^ The study of voluntary motor skills of the fingers. Receptions for all age groups. By imitation. Run under the count: clench your fingers into a fist - one, press (5-6 times); holding the palms on the surface of the table, separate the fingers, connect them together (5-6 times); put your fingers in a ring - open your palm (5-6 times); alternately connect all fingers with thumb, first the right hand, then the left, then both hands at the same time (for preschoolers, hold in the form game exercise"Hi, finger." On both hands, simultaneously show the second and third fingers, the second and fifth fingers (5-6 times). On both hands, simultaneously put the second fingers on the third, and vice versa, the third on the second (5-6 times).
The same for verbal instructions.
Note: smooth, accurate and simultaneous execution of samples; tension, stiffness of movements; violation of the pace of movement (not at the expense of a speech therapist); non-compliance; the presence of left-handedness.
^ Oral praxis study. Study of the volume and quality of lip movements. Receptions for all age groups. According to verbal instructions: stretch your lips forward ("tube"), hold the pose. Stretch your lips in a “smile” (teeth are not visible), hold the pose. Raise the upper lip up, the upper teeth are visible. Lower the lower lip down, the lower teeth are visible. At the same time lift the upper lip up and lower the lower lip down.
Note: the execution is correct; the range of motion is small; the presence of friendly movements, excessive muscle tension, exhaustion of movements.
^ The study of the volume and quality of movements of the muscles of the cheeks. Receptions for all age groups: inflate the left cheek, inflate the right cheek, inflate both cheeks at the same time.
Note: the execution is correct; the opposite protruding cheek is strongly strained; isolated inflation of one cheek fails.
^
Study of the volume and quality of language movements.
Receptions for all age groups: show the tongue forward with a “sting”, hold for three counts. Show a wide tongue with a spatula, hold for three counts. Move the tip of the tongue alternately from the right corner of the mouth to the left corner of the mouth. Show the tongue, raise it to the upper lip (“get the tip of the nose”). Show the tongue, put it on the lower lip and lower it down to the chin. Click (click) tongue.
Note: the execution is correct; tongue movements of insufficient range; friendly movements appear in the muscles; the tongue moves awkwardly, inaccurately, with its whole mass, slowly; movement fails.
^ The study of arbitrary facial motor skills. Study of the volume and quality of movement of the muscles of the forehead. Receptions for all age groups: frown eyebrows, raise eyebrows up, wrinkle - forehead.
Note: the execution is correct; or the movement is performed with friendly movements (eyes squint, cheeks twitch, etc.); or movement fails.
^ Study of the volume and quality of eye muscle movements. Receptions for all age groups: lightly close the eyelids, close the eyelids tightly, squint the eyes, close the right and left eyes alternately.
Note: the execution is correct; or the subject closes his eyes; or there are friendly movements; or movement fails.
^ Study of the possibility of arbitrary formation of certain mimic postures. Receptions for all age groups: express surprise, sadness, horror, joy, doubt, suspicion with facial expressions.
Explanation: surprise - eyebrows raised, eyes wide open, mouth slightly open, lips slightly extended forward; sadness - the eyebrows are slightly reduced to the bridge of the nose, the corners of the eyebrows are slightly lowered, the lips are compressed; horror - eyebrows rise up to the limit, eyes open as much as possible, mouth is ajar; joy - lips stretched into a smile, eyes slightly screwed up; doubt - the eyebrows are raised, the lips are compressed, the lower lip is pursed, the corners of the mouth are lowered; suspiciousness - lips are compressed, one or both eyes are screwed up.
Note: the above correct execution mimic postures; or mimic picture is fuzzy; or movement fails.
^ The study of auditory attention. Receptions for all age groups: show what object sounded: drum, flute, harmonica, etc. Determine the direction of the sound of an object or toy. Determine what is heard from behind the screen: the sound of pouring water from glass to glass, the rustling of paper - thin, dense; cutting paper with scissors; the sound of a pencil falling on the table, etc.
Mark errors in the perception of what was heard: incorrect naming of the sounding instrument, inability to determine the direction of the sound.
^ Study of musical ear. Reception for all age groups. The subject is asked to sing one verse from a familiar song (without musical accompaniment), then repeat it with musical accompaniment.
Note: absolute ear for music; relative; not developed.
^ Music perception research. Reception for all age groups: listen and then determine what they heard: march, dance, lullaby. For adults, teenagers, schoolchildren: listen and determine the form of a piece of music: introduction, conclusion, chorus, chorus, part.
Note: the ability to identify contrasting music, parts of a piece of music.
^ Study of pitch hearing. Receptions for all age groups: determine how the bell sounded - higher - lower (for preschoolers: “sang a song”); determine the direction of the scale on the metallophone (for preschoolers, the metallophone, set obliquely, becomes a “musical ladder”. At the end of the hammer, strengthen a small matryoshka doll. Hit with a hammer, and the children must determine where the doll “goes” along the steps of the ladder: up, down or through step).
Note: whether the subjects distinguish the direction of the scale, the distance between the sounds or not.
^ The study of timbre hearing. Receptions for all age groups. Compare the sounding instruments of different groups: percussion (drum, tambourine), wind (flute, saxophone, clarinet, triola), string (zither, domra, balalaika and other folk-type instruments).
Complicated technique: compare sounding homogeneous instruments; for example, bells and tambourines, metallophones and triangles.
Note: correctly or with errors, the tested sounding instruments are distinguished.
^ Study of dynamic hearing. Receptions for all age groups. Listen to the sound of various instruments according to the "hot - cold" type; for example, the teacher gives a strong or weak sound on the instrument, the subject calls the word how the instrument sounded: strong - weak. Or: the teacher repeats a strong or weak sound, the subject repeats them on the instrument.
Note: the subject distinguishes (no) the strong and weak sound of the instrument.
^ Study of rhythmic feeling. Techniques for adults and teenagers: tap eight rhythmic patterns in sequence. For preschoolers: tap a rhythmic pattern after the teacher with a pencil
For all age groups (reception "musical echo"). The teacher strikes a percussion instrument in a certain rhythm,
for example, in a tambourine, a triangle, cymbals, a drum, etc., the subject repeats exactly what he heard in the same rhythm.
