves classes that develop coherent speech... Vocabulary and grammar oral speech are improved, the mastered principles of phonetics are consolidated. Now children are already preparing to learn to read and write. You can use special educational games.

4 level OHP

Level 4 OHP or mild general speech underdevelopment is already characterized by a rather large and varied vocabulary, although the child has difficulties in understanding the meanings of rare words.

• Children cannot always understand the meaning of a proverb or the essence of an antonym. The problem can be created by the repetition of words that are complex in composition, as well as the pronunciation of some difficult-to-pronounce combinations of sounds.
• Children with a mild general speech underdevelopment still poorly determine the sound composition of a word and make mistakes in the formation of words and word forms.
• They get confused when they have to present events on their own, they can skip the main thing and pay too much attention to the secondary, or repeat what they have already said.

Level 4, characterized by a mild general underdevelopment of speech, is the final stage of correctional classes, after which children reach the necessary norm of speech development preschool age and ready to go to school. All skills and abilities need to continue to be developed and improved. This also applies to the rules of phonetics, and grammar, and vocabulary. The skill of constructing phrases and sentences is actively developing. At this stage, speech underdevelopment should no longer be, and children begin to master reading and writing.

The first two forms of speech underdevelopment are considered severe, therefore, their correction is carried out in specialized children's institutions. Children who have level 3 speech underdevelopment attend classes in special education classes, and from the last level - general education classes.

What is the examination?

Diagnosis of speech underdevelopment is carried out in preschool children, and the earlier this happens, the easier it will be to correct this deviation. First of all, the speech therapist conducts preliminary diagnostics, that is, he gets acquainted with the results of the examination of the child by other pediatric specialists (pediatrician, neurologist, neuropathologist, psychologist, etc.). After that, he asks the parents in detail how the child's speech development proceeds.

The next stage of the survey is diagnostics of oral speech... Here the speech therapist specifies how the various language components have formed:

1. The degree of development of coherent speech (for example, the ability to compose a story from illustrations, retell).
2. The level of grammatical processes (the formation of various word forms, the coordination of words, the construction of sentences).

Further explored sound side of speech: what features the speech apparatus has, what is the sound pronunciation, how well the sound filling of words and syllable structure is developed, how the child reproduces sounds. Since speech underdevelopment is a very difficult diagnosis for correction, children with OHP undergo a complete examination of all mental processes (including auditory-speech memory).

The identification of OHP requires a highly qualified specialist, as well as the availability of examination results by other pediatric specialists

According to the survey, the speech therapist makes a final conclusion about the level of speech development in the child and other mental processes closely related to him. It is important to make a diagnosis accurately, since speech underdevelopment is very similar in terms of signs to another deviation - a delay in speech development, when only the tempo is insufficiently developed, and the formation linguistic means proceeds within normal limits.

Preventive actions

General speech underdevelopment is corrected, although this is not so easy and takes a long time. Classes begin from early preschool age, preferably from 3-4 years. Correctional and developmental work is carried out in special institutions and has a different direction depending on the degree of speech development of the child and individual characteristics.

To prevent speech underdevelopment, the same techniques are used as for the deviations that cause it (dysarthria, alalia, aphasia, rhinolalia). The role of the family is also important. Parents need to contribute as actively as possible to the speech and general development of their child, so that even a mild development of speech does not manifest itself and does not become an obstacle to the full development of the school curriculum in the future.

Lately, babies often have speech underdevelopment. It can take place in different ways and in different stages. In any case, corrective work with children is necessary, which consists of individual and group work with children. One of the most dangerous stages is OHP level 2. How to recognize this disease in a child?

Symptoms

1 and 2 degrees OHP are considered the most severe. In general, speech disorders are manifested in the inconsistency of words, sometimes in the absence of sounds and meanings of speech. Subsequently, the deficiencies in speaking will manifest themselves in dysgraphia and dyslexia in school.

Underdevelopment of speech of the 2nd degree is manifested by the following symptoms:

• gestures, babbling;
• sometimes simple sentences appear;
• poor vocabulary, and the words that the child knows are very similar in meaning;
• difficulties with the consistency of speech, often there are no plurals, cases;
• sound pronunciation is distorted, the child replaces sounds, pronounces them indistinctly.

What can a child who is diagnosed with grade 2 speech underdevelopment?

• pronounces simple words, similar in meaning (fly beetle, insects; shoes, shoes, sneakers, boots, etc.), i.e. several concepts are united in one word;
• with difficulty names parts of the body, objects, dishes, words with a diminutive meaning (most often such words are absent or present in limited quantities);
• has difficulty identifying the attributes of an object (what it is made of, color, taste, smell);
• composes a story or retells only after leading questions from an adult;
• statements are poorly understood, sounds are distorted.

The characterization of OHR makes one wonder why such violations occur. The reasons, as a rule, lie in the physiological sphere and do not always depend on the mother or her child:

• hypoxia during pregnancy or childbirth;
• asphyxia;
• conflict of rhesus;
• head injury.

The corrective work that lies ahead for the speech therapist and the baby's parents is very painstaking. It is necessary to form speech practically from scratch according to the sample. How are remedial sessions carried out?

Working with a speech therapist

If by the age of 3-4 years the child's speech is not formed, it is necessary to visit a speech therapist and a neuropathologist. Diagnosis and characterization of OHP is carried out by several specialists.

A neurologist will help determine the cause. If you need treatment or additional vitaminization, the doctor will prescribe drugs to stimulate the speech centers and the nervous system as a whole. To determine what medications your baby may need, an MRI of the brain will need to be done. However, this analysis is not always required. Sometimes it is quite clear to a neuropathologist after a conversation with a mother why speech does not develop, and how it is possible to help a child and his family cope with an illness.

After a visit to a neurologist, a consultation with a speech therapist is necessary. If possible, classes should be continued individually or in special groups for speech correction. What will the teacher do with the baby?

The general direction will consist in the development of speech activity and its understanding, the formation of phrases, sound pronunciation, clarification of how words are pronounced, the use of lexical and grammatical forms.

A speech therapist may need family help, as a few sessions per week may not be enough to form speech. The speech therapist can demonstrate to the mother the direction of work in the family circle. For example, to correct pronunciation, you will need to constantly ask the child to chant a word, while everyone in the house should speak the same way.

In more detail, corrective work will consist of the following exercises:

• Pronunciation of difficult to pronounce words in a chant, drawn out, so that the child hears all the sounds and can repeat them. It is desirable that everyone in the environment of the baby, and not only in the classroom, speaks in this manner. This will allow the child to better pick up the sound composition of words.
• Learning words by thematic groups based on images. For example, a speech therapist shows the child pictures of pets and names them clearly, forcing the child to repeat the names. So the child gradually begins to systematize the phenomena and objects of the surrounding world.
• Comparison of the same grammatical forms of different words belonging to the same part of speech. For example, we rode: on a sled, in a car, on a slide, etc.
• The same is done with the verb forms: Kolya wrote - Kolya writes - Kolya will write.
• Working out changes in nouns by numbers. The teacher shows images of objects in the singular and plural, names them and asks the kid to show them.
• Work with prepositions is carried out separately. The speech therapist substitutes them in phrases similar in structure, for example: going to the forest, to visit, up the mountain, etc.
• Work on distinguishing voiced and deaf sounds, distinguishing them in speech.
• Definition of sound in a word by ear for the development of phonemic hearing.

It is best if classes with children with grade 2 speech underdevelopment are held individually with a speech therapist. Oh, you should not deny babies in communication with other children, which is extremely important for them. In this communication, speech will be formed, the desire to build a phrase and convey information to other children.

