• 1. Examination of static coordination of finger movements:
  • - perform the task by showing, then by verbal instructions with a score of 1 to 5;
  • - extend the index finger and little finger of the right, then the left hand, both hands;
  • - extend the index and middle fingers of the right, then the left hand, of both hands;
  • - put your index fingers on the middle fingers on both hands;
  • - put the middle fingers on the index fingers on both hands;
  • - connect in a ring thumb right, then left hand, both hands with index (middle, ring, little finger).
• 2. Examination of dynamic coordination of finger movements:
  • - Alternately connect all fingers of the hand with thumb first the right, then the left hand, then both hands at the same time (“Only the right fingers greet, only the left fingers greet”, “The fingers of the right and left hands greet);
  • - perform the movement "fist - rib - palm" with the right, then with the left hand, then with both hands at the same time; the test must be repeated with the tongue bitten on the teeth.
• 3. Study of the sense of rhythm:
  • - change hands with simultaneous clenching of one hand into a fist and unclenching the fist of the other hand;
  • - "playing the piano" (fingers 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);
  • - coloring, cutting, shading (according to the work of children);
  • - drawing on the model of "house - tree - fence".
• 4. Study of the mechanisms of automation of the movements of the leading hand ("Let's say hello").

An adult invites the child to extend his hand for a greeting (say hello): first the right, then the left, then both hands.

For each correctly performed exercise, the child receives 1 point.

Maximum points:

for the first task - 6 points;

for the second task - 2 points;

for the third task - 5 points;

for the fourth task - 1 point.

First level (low, less than 2 points). The child does not succeed in movements; inertia and undifferentiated movements are noted. There is no sequence of movements, the pace of movements or slow or fast, the rhythm is not reproduced. There are extra movements during the greeting.

The second level (below average, 5-3 points). The child's movements are not accurate; violations of the dynamic organization of movements are noted. There is no sequence of movements, the pace of movements is slow or fast, the rhythm is not reproduced. There are extra movements during the greeting.

Third level (average, 9-6 points). Difficulties are diagnosed in a child when performing tasks for static and dynamic coordination of finger movements, but no obvious violations are noted. During the examination, a limitation of the range of motion, difficulties in changing the given position of the fingers, a decrease in muscle tone, and their insufficient accuracy are recorded. The tempo can be slow or fast, the rhythm is reproduced with small errors. There are extra movements during the greeting.

Fourth level (above average, 12-10 points). Static and dynamic coordination of finger movements is formed, but the range of finger movements is not complete enough. The child has a sense of rhythm. There are no extra movements during the greeting.

Fifth level (high, 14-13 points). Static and dynamic coordination of finger movements is formed, finger movements are active, range of motion is complete, there are no replacements of movements. The child has a fully developed sense of rhythm. Leading hand - right. There are no extra movements during the greeting.

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 eyes closed; to stand on one leg with eyes closed): 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 around the circle, return 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. The state of 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 strongly 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.

Instruction: "What sound do you hear in the word HAT?".
^ Complex phonemic analysis
Starting from the age of 6, complex forms of phonemic analysis are studied in stuttering children. In this case, the child is offered:
- determine the place of the consonant sound in the word, first at the beginning, end, middle of the word; determine the place of the sound in the word in relation to other sounds, for example: “What sound is heard after the sound [M] in the word MAK? What sound is in the third place in the word KASHA?
- determine the sequence of sounds in a word, for example:
“What sound is between the sounds [AND], [A] in the word FOX?”; “Name the neighbors of the sound [K] in the word HAND?”.
Starting from the age of 5 to 7 years, the child is offered:
- determine the number of sounds in words, for example: “How many sounds are in the words CANCER, PAW, CAT?”;
- differentiate sounds by opposition: voiced - deaf, soft - hard, whistling - hissing, posterior lingual - anterior lingual, sonorous [P] - [L] and etc.
^ Phonemic synthesis
Composing a word from sequentially given sounds, starting from the age of 5. Instruction: "Listen to the sounds [D], [O], [M], put them side by side and say what word you got."
^ Phonemic representations
Starting from the age of 5, the child is offered the following tasks to complete:
choose a word for a given sound. For example: “Name a word with a sound [W] or with a sound [Z], with a sound [R]”, etc.;
arrange subject pictures in two rows, the names of which begin with oppositional sounds, for example: [S] - [W], [H] - [C], [Z] - [F], [R] - [L], etc. ;
from the total number of pictures, select only those whose names begin with a certain sound. A row of 10-12 pictures from different logical groups of words is laid out in front of the child, among which there are pictures with the sound [C] - JACKET, GLASS, HAT, TOMATO, DOG, APPLE, BEET, CUP, PAN, PYRAMID, BAG, OWL. The child is invited to carefully look at the pictures, think and put aside the pictures with the sound [C].