Note: errors in the reproduction of a rhythmic pattern, repeats at an accelerated or slow pace, compared to the sample; violates the number of elements in a given rhythmic pattern.
^ Investigation of the duration and force of exhalation. Techniques for all age groups: play any wind instrument, blow fluff, a piece of paper, etc.
Note: duration of exhalation, shortened exhalation (depending on the age of the subject).
^ Study of the singing range of the voice (for patients with sufficiently developed ear for music). Techniques for all age groups: with the support of a musical instrument, sing a scale to a vowel sound, for example, to a sound a (at first to a note to the first octave up, and then to a note to the first octave down).
Note: the number of tones of the singing range: up to 6 tones, 6-7.5 tones, 8-9.5 tones, 10-11.5 tones, 12-13 tones, 13 tones and more.
^ Study of pace. Receptions for all age groups. For a certain period of time, keep a given pace in the movements of the hands shown by the teacher. Then, at the signal of the teacher, it is proposed to perform the movements mentally, and at the next signal (clap) to show on which movement the subject stopped. Hand movements forward, up, to the sides, on the belt, lower.
Receptions (for adults, teenagers, schoolchildren). Examine the pace of movement using a written test: suggest drawing sticks on paper in a line for 15 seconds at an arbitrary pace. For the next 15 seconds, draw as fast as possible, for the next 15 seconds, draw at the original pace.
Note: the pace is normal, slow, accelerated.
In conclusion, to note the disturbed and intact aspects of the psychomotor state of persons with speech pathology. After the examination, it is necessary to keep records of the psychomotor development of each student involved in logorhythmics. You can use the table map proposed by N. S. Samoylenko. The surname, age, performance assessment are marked vertically; horizontally - parameters for performing movements: rhythm, muscle tone, coordination of movement with speech, orientation in space, activity of movement execution, collectivity, general conclusion. Performance evaluation is differentiated: black color - poor performance, 1 point; blue color - average performance, 2 points; Red color - good performance, 3 points. Thus, the worst
on 6 parameters - 6 points, the best - 18 points. You can plot the psychomotor calendar curve and compare his with speech schedule.
Questions and task
What areas of the sensory sphere are studied in people with speech
your disorders?
What connections can be established between the sensor-motor
ny and speech disorders?
Describe the psychomotor skills of a child and an adult with
sentences of speech.
LOGOPEDIC RHYTHMS IN THE SYSTEM
INTEGRATED PSYCHOLOGICAL AND PEDAGOGICAL WORK
AND MEDICAL MEASURES TO OVERCOME
stuttering
There is a close functional connection between the speech function - its motor, executive component - and the general motor system of the body. Moderate physical exercise obtained by stutterers during speech therapy gymnastics
nastika, rhythm, raise the excitability and lability of nervous processes, give a beneficial effect. Normal human speech is ensured by the coordinated work of many central formations. Damage to certain areas of the cerebral cortex reveals their connection with one or another side of the speech function. The closer the lesion is to Broca's area, the more the motor components of speech are impaired. In order for a function to be carried out normally, including speech, it is necessary to coordinate in time, in speeds, in the rhythms of action and in the timing of the performance of individual reactions. Moreover, not only the higher cortical sections of the speech functional system, but also the cerebellar (installation of the muscles of the larynx, head, neck, shoulders) and sections located in the medulla oblongata (regulation of the respiratory muscles), and, apparently, other deep structures. This means that coordination in time, the importance of speeds and rhythms of action for the coordinated work of individual components of a complex functional speech system is a prerequisite, and the mismatch of the activity of these components in time can be a functional cause of speech impairment. The legitimacy of this view is confirmed by the well-known fact that any change in the rhythm of a stutterer's speech (reading, reciting) reduces stuttering; beating the beat with the hand during speech also removes or reduces the convulsiveness of the stutterer's speech. An effective remedy correcting the speech of a stutterer is to use the rhythmic sound of a metronome.
I. V. Danilov and I. M. Cherepanov believe that the rates offered by the “rhythm sensor” should be of different ranges for stutterers with clonic and tonic forms of stuttering 1 . This fact indicates that the rates of the nervous processes in these groups are different. Apparently, this difference is based on a different level of localization of the main link of disorders. Probably, in patients with clonic stuttering, the level of the cerebral cortex is the determining factor; in the tonic form, disturbances at the level of deep brain structures play a more significant role. In this case, for more labile cortical nerve centers, higher rhythms are needed (with the clonic form of stuttering), for functionally less mobile deep structures, lower rhythms (with the tonic form of stuttering). However, this issue requires careful study. It is known that the emotional side of speech is closely related to the general psychomotor of affective expressions. It represents, as it were, the face of the speaker's speech and receives its expression in the dynamic qualities of speech: rhythm, meter, melody, pauses, tempo, etc. Thus, a four-word phrase can receive four different meanings depending on the method of pronunciation, i.e. from purely
1 Danilov I. V., Cherepanov I. M. Pathophysiology of logoneuroses. L., 1970, p. 109-120.
dynamic relationships between words. External speech is represented by a series of actions distributed over time in a certain order, combination and sequence. Clothed in a motor form, speech thus submits itself not only to the laws of grammar, syntax and semantics, but also to purely phonetic laws, and they capture not only the area of external design, but, most importantly, turn out to be one of the essential structural and dynamic moments, affecting the correct transmission of content. Logical stresses, in addition to meaning, are expressed phonetically in raising the pitch, slowing down or modifying the sound. Speech has duration, power, quality, accuracy. The pause also has its own duration and precision and expresses the process of active inhibition. There is music in the phrase. The music of the phrase gives it its own content. This is facilitated by such musical elements of speech as rhythm and melody. It is known that the speech of stutterers, supported by an externally given rhythm (poem, song), receives support in this rhythm and restores balance, i.e. stuttering disappears.