It is known that a child communicates with adults and with his peers in completely different ways. With the latter, he feels freer, his interests coincide with them. If your child with OHP does not attend kindergarten, the reason for the lack of speech development may also lie in the lack of communication. Try to enroll your child in a developmental group kids club where they try to comprehensively develop children. A social circle will appear here, and the artistic perception of the world, songs, physical exercise create an optimal environment for improving speech.

Forecast

Predict how development will go speech of the baby is very difficult. Much depends on the degree of development of the disease and the cause that provoked it.

You need to start work as early as possible. Already at the age of three, if the baby does not speak, or makes inarticulate sounds, it should be clear to parents that they need to go to see a neurologist. Without a specific diagnosis and drug treatment even intensive sessions with a speech therapist can be powerless.

If all necessary measures accepted, and the OHP is not started, there is hope, the child will start talking. However, his further education in a mass school becomes impossible. Parents will have to either teach him at home, or send him to a specialized educational institution for children with speech problems.

Much depends on the temperament and sociability of the baby. In many ways, they determine how much he will take root in the school team, find a common language with his peers, and how teachers will treat him.

Correctional work with children with speech underdevelopment of the 2nd degree should be carried out exclusively by a specialist. Parents do not need to interfere with the process or try to solve the problem on their own. It is all the more scary to let the problems take their course. The kid needs qualified help, otherwise he will have problems with contacts in the future.

General speech underdevelopment (OHP) occurs in children quite often. As a rule, it is limited to the incorrect use and pronunciation of certain sounds, word forms, etc. But there are times when children have no speech at all or only separate onomatopoeic elements are present. Wherein it comes not about children of the first year of life, but about babies from 2 years old. Such a violation is called the first level of OHR.

What is it characterized by?

The characteristics of the first level OHP have been described by many researchers of children's speech: Levina, Zhukova, Efimenko and other scientists-defectologists who dealt with the development of speech. The degree of speech development only partly depends on the age of the baby and is more associated with neurological disorders. ОНР of the first level is characterized by the following parameters:

• At an early age, speech is absent at all, and by the age of 5-6 years a meager vocabulary appears, consisting of combinations of sounds and onomatopoeia.
• The child isolates a certain combination of sounds from a word and replaces it with a lexical unit. Sometimes children use common words, but their use is not structured.
• Often the child calls several similar concepts with the same word or sound combination. For example, with the word paw, a baby can denote a moving part of the body of a person, animal, a wheel in a car, etc.
• Children with first level OHP combine concepts into groups based on their own characteristics.
• If a child tries to build sentences, then the words or onomatopoeia in him are not consistent. Sentences often resemble single words.
• The kid cannot describe individual events or objects according to their characteristics.
• The active vocabulary of children is very narrow, although they understand almost everything, but they cannot express their own thoughts.
• In speech, there are no plural and singular forms, gender, conjugation of verbs.
• Pronunciation of syllabic elements is limited. Often, children isolate the first or central syllable from the word and begin to denote this concept with them.

By school age, such children rarely remain at the first level of OHP. With proper corrective work, babies reach OHP levels 2 or 3.

How is the diagnosis carried out?

Children with OHP level 1 must undergo a comprehensive diagnosis. It includes examination by a neurologist, pediatrician, speech therapist, as a result of which the cause of speech disorders is determined. Diagnostics of oral speech involves checking the following parameters:

• the ability to retell what has been heard;
• correctness of grammatical processes;
• the volume of active and passive vocabulary;
• correlation of the sound of a word and a concept.

Further analyzed:

• motor skills of the speech apparatus;
• pronunciation of sounds;
• phoneme perception;
• sound analysis of the word.

At the same time, a specialist should not confuse OHP with a delay in the development of speech, when the development of speech skills occurs correctly, but with some lag.

How does the correction take place?

Since the vocabulary in children with OHP of the first level is practically absent, although speech understanding may be at a normal level, the speech therapist's corrective work will be as follows:

• Formation of an active vocabulary.
• Development of understanding of speech.
• Formation of a simple common sentence.
• Drawing up short stories.
• Preparing articulation for sound pronunciation.

Work with such children is carried out individually. Upon reaching a certain level of development, babies can be combined into groups of several people. This will teach them how to connect and practice using the active vocabulary.

Mandatory element is articulatory gymnastics in front of the mirror. When a speech therapist tries to get a child to pronounce certain sounds, further work will consist in correcting their pronunciation in words.

So that children can master the active vocabulary, the work is built using visual aids and active games. The speech therapist can use pictures, slides, ball games and more. The result is the assimilation of elementary vocabulary by children, which is necessary in everyday life.

As a rule, working with a dictionary involves the assimilation of nouns, united into any groups:

• furniture;
• clothes;
• domestic or wild animals;
• dishes;
• toys, etc.

In parallel, work is underway on the use of words of the category of state, verbs and case forms of nouns. All these aspects of development are addressed in a comprehensive manner in speech therapy classes.

Activation outside of the speech processes:

• memory;
• thinking;
• attention.

So far, the work at this stage is devoted to the construction of the grammatical use of words.

What's the prognosis?

With children with first level OHP, work with a speech therapist should begin at 3-4 years old. It will not be superfluous to visit a neurologist, since violations may be associated with an underdevelopment of the nervous system.

Professionals and parents must work together. Not only in the classroom, but also at home, the baby needs to be surrounded by a speech environment, to encourage and stimulate communication. It is advisable to have skills. Acquired in the classroom with a speech therapist, they were fixed at home in conversations with the child.

At home, parents should also pay attention to the grammatical structure of the baby's speech. If he incorrectly uses the forms of words, the baby needs to be corrected correctly. Dad and mom need to show pedagogical activity themselves, offering the baby tasks for the development of thinking, memory, speech (it is advisable to coordinate them with a speech therapist so that learning is more effective).

The prognosis for general speech underdevelopment can be quite favorable. The main thing is that parents find the problem in time and set about finding out the cause and correction. Timely work will allow the child to replenish vocabulary and make speech grammatically correct.

CHARACTERISTIC OF CHILDREN WITH GENERAL SPEECH UNDER DEVELOPMENT

Despite the different nature of the defects, these children have typical manifestations that indicate systemic disorder speech activity. One of the leading signs is a later onset of speech: the first words appear by 3-4, and sometimes by 5 years. Speech is agrammatical and phonetically insufficiently framed. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of addressed speech. The speech of these children is incomprehensible. Insufficient speech activity is observed, which drops sharply with age, without special training. However, children are quite critical of their defect.

Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. Insufficient stability of attention is noted, limited opportunities its distribution. With a relatively preserved semantic, logical memory in children, verbal memory is reduced, the productivity of memorization suffers. They forget complex instructions, elements and sequence of tasks.

In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

The connection between speech disorders and other aspects of mental development determines the specific features of thinking. Having in general full-fledged prerequisites for mastering mental operations, accessible to their age, children lag behind in the development of verbal-logical thinking, without special training they hardly master analysis and synthesis, comparison and generalization.

Along with the general somatic weakness, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in the performance of metered movements, a decrease in the speed and dexterity of performance. The greatest difficulties are revealed when performing movements according to verbal instructions.

Children with general speech underdevelopment lag behind normally developing peers in reproducing a motor task in terms of spatio-temporal parameters, violate the sequence of action elements, and omit its component parts. For example, rolling the ball from hand to hand, passing it from a short distance, striking the floor with alternating alternation; jumping on the right and left legs, rhythmic movements to the music.

