Speech card for children. Speech cards. Last name, first name of the child_______
Speech card
(sample)
1. Last name, first name
2. Age
ANAMNESIS.
1. Which pregnancy is the baby from?
2. Nature of pregnancy (toxicosis, falls, chronic diseases, infectious diseases...)
3. Childbirth (early, urgent, rapid, dehydrated...)
4. Stimulation (mechanical, chemical, electrical stimulation...)
5. When I screamed
6. Asphyxia (white, blue)
7. Rh factor (compatibility)
8. Birth weight
9. Feeding:
a) when they brought it to feed
b) how he took the breast
c) how he sucked
d) were regurgitation or choking observed?
10. On what day was he discharged from the maternity hospital, if delayed, why?
EARLY MENTAL DEVELOPMENT.
1. Holds his head with/1.5 months/
2. Sitting since /6 months/
3. Costs from /10 months/
4.Walks from /11-12 months/
5. First teeth/6-8 months/
6. Past diseases:
Up to a year...
After a year...
Infections...
Bruises, head injuries...
Convulsions at high temperatures...
7. speech history:
Humming……../2 months/
Babbling…../6 months/
First words…/by 12 months/
First phrases…./by 1.5-2 years/
Was speech development interrupted?...
Speech environment………
Has your child worked with a speech therapist before......
Attitude to your speech.....
Speech therapy examination
1. Observation of behavior during the examination...
2. State of auditory attention:
*show what toy sounded like
*following 2-3 step instructions (open your mouth and close your eyes,.....)
3. Visual perception
* primary colors (quantity)
* tint colors
* selection of pictures to match the background color...
4. Orientation in space:
a) in one’s own body – right, left side
b) in space – right left side
c) above, below, in front, behind
5. Time orientation:
*Morning afternoon Evening Night
*Yesterday, today, tomorrow, the day after tomorrow
*First, then, now
6. Distinguishing geometric shapes:
a) in the asset
b) in the passive
7. Counting: straight
back
counting operations
8. Logical thinking
A) highlighting the 4th extra:
cat, dog, duck, mouse
cat, wolf, dog, cow.
b) classification of objects: state it in one word:
Sweater, dress, shorts, skirt, sundress.
Boots, shoes, slippers, felt boots.
Saucer, frying pan, spoon, plate.
Wardrobe, table, chair, bedside table.
Tit, crow, duck, sparrow.
Bus, train, tram, plane.
9. Gross motor skills:
Clever, clumsy...
Jumping on one or two legs, alternately, with support...
EXAMINATION OF THE ARTICULATION APPARATUS.
1. Lips:
Thin, thick, short, cleft.
Lip mobility (smile, tube, tightness of closure, symmetry).
2. Teeth:
Rare, small, outside the jaw row, large incisors, no incisors.
3. Hard palate:
Tall, narrow, flat, short, gothic.
4. Soft palate:
Shortened, forked, deviates to the side, does not contract enough, does not contract.
Bite:
Prognathia, progenia, direct bite, anterior open bite, lateral open bite, oblique.
6. Language:
a) size: massive, small, short hypoglossal ligament.
b) mobility: stick out forward, pull into the oral cavity, lick your lips...
c) switchability: tube smile, pendulum, horse...
d) maintaining a pose, symmetry.
e) the presence of synkinesis.
e) tremor.
g) salivation.
7. State of facial muscles:
* close one eye in isolation (presence of synkinesis)
*raise eyebrows evenly
* frown eyebrows
* smoothness of nasolabial folds.
8. General sound of speech:
* expressiveness (inexpressive, inexpressive..)
* breathing (upper thoracic, diaphragmatic, short exhalation...)
* tempo and rhythm (slow, fast, uneven...)
*diction (fuzzy, blurry...)
EXAMINATION OF CONNECTED SPEECH.
1. Conversational and descriptive conversation:
What is your last name?
How old are you?
Where do you live?
How is your mother's name?
What name of your father?
Do you have a brother, sister?
Who is older, younger?
What does mom and dad do?
Do you have any friends?
2. Compiling a story based on the picture: ....
3. Compiling a story based on a series of plot pictures...
4. Retelling...
5. Story based on presentation...
STATE OF THE DICTIONARY AND WORD FORMATION SKILLS,
1. Dictionary status:
A) Name various objects, professions, transport, general words, baby animals...
b) explanation of word meanings:
fridge…
vacuum cleaner…
airplane…
V) name of parts of objects:
Kettle
Donyshko
Spout
Lid
Pen.
Watch
Clock face
Numbers
Arrows
Strap
Chair
seat
Back
Legs.
d) Verb dictionary:
What is he doing:
Cook
Teacher
Doctor
Postman?
Cat _______, dog ________, duck _________, frog __________,
Pig _______, cow ________, crow ________, sparrow __________.
e) dictionary of signs:
--selection of adjectives for nouns:
Lemon (which one?)
Dress (what kind?)
Fox (which one?)
-- selection of antonyms:
wide - …
straight - …
dry - …
high - …
long - …
sick - …
funny - …
light - …
cold - …
WORD FORMATION.