For a stutterer, the most appropriate musical rhythm, as it provides rich practical material, activates the team, is of great importance in improving the emotional and volitional sphere of a stutterer. Rhythm regulates not only movement, but also the word, and governs both tempo and dynamic features speech. Musical phrasing and nuance, pause, accent are also reflected in speech. Collective classes in speech therapy rhythms make it possible to re-educate a stutterer's attitude towards his defect, to formulate a new, correct installation on relationships with others, on verbal communication with them. Logorhythmic classes make it possible to put a stutterer in a wide variety of situations: to oppose one person to a whole team, to divide the team into groups, etc.
Logorhythm has a great psychotherapeutic effect on the personality of a stutterer, contributes to the development of its positive aspects and leveling the negative ones. The correct conduct of classes with a psycho-orthopedic orientation contributes to the correction of personal deviations and the education of arbitrary, controlled behavior.
Methodology for the study of voluntary motor skills of the fingers G.A. Volkova, the “Paths” technique (according to L.A. Wenger), diagnostic tasks from the book by S.E. Gavrina, N.L. Kutyavina, as well as tests for examination fine motor skills hands from the book of S.E. Bolshakova. The examination of fine motor skills of children with speech impairment includes the study of voluntary motor skills of the fingers, the examination of the coordination of movements of the fingers and hands, the determination of the accuracy of the movements of the fingers. Methodology for the examination of speech and artistic creativity Yu.A. Afonkina, a comprehensive assessment of the results of mastering the program "From Birth to School", ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva: diagnostic journal.
For research voluntary motor skills of the fingers children are offered the following diagnostic tasks (by imitation and by verbal instructions), which were performed under the account:
1. Clench your fingers into a fist - unclench.
2. Keeping the palms on the surface of the table, separate the fingers, connect them together (5-6 times).
3. Fold your fingers into a ring - open your palm (5-6 times).
4. Alternately connect all the fingers of the hand with the thumb, first of the right hand, then of the left, then of both hands at the same time (for preschoolers, conduct “Hello, finger” as a game exercise).
5. On both hands, simultaneously show the second and third fingers (5-6 times). 6. On both hands, simultaneously show the second and fifth fingers (5-6 times). 7. On both hands, simultaneously put the second fingers on the third (5-6 times).
8. On both hands, simultaneously put the third fingers on the second (5-6 times).
Evaluation criteria: "1" point is assigned for the clear performance of the task, "0" points - for failure to complete the task.
6 - 8 points - high level development, 3 - 6 points - average level, 0 - 3 points - low level
For the purpose of examination finger coordination and hands were selected diagnostic tasks aimed at the study of hand-eye coordination, dynamic coordination of movements (kinetic praxis) and kinesthetic praxis.
Kinesthetic praxis is a purposeful action during which the hand receives afferent signals. feedback and perform subtle movements. After the demonstration, the subjects were asked to repeat the movements:
· "Kitty"(medium and ring fingers rest on the big one. The index and little fingers are raised up);
· "Checkbox"(four fingers - index, middle, ring and little fingers - together, and thumb lowered down, the back of the hand towards you);
· "Fork"(pull up three fingers - index, middle and ring fingers - spaced apart, the thumb holds the little finger in the palm of your hand).
Kinetic (dynamic) praxis - sequential switching of movements and the formation of motor links that form the basis of motor skills. Exercises were used and dynamic coordination of hand movements:
Fist - rib - palm (first right, then left). First, show the child how to do this exercise with an adult. When the child remembers the sequence, he performs the exercise counting 1, 2, 3.
Invite the child to put his hands in front of him - one is clenched into a fist, and the other is straightened, then he should simultaneously change the position of both hands (slowly).
Visual-motor coordination is the coordination of movements and their elements as a result of the joint and simultaneous activity of the visual and musculo-motor analyzers. The following tasks are aimed at studying the visual-motor coordination of fingers and hands.
· Graphic tests: - teeth (on an unlined sheet) 20 sec. for a test.
· Cutting with scissors.
· Fold a sheet of paper in half.
The evaluation criteria for the examination of the coordination of movements of fingers and hands are as follows: "1" point - coped with the task; "0" points - did not cope with the task; "0.5" points - coped with the help of an adult.
After scoring, the level of development of coordination of movements of fingers and hands is determined:
0 - 3 points - low level; 3 - 7 points - average level; 7 - 10 points - high level.
For determining accuracy of finger movements(Method "Paths"), the following material is used: a drawing that depicts "paths", at one end of which there are cars, at the other - a house. The type of "track" becomes more complicated from the first to the last.
Instruction: “Cars and paths to the houses are drawn here. It is necessary to connect the car with the house with a line, without lifting the pencil, and without leaving the path.
Criteria for evaluation:
1. The presence of exits outside the "track". 0 points - partially present in the work, 0.5 points - slightly present in the work, 1 point - absent in the work.
2. Tearing off a pencil from a sheet of paper. 0 points - present in the work significantly, 0.5 points - partially present in the work, 1 point - absent in the work.
3. Uniform pressure. 1 point - the feature is present, 0 points - the feature is absent.
4. Repeated holding in the same place. 0 points - present in the work significantly, 0.5 points - partially present in the work, 1 point - absent in the work.
5. Active rotation of a sheet of paper. 0 points - present in the work significantly, 0.5 points - partially present in the work, 1 point - absent in the work.
6. Incorrect position of the fingers or hand. 0 points - present in the work significantly, 1 point - absent in the work.
7. The lines are even, not trembling. 1 point - the feature is present, 0 points - the feature is absent.
8. Confident work with a pencil. 1 point - the feature is present, 0 points - the feature is absent.
6 - 8 points - high level of development, 4.5 - 6 points - average level, 0 - 4.5 points - low level
Summing up the overall result: 19 - 26 points - a high level of development, 10.5 -19 points - an average level, 0 - 10.5 points - a low level
Calendar - thematic planning
Time of N.O.D. - 30 min.
Date of examination
speech card
FULL NAME. child's date of birth
Where did you come from
Information about parents:
Mother
Father
History data:
The course of pregnancy Key words: no pathology, mild toxicosis, severe toxicosis, threat of premature birth, somatic diseases, infectious diseases, preeclampsia.