Insufficient coordination of fingers and hands, underdevelopment of fine motor skills is noted. Slowness is detected, stuck in one position.

A correct assessment of non-speech processes is necessary to identify the patterns of atypical development of children with general speech underdevelopment and at the same time to determine their compensatory background.

Children with general speech underdevelopment should be distinguished from children with similar conditions - a temporary delay in speech development. It should be borne in mind that children with general speech underdevelopment in the usual time frame develop an understanding of everyday colloquial speech, an interest in play and objective activity, an emotionally selective attitude towards the world around them.

Dissociation between speech and mental development can serve as one of the diagnostic signs. This is manifested in the fact that mental development of these children, as a rule, proceeds more well than the development of speech. They are distinguished by their criticality to speech impairment. Primary speech pathology inhibits the formation of potentially intact mental abilities, interfering with the normal functioning of speech intelligence. However, as the formation of verbal speech and the elimination of the actual speech difficulties, their intellectual development approaches the norm.

To distinguish the manifestation of general speech underdevelopment from delayed speech development, a careful study of the history and analysis of the child's speech skills are necessary.

In most cases, there is no history of gross disorders of the central nervous system. Only the presence of a mild birth trauma, long-term somatic diseases in early childhood is noted. Unfavorable effects of the speech environment, miscalculations of upbringing, lack of communication can also be attributed to factors that inhibit the normal course of speech development. In these cases, attention is drawn primarily to the reversible dynamics of speech impairment.

In children with delayed speech development, the nature of speech errors is less specific than with general speech underdevelopment.

Errors such as mixing the productive and unproductive plural forms ("chairs", "sheets"), unification of the genitive endings prevail plural("Pencils", "birds", "trees"). In these children, the volume of speech skills lags behind the norm, they are characterized by errors inherent in children of a younger age.

Despite certain deviations from age standards (especially in the field of phonetics), the speech of children provides its communicative function, and in some cases is a fairly full-fledged regulator of behavior. They have more pronounced tendencies towards spontaneous development, towards the transfer of developed speech skills to conditions of free communication, which makes it possible to compensate for speech impairment before entering school.

Periodization of OHR. R.E. Levina and colleagues (1969) developed a periodization of manifestations of general speech underdevelopment: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

The approach put forward by R.E. Levina made it possible to move away from describing only individual manifestations of speech impairment and present a picture abnormal development the child according to a number of parameters reflecting the state of linguistic means and communication processes. On the basis of a step-by-step structural-dynamic study of anomalous speech development, specific patterns have also been revealed that determine the transition from a low level of development to a higher one.

Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of the speech components that depend on it. The transition from one level to another is determined by the emergence of new linguistic possibilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory background.

The child's individual pace of advancement is determined by the severity of the primary defect and its shape.

The most typical and persistent manifestations of OHP are observed with alalia, dysarthria, and less often with rhinolalia and stuttering.

There are three levels of speech development, reflecting the typical state of the components of the language in children of preschool and school age with general speech underdevelopment.

The first level of speech development. Speech communication is extremely limited. The active vocabulary of children consists of a small number of indistinct everyday words, onomatopoeia and sound complexes. Widely used pointing gestures, facial expressions. Children use the same complex to designate objects, actions, qualities, intonation and gestures, denoting the difference in meanings. Babble formations, depending on the situation, can be regarded as one-word sentences.

Differentiated designation of objects and actions is almost absent. Action names are replaced with item names (open- "tree" (a door), and vice versa - item names are replaced with action names (bed- "stalemate"). The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words, devoid of inflections. "Phrase" consists of babbling elements that consistently reproduce the situation they designate with the use of explanatory gestures. Each used in such a "phrase" has a diverse correlation and outside specific situation it cannot be understood.

The passive vocabulary of children is broader than the active one. However, the research of G.I. Zharenkova (1967) shows the limitedness of the impressive side of speech of children who are at a low level of speech development.

The understanding of the meanings of grammatical changes in the word is absent or only in its infancy. If we exclude situationally orienting signs, children are unable to distinguish between the singular and plural forms of nouns, the past tense of the verb, the masculine and female do not understand the meaning of prepositions. When perceiving addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty. Unstable phonetic design is noted. The pronunciation of sounds is diffuse, due to unstable articulation and low possibilities of their auditory recognition. The number of defective sounds can be much larger than correctly pronounced. In pronunciation, there are oppositions only of vowels - consonants, mouth - nasal, some explosive - fricatives. Phonemic development is in its infancy.

The task of isolating individual sounds for a child with babbling speech in motivational and cognitively incomprehensible and impracticable.

A distinctive feature of the speech development of this level is the limited ability to perceive and reproduce the syllabic structure of a word.

The second level of speech development. The transition to it is characterized by the increased speech activity of the child. Communication is carried out through the use of a constant, although still distorted and limited stock of common words.

Differentiated names of objects, actions, individual signs. At this level, it is possible to use pronouns, and sometimes unions, simple prepositions in elementary meanings. Children can answer questions about the picture, related to the family, familiar events of the surrounding life.

Speech impairment is clearly manifested in all components. Children use only simple sentences of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting body parts, animals and their babies, clothes, furniture, professions is revealed.

The limited possibilities of using a subject vocabulary, a vocabulary of actions, signs are noted. Children do not know the names of the color of an object, its shape, size, replace words with similar ones.

Gross errors in the use of grammatical constructions are noted:

Mixing of case forms ("the car is driving" instead of by car);

often the use of nouns in the nominative case, and verbs in the infinitive or the third person singular and plural present tense;

In the use of the number and gender of verbs, when changing nouns in numbers ("two kasi" - two pencils"De tun" - two chairs);

Lack of agreement of adjectives with nouns, numerals with nouns.

Children experience many difficulties when using prepositional structures: often prepositions are omitted altogether, and the noun is used in its original form ("the book goes that" - the book is on the table); it is also possible to replace the preposition ("perish on the distant" - the mushroom grows under the tree). Unions and particles are rarely used.

Understanding of addressed speech at the second level develops significantly due to the differentiation of some grammatical forms (in contrast to the first level), children can focus on morphological elements that acquire a meaningful meaning for them.

This refers to distinguishing and understanding the singular and plural forms of nouns and verbs (especially with accented endings), masculine and feminine forms of past tense verbs. Difficulties remain in understanding the forms of the number and gender of adjectives.

The meanings of prepositions differ only in a familiar situation. The assimilation of grammatical patterns is more related to those words that entered early active speech children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and confusions. The pronunciation of soft and solid sounds, hissing, whistling, affricate, voiced and deaf ("pat book" - five books;"Daddy" - Granny;"Dupa" - hand). There is a dissociation between the ability to pronounce sounds correctly in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllable structure also remain typical. Often, with the correct reproduction of the contour of words, sound filling is disturbed: rearrangement of syllables, sounds, replacement and assimilation of syllables ("morashki" - chamomile,"Cookie" - Strawberry). Polysyllabic words are reduced.

Children show insufficient phonemic perception, their unpreparedness for mastering sound analysis and synthesis.

The third level of speech development is characterized by the presence of a detailed phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly sibilant, hissing, affricates and sonors), when one sound replaces simultaneously two or more sounds of a given or similar phonetic group.

For example, soft sound with, itself is not yet clearly pronounced, replaces the sound with("Syapogi"), NS("Syuba" instead of fur coat). c("Sleep" instead of heron), h("Syaynik" instead of kettle), u("Grid" instead of brush); replacement of groups of sounds with simpler articulation. Unstable substitutions are noted when the sound in different words pronounced differently; mixing sounds, when in isolation the child pronounces certain sounds correctly, and in words and sentences replaces them.