^ TECHNIQUES OF LOGOPEDIC RESEARCH
Methodology for the Study of Sensory Functions in Children with Speech Disorders
Auditory Attention Research

- Show which toy sounded: drum, flute, harmonica. Sounding toys are placed in front of the child, the child is invited to close his eyes or turn away, the speech therapist causes the sound of any one toy, turning around, the child shows what sounded. If the child completes this task, he is asked to determine the sound of a certain toy among 4-5 presented.
- Determine the direction of the sound of an object or toy. For example, a speech therapist behind the child rings the bell at the top, bottom, right, left, and the child shows the direction of the sound with his hand or calls the word if he speaks. Another technique: the child's eyes are closed, the speech therapist moves away from the child in any direction and rings a bell or hits the drum, the child shows where he heard the sound from.
- 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, a key, etc.
Mark: errors in the perception of what was heard - incorrect naming or display of a sounding instrument, inability to determine the direction of the sound.

^ Study of musical ear

Receptions for all age groups:
The subject is asked to sing one verse from a familiar song without musical accompaniment.
Repeat the verse with musical accompaniment.
Mark: musical ear is absolute, relative is not developed.

^ Music Perception Research

Listen and then determine what you heard: march, dance, lullaby.
Listen and determine the form of a piece of music: introduction, conclusion, chorus, chorus, part.
Mark: the ability to identify contrasting music, parts of a musical work.
^ Study of pitch hearing
Receptions for all age groups:
Determine how the bell sounded: higher or lower (for preschoolers: “Sang a song”).
Determine the direction of the scale on the metallophone (for preschoolers, the metallophone, placed obliquely, becomes a “musical ladder”. At the end of the hammer, strengthen a small matryoshka doll. Hit with a hammer, and the children determine where the doll “goes” along the steps of the ladder: up, down or through the step ).
Mark: whether the subjects distinguish the direction of the scale, the distance between the sounds or not.
^ 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, dombra, balalaika and other native instruments).
Complicated technique: compare sounding homogeneous instruments - bells and tambourines, metallophones and triangles.
Mark: correctly or with errors distinguish the tested sounding instruments.
^ Dynamic Hearing Study
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 or weak.
The teacher repeats a strong or weak sound, the subject repeats them on the instrument.
^ Study of rhythmic feeling
Admission for all age groups:
Tap eight rhythmic patterns in sequence, for example: // // / ; /// / ///;// / // /; / /// // /; / // // ///; /// / //; // /// //; / /// ///.
Reception for preschoolers:
Listen with your eyesight turned off, and then tap rhythmic patterns like: /// //; // // ///; /// / /// / .
Reception for all age groups (reception "musical echo"):
The teacher strikes a percussion instrument in a certain rhythm, for example, a tambourine, a triangle, cymbals, a drum, etc., the subject repeats exactly what he heard in the same rhythm.
Mark: errors in the reproduction of a rhythmic pattern - repeats at an accelerated or slow tempo compared to the sample; violates the number of elements in a given rhythmic pattern.

^ Study of the singing range of the voice (for children with a fairly developed ear for music)

Admission for all age groups:
With the support of a musical instrument, sing a scale for a vowel sound, for example, for the sound [A] (first from the note "to" the first octave up, and then to the note "do" the first octave down).
Mark: the number of tones of the singing range: up to 6 tones, 6-7.5 tones, 8-9.5 tones, 12-13 tones, 13 tones and more.
^ Methodology for the study of psychomotor functions
The study of motor memory, switchability of movements and self-control during the performance of motor tests
Receptions for all age groups:
The teacher shows six movements for the hands (for teenagers, adults), four movements (for schoolchildren), three movements (for preschoolers) and offers to repeat them. Hand exercises: hands forward, up, to the sides, in front of the chest, on the belt, down.
Repeat the exercises after the teacher with a lag of one. The number of moves is the same.
Repeat the movements after the teacher, with the exception of one, predetermined, “forbidden” movement.
Mark: quality, correctness, sequence of movements.
^ Study of voluntary inhibition of movements
Do three movements at the same time with one hand and two actions with the other. Right: forward, sideways, down; Left: forward, down.
Mark: smooth and precise actions of both hands; both hands simultaneously start the movement and end it at the same time, or the actions of the hands are inaccurate when they move separately.