Fetal development: without pathology, with pathological manifestations.
X nature of childbirth: without pathology, with fetal asphyxia, birth trauma.
Early development of a child's speech: time of manifestation of voice and speech reactions: cry cooing babbling first words first sentences ______________________________________
Early (up to 1 year) psychomotor development of the child: on time, late, ahead of schedule
Past illnesses:
Have you previously worked with a speech therapist, the results
Ι . Study of the state of the motor sphere
General motor status
motor memory(repeat after the speech therapist 4 hand movements) : execution is correct, incorrect; execution sequential, inconsistent; switching is not broken, broken.
Free braking(march and quickly stop on the clap) : movements are smooth, devoid of smoothness; leg movements are precise, not precise; motor reaction corresponds to the signal, does not correspond.
Static coordination of movements(to stand one foot behind the other in one line with closed eyes; to stand on one leg with closed eyes): holding the posture is free, with tension, with swaying from side to side; balances the body with hands, head; leaves the place, makes a jerk to the sides, touches the floor with the other leg; falls; opens eyes; refuses to test.
Dynamic coordination(march alternating step and clap): performs correctly from 1 time, from 2-3 times, strains, alternating step and clap fails.
Spatial organization of motor act(start walking from the center of the circle to the right, go through the circle back to the center on the left. Pass the office from the right corner through the center diagonally around the office and return to the right corner diagonally through the center from the opposite corner, turn in place around you and jump around the office, starting movements on the right.): knows the sides of the body, does not know; knows the leading hand, does not know; performs confidently, uncertainly.
The pace of movements(for a certain time, keep a given pace in hand movements): normal, accelerated, slow, slow.
Sense of rhythm(tap a rhythmic pattern after the teacher with a pencil): the pace is accelerated, slowed down, normal; violates the number of elements, does not violate.
FINDINGS: VIOLATIONS MOTOR MEMORY, RANDOM BRAKING, STATIC COORDINATION OF MOVEMENTS, DYNAMIC COORDINATION, SPATIAL COORDINATION, PACE, SENSE OF RHYTHM, VOLUME; MOVEMENTS SLIGHT, ACTIVE, ACCURATE, INACCURATE, AMBULD.
2. The state of manual motor skills :
Static coordination of movements:
- straighten the palm with fingers close together and hold it in a vertical position under a count of up to 15;
Straighten the palm, spread all the fingers to the sides and hold in this position under the count;
- "goat" under the account;
- "bunny" under the account;
Fold the first and second fingers into a ring, straighten the rest, hold under the count;
Put the third finger on the second, collect the rest into a fist, keep counting.
Dynamic coordination of movements:
- perform counting: clench your fingers into a fist - unclench 5-8 times;
Keeping the palm on the surface of the table, separate the fingers, connect them together;
Put your fingers in a ring - open your palm (5-8 times) in the same sequence;
Alternately connect all fingers of the hand with the thumb;
- "palm" - "fist";
Put the second fingers on the third on both hands.
FINDINGS: SMOOTH, LACK OF SMOOTHNESS; ACCURATE, INACCURATE; TENSIONED; CHAINED; TEMP IS BREAKED, TEMP IS NOT BREAKED; SWITCHING FAULT YES, NO; SYNKINESIA; HYPERKINESIS; CANNOT KEEP POSTURE; MOVEMENT FAIL; PERFORMANCE CORRECT
ΙΙ. The structure and mobility of the organs of articulation
1. The structure of the articulatory apparatus
A. Mimic muscles at rest: nasolabial folds are pronounced, smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is salivation, no; there is asymmetry of the lips, no; lips close tightly, freely; hyperkinesis is, no
B. Lips: natural thickness, thick, splitting of the upper lip, postoperative scars, labial frenulum, shortened upper frenulum
B. Teeth: smooth, healthy, located outside the jaw arch, small, rare, crooked, underdeveloped, carious, normal size, diastema
Bite: physiological, open anterior, open lateral, unilateral, bilateral
Jaw structure: progenia (displacement of the lower jaw forward), prognathia, norm
B. Hard palate: domed, excessively narrow, high, flat, low, cleft palate, cleft alveolar process, submucosal cleft, normal
G. Uvulya: absent, shortened, split, hanging motionless along the middle line, deviated to the side, normal
D. Language: thick, flaccid, tense, small, long, narrow, parts of the tongue are not expressed, pulled deep into the mouth, outside the oral cavity, normal
E. Hyoid frenulum: short, elastic, stretched, incremented, inelastic, norm
2. Condition articulatory motility
Lips:
- "Thread" and keep counting up to 5;
-"Bagel";
-"Proboscis";
- "Fence";
- "Bunny";
-"Frog";
-"Window";
Repeat the lip sounds "b-b-b", "p-p-p".
execution is correct; range of motion normal, small; synkinesis; without tension, with tension, excessive muscle tension; exhaustion of movements; tremor; salivation; hyperkinesis; only the right side of the lips is active, only the left side of the lips; closing lips on one side; movement fails.
Jaw:
- "Hippo";
Movement of the jaw to the right and left;
Pull the bottom forward.
execution is correct; movements of the jaw of insufficient volume; synkinesis, tremor, salivation; movement fails.
Language:
- “Shovel” and hold under the count up to 5;
Put a wide tongue on the upper lip;
- "Watch";
- "Shovel" - "Needle";
- "Nuts";
-"Swing";
- "Snake";
Standing, stretch your arms forward, put the tip of your tongue on your lower lip and close your eyes.
execution is correct; insufficient range; synkinesis; clumsiness of movements; movement of the whole mass; the tip of the tongue is not expressed; slowness; inaccuracy; deviation; tremor; waves; twitching; tension; turning blue; hyperkinesis; lethargy; exhaustion; salivation; held in a certain position, not kept in a certain position; movement fails
Soft sky:
- open your mouth wide and clearly pronounce the sound “a” (at this moment, the soft palate normally rises); draw a spatula over the soft palate (normally, a gag reflex should appear);
With the tongue sticking out between the teeth, puff out the cheeks and blow hard as if blowing out the flame of a candle.
execution is correct; the volume of movement is limited; synkinesis; low mobility of the palatine curtain, hyperkinesis; salivation; movement fails) deviation of the small tongue to the side.