Correctly repeating three or four-syllable words after the speech therapist, children often distort them in speech, reducing the number of syllables (Children blinded a snowman.- “The children were hooting the novice”). A lot of errors are observed in the transmission of sound filling of words: permutations and replacements of sounds and syllables, contractions when consonants in a word collapse.

Against the background of a relatively detailed speech, there is an inaccurate use of many lexical meanings... The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants, children do not always succeed in selecting single-root words, the formation of new words using suffixes and prefixes. Often they replace the name of a part of an object with the name of a whole object, the desired word with another, similar in meaning.

Simple common sentences predominate in free expressions, complex constructions are almost never used.

Agrammatism is noted: errors in the coordination of numerals with nouns, adjectives with nouns in gender, number, case. A large number of mistakes are observed in the use of both simple and complex prepositions.

The comprehension of addressed speech is developing significantly and is approaching the norm. Insufficient understanding of changes in the meaning of words expressed by prefixes, suffixes is noted; there are difficulties in distinguishing morphological elements that express the meaning of number and gender, understanding the logical and grammatical structures that express cause-and-effect, temporal and spatial relationships.

The described gaps in the development of phonetics, vocabulary and grammatical structure in school-age children are manifested more clearly during schooling, creating great difficulties in mastering writing, reading and educational material.

Survey. The speech therapist identifies the volume of speech skills, compares it with age standards, with the level of mental development, determines the ratio of the defect and compensatory background, speech and cognitive activity.

It is necessary to analyze the interaction between the process of mastering the sound side of speech, the development of lexical stock and grammatical structure. It is important to determine the relationship between the development of expressive and impressive speech of the child; to identify the compensating role of the intact links of speech ability; to compare the level of development of linguistic means with their actual use in speech communication.

There are three stages of the survey.

The first stage is indicative. The speech therapist fills out the child's development map from the words of the parents, examines the documentation, talks with the child.

At the second stage, an examination of the components of the language system is carried out and a speech therapy conclusion is made on the basis of the data obtained.

At the third stage, the speech therapist conducts dynamic observation of the child in the learning process and clarifies the manifestations of the defect.

In a conversation with parents, the child's pre-speech reactions are revealed, including humming, babbling (modulated). It is important to find out at what age the first words appeared and what is the quantitative ratio of words in passive and active speech

The dissociation between the number of spoken words and a passive vocabulary in children with primary speech pathology (with the exception of rare cases of sensory alalia) persists for a long time without special training.

During a conversation with parents, it is important to identify when two-word, wordy sentences appeared, whether speech development was interrupted (if so, for what reason), what is the child's speech activity, his sociability, the desire to establish contacts with others, at what age parents were found lag in the development of speech, what is the speech environment (features of the natural speech environment).

In the process of talking with the child, the speech therapist establishes contact with him, aims him at communication. The child is offered questions that help to clarify his outlook, interests, attitude towards others, orientation in time and space. Questions are asked in such a way that the answers are detailed, reasoning. The conversation gives the first information about the child's speech, determines the direction of further in-depth examination of the various aspects of speech. The sound-syllable structure of words, grammatical structure and coherent speech are examined especially carefully. When examining coherent speech, it turns out how a child can independently compose a story based on a picture, a series of pictures, a retelling, a story-description (according to presentation).

Establishing the formation of the grammatical structure of the language is one of the leading aspects of speech therapy examination of children with general speech underdevelopment. It reveals the correctness of the use by children of the category of gender, number, case of nouns, prepositional constructions, the ability to reconcile a noun with an adjective and numeral in gender, number, case. The survey material is pictures depicting objects and their signs, actions. To identify the ability to use morphological forms of words, the formation of the plural from nouns in singular and, conversely, the formation of a diminutive form of a noun from of this word as well as verbs with shades of action.

a) finish the started phrase on leading questions;

b) make proposals for a picture or demonstration of actions;

c) insert the missing preposition or word in the required case form.

When examining the vocabulary, the child's ability to correlate a word (as a sound complex) with the designated object, action and correctly use it in speech is revealed.

The main techniques can be as follows:

Finding (showing) by children objects and actions named by the speech therapist (Show: who is washing and who is sweeping etc.);

Performing the named actions (draw a house- paint the house);

Independent naming by children of shown objects, actions, phenomena, signs and qualities (Who is drawn in the picture? What does the boy do? What does he sculpt a ball from?);

The naming by children of species concepts included in any generalizing topic (Tell me what summer clothes you know, winter shoes);

Combining subjects into a generalizing group (How can you name a fur coat, coat, dress, skirt in one word? etc.).

Examination of the structure of the articulatory apparatus and its motor skills is important for determining the causes of the defect in the sound side of the child's speech and for planning corrective exercises. The degree and quality of violations of the motor functions of the organs of articulation are assessed and the level of available movements is revealed.

For the examination of sound pronunciation, syllables, words and sentences with the main groups of sounds of the Russian language are selected.

To identify the level of phonemic perception, the ability to memorize and reproduce the syllable series, the child is invited to repeat combinations of 2-3-4 syllables. This includes syllables, consisting of sounds that differ in articulation and acoustic characteristics. (ba-pa-ba, yes-yes-yes, sa-sha-sa).

To determine the presence of sound in a word, words are selected so that the given sound is in different positions (at the beginning, middle and end of the word), so that along with words that include this sound, there are words without this sound and with mixed sounds. This will allow in the future to establish the degree of mixing of both distant and close sounds.

To examine the syllable structure and sound filling, words with certain sounds, with a different number and type of syllables are selected; words with a confluence of consonants at the beginning, middle, end of the word. Reflected and independent naming of pictures is proposed: subject and subject.

If a child has difficulties in reproducing the syllable structure of a word, its sound filling, then it is proposed to repeat the rows of syllables consisting of different vowels and consonants (pa-tu-ko); from different consonants, but the same vowel sounds (pa-ta-ka-ma etc.); from different vowels, but also the same consonant sounds (pa-po-py., tu-ta-that); from the same vowel and consonant sounds, but with different stress (pa-pa-pa); tap out the rhythmic pattern of the word.

In this case, it becomes possible to establish the boundaries of the available level, from which corrective exercises should subsequently begin.

When examining general and fine motor skills, the speech therapist pays attention to the general appearance of the child, his posture, gait, self-care skills (tie a bow, braid a braid, fasten buttons, lace up shoes, etc.), running features, exercise with a ball, jumping into length for landing accuracy. The ability to maintain balance (standing on the left, right leg), alternately stand (jump) on one leg, perform exercises for switching movements ( right hand to the shoulder, the left hand to the back of the head, the left hand to the belt, the right hand to the back, etc.).

The accuracy of the task reproduction is assessed in terms of space-time parameters, the retention in memory of the constituent parts and the sequence of elements of the structure of the action, the presence of self-control when performing tasks.

The speech therapy conclusion is based on a comprehensive analysis of the results of studying the child, on a sufficiently large number of examples of children's speech and on dynamic observation in the process of correctional and pedagogical work.

The results of a comprehensive examination are summarized in the form of a speech therapy report, which indicates the level of the child's speech development and the form of the speech anomaly. Examples of speech therapy conclusions can be the following: OHP of the third level in a child with dysarthria; OHP of the second level in a child with alalia; OHP of the second or third level in a child with open rhinolalia, etc.