A ). Formation of nouns with diminutive suffixes:
Table -
House -
Carpet -
Axe -
Mushroom -
Book -
Hand -
Notebook -
Cat -
Bucket -
Nest -
Window -
Cloud -
Sparrow -
Bread -
Feather -
B) Formation of verbs in a prefixed way:
Walked (came, left, approached, reached...)
Walks (leaves, approaches, enters, crosses...)
Pours (waters, pours, pours, tops up...)
C) Formation of adjectives from nouns (relative):
Wooden bench (what kind?)
Leather bag
Plastic handle
Glass glass
Juice from cherries, apples, pears, plums, tomatoes
Iron nail
D) Formation of possessive adjectives:
A hare has a hare's tail, but a wolf?
Whose head?
Whose house?
Whose bag is it?
GRAMMARICAL STRUCTURE OF SPEECH.
1. Survey of understanding of grammatical structures:
A) execution of instructions, like: show the notebook with a pen; Show me your notebook and pen.
b) number understanding:
show where the pencil is and where the pencils are;
Do children draw with pencil or crayons?
show me where the car is and where the cars are?
V) understanding of gender:
Where did Sasha fall? Where did Sasha fall?
Where did Zhenya cry? Where did Zhenya cry?
G) case understanding:
show me where the mother dresses the girl? Where does the girl dress her mother?
e) understanding prepositions:
on, in, with, from under, from, behind, because of, under, to.
2. Presence of agrammatisms:
Word change:
A) changing nouns by case:
I have a pencil.
I have no…
I'm drawing …
I have a Grandmother.
Not home …
I'll give you a flower...
I'll go for a walk with...
I remember...
B) prepositional case forms:
(according to the picture - the ball is on the closet, under the closet, behind the closet, in front of..., I’ll get the ball from under..., from behind...,)
C) transformation of nouns from units. numbers in plurals:
Table – tables
Window - …
Eye - …
Tree - …
Stump -…
Chair - …
Mouth - …
Sleeve -…
Sparrow - …
Ear - …
D) agreement of numerals 2 and 5 with nouns:
One cow – two... - five...
One house – two... - five...
One chair – two... - five...
D) formation of forms of nouns Gender. and TV. and Sent. plural case numbers:
Tables - tables - tables - about tables,
Window - …
Chairs - …
Buckets - ...
Fishes -...
Dolls -…
Ears - …
E) agreement of adjectives with nouns:
Blue ball - blue ball - blue ball - about the blue ball.
Blue car -...
Blue dress -…
Red flag -...
Red sun - ...
A red star - …
G) agreement of adjectives with nouns in number:
Blue ball – blue balls (see above).
SOUND PRONUNCIATION.
1. Vowels:
2. Voiced and voiceless consonants:
B-P
V-F
D-T
K-G
3. soft and hard consonants:
N-N
M-Mh
T-T
K-K
G-G
H-H-H.
4. Whistling:
SS
33
C
5. Sizzling:
SHJ
SC
6. Sonorous:
LL
RRb
Y
7. Differentiation of sounds in spontaneous speech:
S-SH, S-W, S-S, S-C.
Sh-S, Sh-Zh, Sh-Shch.
Ch-Ts, Ch-Sch, Ch-T.
L-R, L-R, L-Y, L-Y...
INVESTIGATION OF PHONEMATIC PERCEPTION OF SOUNDS AND ELEMENTARY SOUND ANALYSIS SKILLS.
1. Repetition of 3 and 4 vowel sounds:
Aoe, uio, ieu.
Aeow, uioe, uaeu.
2. Repetition of syllables with oppositional sounds:
Pa-ba, go-ko, ha-ka, te-de.
Ta-ta-da, pa-ba-pa, ha-ga-ka, cha-cha-cha.
Cat-cat-year, Tom-House-Tom.
3. Isolating by ear the first stressed vowel sound in a word:
Alik, echo, windows, duck, Ira, aster, Olya, Anna, ears.
4. Isolating by ear the last sound in a word:
Pooh, cat, catfish, soup, window, cat, balls.
EXAMINATION OF SYLLABILITY STRUCTURE:
1. Reproduction of the syllabic structure of a word:
Name from the picture - frying pan, aquarium, tablecloth, policeman, bicycle, medicine, motorcycle, literature, excavator.
2. Reflected speaking:
Construction, serpentine, rehearsal, watchmaker.
3. Playing sentences (2-3 times in a row)
Children made a snowman out of snow.
A plumber fixes a water pipe.
A watchmaker repairs a watch.
The watchmaker, squinting his eye, is fixing the watch for us.
A policeman rides a motorcycle.
The traffic controller controls the traffic.
Speech therapy conclusion:_______________________________________________
A speech therapist is a specialist in correcting speech disorders. In addition to work plans, examination logs and other documents, the speech therapist must keep a speech card for each child registered with him.
A preschooler who is a pupil of a speech therapy kindergarten, who attends a speech therapy center or is observed by a speech therapy specialist, must have such a card.
A speech card for examining a child is a special form that is filled out by a speech therapist.
However, there is no unified system of these documents. Each specialist maintains his own speech card, which is compiled individually, based on the requirements of the speech therapist and the characteristics of his work. A speech card is a reporting document for the examination of children with various speech disorders.
Why do you need a speech card?
Such a document is very important for the work of a teacher and for tracking the dynamics of a child’s speech development.