Duration and force of exhalation:
Play any wind instrument-toy;
Blow fluff, a piece of paper.
exhale weak, strong; short, long.
Dynamic organization of movements of the articulatory apparatus:
- bare your teeth, open your mouth wide, put a wide tongue on your lower lip, put your tongue behind your lower teeth, close your mouth.
execution is correct; replacement of movements; search for articulation, "getting stuck" in one movement; inertia of movement; violation of smoothness; tension of the language; twitching; waves; tremor; tongue movements fail, easily switches from one articulatory position to another.
FINDINGS: MOVEMENTS OF THE ARTICULATION APPARATUS ACTIVE, SLOW, PASSIVE; VOLUME OF MOVEMENTS FULL, INCOMPLETE; there is REPLACEMENT OF MOVEMENTS, THERE IS NO REPLACEMENT OF MOVEMENTS; HYPERKINESIS; SYNKINESIA; SALIVATION; TREMOR; MOTOR STRENGTH; STAP ON ONE MOVEMENT; DISINTENSION; HYPOMIMIA, AMIMIA; SMOOTHNESS OF THE NASO-LABEJ FOLDS; LIP ASYMETRY; HYPERTONUS, HYPOTONUS, DYSTONIA, MUSCLE TONE IN No.; DEVIATION OF THE LANGUAGE; PARESIS OF THE VOICE FOLDS; THE DEFEAT OF THE CRANIO-BRAIN INNERVATION IS ABSENT; THE DAMAGE OF THE CRANIO-CEREBRAL NERVES IS NOTICED.
Examination procedure for general voluntary movements in children preschool age
1. Static coordination
The possibility of holding a given pose is determined:
a) stand alternately on the right, then on the left leg. It is noted: holding a posture; holding with sharp balancing, bent leg touches the floor; unable to maintain posture, toe-off.
b) stand on tiptoe.
It is noted: holding the posture, moving away from the spot, balancing is pronounced; lowering on the foot, frequent convergence.
2. Dynamic coordination
a) the ability to jump alternately on the right, then on the left leg (hands on the hips) is determined. It is noted: freely jumps on one leg; touches the floor with one foot; general muscle tension; strong hand swings; unable to jump on one leg.
b) the ability to jump from a place through a rope located at a distance of 20 cm from the floor is determined. It is noted: the jump is made easily and freely; the jump is awkward, it is not possible to push off with both legs; the jump fails.
3. Simultaneity of movements
a) the possibility of performing movements with both hands at the same time is determined; on the right and left sides of the matchbox there are 10 matches on each side (at a distance equal to the length of the match);
the child is invited to put the matches in the box, taking at the same time with both hands on each side a match and at the same time putting them in the box. It is noted: simultaneous movements with both hands are successful, matches are taken and placed at the same time; movements are not always simultaneous; simultaneous movements fail;
b) the possibility of simultaneous movements of arms and legs is determined; the child is offered a spool of thread;
marching, he must unwind a thread from a spool and wind it around his index finger. It is noted: marches and winds the thread at the same time; movements are not always simultaneous; simultaneous movements fail. The general character of movements is also noted: dexterous, awkward; plastic, clumsy.
Examination procedure for fine finger movements
The child is invited to perform the following exercises: 1) connect the thumb with all the others in turn, first on the right, then on the left hand; 2) bend each of the fingers alternately on the right and left hand;
3) connect the fingers of one hand with the fingers of the other, "fingers greet"; 4) fastening and unfastening buttons, tying shoelaces.
It is noted: the leading hand - precise and precise execution; not clear enough; poor coordination, awkwardness.
The procedure for examining voluntary facial movements
The expressiveness of facial expressions is determined when performing the following tests: a) raise eyebrows (“surprise”);
b) squint your eyes (“bright sun”); c) wrinkle the nose (“sour lemon”); d) smile ("cheerful clown");
e) puff out the cheeks "fat tomato"); e) stick out his lips ("imitation of a whistle").
It is noted: facial expressions are lively, expressive, adequate;
not expressive enough; facial expressions are sluggish; amimicity.
Articulatory motor test procedure
The accuracy, volume, mobility, switchability of movements are determined when performing the following articulatory poses under the score of a speech therapist up to 10:
a) holding the lips in the “smile” position (as with the sound “and”);
b) holding the lips in the “oval” position (as with the sound “o”); c) holding the lips in the "tube" position (as with the sound "y"); d) holding the tongue in the "scapula" position; e) holding the tongue in the “needle” position; f) holding the tongue in the “sail” position; g) switching of lip movements (“smile” - “tube”); h) touching the right and left corners of the mouth alternately with the tip of the tongue (“clock”); i) touching the tip of the tongue at the upper and lower teeth (“swing”); j) click your tongue ("horses").
An examination of the state of motor skills of children with speech disorders is carried out by a speech therapist and a music director at the beginning of remedial education. At the same time, the principles of the complexity of the examination, taking into account age, individual and personality characteristics, the characteristics of the state of the motor sphere of the subject, speech disorders, etc. are observed. Visual, verbal and practical methods are used in the examination. With their help, various areas of sensory, motor systems, and some mental processes are explored.
Motor (along with speech therapy) examination allows you to clarify, deepen the picture of the psychomotor state of children with speech disorders.
Consider the methods of examination of psychomotor functions, presented in the methodological recommendations of various authors.
Examination of the psychomotor state of persons with speech disorders (according to the method of G. A. Volkova).
The survey includes 26 tests. They are aimed at studying motor memory, switchability of movements, static and dynamic coordination, spatial organization, volume and quality of movements, sense of tempo and rhythm.
1. Study of motor memory, switchability of movements and self-control when performing tests.
It is noted: quality, correctness, sequence of movements.
2. Study of voluntary inhibition of movements. It is noted: smoothness and accuracy of movements.
3. Study of static coordination of movements. It is noted how free and stable the subject is in holding the posture.
4. Study of dynamic coordination of movements.
It is noted: whether it correctly performs movements from the 1st time or from the 2nd, 3rd time; confidently or with tension, swaying, balancing the torso and arms.