The speech therapy conclusion reveals the state of speech and aims at overcoming the specific difficulties of the child caused by the clinical form of the speech anomaly. This is necessary for the correct organization of an individual approach in frontal and especially in subgroup lessons.

CORRECTION-PEDAGOGICAL PROCEDURE

The basics of correctional education have been developed in psychological and pedagogical research by a number of authors (R.E. Levina, B.M. Grinshpun, L.F.Spirova, N.A. Nikashina, G.V. Chirkina, N.S. Zhukova, T. B. Filicheva, A. V. Yastrebova and others).

The formation of speech is based on the following provisions:

Recognition of early signs of OHP and its impact on overall mental development;

Timely warning of potential deviations based on the analysis of the structure of speech failure, the ratio of defective and intact links of speech activity;

Taking into account the socially determined consequences of the deficit of verbal communication;

Taking into account the patterns of development of children's speech in the norm;

Interconnected formation of phonetic-phonemic and lexical-grammatical components of the language;

Differentiated approach in speech therapy work with children with OHP of various origins;

The unity of the formation of speech processes, thinking and cognitive activity;

Simultaneous correctional and educational influence on the sensory, intellectual and afferent-volitional sphere.

Children with OHP cannot spontaneously take the ontogenetic path of speech development, which is characteristic of normal children (LF Spirova, 1980). Correction of speech for them is a long process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.

This task is implemented differently depending on the age of the children, the conditions of their education and upbringing, the level of speech development.

Teaching children of the first level of speech development provides for: development of understanding of speech; development of independent speech based on imitative activity; the formation of a two-part simple sentence based on the assimilation of elementary word formations

Speech therapy classes with speechless children are conducted in small subgroups (2-3 people) in the form game situations, which helps to gradually form the motivational basis of speech. This uses characters puppet theater, clockwork toys, shadow theater, flannelegraph, etc.

Working to expand understanding of speech is based on the development in children of ideas about objects and phenomena of the surrounding reality, understanding of specific words and expressions that reflect situations and phenomena familiar to children.

Sometimes, when a child has problems with speech, doctors make the following diagnosis: OHP. What it is and how exactly it manifests itself, why children suffer from this ailment, we will consider in detail in this material. You will also find out what classes you need to attend if you have this diagnosis, how you can correct the speech of babies.

ONR: what is it

The indicated abbreviation means general speech underdevelopment. This is a disease characterized by symptoms such as the unformed function of the sounds made by the child and the meaning that he wants to convey with their help. In addition, with him, pathologies of lexical-grammatical and phonemic processes are noted, the baby cannot agree on words, pronounce certain letters, etc.

However, the features of children with OHP are not just, to one degree or another, characteristic of many in preschool age, but also deep types of pathology, which, if not dealt with, can lead to more serious disorders - dyslexia and dysgraphia, in which the child cannot master the technique of writing.

Also, the disease should be distinguished from such a phenomenon as phonetic-phonemic underdevelopment. OHR itself often manifests itself against the background of such syndromes as:

• alalia (complete or practical absence of speech);
• rhinolalia (problems with articulation and voice formation);
• dysarthria (impaired pronunciation);
• aphasia (when the already formed speech function disappears).

The reasons for the emergence of OHR

A speech therapist, as a rule, upon examination, can reveal the reason that provoked such a phenomenon in a child. Many of them relate to the period of pregnancy with the mother, in particular:

• severe toxicosis;
• smoking and drinking alcohol while carrying;
• the use of harmful drugs;
• incompatibility of blood groups of mother and child;
• birth trauma or pathology;
• in a baby at an early age.

Among other reasons that cause the poor conditions for raising a child, as well as frequent infectious diseases including stomatitis.

The most severe form that requires special attention and treatment is OHP acquired in the uterine period or in the first year of life. Control is very important here. Do not forget that the normal development of speech in children with OHP is impossible without regular sessions with a speech therapist and examinations.

How to identify the disease?

Many parents, whose children at one age or another do not begin to talk, when their peers name objects with might and main, sound the alarm. Sometimes it is completely unfounded, because if there are no pathologies, the child will start talking sooner or later. But how to determine the presence of OHR? What is it and what it looks like in practice, let's check:

• if the child's speech is incomprehensible to adults and is difficult to understand, and this is not an age-related phenomenon;
• when you see that he understands you well, but cannot say anything in return;
• the beginnings of speech begin to form from 4-5 years old;
• if, during a conversation, the baby cannot agree on the elementary forms of cases with each other (for example, good girl, five houses, beautiful sun).

In case of any of the above manifestations, immediately take the child to a speech therapist, and also, if necessary, to a defectologist and neuropsychiatrist. The doctor should examine it and determine if there are OHP and other signs of delayed speech development.

Disease classification

So, depending on clinical manifestations in a child, one or another OHP group may be assigned to him. There are three of them:

• uncomplicated (there is a minimum of dysfunctions, there is little regulation of muscle tone, immaturity of emotions and will is noted, etc.);
• complicated (in the presence of neurological and psychopathic disorders, expressed, for example, by seizures, cerebral palsy and other syndromes);
• gross violation ( organic species lesions of the part of the brain responsible for speech, in particular, with alalia).

Also, in OHP, the levels of the disease are distinguished depending on the child's ability to speak:

• the first (when children do not speak at all);
• the second (there is speech, but extremely poor, there is agrammatism - a violation of the use of case forms, the vocabulary is scarce not in age);
• third (phrases can be developed, but there are problems in terms of sound and meaning);
• fourth (a series of spaces in phonetics, vocabulary and grammar in colloquial speech).

We will tell you in detail about each of the levels of this ailment.

Against the background of what can there be a general underdevelopment of speech in a child?

The characteristic of OHP is such that often this phenomenon can appear against the background of the following diseases:

• rhesus conflict;
• asphyxia;
• intrauterine hypoxia;
• traumatic brain injury.

The speech of children with OHP differs from usual, some of them begin to pronounce their first words no earlier than three years old, while a year or two is considered the norm. They speak less than their peers, slowly and incorrectly.

Very often, such violations can significantly affect the development of other mental cognition of a new one, etc. There is also motor dysfunction or impaired coordination of movements. The child practically does not speak, walks little, is not interested in what he should at his age: toys, books, does not ask parents questions, does not reach out to communicate with peers, motor skills also suffer greatly.

OHP and its consequences may not only be the result of certain pathologies in the mother during pregnancy or during childbirth. Often, the cause of the onset of the disease is the social factor, when the parents pay little attention to the child and do not talk to him. The less you communicate with the baby, the later he will begin to speak: this truth is known to many.

Features of the course of severe forms of OHP

Disease levels differ from each other depending on the degree of speech impairment. There are four of them, with the first and second being the most difficult.

The first level is characterized by a complete absence of coherent speech, regardless of the age of the child. He uses for communication something similar to babbling, as well as bits of sounds that have no meaning. Vocabulary rarely includes at least a few meaningful words, it is more about onomatopoeia and complexes.

With such a diagnosis, it is extremely difficult to pronounce at least one meaningful word for a child, since the phonemic process is only at an initial stage (akin to infants under two years of age).

But at the second level, the speech of children with OHP is already more meaningful, although it is far from ideal. At least they can produce not only babbling, but some simple sound constructions up to three words.

As a rule, children do not know, with this form of OHP, what the singular and plural are, they are constantly confused, they cannot name this or that subject, they do not know the concordant part of the language and do not bend the words when necessary. As a rule, the vast majority of babies of the same age do not have any problems with this.

Distortion of sounds, their replacement is noted, as a result of which even an adult cannot understand what he is talking about, and the child is simply not able to analyze his conversational process.