This allows you to see causes of speech disorders, determine the mechanism of defects, identify the preschooler’s abilities and identify ways of correctional work.
There are two types of speech maps: general and expanded.
A general card (sometimes called a speech therapy characteristic) is one or two forms with general information. This includes brief information about the child and a brief description of speech.
An expanded map is a much more convenient document. In addition to the medical history, it includes specific examinations of sound pronunciation, the state of coherent speech, studies of the child’s vocabulary and much more. In addition, the cards are divided by the age of the child. At different ages, starting from the 1st year of life, tasks differ from each other.
Some speech therapists prefer to conduct extensive maps until the child reaches school age. Such documents are very convenient because the teacher does not need to create a new card each time, but only needs to enter the information in an existing column corresponding to the child’s age.
What is included in the examination?
1.General information.
This information about the child, parents, brief description of a preschooler.
2.Anamnesis.
Information from the mother’s words about the birth, condition and first days of the child’s life is recorded here. This also includes serious illnesses suffered by the child and the child’s early speech development. This data is important for overall health picture preschooler, identifying deviations.
3. Study of non-speech functions.
These data consist of the results visual observation for the child. Data on general and manual motor skills, auditory attention, visual perception, and rhythm perception are recorded here. The preschooler is offered several tasks, based on the results of which conclusions are drawn and recorded.
The child may be asked to: assemble a cut-out picture, mold a certain figure from plasticine, draw a suggested geometric figure, show right and left, play with lacing or mosaics. All tasks are aimed at a specific age of the child; they become somewhat more complicated as age increases.
4. Investigation of violations.
During these tasks, the child is asked to repeat after the speech therapist some sounds (in a playful form) or pronounce them yourself.
During these examinations, the state of sound pronunciation, the state of the articulatory apparatus, the reproduction of sounds, and speech motor skills are revealed.
After the child reaches 3 years of age, respiratory and vocal functions (type, frequency and duration of breathing, voice characteristics) are also assessed.
The preschooler is asked to repeat the words after the speech therapist and perform imitation exercises (stretch his lips, yawn, move his tongue). At this stage of the examination, the teacher writes down anomalies of the anatomical structure (bad bite, crooked rare teeth, soft or hard palate, etc.).
5. Study of the phonemic aspect of speech (starting from the age of three).
To kid proposed to show In the picture there are objects that the speech therapist names.
6. The state of phonemic speech perception.
This includes repetition of syllables, and from 5-6 years: highlighting first and last letters in the given words.
7. Study of speech understanding.
At this stage of the examination, the speech therapist evaluates child's passive vocabulary, understanding words and actions, understanding phrases and interrogative sentences.
From 3 years: understanding prepositions.
From the age of 5: formation of diminutive forms.
The speech therapist will ask the preschooler to show certain objects in pictures, answer questions, and form words.
8. Study of vocabulary and grammatical structure of speech.
The speech therapist evaluates: child's active vocabulary(nouns, adjectives, verbs), correct use of cases, agreement of adjectives with nouns, generalizing concepts, selection of antonyms, names of professions, body parts, groups of objects.
The tasks are carried out based on pictures with a request to name the proposed word.
9. The state of coherent speech (if any).
These tasks are given to children over 4 years old. Coherent speech is checked by retelling the proposed passage. Four-year-old children are offered an excerpt of 4 interconnected sentences. For five-year-old children - repeat a story of 5 sentences.
Six-year-old children will already be asked to compose a story based on a series of plot pictures.
Sometimes a retelling of a familiar fairy tale may be offered (“Turnip”, “Ryaba Hen”, etc.)
After all examinations carried out it is written speech therapy report indicating the diagnosis and the necessary corrective work plan. Also, for a complete speech map, the opinions of the following doctors are necessary: a neurologist, an ENT specialist, a neuropsychiatrist, a surgeon or other specialists.
Here are sample examinations; each specialist can add or, conversely, remove something, based on the child’s age and capabilities. Such speech therapy examinations with filling out a speech card are usually done in the first two weeks of September. The speech card is kept directly by the speech therapist during the entire period of observation of the preschooler.
I. 1. Last name, first name of the child Katya Petrova
2. Age 5 years 7 months
3. Home address u. Voskhod, 83, building 2, apt. 54
4. History: Child from the third pregnancy (second birth). The mother is registered with a urologist. In the second half of the pregnancy there was a threat of miscarriage. The birth went well. Disease of the first year of life - measles rubella (at 3 months), otitis media (at 10 months), acute respiratory infections (at 1 year 7 months), ARVI (at 10 months).
Started walking at 1 year 1 month. Babbling appeared at 8-9 months, she uttered her first words at 10 months, and phrases at 1 year 7 months.
5. State of general and fine motor skills. There are no disturbances in the development and condition of the musculoskeletal system and general motor skills. She is mobile, coordination is satisfactory, but she does not have enough command of some basic movements according to the age group program, fine motor skills of the hands are poorly developed: she has difficulty in shading, she is not confident in using scissors, her movements are imprecise.
6. Hearing - without pathology.
7. Vision - without pathology.
8. General development of the child. The stock of knowledge and ideas about the surrounding reality is within the age norm.
Memory: visual - out of 6 pictures, remembers 4.