5. Study of attention.
It is noted: the simultaneity of the specified movements, accuracy, smoothness of execution.
6. Study of coordination of movements.
7. Study of switchability of movements. It is noted: the accuracy and speed of transition from one movement to another.
8. Examination of the presence or absence of one or another proposed movement.
9. Study of the spatial organization of movement.
It is noted: knowledge of the sides of the body, confidence in execution.
10. The study of arbitrary motor skills of the fingers.
It is noted: smoothness, accuracy and simultaneity of the execution of movements, compliance with the pace of the execution of the movement, non-fulfillment.
11. Study of oral praxis.
It is noted: the volume and quality of lip movements, correct execution, range of motion, muscle tension, exhaustion of movements.
12. Study of the volume and quality of cheek muscle movements.
It is noted: correct execution; whether isolated inflation of one cheek succeeds.
13. Study of the volume and quality of language movements.
It is noted: the correctness of execution, the range of movement of the tongue, the nature of the movement of the tongue: it moves awkwardly, inaccurately, with its whole mass, slowly.
14. Study of the volume and quality of forehead muscle movements. It is noted: correct execution; whether the movement succeeds.
15. Study of the volume and quality of eye muscle movements.
16. Study of the possibility of arbitrary formation of certain mimic postures.
It is noted: whether the movement succeeds; correct execution.
17. Study of auditory attention.
It is noted: errors in the perception of what was heard, the ability to identify incorrect sounds.
18. Study of musical ear.
It is noted: the degree of development of musical ear (absolute, relative, not developed).
19. Study of music perception.
It is noted: the ability to determine the nature of music, the contrasting parts of a musical work.
20. Study of pitch hearing.
It is noted: the ability to distinguish the direction of the scale, the size of the interval between sounds.
21. Study of timbre hearing.
It is noted: the ability to distinguish the sound of various instruments.
22. Study of dynamic hearing.
It is noted: the ability to distinguish between strong and weak sounds of the instrument.
23. Study of rhythmic feeling.
It is noted: the correctness of the reproduction of the rhythmic pattern, the observance of the given tempo.
24. Study of the duration and force of exhalation. The duration of expiration is noted.
26. Study of the rate of speech.
It is noted: normal, slow, accelerated pace of speech.
Examination of the state of motor functions in children with stuttering according to the method of N.A. Rychkova.
The survey consists of five sections, each of which contains from 5 to 14 test items. First, general voluntary motor skills are examined, then mimic motor skills, speech motor skills, subtle movements of the fingers. The examination ends with the study of the sense of rhythm.
I. Examination of the state of individual components of general voluntary motor skills.
For this purpose, tests of the N.I. Ozeretsky. Static and dynamic coordination, simultaneity and distinctness of movement execution are examined.
1. The child is offered to stand on his toes (“on tiptoe”) and hold this position with his eyes open for 10 s. The arms are extended at the seams, the legs are tightly shifted, the heels and socks are closed. The task is considered failed if the subject has left the initial position or touched the floor with his heels. Staggering, balancing, raising and lowering on the toes are taken into account. It is allowed to repeat the test up to 3 times.
2. With open eyes, the child advances by jumping alternately on the right and left legs at a distance of 5 m. The leg that is not actively involved in the movement is bent at a right angle at the knee joint, hands on the hips. On a signal, the subject begins to jump and, having jumped to the place indicated in advance, lowers the bent leg. Speed is not taken into account. The task is considered failed if the subject deviates more than 50 cm from a straight line, touches the floor with a bent leg and swings his arms. It is allowed to repeat the task 2 times for each leg.
3. The subject is given a square sheet (5x5 cm in size) of tissue paper and is asked to roll a ball as quickly as possible with the fingers of his right hand; help during work with the other hand is not allowed. The task is done in the position of the hand on weight. After a break of 15 seconds, they are asked to roll the ball with the other hand. Execution time - no more than 15 s for the right hand, 20 s for the left (for left-handers, the figures are reversed). The test is considered failed if more than the specified time is spent and if the balls are not sufficiently compactly rolled up.
The test is evaluated as a plus if the task is completed for both hands; when completing a task for one hand, 1/2 plus is put; the protocol indicates for which hand the task was completed. In case of failure, the test may be repeated, but not more than 2 times for each hand.
4. To the right and left of the matchbox (at a distance equal to the length of the match), 10 matches are arranged in a row (vertically) on each side. On a signal, the subject begins to put the matches in the box, for which he must simultaneously take a match from each side with the thumb and forefinger of both hands and at the same time put them in the box. Matches closest to the walls of the box are taken first. Within 20 seconds, at least 5 matches taken from each side must be laid. The task is considered failed if the child made movements at different times or laid less than 5 matches in 20 s. Repetition is allowed.
5. The subject is asked to bare his teeth (smile broadly). They make sure that there are no unnecessary movements (wrinkling of the forehead, raising the eyebrows, etc.), in the presence of which the test is considered failed.
II. Examination of arbitrary facial motor skills. The following tasks are offered (preferably in game form).
1. Raise your eyebrows ("Surprise").
2. Slightly close the eyelids.
3. Squint your eyes ("Bright sun").
4. Close your eyelids tightly (“It became dark”).
5. Squeeze your lips.
6. Give the lips the position required for playing a wind instrument.
7. Pull out the lips, as for pronouncing the sound o.
8. Puff out your cheeks.
9. Bare your teeth ("Fence").
10. Draw out the lips, as for a whistle.
given general characteristics facial expressions based on the results of observing the child (lively, sluggish, tense, calm, differentiated or undifferentiated facial expressions, amimia, grimacing).
III. Examination of speech motor skills.
Assignments are presented in a playful way. Strength, accuracy, volume and switchability of movements are evaluated. The presence of synkinesis, deviation of the tongue, the speed of formation of the articulatory structure, the duration of holding the pose are noted.