Reception for preschoolers:
March and stop abruptly on a signal. Mark: stopped at a signal or continued to move on.

^ Study of static coordination of movements
Reception for adults, teenagers:
Stand with your eyes closed, put your feet on the same line so that the toe of one foot rests on the heel of the other, arms extended forward. Execution time - 15 seconds. The test is performed three times for each leg. Admission for schoolchildren, preschoolers:
The test is the same, the execution time is ^ 5 seconds, twice for each leg.
Admission for all age groups:
Stand with eyes closed on the right, and then on the left leg. Arms forward. Execution time - 15 seconds for teenagers and adults, 5 seconds - for preschoolers and schoolchildren.
Mark: holds postures freely or with tension; sways strongly from side to side, balances with the body, arms, head, moves away or makes jerk in sides; touches the floor with the other foot; sometimes falls; opens his eyes and refuses to test.
Study of dynamic coordination movements

Reception for adults and teenagers:
Do simultaneously asymmetrical and opposite movements with your hands in four counts. Right: on “one” - raise your hand forward, palm open, “two” - clench your fist, on “three” open your fist, on “four” - lower your hand down. The task is repeated four times so that the subject remembers the movements. Left: on “one” - take your hand to the side, clench your fist, on “two” - open your fist, on “three” - clench your fist, on “four” - open your fist and lower your hand down. The task is also repeated four times. Then it is proposed to connect the movement nia right and left hands.

Mark: performs the test correctly; with some tension from the second or third time; the pace is slowed down, the subject uses visual control; the test fails.
Admission for schoolchildren and preschoolers:
- Marching, alternating step and clap. Cotton to produce in between steps.
Mark: performs correctly the first time; performs correctly the second or third time; tenses, movements of the arms and legs are constrained; the alternation of step and clap fails.
Admission for all age groups:
- Perform six smooth squats in a row. Do not touch the floor with your heels, perform only on your toes (for preschoolers - three squats).
Mark: performs correctly; with tension, swaying, balancing the torso and arms; extremely tense, becomes on the whole foot.
^ Attention research
Admission for adults, teenagers, schoolchildren:
- Perform 15-20 any movements after the speech therapist, but one movement later.
Mark: on which account the subject's movement mistakenly merges with the speech therapist's movement.
Reception for the study of attention switching in adults and adolescents:
- Offer to memorize four movements for the hands in a certain sequence, for example: to the sides, forward, up, down, then mentally perform these movements, observing a certain pace; on given signal the subject shows the movement on which he mentally stopped.
Mark: there is (no) a violation of the pace of movement; violation of the sequence in the execution of the movement.
Reception for preschoolers:
- Perform two movements simultaneously with one hand and one movement with the other: with the right - to the side, up; left - forward. Perform two movements with each hand, then combine the movements of both hands. Mark: simultaneity of execution, accuracy,
smoothness of movement.

^ Study of motor coordination
Admission for all age groups:
- Perform movements: legs apart, shoulder width apart, arms up; left leg put forward on the toe, hands
Mark: coordination is preserved; violated.

Movement switching study
Receptions for all age groups:
Offer to raise your arms to the sides at shoulder level, bend them at the elbows, touch your shoulders, straighten your arms, put them on your belt, sit down, stand up, lower your arms along the body.
Walk in a circle with a step, jumps, run and step again (change the nature of the movement at a signal).
Mark: switching movements safely; violated.
^ Investigation of the presence or absence of movement
Receptions for all age groups:
Raise your hands up, to the sides, put on your belt.
Bend your arm at the elbow, clench your fingers into a fist, open your palm.
Turn your body to the left, to the right, without lifting your legs from the floor.
Mark: for all parameters of the section - the presence (absence) of movement; execution from the first, second, third time; failure to complete the task.

^ Study of the spatial organization of movements

Walk around the circle, in the opposite direction, through the circle.