Working with children with severe speech impairment

For development, special classes are assigned with children with OHP of the first two levels.

They are designed to solve such problems as:

• the formation of the makings of attention to speech;
• development of pronunciation of syllables;
• the ability to distinguish and reproduce sounds;
• promoting phonemic perception;
• the ability to produce elementary speech word forms;
• expansion of the child's vocabulary;
• assimilation of the simplest grammatical units.

Also, for classes, depending on the age and degree of the disease, one or another technique is characteristic. OHP is treated by doing exercises such as:

• evoking sounds and automating them;
• practical development of the syllable structure of words;
• the ability to understand the structure of speech at the level of vocabulary and grammar, and much more.

Level 3 speech impairment

At this level, there is already a more coherent speech of children with OHP, and those around them can at least understand what they mean.

This form of the disease is characterized by the use of simple monosyllabic sentences, but heavier grammatical constructions are already being built with great difficulty. In particular, it is extremely difficult for a child to master the pronunciation of the participles and adverbial turns, to master the logical and cause-and-effect relationships of objects in communication with other people.

At this level of OHP, he can be able to use practically all parts of speech during a conversation and mostly correctly pronounces the names of things and phenomena around him. Nouns and verbs are key in the stock, but adjectives with adverbs can be used extremely rarely. There are mistakes in prepositions, conjunctions, agreements, words are stressed incorrectly.

The mildest form of the disease

The fourth level is the easiest, but preschoolers with OHP, even to this degree, are still harder than other children to master the preparation for learning. They lag significantly behind their peers in terms of speech development.

Globally, there are no serious violations in this form, moreover, the child's vocabulary is relatively large. But he does not know and does not understand what synonyms, antonyms are, cannot remember a single aphorism and is not able to grasp their essence, even if it takes a long time to explain it. The situation may be similar with the perception of riddles, because he suffers greatly.

A characteristic feature is jumping to secondary details when telling about something and skipping key moments of the action, frequent repetitions of what was already mentioned earlier. That is why classes with children with OHP of this type should be conducted regularly and include such techniques as retelling of texts and other ways of forming descriptive thinking and the ability to voice your plans.

Diagnosis of the disease in a speech therapist

In most cases, a speech therapist and other doctors prescribe an OHP examination, which includes a general diagnosis of the child's speech and each of the physiological processes involved in its formation.

The preliminary stage of this research is to talk with parents about the characteristics of the course of pregnancy and childbirth, as well as social conditions raising a child: how often they talk to him, what vocabulary is used in communication, and much more.

Then produced diagnostic examination speech and clarifies how the components of the speech system are formed in the current case. To do this, first, the degree of connectedness of the conversation is studied by asking to describe the picture in your own words or name objects.

After all, a conclusion is made from a speech therapist, which indicates the OHP level and related factors, if any. The examination will allow you to calm down those parents who have taken for this disease, which is characterized by only a slow pace of the formation of the child's speaking skills, and there are no violations.

Corrective measures

V medicinal purposes an event such as the correction of the OHR is being held. What it is and how it is carried out, we will present below.

At the first level, the emphasis is on developing an understanding of the address to the child and activating independent pronunciation. We are not talking about correctness from a phonetic point of view, but a certain meaning is given to grammar in order to correctly memorize the structure of words.

If children have OHP level 2, the correction includes the formation of the ability to build phrases and distinguish lexical constructions, the sound pronunciation is clarified, and there is a desire to avoid the use of unnecessary symbols in a particular word.

On the third, the coherence of speech develops and the phonemic perception of the conversation is improved. Children prepare for the correct assimilation of grammar.

But with the mildest form of OHP - at the fourth level - corrective measures are aimed at making the speaking ability correspond to the age norm, learning the skills of writing letters and words, as well as the basics of reading, is practiced.

At the first two levels of the disease, school-age children cannot learn on an equal basis with their peers and require special attention. For this, there are educational institutions for special categories pupils, where teachers pay close attention to ensuring that existing problems were eventually overcome. With OHP of the third level, you can study in a regular school, but in special ones, and in the fourth, such a child can freely go to the first grade on an equal basis with his peers, but regularly attend classes with a speech therapist.

Visual modeling as a method of treating OHP in older preschool children: indications for use

Speech therapists, after carrying out diagnostic measures for children with OHP of the third and fourth forms, mainly note the presence of the following manifestations:

• coherent sentences are very short;
• inconsistency of statements;
• fragments of text may not have a logical and causal relationship with each other;
• small informative base.

Also, children often gladly talk in paints about how they spent the summer or visited an amusement park, but they cannot write an essay on this topic. And not because they are little aware of something, but due to the lack of the possibility of forming memories into connected grammatically correct constructions.

That is why speech therapists often use visual modeling as a method of improving speech skills in OHP. Thanks to him, children can learn to perceive certain abstract concepts as visual images, because, according to many experts in their industry, at an early age, visual material is assimilated much faster than verbal.

Visual modeling concept

Visual modeling is the material reproduction of the properties of an object, which includes the following stages:

• analysis of an abstract concept;
• its translation into the language of signs;
• work with modeling.

In speech therapy, this method is used as a way to learn new words, as well as for the purpose of learning new environmental phenomena for young children. This is especially important for those children suffering from OHP, who were deprived of communication by their parents and paid little attention to them in terms of developing their perception of the world.

For older preschool age, in order to replenish vocabulary and improve speech functions, tasks such as retelling a text, composing their own story based on a picture, describing an action are offered.

The experience of specialists has shown that with OHP, classes with the use of visual modeling allow in many cases to significantly adjust vocabulary and bring communication skills closer to normal for their age.

When shouldn't you sound the alarm?

It is quite natural that parents' fears are not always well-grounded. For example, if your child at two years old knows how to pronounce only individual words, and the neighbor's kid is already tormenting others with might and main with questions about the arrangement of the world, then it is quite possible that after just a couple of months the situation will change dramatically, and you have no reason to worry will.

However, to be sure, it is better to visit a doctor and carry out appropriate diagnostic measures to find out whether such a delay is normal in your case or not.

Likewise, one cannot mistake a child's inability to pronounce a certain letter for OHP, most often it concerns "p". Such a defect, of course, must not be overlooked; it must be treated by a speech therapist. Otherwise, it can stay for life. However, omission of one letter does not entail global speech disorders.

As you can see, OHP in most cases is cured and corrected if the child's parents pay attention to the disease in time and seriously approach this problem. Also, the key to normal development is the course of pregnancy, during which the expectant mother should be led healthy image life and not be exposed to all kinds of risks.

"General speech underdevelopment - various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side, with normal hearing and intelligence." (Speech therapy. \ Under the editorship of LS Volkova. 2nd ed. 1995 \).

OHP, or general speech underdevelopment, is a systemic speech disorder, when almost all aspects of speech are violated in a child's speech: vocabulary, grammar, syllabic structure, sound pronunciation. ... Almost any speech disorder gives such a picture (especially if you do not engage in speech until 5 years of age) ... That is, clinically based speech impairment there can be a diagnosis: hearing impairment, decreased intelligence, and externally manifest itself as a general underdevelopment of speech.

Therefore, when a speech therapist says “OHP of such and such a level,” it means that your child will be admitted to the logogroup, where the symptoms (manifestations) of speech impairment will be corrected on a general basis. The diagnosis after "OHR" must necessarily indicate what (what clinical diagnosis) caused speech underdevelopment. For example, "ОНР-1 lvl. (motor alalia) "or" ОНР-2 ur (due to dysarthria) ". This is necessary in order to know which corrective techniques to apply in each specific case.