1. Open and close your mouth.
2. Mouth half open, wide open, close.
3. Simulate chewing movements.
4. Alternately inflate your cheeks.
5. Pull your cheeks inward.
6. Pull the corners of the mouth, as for pronouncing a sound and; make lips round - oh; pull out lips y.
7. Stick out the "wide" and "narrow" tongue, hold the given pose for a count of up to 5.
8. Bite the tip of the tongue.
9. Touch the tip of the tongue alternately with the right and left corners of the mouth, upper and lower lips (“Clock”).
10. Rest the tip of the tongue on the lower teeth while arching the back of the tongue (“The cat is angry”).
11. Click your tongue ("Let's ride a horse").
12. Raise the tip of the tongue up, lick the upper lip ("Delicious jam").
13. Bring the tip of the tongue to the palate and click ("Click").
14. Pronounce vowel sounds on a hard and soft attack.
IV. Examination of fine movements of the fingers (their degree of differentiation).
The following tasks are offered.
1. Clench your fingers into fists.
2. Connect the fingers of one hand with the fingers of the other (“Fingers say hello”).
3. Bend in turn the finger on the right, then the finger on the left hand ("Fingers are hiding").
4. Interlace your hands "in the lock."
5. Perform a cow-goat test.
The survey of actions with objects includes such tasks.
1. Lay out a mosaic pattern.
2. Button up the buttons yourself.
3. String beads on a string.
4. Put in a box, acting simultaneously with the right and left hands, 5 matches, taking one at a time.
5. Draw vertical parallel lines with a pencil (up to 7).
V. Examination of the sense of rhythm.
For children 5-6 years old, the teacher shows with claps the rhythmic pattern of familiar songs, which they should repeat.
Examination of the state of motor functions in preschool children with dysarthria (according to the method of G. V. Babina, Yu. F. Garkusha, T. V. Volosovets, R. E. Idee).
This examination includes the study of all aspects of the motor sphere and is the most complete.
I. The examination of the state of gross motor skills is assessed using the following tests:
1. Movements and series of movements for the hands:
Throw the ball to the speech therapist and catch it in the reverse throw;
Hands forward, up, to the sides, on the belt;
Right hand on the belt, left - to the shoulder, left hand up, right - to the shoulder, etc.;
Holding your arms above your head, transfer three ribbons from one hand to another in turn;
Raise a hand with an object up, then, raising the other hand up, shift the object from hand to hand.
2. Other movements:
Jump on two legs and on each;
Jump with both feet into the hoop lying on the floor and jump out of it;
Roll the hoop while moving next to it.
3. Arbitrary motion control:
Stop on a signal while walking, jogging, jumping;
Change the type of movement in accordance with the signal (walking on toes under quiet beats to the tambourine, switching to walking on a full foot with an increase in the volume of beats, when the sound of the tambourine stops, the movement stops).
4. Static coordination:
Put the feet on the same line so that the toe of one leg rests on the heel of the other, arms extended forward; stand with open, then with closed eyes;
Stand with open, then closed eyes on one, then on the other leg, arms extended forward.
5. Dynamic coordination:
Marching, alternating step and clap of the palms;
Perform 3-5 squats in a row, standing on your toes;
Jump on both legs, then on one (from the table to the window);
Walk in one line, putting the toe to the heel.
6. Spatial organization of movements:
Walk in a circle, and then, turning 180 °, walk in the opposite direction through the circle diagonally;
Walk from the center of the circle to the right, then move to the left in a circle;
Turn around its own axis through the right shoulder, through the left;
Consistently perform tests: fist-rib-palm, doing this with the right hand, then with the left, with both hands, on the plane and without relying on it.
7. The pace of the movements:
Maintain a set pace in hand movements;
Change the pace of a series of movements from slow to fast and vice versa (on a signal);
Perform a graphic task: draw sticks on paper in a line for 15 s at an arbitrary pace; during the next 15 s, draw as quickly as possible; for the next 15 seconds, draw at the original pace.
II. The study of voluntary motor skills of the fingers includes the following tasks (performed separately by each hand, then with both hands, the leading hand is specified).
1. Static movement coordination:
Straighten the palm of the right hand, bring the fingers together and hold the hand in this position for a count of up to 10-15;
Straighten the palm, spread all the fingers to the sides and hold the brush in this position at the expense of 10-15;
Extend the first and fifth fingers and hold this pose for a count of up to 15;
Put out the second and fifth fingers and keep counting up to 5-8;
Put the second fingers of both hands on the third and hold this position for a count of up to 5-8; put the third fingers on the second and keep counting to 5-8.
2. Dynamic coordination of movements:
Clench your fingers into a fist, unclench (5-8 times);
Perform a test: fist-rib-palm (5-8 times);
Put your palms on the table, separate your fingers, connect (5-8 times);
Simultaneously change the position of both hands: one hand is clenched into a fist, the other is unclenched (5-8 times);
Put the second and third fingers in turn, then the second and fifth (5-8 times);
In turn, connect all the fingers of the right hand with the thumb of the right hand, all the fingers of the left hand with the thumb of the left hand, then perform these movements with both hands at the same time;
Touch the table with each finger in turn;
Roll the pencil in turn with each finger, starting with the second.
III. Examination of facial motor skills (volume and quality of movements) includes the following tasks and is carried out in the following order.
1. Forehead muscles:
Raise eyebrows, frown;
Wrinkle your forehead.
2. Muscles of the eyes:
It is easy to close the eyelids, close the eyelids tightly;
Close the right eye, then the left;
Wink.
3. Muscles of the cheeks:
Inflate the left, then the right cheek;
Inflate both cheeks at the same time;
Roll the air from one cheek to the other.
4. Mimicry facial muscles:
Depict various emotional states: surprise, joy, fear, sadness, discontent.
5. Praxis of facial muscles:
Symbolic whistle, symbolic kiss, smile, grin, clatter.
IV. The examination of the motility of the articulatory apparatus is carried out in the following order using the tasks below.