Start walking from the center of the circle to the right in a circle, go around the circle, return to the center on the left.
Pass the office (hall) from the right corner through the center diagonally, go around the office (hall) around and return to the right corner diagonally through the center from the opposite corner.
Turn around in place and run around the office (hall) in jumps, starting from the right.
The same on the left.
Follow the verbal instructions to do the same movements.
Mark: errors in the spatial organization of movements; ignorance of the sides of the body; leading hand; performance uncertainty.
^ The study of voluntary motor skills of the fingers
Receptions (by imitation) for all age groups (perform under the account):
Clench your fingers into a fist - unclench.
Keeping your palms on the surface of the table, separate your fingers, join together (5-6 once).
Put your fingers in a ring - open your palm (5-6 times).
Alternately connect all the fingers of the hand with the thumb, first of the right hand, then the left, then both hands at the same time (for preschoolers, draw in the form game exercise"Hi, finger."
On both hands, simultaneously show the second and third fingers (5-6 once).
On both hands, simultaneously show the second and fifth fingers (5-6 times).
On both hands, simultaneously put the second fingers on the third (5-6 times).
On both hands, simultaneously put the third fingers on the second (5-6 once).
The same for verbal instructions.
Mark: smooth, accurate and simultaneous sample execution; 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.

^ Methodology for the study of oral praxis

Examination of the volume and quality of lip movement

Pull your lips forward ("tube"), hold the pose.
Stretch your lips in a “smile” (teeth are not visible), hold 1 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.
Inflate both cheeks, then retract them, lips stretch forward.
Mark: execution is correct; the range of motion is small; the presence of friendly movements, excessive muscle tension, exhaustion of movements.
^ Examination of the volume and quality of movements of the muscles of the cheeks
Receptions (according to verbal instructions) for all age groups:
Inflate the left cheek, hold the pose for 3 seconds.
Inflate the right cheek, hold the pose for 3 seconds.
Inflate both cheeks at the same time, hold the pose for 3 seconds.
Mark: execution is correct; the opposite protruding cheek is strongly strained; isolated inflation of one cheek fails.
^ Study of the volume and quality of tongue movements -
Receptions (by imitation) for all age groups:
Show a narrow 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.
Open your mouth, click (click) your tongue: suck a wide tongue against the hard palate so that the tip of the tongue is at the upper alveoli, the hyoid ligament is stretched, then freely lower the tongue with a characteristic click. Mark: 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.

^ Methodology for the study of arbitrary facial motor skills

Examination of the volume and quality of forehead muscle movements

Receptions (according to verbal instructions) for all ages
groups:
- Furrow your brows, hold the pose.
- Raise your eyebrows up, hold the pose.
- Wrinkle your forehead, hold the pose.
Mark: the execution is correct or the movement is performed with friendly movements (eyes squint, cheeks twitch, etc.) or the movement fails.
^ Examination of the volume and quality of eye muscle movements
Receptions (according to verbal instructions) for all age groups:
- It is easy to close the eyelids, hold the pose.
- Close your eyelids tightly, hold the pose.
- Squint your eyes, hold the pose.
- Close the right and left eyes alternately.
Mark: the performance is more correct, or the subject closes his eyes, or friendly movements occur, or the movement fails.

^ Study of the possibility of arbitrary formation of certain facial postures Receptions for all age groups:
Speech therapist's explanation: surprise eyebrows raised up, eyes wide open, mouth parted, lips slightly stretched 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.
Mark: above correct execution mimic postures; mimic picture is fuzzy; movement fails:
^ Expiratory duration study

Receptions for all age groups:

Play any wind instrument.
- Blow fluffs, snowflakes (2-3 respiratory movements).
Mark: exhalation duration - corresponds to age; short exhalation.
^ Study of the pace of movements
Admission 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 side, on the belt, lower.
Mark: pace is normal, slow, fast. Admission for adults, teenagers, schoolchildren:
Examine the pace of movements 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 quickly as possible, for the next 15 seconds, draw at the original pace. Mark: pace is normal, slow, fast. In conclusion, to note the disturbed and intact aspects of the psychomotor state of children with speech disorders. After the examination, records of the psychomotor development of each child should be kept. You can use a map-table, on which the surname, age, performance assessment are marked vertically; horizontally - parameters for performing movements: rhythm, muscle tone, coordination, orientation in space, etc., a general conclusion. Performance evaluation differentiated black color - poor performance, 1 point; blue color - average performance, 2 points; Red color - good performance, 3 points. Thus, the worst indicator, for example, in b parameters - b points, the best - 18 points. It is possible to draw up a graph of the psychomotor calendar curve (music director) and compare it with a speech graph (speech therapist).