As correctly noted on the forumSenior Lecturer at the Department of Preschool Defectology, Moscow State Pedagogical University, Deputy Dean of the Faculty of Defectology, M. Lynskaya:

NPOZ - what is it? Colleagues, I will answer as a person leading the training of specialists at the university. I always tell students that we have the right to write only what is confirmed by research and is in the official recommended literature. There is no NPO. OHP and dyslalia are simply illiteracy, if only the specialist meant mechanical, wanting to emphasize the anatomical defect, but then he must write that way. As well as absolutely illiterate OHP in CR, in hearing impairment, in Down syndrome. I think that speech therapists who write such a conclusion, not only Levin, but also a textbook on speech therapy, read poorly, and did not bother to familiarize themselves with the definition of OHP ...
I would add that the ONR at RDA is also not ONR, just during Levina's time, RDA was still in schizophrenia, so she did not single it out ...
And in general, if a speech therapist writes simply ONR, without further decoding the clinical conclusion (I mean, dysarthria, alalia, etc.), then it's like a neurologist writes to a patient with a stroke: headache in the diagnosis. after all, the path of correction is not at all clear, if it is just ONR. And as a matter of fact, the speech therapist writes the ONR point, therefore he does not know what to write separated by commas?

Children with OHP levels 1,2,3 must enroll in kindergartens or schools (depending on age) for children with.

Children with OHP levels 3 and 4 should be enrolled in OHP speech therapy groups in a regular kindergarten.

Children with OHP due to stuttering should go either to kindergarten with THP (2nd department) or to the stuttering logogroup.

Children with FFN should enter the FFN logogroup in a regular kindergarten.

Children with delayed speech development (RRD) should go to a mass kindergarten and attend classes with a speech therapist at a speech center (at a polyclinic or d / s), since with RRR, speech development proceeds correctly, but slowly (in contrast to OHP, which is distorted pathological speech development), and in an ordinary kindergarten, the child will be able to catch up with the age speech norm faster than in the OHP group.

Recently, due to the lack of places in gardens with THR, a large number of combined (mixed) type logogroups have appeared, where children with alalia, dysarthria, FFN, stuttering, autism, with different levels of OHP go. And since correctional work for these speech disorders is built according to its own special programs and methods, joint group work in such groups is ineffective. Therefore, you can often hear from the parents of children who have fallen into such groups: "We came with, so we left." And a speech therapist who was able to achieve at least some results in such conditions can erect a monument.

Recently, due to the lack of places in gardens with THR, a large number of combined (mixed) type logogroups have appeared, which include children with alalia, dysarthria, FFN, stuttering, autism with different levels of OHP. And since correctional work for these speech disorders is built according to its own special programs and methods, joint group work in such groups is ineffective. Therefore, you can often hear from the parents of children who have fallen into such groups: "We came with, so we left." And a speech therapist who was able to achieve at least some results in such conditions can erect a monument.

Periodization of OHR.

Each level of OHP is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components depending on it. The transition from one level to another is determined by the emergence of new linguistic possibilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content.

The child's individual pace of advancement is determined by the severity of the primary defect and its shape.

The most typical and persistent manifestations of OHP are observed with alalia, dysarthria, less often with rhinolalia and stuttering.

The first level of speech development .

Speech communication is extremely limited. The active vocabulary of children consists of a small number of indistinct everyday words, onomatopoeia and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to indicate objects, actions, qualities, intonation and gestures to indicate the difference in meanings. Babble formations, depending on the situation, can be regarded as one-word sentences.

Differentiated designation of objects and actions is almost absent. The name of the actions is replaced by the name of the objects (open - "door") and vice versa - the names of the objects are replaced by the names of the actions (bed - "sleep"). The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words, devoid of inflections. "Phrase" consists of babbling elements that consistently reproduce the situation they designate with the use of explanatory gestures. Each word used in such a "phrase" has a diverse correlation and cannot be understood outside of a specific situation.

The passive vocabulary of children is broader than the active one. However, there is a limitation of the impressive side of speech of children who are at a low level of speech development.

The understanding of the meanings of grammatical changes in the word is absent or only in its infancy. If we exclude situationally orienting signs, children are not able to distinguish between the singular and plural forms of nouns, the past tense of the verb, masculine and feminine forms, they do not understand the meaning of prepositions. When perceiving addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty. Unstable phonetic design is noted. The pronunciation of sounds is diffuse, due to unstable articulation and low possibilities of their auditory recognition. The number of defective sounds can be much larger than correctly pronounced. In pronunciation, there are oppositions only of vowels - consonants, oral and nasal. Some explosive ones are fricatives. Phonemic development is in its infancy.

The task of isolating individual sounds for a child with babbling speech is incomprehensible and impracticable in motivational and cognitive terms.

A distinctive feature of the speech development of this level is the limited ability to perceive and reproduce the syllabic structure of a word.

The second level of speech development .

The transition to it is characterized by the increased speech activity of the child. Communication is carried out through the use of a constant, albeit still distorted and limited stock of common words.

The names of objects and actions are differentiated. Separate signs. At this level, it is possible to use pronouns, and sometimes unions, simple prepositions in elementary meanings. Children can answer questions about the picture, related to the family, familiar events of the surrounding life.

Speech impairment is clearly manifested in all components. Children use only simple sentences of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting body parts, animals and their babies, clothes, furniture, professions is revealed.

The limited possibilities of using the subject vocabulary are noted. Dictionary of actions, signs. Children do not know the names of the color of an object, its shape, size, replace words with similar ones.

Gross errors in the use of grammatical constructions are noted:

Mixing case forms ("the car is driving")

Frequent use of nouns in the nominative case, and verbs in the infinitive or third person singular or plural present tense

In the use of the number and gender of verbs, when changing nouns in numbers ("two kashi" - two pencils)

Lack of agreement of adjectives with nouns, numerals with nouns.

Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, and the noun is used in its original form ("the book goes that" - the book is on the table); it is also possible to replace the preposition ("the gibbets on delete" - the mushroom grows under the tree). Unions and particles are rarely used.

Understanding of addressed speech at the second level develops significantly due to the differentiation of some grammatical forms (as opposed to level 1), children can focus on morphological elements that acquire meaningful meaning for them.

This refers to distinguishing and understanding the singular and plural forms of nouns and verbs (especially with accented endings), masculine and feminine forms of past tense verbs. Difficulties remain in understanding the forms of the number and gender of adjectives.

The meanings of prepositions differ only in a familiar situation. The assimilation of grammatical patterns is more related to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and confusions. The pronunciation of soft and hard sounds, hissing, whistling, affricate, voiced and deaf sounds is impaired. There is a dissociation between the ability to pronounce sounds correctly in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllable structure also remain typical. Often, with the correct reproduction of the contour of words, sound filling is disturbed: rearrangement of syllables, sounds, replacement and assimilation of syllables ("morashka" - chamomile, "cookie" - strawberry). Polysyllabic words are reduced.

Children have insufficient phonemic perception, their unpreparedness for mastering sound analysis and synthesis.

The third level of speech development.

It is characterized by the presence of detailed phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly sibilant, hissing, affricates and sonors), when one sound replaces simultaneously two or more sounds of a given or similar phonetic group. For example, the soft sound Сь, itself not yet clearly pronounced, replaces the sound С ("syapogi"), Ш ("syuba" - fur coat), C ("syplya" - heron), CH ("syaynik" - kettle), Щ ( "Grid" - brush); replacement of groups of sounds with simpler articulation. Unstable substitutions are noted when the sound in different words is pronounced differently; mixing of sounds, when in isolation the child pronounces certain sounds correctly, and in words and sentences replaces them.