Auditory - out of 6 words, remembers 4.
Associative - out of 6 pictures - 5.
Verbal-logical memory - remembers the listened text and retells it quite completely and accurately.
Attention, efficiency. Concentration is not bad, but volumetric stability is insufficient (easily distracted); performance is low: he takes on work with interest, but is not diligent enough and gets tired quickly.
Thinking:
Constructive activity - + (composes a pyramid, a cut picture, puzzles using the method of visual correlation)
Direct and reverse counting - + (within 10)
Counting operations and simple tasks - + (within 10)
Classification, generalization - + (sometimes with explanations)
Cause-and-effect relationships - + (lays out a series of plot pictures in a logical sequence).
The structure is normal (minor prognathia).
Articulatory motor skills - normal lip movements; there is a sluggish tongue, there is no “groove”.
Plays:
13. Sound analysis:
at weave, O wax, A ist)-+
P, to T, That To)-+
d oh, R from, P from)-+
14. Pronunciation of words with a complex sound-syllable structure is slightly impaired (rhythmic contour, stress, number of syllables are preserved)
Strawberry -+ coma n assignment - “business trip”
Frying pan -+ poem T stealing - “poem”
Medicine -+ led O With And pedist - “bicycle pedist”
Understands antonyms and synonyms.
Knows and names baby animals, common professions.
Knows general (specific, generic) concepts (clothing, shoes, furniture, dishes).
16. Grammatical structure. Makes simple sentences based on a picture (with a given sound using reference words). Makes mistakes in agreeing cardinal numerals of nouns - “five apples”. Understands the meaning of simple prepositions and uses them correctly in speech. Can form: adjective words from nouns stone (stone), nouns from adjectives - wooden (house), nouns from verbs - glue (glue), nouns with a diminutive meaning - hand (handle).
17. Coherent speech. Logical, consistent, but not expressive, schematic. Free communication is difficult
II. 1. Last name, first name of the child Dmitry Shelokhov
2. Age 5 years 9 months
3. Home address u. Pirogova, 19, apt. 70_
4. History: Child from the first pregnancy. In the second half of the pregnancy there was a threat of miscarriage. The birth went well. Disease of the first year of life - ARVI (at 9 months).
Started walking at the age of 1 year 3 months. Babbling appeared at 8-9 months, uttered the first words at 11 months, phrases at 3 years 1 month.
5. State of general and fine motor skills. There are no disturbances in the development and condition of the musculoskeletal system and general motor skills. Coordination is satisfactory, fine motor skills are poorly developed: it is difficult to trace small objects, he is not confident in using scissors, and his movements are imprecise.
6. Hearing - without pathology.
7. Vision - without pathology.
8. General development of the child. The stock of knowledge and ideas about the surrounding reality is not sufficient.
Memory: visual - out of 6 pictures, remembers 3
Auditory - out of 6 words, remembers 4
Associative - from 6 pictures -4
Verbal-logical memory - the text he has heard is remembered and retold uncertainly, confusing events and sequence.
Attention, efficiency. The concentration of attention is not formed, the volume is insufficient (it is quickly distracted); performance is low: he takes on work with interest, but is not diligent enough and gets tired quickly.
Thinking:
Constructive activity + (composes a pyramid, a cut picture, puzzles using the method of visual correlation)
Direct and reverse counting - (within 10)
Counting operations and simple tasks - (within 10)
Classification, generalization +
Cause-and-effect relationships - (arranges a series of plot pictures not in a logical sequence).
10. State of the articulatory apparatus.
The structure is normal.
Articulatory motor skills - lip movements are normal, there is no “fungus” or “spoon”.
11. Features of sound pronunciation.
Whistling S, S, Z, C - interdental
Hissing Ш Ж, Ш, Ш - interdental.
12. Phonemic hearing is normal. Identifies a given sound from the sound range (p - t - k - x)
Syllable series (pa - ta - ka - ha)
A series of words (port - cake - court - choir)
Distinguishes similar sounds by ear in:
Pairs of sounds (p - b), (s - z), (w - z)
Pairs of syllables (pa - ba), (sa - za), (sha - zha)
A couple of words (kidney - point), (juice - clatter), (ball - heat).
Plays:
Sound series (b - p - b); syllable series (ba - ba - pa)
A series of words (kidney - dot - barrel), (som - com - house).
13. Sound analysis:
Isolation of the first stressed vowel ( at weave, O wax, A ist)-
Isolation of the last voiceless consonant (su P, to T, That To)+
Isolation of the first consonant ( d oh, R from, P from)-
14. Pronunciation of words with a complex sound-syllable structure is significantly impaired (rhythmic contour, stress, number of syllables are preserved)
Strawberry -+ coma nd irovanie - “komarika”
Frying pan -+ poem T stealing - “poem”
Medicine -+ led O With And P e dist - “velesopodist”
15. Vocabulary. Makes mistakes in interpreting the lexical meanings of words: cup - mug, key - lock, cap - hat, jacket - sweater;
He doesn’t know the meaning of words or abstract concepts.
Understands antonyms and synonyms.
Knows and names baby animals, less names professions.
Poor knowledge of general (specific, generic) concepts (clothing, shoes, furniture, dishes).