1. The motor function of the lips:
close your lips;
Round the lips, as when pronouncing the sound o, hold the pose for a count of up to 10;
Pull your lips into a tube, as when pronouncing a sound y, hold the pose for a count of up to 10;
Stretch your lips, close them with a “proboscis”, hold the pose for a count of up to 10;
Stretch your lips in a smile, hold them in this position for a count of up to 5;
Stretch your lips as much as possible in a smile, keep counting to 10;
Raise the upper lip, the upper teeth are visible;
Lower the lower lip, the lower teeth are visible;
Repeat mouth sounds (6-6-6, p-p-p).
2. Motor function of the jaw:
Open your mouth wide, as if making a sound a, and close;
Move the lower jaw to the right, left, forward.
3. Motor functions of the tongue:
Put a wide tongue on the lower lip and hold the count to 5;
Put a wide tongue on the upper lip and hold the count to 5;
Move the tip of the tongue from the right corner of the mouth to the left, without touching the lips;
Stick out the tongue (with a spatula, a needle);
Bring the tip of the tongue in turn to the upper and lower teeth with inside(mouth open);
Raise the tip of the tongue to the upper teeth, hold the count to 5, lower it to the lower teeth;
Rest the tongue on the right, then on the left cheek;
Close your eyes, stretch your arms forward, put the tip of your tongue on your lower lip;
Move the tongue back and forth with the mouth open.
4. Motor function of the soft palate:
Open your mouth wide and make a clear sound a(on a solid attack);
Speech therapist to hold a spatula or probe on the soft palate;
With the tongue clamped between the teeth, puff out the cheeks and blow strongly as if blowing out the flame of a candle.
When analyzing the results, attention should be paid to following points:
Availability for the child of the proposed task;
Quality of movement performance (preservation of the volume of movement, the possibility of fixing a particular posture, clarity and accuracy of performance, inertia, exhaustion, stiffness, lethargy, disinhibition, undifferentiated movements);
Features switchability: the availability of switching from one movement to another, the smoothness of switching, its speed, the presence of perseverations, stuck in one position;
Features of motor memory, attention, self-control;
Number of attempts when performing movements, learning opportunities;
The pace of execution (normal, slow, accelerated); the possibility of arbitrary change of pace; the quality of the movements at an accelerated pace;
Errors in spatial orientation: ignorance of the sides of the body; uncertain knowledge;
Features of holding a posture (calm or tense, swinging from side to side, balancing with the torso, arms, head, moving away or jerking to the sides, etc.);
Correspondence of the motor reaction to the signal;
The presence of concomitant, violent movements;
The presence of salivation (in the examination of the articulatory apparatus).
V. Examination of rhythmic feeling is carried out with the help of the following task.
The child is offered to tap a rhythmic pattern with a pencil, given with the help of an instruction, a sample, a graphic scheme, with and without emphasis.
Recommendation for the analysis of the results of the examination of the sense of rhythm: when a child reproduces a rhythmic pattern, attention should be paid to the observance of a given pace, the preservation of the number of elements in a given rhythmic pattern, and the observance of pauses within a rhythmic pattern.
Neuropsychological examination (according to the method of A. V. Semenovich).
The technique includes examination of such motor functions as kinesthetic praxis, kinetic praxis, spatial praxis.
1. Kinesthetic praxis.
A. Praxis of postures according to a visual pattern.
Instructions: Do as I do.
The child is sequentially offered various finger positions, which he must reproduce. Both hands are examined in turn. After performing each pose, the child freely puts his hands on the table.
B. Praxis of postures according to the kinesthetic pattern.
Instructions: Close your eyes. Can you feel how I put my fingers together for you? Fold them in the same way on the other hand.
Sample postures and conditions are the same as in paragraph A. The transfer of postures is carried out first from the leading hand (for right-handed people from right to left), and then vice versa (from left to right).
D. Oral praxis.
Instructions: Do as I do.
The experimenter performs the following actions: stretches the lips into a smile; pulls them into a tube; sticks out the tongue, raises it to the nose, runs it over the lips; puffs out cheeks; frowns, raises eyebrows, etc.
Each movement is reproduced by the child.
An option might be to do this test as instructed, such as "Frown" or "Push your tongue up to your nose." But in this case, it should be remembered that errors may be of a secondary nature, that is, they may arise in the child due to a lack of understanding of the meaning of words.
2. Kinetic (dynamic) praxis.
A. "Fist - rib - palm."
Instructions: Do as I do. A test is running.
Twice the experimenter does the task together with the child slowly and silently. Then he invites him to perform the movements himself and at a faster pace, then to do the same, but with his eyes closed. Both hands are examined in turn. If necessary, you can offer the child the same movements, but in a modified sequence, for example, "rib - palm - fist."
B. Reciprocal hand coordination.
Instructions: “Put your hands on the table. Do as I do".
Several times the experimenter does the task together with the child, then offers to do it himself. The steps are the same as in point A.
B. Oral praxis.
Instructions: Do as I do.
The experimenter, for example, clicks his tongue several times; whistles twice and clicks his tongue; frowns and smiles; touches the tongue to the left, then to the right corner of the mouth, puffs out the cheeks.
A variant of this test, as in paragraph 1D, is to perform similar actions according to a verbal instruction.
3. Spatial praxis. Head's test.
Instruction: "What I will do with my right hand, you will do (touch the child's hand) with your right hand, what I will do with my left hand, you will do (touch) with your left hand."
It is proposed to perform first one-handed, then two-handed tests. After each test, a free pose is taken.
An examination of the motor sphere of children is necessary to develop the principles for constructing and conducting logorhythmic classes. The development of basic motor functions, coordination of movements, their accuracy and speed of reaction serves as a support for improving the movements of the organs of the articulatory apparatus.
Control questions and tasks
1. Tell us about the patterns of development of motor skills in children.
2. What is the purpose of the examination of the motor skills of preschoolers?
3. What areas of motor skills are examined?
4. List the main qualities of motor skills that are examined in preschoolers.
5. What is the specificity of the examination of the motor sphere according to guidelines N.I. Ozeretsky?
7. What tests does N.A. Rychkova offer when examining articulatory motility?
8. What are the methods for examining fine motor skills according to the method of G. V. Babina, T. V. Volosovets, Yu. F. Garkusha, R. E. Idee.