Correctly repeating 3-4-complex words after the speech therapist, children often distort them in speech, reducing the number of syllables (Children blinded a snowman - "Children hoarse a novice"). A lot of errors are observed in the transmission of sound filling of words: permutations and replacements of sounds and syllables, contractions when consonants in a word collapse.

Against the background of relatively detailed speech, there is an inaccurate use of many lexical meanings. V active vocabulary nouns and verbs predominate. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants, children do not always succeed in selecting single-root words, the formation of new words using suffixes and prefixes. Often they replace the name of a part of an object with the name of a whole object, the desired word with another, similar in meaning.

Simple common sentences predominate in free expressions, complex constructions are almost never used.

Agrammatism is noted: errors in the coordination of numerals with nouns, adjectives with nouns in gender, number, case. A large number of mistakes are observed in the use of both simple and complex prepositions.

The comprehension of addressed speech is developing significantly and is approaching the norm. Insufficient understanding of changes in the meaning of words expressed by prefixes, suffixes is noted, difficulties are observed in distinguishing morphological elements expressing the meaning of number and gender, understanding of logical and grammatical structures that express cause-and-effect, temporal and spatial relationships.

The described gaps in the development of phonetics, vocabulary and grammatical structure in school-age children are manifested more clearly during schooling, creating great difficulties in mastering writing, reading and educational material.

(Speech therapy. \ Under the editorship of LS Volkova. 2nd ed. 1995 \).

The fourth level of speech underdevelopment

It includes children with mild residual manifestations of lexical-grammatical and phonetic-phonemic speech underdevelopment. Minor violations of all components of the language are revealed during a detailed examination when performing specially selected tasks.

In the speech of children, there are individual violations of the syllable structure of words and sound filling. Elysias predominate, and mainly in the reduction of sounds, and only in isolated cases - omissions of syllables. Paraphasias are also noted, more often - permutations of sounds, less often syllables; insignificant percentage - perseveration and addition of syllables and sounds.

Lack of intelligibility, expressiveness, somewhat sluggish articulation and indistinct diction leave the impression of general blurry speech. Incomplete formation of sound structure, mixing of sounds characterize an insufficient level of differentiated perception of phonemes. This feature is an important indicator of the process of phoneme formation that has not yet ended until the end.

Along with phonetic and phonemic deficiencies, these children also had some violations of semantic speech. So, with a sufficiently diverse subject vocabulary, there are no words denoting some animals and birds ( penguin, ostrich), plants ( cactus, loach), people of different professions ( photographer, telephone operator, librarian), body parts ( chin, eyelids, foot). When answering, generic and specific concepts are mixed (crow, goose - birdie, trees - Christmas trees, Forest - birches).

When designating actions and signs of objects, some children use typical names and names of approximate values: oval - round; rewrote - wrote... The nature of lexical errors is manifested in the replacement of words that are similar in the situation ( uncle brushing the fence- instead of “my uncle paints the fence with a brush; cat rolls the ball- instead of "tangle"), in a mixture of signs (high fence - long; brave boy - quick; old grandfather - adult).

Errors in use remain persistent:

1.diminutive nouns

2.nouns with singularity suffixes

3.adjectives derived from nouns with different meanings correlation ( fluffy- downy; cranberry- cranberry; axial- pine);

4.adjectives with suffixes characterizing the emotional-volitional and physical state of objects ( boastful- boastful; smiling- smiling);

5. possessive adjectives (Volkin- wolf; fox- fox).

Against the background of the use of many complex words that are often found in speech practice (leaf fall, snowfall, plane, helicopter, etc.), there are persistent difficulties in the education of unfamiliar compound words(instead of a book lover - scribe; icebreaker - legopad, legotnik, dalekol; beekeeper - bees, bee, beekeeper; steelmaker - steel, capital).

It can be assumed that these manifestations are explained by the fact that, due to the limited speech practice, children, even in a passive plan, are not able to assimilate the listed categories.

To this it should be added that it was possible to detect the indicated gaps in the acquisition of vocabulary only with a scrupulous examination using an extensive lexical material... As the study showed practical experience diagnostics of speech underdevelopment, speech therapists, as a rule, are limited to presenting only 5-6 words, many of which are often used and well known to children. This leads to erroneous conclusions.

When assessing the formation of the lexical means of the language, it is established how children express "systemic connections and relationships that exist within lexical groups". Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of the object (large - small), spatial opposition (far - close), evaluative characteristic (bad - good). Difficulties are manifested in the expression of antonymic relations of the following words: running - walking, running, walking, not running; greed - not greed, politeness; politeness - evil, kindness, not politeness.

The correctness of naming antonyms largely depends on the degree of abstractness of the proposed pairs of words.

Not all children also cope with the differentiation of verbs that include the prefixes "oto", "you": more often words are selected that are close to synonyms (bend - bend; let in - to run; roll in - roll up; take away - take away).

The insufficient level of the lexical means of the language is especially pronounced in these children in the understanding and use of words, phrases, proverbs with figurative meaning... For example, “rosy as an apple” is interpreted by a child as “ate a lot of apples”; “Collide nose to nose” - “hit our noses”; “Warm heart” - “you can get burned”;

An analysis of the features of the grammatical design of children's speech allows us to identify errors in the use of genitive and accusative plural nouns, complex prepositions ( the zoo fed proteins, foxes, dogs); in the use of some prepositions ( looked out the door- “looked out from behind the door”; fell from the table- “fell off the table”; the ball lies near the table and chair- instead of “between table and chair”). Besides, in individual cases violations of the agreement of adjectives with nouns are noted when masculine and feminine nouns are in the same sentence.

Insufficient development of lexico-grammatical forms of the language is heterogeneous. In some children, a small number of errors are revealed, and they are of a fickle nature, moreover, if children are asked to compare the correct and incorrect answer options, the choice is made correctly.

This indicates that in this case, the formation of the grammatical structure is at a level approaching the norm.

For other children, the difficulty is more persistent. Even when choosing the correct model after a while in independent speech, they still use erroneous wording. The peculiarity of the speech development of these children slows down the pace of their intellectual development.

At the fourth level, there are no mistakes in the use of simple prepositions, there are insignificant difficulties in agreeing adjectives with nouns. However, difficulties remain in the use of complex prepositions, in the coordination of numerals with nouns. These features stand out most clearly in comparison with the norm.

Of particular difficulty for these children are the constructions of sentences with different clauses:

1) skipping unions ( mom warned i didn't go far- "so that I do not go far");

2) replacement of unions ( I ran where the puppy was sitting- "where the puppy was sitting");

3) inversion ( finally, everyone saw for a long time which kitten- "we saw a kitten that we were looking for for a long time").

The next distinctive feature of children of the fourth level is the originality of their coherent speech.

1. In a conversation, when drawing up a story on a given topic, picture, a series of plot pictures, violations of the logical sequence, "getting stuck" in secondary details, omission of main events, repetition of individual episodes are stated;

2. Talking about events from your life, composing a story on free topic with elements of creativity, they mostly use simple, uninformative sentences.

3. Difficulties remain in the planning of their utterances and the selection of appropriate language means.

Filicheva T.B. Features of the formation of speech in

preschool children. - M., 1999 .-- S. 87-98.

Conducts speech therapy classes via the Internet for children and adults with general speech underdevelopment.