16. Grammatical structure. Makes simple sentences based on a picture (with a given sound using reference words). Makes mistakes in agreeing cardinal numerals of nouns - “five apples”. Can form: adjective words from nouns stone (stone), nouns from adjectives - wooden (house), nouns from verbs - glue (glue), cannot form nouns with a diminutive meaning - hand (handle).
17. Coherent speech. Inconsistent, not expressive, schematic. Free communication is difficult
18. Conclusion on the state of speech development: OHP level III.
Last name, first name:
Class:
Date of birth, age:
Home address, telephone:
Date of enrollment:
Date of Birth:
Complaints from teachers and parents: cannot pronounce the sound [r], unclear speech, does not want to learn to read, and does not learn poetry well.
Have you previously contacted a speech therapist, the effectiveness of the session?tiy: attended speech therapy classes at the clinic (sounds [s], [z], [ts] were introduced; I didn’t get into the speech therapy group because I was sick).
Real performance in the Russian language (by the timeexaminations): unsatisfactory (2nd grade).
Anamnesis: child from the 2nd pregnancy, at term (40 weeks), toxicosis of the first half, the mother was preserved, cesarean section, asphyxia, cried after 2 minutes, Apgar 8-9 points, gr.
healthy
5. Data on the progress of speech development: delayed speech development:
babble - in 6 months; first words - to 2 years; phrasal speech - after 3 years; speech environment - satisfactory.
Hearing status: fine.
State of vision: fine.
Psychiatrist's opinion: delayed speech development.
State of general motor skills: motor awkwardness, slowness, impaired coordination of movement, sense of rhythm.
State of fine motor skills: hand movements are inaccurate, Heda almost does not perform tests, the tone of the hands is reduced, the lines in the drawings are uneven and intermittent.
Leading hand: right.
State of the articulatory apparatus (structure and mobility):
lips - large size, does not fully perform lip movements;
teeth - large, uneven, replaceable, large upper incisors that overlap the lower ones;
bite - prognathia;
language - massive, unclear movements, incomplete range of movements (limited upward movement), impaired switchability of movements. In a static position, there is a slight tremor of the tip of the tongue, deviation of the tongue to the left, hypersalivation;
hypoglossal ligament - shortened;
solid sky - tall, gothic in shape;
soft sky - movable.
12. Characteristics of speech.
Speech understanding: understands spoken speech and performs tasks according to verbal instructions.
General characteristics of speech (recording of conversation): names the names of his mother and father, does not know his patronymic and the patronymic of his parents. Home address: “102 - 7” (doesn’t know the name of the street or city). Finds it difficult to talk about home and his home activities. He talks with interest about types of transport and car brands. The answers are monosyllabic and the topic is not developed independently. Shows no interest in conversation.
Vocabulary (quantitative and qualitative haCharacteristics): vocabulary size does not match
Library of the magazine "Speech therapist"
age level (reduced). Names simple generalizing concepts, does not know the concepts of “wild and domestic animals, birds, tools, insects, shoes, hats, furniture, professions.” Lists seasons and days of the week mechanically. Does not answer questions about the calendar structure of the year. Insufficiently uses adjectives, verbs, adverbs in speech, and uses pronouns inadequately. He doesn’t compose a story based on a plot picture; he laid out a series of plot pictures correctly; he composes a story only with the help of a speech therapist.
Grammatical structure of speech: insufficiently formed.
Type of sentences used: simple, uncommon.
Number of words in a sentence: 2-3.
Presence of agrammatisms: errors in the use of plural nouns (“windows” - windows, "soma" - catfish, "ears", "ears" - ears, ears, “belts, belts” - belts, etc.). Violation of agreement between numerals and nouns;
errors in the case endings of nouns and adjectives, singular and plural, in the use of prepositions. Characteristics of sound pronunciation:
12.9. violation of sound pronunciation of a polymorphic nature - rhotacism (velar [r], [r"], hissing sigmatism [w], [zh] with a lower position of the tongue), unclear pronunciation of affricates ([h], [h]), confusion [ s] - [w], [z] - [g]. Phonemic hearing: - insufficiently formed. Mixture of whistlers - sizzling, hard - soft sounds. Errors in repeating a series of syllables: sa-sa-za
“sa-sa-sa”, sa-sa-sha - “ussha-sha-sha”, pa-ba-pa - “pa-pa-pa”, da-da-ta-ta - “ta-ta-da " etc. Errors in the use of paronyms.Level of development of sound-letter skills th analysis and synthesis: - short. Selects only the first vowel sound in words, the first consonant
names the entire first syllable; does not analyze the sound-letter composition of simple words like SGS, SG-SG.Reproduction of words of a complex sound-syllable with stava: with mistakes.When repeating words that are complex in structurere, reduces the number of sounds, syllables, rearranges syllables; a similarity is noted: “aqurum”, “skovoda”, “poel” -
aquarium, frying pan, propeller. School logging station:organization and
The content of the work Speech rate:
delayed. Speech intelligibility:
illegible, pronounces sounds unclearly. Breathing characteristics: breathing is chest type, shallow. When increasing
speech tempo, there is discoordination of speech and breathing. Manifestation of stuttering:
doesn't stutter. Sometimes repeats the first syllable in words that are complex in structure or semantics.Letter (presence and nature of specific errorsside) - 2nd grade: omission, rearrangement and assimilation of letters and syllables: t(r)ava, d(e)vochka, from the box, m(a)tire, went out, spelling two words together above, at the edge of the forest,sme making labialized vowels: air(y)x, Le(yu)sia, on the pu-(o)lu, spring(e)vy, mixing of voiced-voiceless consonants: usad(t)y, but(d)et, t(d)ctor, in gazed(t)e, on shkav(f), skav(f)andr,mixing sounds (letters) according to articulatory-acoustic stical similarity: "birds" - - birds, "zvet" - - color, optically and kinetically similar letters: d(b)olyioy, grit(p), hedge(s), sto(l), bathe(s). Grammatical errors: at the dacha(s), at the factory(s), at the mountain ash(s)
Reading (level of development of reading skills):1 class - does not read; 2nd grade - reading method letter-syllabic, emphasis - with mistakes.