^ Ontogenetic principle of logopedic research

AT in the process of a speech therapist's work, it is necessary to rely on the ontogenetic principle, i.e., on knowledge of the formation of mental functions in ontogenesis, at its early stages, in particular, on the formation of motor function, visual perception, actions with objects, everyday skills and abilities, imitation, relationships between children , impressive, expressive speech.
^ Determination of the motor development of the child (from birth to 3 years)
1 month Reaction to sounds. Tries to raise and hold his head.
2 months Holds head; follows a moving object grasping movements appear.

3 months He lies on his stomach for several minutes, leaning on his elbows and holding his head well. In the hands of an adult, he holds his head well. Holds an object placed in the hand.
4 months Turns from back to side.
5 months Lies on the stomach for a long time. Raises the body, leaning on the palms of straightened arms. He rolls over from his back to his stomach, pulls himself up, grabbing the fingers of an adult. Exactly, steadily stands with support under the armpits. He takes objects, toys well, pulls them into his mouth.
6 m EU Rolls from back to stomach, from stomach to back. He tries to sit up, to sit on his own. Independently holds a bottle in his hands, crawls.
7 months Good and crawling a lot.
8 months He sits down on his own, gets up and moves around, holding on to the barrier. Tries to climb over the bars of the bed. He knows how to hold a bottle of milk in his hands. Reaches for high-placed objects and toys. Grabs loved ones by the nose, hair.
9 months Sits freely. There were steps. Walks unsteadily, holding on to objects.
10 months Walks holding hands. He climbs the small steps, holding onto the railing.
II month It stands on its own without support. Plays "Ladushki", "Magpie". Drinks from a glass.
12 months Walks on his own. First steps running. Holds the adopted position while standing, squatting, on all fours, on his knees.
1 year 1 month Development of walking: walks evenly or with runs, turns in response, while either falling or not when turning. Can quite confidently pass on a narrow board.
1 year 2 months Jumps over small obstacles.
1 year 3 months Freely climbs the hill with a slight slope. He takes off his shoes.
1 year 4 months Can unlace shoes.
1 year 5 months- 1 year 7 months D holding a spoon, playing activity develops (can assemble a pyramid, build from cubes, throw a ball).

1 year 6 months Able to climb. an obstacle 10-15 cm high from the floor, step over low obstacles such as a stick lying on the floor, step over an obstacle 5-10 cm high.
1 year 8 months- 2 y. Climbs on a chair or bench on his own. He knows how to eat thick food from a spoon on his own, tries to fold his clothes, partially dress, undress.
2 years 4 months The ball hits the target from a distance of 1 m or more.
2 d. 6 months Climbs onto a bench 20 cm high and gets off, steps over a stick or rope at a height of 20-28 cm. Climbs onto a stepladder 1.5 m high and gets off with an added step. Throws with one hand (alternately) small balls at a horizontal target at a distance of 80-90 cm. Fully dressed.
2 years 9 months Rhythmically moves to the music: claps his hands, stamps his feet, sways from foot to foot in rhythm.
2 years 10 months- 3y. Steps over a stick or rope, horizontally located above the floor at a height of 30-35 cm, passes along a board 15 cm wide, horizontally located above the floor at a height of 30-35 cm, climbs onto a stepladder with a height 1,5 m and gets off with an added step. Throws with one hand (alternately) the ball at a horizontal target at a distance of 100-125 cm. Coordinates his movements with the movements of other children, for example, walks in pairs in a general circle; can use both hands and feet at the same time, such as stomping the foot and clapping at the same time. He knows how to change the pace, direction, nature of movement depending on a verbal or musical signal: go from fast running to walking to music, turn back sharply when someone who wants to catch him approaches, move from one movement to another. He knows how, albeit with some tension, to restrain his movements, to wait for a signal to act. Knows how to dress, fasten a button, tie shoelaces with a little help from an adult. Owns a pencil.

^ Determination of the development of visual perception
2 months Follows the eyes of a moving object, examines toys hanging above it.
3 months Focuses his gaze on the face of the person talking to him.
4 months Recognizes familiar objects related to feeding (e.g. food bottles of different colors and shapes).
^ 5 mo Distinguishes well-known people from strangers (reacts differently).
6 months Distinguishes facial expressions (smiling, angry).
7 months To the question "Where?" (watch, bear, etc.) looks for and finds objects that are in their usual places.
9 m EU To the question "Where?" searches for familiar objects regardless of their location.
10 months Recognizes well-known faces in the photograph (mother, etc.).
71 months At the request of an adult, finds and gives a well-known toy, which is among others that differ in shape (for example, finds a bear among balls and cubes).
1 year 1 month At the request of an adult, he performs learned actions with objects (for example, “shake Lyalya”, “show the eyes of a kitty, etc.). Distinguishes toys that are similar in shape (for example, “cockerel” from “chicken”), and brings them at the request of adults.
1 year 2 months Understands images of individual objects, actions in the picture (for example, to the questions “Where is the ball, show me? What is the girl doing in the picture?”, Etc.).
1 year 4 months - 1 year 7 months, Selects and lays out according to the model:
contrasting objects (for example, a cube and a ball);
objects of different sizes (large and small ball);
distinguishes between two colors (for example, fulfills the request of an adult to put a red ball in a red box, it is selected among blue balls).