Reading pace - short; reading comprehension - incomplete.
Presence of specific errors: reading is mechanical.
13. Does not answer questions in the text, cannot find the right word in the text. When reading, omissions of letters and syllables, truncation of words, guessing of endings, mixing of optically similar letters, and agrammatisms are noted.Brief psychological and pedagogical characteristics of the teacher running:
available to the contact. Emotions adequate to the situation, critical; visual perception not broken; auditory perception not in full; attention unstable; auditory memory capacity reduced. Level of development of mental operations average;fresh stock ideas about the surrounding reality below age level; performance
14. low.
Speech therapist's report. Library
magazine "Speech therapist"class: dysarthria (minimal manifestations), general notadvanced speech development (III
ur.).class: reading and writing impairment caused byadvanced speech development (significant underdevelopment of speech (ur.) in a child with dysarthria
(minimal manifestations).
Date of examination Signature
Appendix 4
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The number of students in groups of students with impairments in the development of oral and written speech |
Groups of students |
|
|
Maximum occupancy (persons) |
General educational institution located in the city |
|
|
General educational institution located in a rural area | ||
|
With general speech underdevelopment (GSD) | ||
|
With mild general underdevelopment of speech (GONSD) | ||
|
With phonetic-phonemic (FFN) and phonemic speech underdevelopment (PS) | ||
|
With deficiencies in reading and writing due to general underdevelopment of speech | ||
|
With deficiencies in reading and writing, due to not clearly expressed general underdevelopment of speech | ||
|
With deficiencies in reading and writing caused by phonetic-phonemic (phonemic) speech underdevelopment | ||
|
People who stutter | ||
With deficiencies in the pronunciation of individual sounds Note:
The minimum group size is 3 students.
Appendix 5
Approximate thematic planning of speech therapy classes
Continuation of the table.
Continuation of the table.
Continuation of the table.
End of table.
Appendix 6
Consultations and methodological workSpeech therapy card No.______
EXAMINATIONS OF CHILDREN WITH SPEECH UNDERDEVELOPMENT.
Last name, first name of the child_______
Information about parents:
General history:
_^ Nature of pregnancy:
^
How did the birth proceed?
Costs ___________
^ First teeth________________
^
Speech history:
(contact, negativity, interest in the environment, in toys, stability of interest and attention, instability, distractibility)
2.State of hearing, auditory differentiation and attention:
a) differentiation of sounding toys________________________________________________
3. The child’s visual attention, observation:
a) selection of paired pictures or objects________________________________
b) selection of objects for the image__________________________________________
c) selection of paired circles or pictures of the same color________________________________________________________________
d) color recognition by name_______________________________________________
4. State of intelligence and level of understanding of the environment:
a) account and counting operations within 5-10______________________________
b) differentiation of objects by form:
"Mailbox"____________________________________________________
geometric lotto________________________________________________________________
c) differentiation of objects by size (ability to assemble a pyramid, nesting dolls)___________________________________________________________
d) orientation in time:
a series of plot pictures (2-4) to establish cause-and-effect relationships_______________________________________________________________
recognizing and naming the seasons_____________________________________________
e) orientation in space:
ability to make stick figures by imitation_____________________
ability to compose a whole picture from 3-4 parts___________________________
knowledge of prepositions: in, on, under, above (about, with, from, with, from..)_____________________
f) ability to generalize:
choose pictures according to the general concept: mushrooms, berries, flowers, toys, dishes, furniture._____________________________________________
“extra” (the ability to highlight a picture that does not correspond to a given general concept)_______________________________________
6. State of speech motor skills
7.State of general motor skills ________________________________________
8.Speech understanding:
A) carrying out simple tasks _____________________________________________
B) understanding common sentences___________________________
C) understanding the relationships between the members of a sentence ____________
D) understanding a short story________________________________________________
9. Independent speech:
A) sound pronunciation
____________________________________________________________________________________________________________________________________________________________________________________________________________
b) reproduction of the syllabic structure of words
____________________________________________________________________
C) repetition of sentences that include polysyllabic words with a complex syllable structure_________________________________________________
d) making proposals for simple and complex plot pictures__________________________________________________________
10.State of grammatical structure
Inflection (gender, number, case):__________________________________________
Word formation:__________________________________________________________
11.Dictionary status ________________________________________________
____________________________________________________________________12. Phonemic perception and discrimination of sounds, state of phonemic hearing:
a) differentiation of sounds mixed in pronunciation________________________________________________________________
b) determining the presence of a sound in a word__________________________________________
13.State of general speech skills __________________________________
____________________________________________________________________14. Doctors’ conclusion:
15. Speech therapy report ________________________________________
Child's full name_______________________________________________________________
Age__________________________________________________________
Number of classes per week_________________________________________________
Duration of the lesson_________________________________________
| № | Areas of work | Contents of classes | |
| № | Areas of work | Contents of classes | |
Consultations and methodological work
^ EXAMINATIONS OF CHILDREN WITH STUTTERING.
Date of Birth_______________________________________________________
Home address_____________________________________________________
Parental complaints__________________________________________________________
____________________________________________________________________
^ Last name, first name of the child_______
Mother____________________________________________________________
Father____________________________________________________________
Information about parents:
Child from _____pregnancy.
General history:
____________________________________________________________________^ Nature of pregnancy: (early, urgent, asphyxia, stimulation, rapid, prolonged, caesarean section)
Child's weight and height at birth________________
Feeding (breastfeeding, artificial, mixed, how and how many sucked)_______________________________________________________________
^ Early psychomotor development:
Holds head with _____________ sitting __________
How did the birth proceed?
Costs ___________
Past illnesses before and after one year _____________________________________________________________________
^ First teeth________________
Humming_______ babbling__________
First words_______________ first phrase_______________
How did the development of speech proceed (intermittently, gradually)______________________
Was speech development interrupted (time, reason)_______________________
At what age do speech disorders ________________
Speech environment_______________________________________________________________
Have you worked with a speech therapist?________________________________________________
^
Speech history:
Date of examination___________
1.Personal characteristics of the child:
calm, balanced, excitable, touchy, whiny, pugnacious, friendly, cowardly or brave, friendly with children in the team, kind or greedy, desire for leadership .
__________________________________________________________
___________________________________________________________________
2. Stability of attention, concentration, memory.________________________________________________________________________________________________________________________________ _______
3. Speech activity (silent, talkative, speaks willingly)____________________________________________________________
4.Structure of the organs of the speech apparatus:
Language_______________________________________________________________
Lips_______________________________________________________________
Teeth_______________________________________________________________
Bite (normal, prognathia, progenia, open anterior, open lateral)____________________________________________________________
5. State of speech motor skills
_______________________________________
______________
6.State of general motor skills
________________________________________
___________________________________________________________________
7. Rate of speech (slow, fast)___________________________
_______
___________________________________________________________
8. In what types of speech is stuttering expressed:
Whisper speech:
A) conjugated_______________________________________________________________
B) reflected_______________________________________________________________
C) answers to questions________________________________________________
D) reading_________________________________________________________________
e) retelling__________________________________________________________
E) poetic speech________________________________________________________________
g) spontaneous speech_________________________________________________________
9. Breathing outside of phonation and speech; during phonation and speech_____________________
___________________________________________________________________
10. Localization and type of seizures (clonic, tonic, mixed)
a) convulsions of the respiratory apparatus_____________________________________________
c) articulatory spasms of the tongue, lips_________________________________
11.Difficult sounds, syllables___ ____________________________________________
____________________________________________________________________
____________________________________________________________________
12. Associated movements (arms, legs, head, torso)_______________
___________________________________________________________________
_________________________________________________ __________________
13. Presence of embolophrasia______________________________
______________
14. Voice condition (dull, shrill, quiet, fading, intermittent, normal)_____________________________________________
___________________________________________________________________
15. Doctors’ conclusion:
_______________________________________________
___________________________________________________________________
16. Speech therapy report
________________________________________
___________________________________________________________________
17.Recommendations
____________________________________________________
___________________________________________________________________
Teacher speech therapist
SPEECH CARD No.______
^ CHILD OF JUNIOR PRESCHOOL AGE.
Last name, first name of the child_______________________________________________
Date of Birth_______________________________________________________
Home address_____________________________________________________
Parental complaints__________________________________________________________
____________________________________________________________________
^ Last name, first name of the child_______
Mother____________________________________________________________
Father____________________________________________________________
Information about parents:
Child from _____pregnancy.
General history:
____________________________________________________________________^ Nature of pregnancy: (early, urgent, asphyxia, stimulation, rapid, prolonged, caesarean section)
Child's weight and height at birth________________
Feeding (breastfeeding, artificial, mixed, how and how many sucked)_______________________________________________________________
^ Early psychomotor development:
Holds head with _____________ sitting __________
How did the birth proceed?