1 year I0 months- 1 year 11 months Selects according to the proposed sample objects that have different geometric shapes (for example, a cube, a ball, a pyramid, an egg). Distinguishes sizes: big, average, small. Distinguishes three colors.
2 years 1 month- 2 years 3 months Freely lays out mosaic pictures with a geometric pattern, focusing on 4 primary colors and basic geometric shapes (square, triangle, circle, oval).
2 years 7 months Collects a pyramid of rings, a tower of cubes in decreasing or increasing size.
2 years 9 months Shows great powers of observation.
2 years 10 months- 2 years 11 months Knows how to arrange colors according to the sample, taking into account their shades (for example, a rainbow mosaic strip).
3G. Specifies the number of items (for example, 1, 2, many).
3 6 months It is easier to remember images of objects than their verbal designations.
4 y. It unites objects not by external resemblance, but by their purpose (for example, it combines all items of “clothes”, “dishes”, etc.). -
Definition of everyday skills and abilities, actions with objects
^ 4 mo Feels and grasps toys hanging above him.
5 months Confidently takes the rattle that is held over his chest.
6 months Freely takes a rattle from different positions and works with it for a long time.
7 m EU Manipulates with a toy (knocking, waving it).
^ 8 mo At the request of an adult, he performs learned movements (for example, “patties”, “goodbye”, etc.).
9 months He eats the bread he holds in his hand. Drinks from a cup held by an adult. Uses toys in accordance with their properties (rolls the ball, compresses and unclenches rubber toys, puts objects in the box and takes them out).

11 months Masters new actions with objects: puts one cube on another, removes and puts on the rod: rings.
12 months He drinks from a cup on his own. He transfers the learned actions with objects from one object to another. For example, he pumps not only a doll (learned action), but also a bear,
1 year 2 months He tries to eat thick porridge on his own with a spoon.
1 year 4 months He masters purposeful actions with objects (for example, he assembles a pyramid of five rings; a two-piece nesting doll; he builds a fence, a tower, a path, etc. from cubes).
1 year 7 months Reproduces elementary plot constructions (for example, “builds” a table, a bed for a doll, a ladder to the house, etc. from cubes).
1 year 10 months Before eating, he begins to wash his hands with a smile. Eats pretty neat
1 year 11 months Uses a handkerchief, a napkin. Partially dresses and undresses independently,
2 years 1 month-. 2 years 2 months The game is a sequential series of interconnected actions (for example, “cooks” a dinner for the doll, then “feeds” it and “puts” it to sleep).

2 years 5 months He dresses completely himself, although he may not be able to button up buttons and tie shoelaces.
2 years 9 months Learns the beginnings of visual activity: draws (mugs, sticks), sculpts (balls, cakes).
2 years I0 months Able to concentrate for some time on any occupation.
^ 3 d. Dressed completely independently. Holds a pencil freely.
3 years 6 months Begins to establish collective relationships with other children for play.

^ Defining the development of imitation

7-9 months Reproduces actions performed together with adults, for example, clapping his hands in the game “Okay”, raises his hands up or on his head if an adult shows this movement, and says: “Shu-u, fly. They sat on their heads."
1 year. He learns to act with plot toys, first by imitation, then by verbal instructions: “Feed the kitty”, “Shake the baby”.