Costs ___________
Past illnesses before and after one year _____________________________________________________________________
^ First teeth________________
Humming_______ babbling__________
First words_______________ first phrase_______________
How did the development of speech proceed (intermittently, gradually)______________________
Was speech development interrupted (time, reason)_______________________
At what age do speech disorders ________________
Speech environment_______________________________________________________________
Have you worked with a speech therapist?________________________________________________
^
Speech history:
Date of examination___________
1. Observation of behavior and play
(contact, negativity, interest in the environment, in toys, stability of interest and attention, instability, distractibility)
____________________________________________________________________________________________________________________________________________________________________________________________________________
2. Research of auditory perception:
Recognition and discrimination of contrasting sounds of 2 toys____________
3.Visual perception research:
A) recognition and distinction between big and small___________________________
B) perception and discrimination of primary colors_______________________________________
C) perception and discrimination of geometric shapes___________________________
4. Study of the perception of spatial representations:
A) folding object pictures from 2 parts________________________
B) laying out 3 counting sticks according to the pattern _______________________
C) buildings made of three cubes___________________________________________
D) orientation in space (top-bottom)________________________________
5.Structure of the organs of the speech apparatus:
Lips thin, thick, partial or complete, unilateral or bilateral cleft lip_________________________________
Teeth rare, small, large, crooked, outside the jaw arch, missing teeth, double row of teeth___________________________________________
Bite normal, prognathia, progenia, open anterior, open lateral, cross_____________________________________________
Solid sky high, gothic, flat, shortened, through cleft one-sided or two-sided, not through complete, incomplete, submucosal_______________________________________________________
Soft sky absence, shortened, lack of small tongue______
Presence of postoperative clefts, nasal polyps, adenoids, deviated nasal septum_________________________________________________
Language
massive, small, short, long, “geographical”, hypertrophy of the root of the tongue___________________________________________
Hyoid ligament
short, shortened, the presence of adhesions with the tissues of the sublingual region________________________________________________
6.State of general motor skills:
A) walk, run between the lines__________________________________________
B) transfer a soft toy from one hand to the other____________________
B) clap your hands and stomp at the same time__________________________
The volume of movements performed is full/incomplete, tempo is normal/fast/slow, activity is normal/inhibition/disinhibition, manifestation of motor clumsiness_____________________
7.State of manual motor skills:
A) put your thumb in a ring with each finger on your right hand, then on your left________________________________________________
B) take turns bending and straightening the fingers, first on the right hand, then on the left____________________________________________________________
C) the ability to hold a pencil and draw horizontal and vertical lines. mugs)__________________________________________________________
D) putting toys in a bucket and taking them out one by one ____________
D) the ability to sculpt balls, cakes, sticks___________________________
The volume of movements performed is full/incomplete, the pace of execution is normal/slow/fast, the ability to switch __________
8. Condition of facial muscles:
A) puff out your cheeks “fat boy”___________________________________________
B) show how to eat lemon “sour”_____________________________________________
C) show how you eat ice cream “sweetly”________________________
The volume of movements performed is full/incomplete, accuracy of execution is accurate/inaccurate, muscle tone is normal/increased/decreased, smoothness of the nasolabial folds, slowness of movements of the eyeballs.
9. State of articulatory motor skills:
A) “Smile”__________________________________________________________
B) “Proboscis”______________________________________________________________
B) “Shovel”______________________________________________________________
D) “Sting”_________________________________________________________________
D) “Swing”__________________________________________________________
E) “Pendulum”______________________________________________________________
G) “Horse”________________________________________________________________
The volume of movements performed is full/incomplete, the accuracy of execution is accurate/inaccurate, muscle tone is normal/increased/decreased, the pace of execution is normal/fast/slow, the presence of synkinesis, the duration of holding organs in a given position, the ability to switch from one exercise to another, hyperkinesis, salivation.
10. Study of impressive speech:
A) understanding nouns_______________________________________________
B) understanding general words_____________________________________________
C) understanding of actions________________________________________________
D) passive vocabulary (carrying out instructions according to verbal instructions)
________________________________________________________
D) understanding grammatical forms of inflection______________________
E) understanding the text of a familiar fairy tale__________________________________________
11.Expressive speech research:
The nature of speech is one-word, phrasal, coherent.
State of vocabulary________________________________________________________________
__________________________________________________________________
The grammatical structure of expressive speech:
A) use of noun. in the nominative case singular. and many more numbers_______________
B) use of noun. in the accusative case singular. numbers without preposition_________
C) agreement of adjectives with nouns. units husband's numbers and .kind___________
D) the use of prepositional-case constructions_______________________
D) use of noun. with diminutive suffixes_________
E) the use of singular verbs. and many more numbers in the indicative mood
____________________________________________________________________
G) the use of reflexive and non-reflexive verbs when making sentences based on pictures.
12. Study of the phonetic side of speech:
State of imitation abilities_________________________________
Sound-syllable structure of words________________________________________________
Sound pronunciation_______________________________________________________________________________________________________________________________
Type of physiological breathing: upper clavicular/diaphragmatic/mixed, breathing volume sufficient/insufficient; duration of speech exhalation______________________________________________________________
Voice strength normal/excessively loud/excessively quiet/muffled voice
Voice modulation__________________________________________________________
Speech rate is normal/accelerated/slow;
Speech rhythm is normal/dysrhythmia; pause_________________________________
Ability to use basic types of intonation: narrative/interrogative/exclamatory.
13. Study of phonemic functions
Differentiation of sounds by ear_____________________________________________
Phonemic analysis_______________________________________________
14. Doctors’ conclusion:
_______________________________________________
___________________________________________________________________
15. Speech therapy report
________________________________________
___________________________________________________________________
___________________________________________________________________
16.Recommendations
____________________________________________________
____________________________________________________________________
Teacher speech therapist