^ Definition of development child's relationships with other children and adults
9-10 months At the child has a specific reaction to other children: he is interested in what they are doing, calls to them, smiles at another child, a “joint game” arises, that is, the child crawls after another child, if he crawls, seeks to take a toy from him.
^ The first months of the 2nd year of life. The child is interested in the actions of other children, communicates with them emotionally, shows sympathy, gives a toy to another child at the request of an adult, or protests - motor, verbal, emotional.
^ During the 2nd year of life. A child under the influence of adults develops a positive attitude towards other children:
an adult draws the attention of children to each other, gives stronger assignments, teaches children to express a positive attitude towards each other in actions and in speech: “Don’t cry”, “He wants to see his mother”.
^ At the 3rd year of life. Various forms of communication appear: during the game, the child shares toys, impressions, makes a request, expresses attitude to the actions of another, gives advice, helps children. Or vice versa, the child does not know how to communicate with children, does not share toys, is greedy, aggressive. At the same time, the child has a selective attitude towards children, he prefers to communicate with one or two children, or such an attitude is not formed.
^ After 3 years and throughout the preschool period. It is necessary, together with the parents, to establish whether the child has experienced an increase in sociability and a gradual complication of collective ties, for example, the formation

The simplest norm of social behavior in which the requirements of the group of children are more important for the child, how his own interests.
AT present time. In a conversation with parents, the speech therapist finds out what the relationship of the child with adults is (affectionate, restrained, indifferent, negative, aggressive, etc.). P.), with peers (active initiatives, passive, indifferent, reserved, aggressive, etc.).

- IT IS NECESSARY TO PERFORM THE TASK ON THE SHOW, THEN ON THE VERBAL INSTRUCTION AT THE COUNT FROM 1 AND TO 5;

- EXTEND THE INDEX FINGER AND THE LITTLE FINGER OF THE RIGHT THEN THE LEFT HAND, BOTH HANDS;

- EXTEND THE INDEX AND MIDDLE FINGERS OF THE RIGHT, THEN THE LEFT HAND, OF BOTH HANDS;

- PUT THE MIDDLE FINGERS ON THE INDEX FINGERS ON BOTH HANDS;

- PUT THE INDEX FINGERS IN THE MIDDLE ON BOTH HANDS;

CONNECT THE THUMB OF THE RIGHT HAND INTO A RING, THEN YOU SHOULD DO THE SAME WITH THE LEFT HAND AND BOTH HANDS WITH THE INDEX (MIDDLE, RINGLE AND LITTLE FINGER). WHEN PERFORMING THIS TEST, THE ACCURACY AND CORRECTNESS OF PERFORMING THE CHILD'S TASKS IS NOTICED.

2. EXAMINATION OF DYNAMIC COORDINATION OF FINGER MOVEMENTS:

ALTERNATELY, IT IS NECESSARY TO CONNECT ALL FINGERS WITH THE THUMB, FIRST OF THE RIGHT HAND, THEN THE LEFT, THEN BOTH HANDS SIMULTANEOUSLY (FINGERS HEALTH FIRST ONLY THE RIGHT HAND, THEN THE FINGERS OF THE LEFT HAND ONLY HEALTHY, THE LEFT HAND FINGERS HEALTHY);

- PERFORM MOVEMENT<< КУЛАК - РЕБРО - ЛАДОНЬ >> RIGHT, THEN LEFT HAND, THEN TWO HANDS DO IT SIMULTANEOUSLY; PERFORMANCE OF THIS TEST SHOULD BE REPEATED WITH A BITED TEETH TONGUE. WHEN PERFORMING THIS TEST, THE FOLLOWING SHOULD BE NOTED:

ASSOCIATION OF THE PROGRAM (FROM THE FIRST PRESENTATION, FROM THE SECOND PRESENTATION, AFTER JOINT IMPLEMENTATION WITH YOU, NON-PERFORMANCE);

NATURE OF ACTION PERFORMANCE (SMOOTH, ELEMENTAL, SLOW, DIFFICULTIES OF SWITCHING IN A CHILD FROM ONE LINK TO ANOTHER);

- ERRORS VIOLATION OF THE SEQUENCE OF MOVEMENTS, PERSEVERATIONS).

3. WE CARRY OUT A CHILD'S FEELING OF RHYTHM:

- CHANGE HANDS WITH SIMULTANEOUS CLOSING ONE HAND INTO A FIST THEN OPENING THE FIST OF ANOTHER HAND;

- PLAYING THE PIANO (FINGERS 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);

- DRAWING FROM SAMPLE<< ДОМ - ДЕРЕВО - ЗАБОР >>;

- COLORING, CUTTING, HATCHING (BY THE WORKS OF CHILDREN);

EXAMINATION OF THE TEMP OF MOVEMENTS WITH THE HELP OF A WRITTEN TEST: DRAW STICKS IN A LINE ON PAPER FOR 15 SECONDS AT ANY TEMP, FOR OTHER 15 SECONDS DRAW FASTER, THEN DRAW AT THE ORIGINAL TEMP FOR 15 SECONDS; THE RESULTS OF 1 AND 3 TIMES ARE COMPARED AND THE RATES ARE EVALUATED: FAST, NORMAL, SLOW. WHEN THIS TEST IS PERFORMED, THE FOLLOWING IS NOTICED:

- ABILITY OF PERCEPTION OF THE RHYTHM OF THE CHILD;

- ABILITY OF RHYTHM REPRODUCTION IN MOVEMENTS;

- ABILITY OF RHYTHM RETENTION - SAVING IT IN MEMORY;

- ABILITY FOR RHYTHMIC CREATIVITY - RHYTHMIC ACTIVITY OF A CHILD.

4. RESEARCH OF THE MECHANISMS OF AUTOMATION OF THE MOVEMENTS OF THE LEADING HAND (LET'S HELLO).

THE ADULT INVITES THE CHILD TO EXTEND THE HAND FOR A GREETING (GREETINGS): FIRST THE RIGHT HAND, THEN THE LEFT HAND, THEN BOTH HANDS. EXCESSIVE MOVEMENTS OF THE CHILD SHOULD BE NOTED (Squeezing the Opposite Hand, Raising the Shoulders, CONTRACTION OF THE FACE MUSCLES, OPENING THE CHILD'S MOUTH, etc.), WHICH INDICATE A LOW LEVEL OF CORRECTION OF voluntary ACTIONS

ACCORDING TO THE RESULTS OF THE SURVEY OF FINE MOTOR SKILLS, THE LEVEL OF THE CHILD IS DETERMINED. FOR EACH CORRECT EXERCISE GETS ONE POINT.

MAXIMUM POINTS:

- FIRST TASK 6 POINTS;

- SECOND TASK 2 POINTS;

- THIRD TASK 5 POINTS;

- FOURTH TASK 1 POINT.

FIRST LEVEL (LOW, LESS TWO POINTS).

CHILD MOVEMENT IS NOT SUCCESSFUL; INERTITY AND NON-DIFFERENTIATION OF MOVEMENTS IS NOTICED. THE CHILD DOES NOT HAVE A SEQUENCE OF MOVEMENTS, THE PACE OF MOVEMENT IS OR FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS IN GREETINGS.

SECOND LEVEL (BELOW AVERAGE, FIVE-THREE POINTS).

THE CHILD'S MOVEMENTS ARE NOT PRECISE; THE DYNAMIC ORGANIZATION OF MOVEMENTS IS NOTICED. THERE IS NO SEQUENCE OF MOVEMENTS, THE CHILD'S TEMP IS FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS DURING GREETINGS.

THIRD LEVEL (AVERAGE, NINE-SIX POINTS).

WHEN PERFORMING TASKS FOR DYNAMIC AND STATIC COORDINATION OF FINGER MOVEMENTS, A CHILD IS DIAGNOSED WITH DIFFICULTIES, BUT THERE ARE NO OBVIOUS VIOLATIONS. DURING THIS EXAMINATION, THE LIMITATION OF THE VOLUME OF MOVEMENTS, DIFFICULTIES IN CHANGE OF THE SET POSITION OF THE FINGERS, REDUCED MUSCULAR TONE AND THEIR INSUFFICIENT ACCURACY ARE FIXED.

FOURTH LEVEL (ABOVE AVERAGE, TWELVE - TEN POINTS).

DYNAMIC AND STATIC COORDINATION OF THE FINGER MOVEMENTS IS FORMED, BUT THE VOLUME OF THE FINGER MOVEMENTS IS NOT COMPLETE ENOUGH. THE CHILD HAS A SENSE OF RHYTHM. NO EXTRA MOVEMENTS DURING GREETINGS.

FIFTH LEVEL (HIGH, FOURTEEN - THIRTEEN POINTS).

DYNAMIC AND STATIC COORDINATION OF THE MOVEMENTS OF THE FINGERS ACTIVE, THE VOLUME OF MOVEMENTS IS FULL, THERE ARE NO REPLACEMENTS OF MOVEMENTS. THE COMPLETE FEELING OF RHYTHM IS FORMATED. RIGHT HAND LEADING. THE CHILD DOES NOT HAVE EXTRA MOVEMENTS WHEN GREETING.

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, features 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;

Sequentially perform tests: fist-rib-palm, doing this right hand, then 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 serve 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. Name the methods for examination fine motor skills according to the method of G. V. Babina, T. V. Volosovets, Yu. F. Garkusha, R. E. Idee.