When the nervous system is damaged, the connection between the speech apparatus and the central nervous system is disrupted. Dysarthria develops, the mobility of the vocal organs - tongue, palate, lips - is limited, and articulation slows down. In children, dysarthria is accompanied by underdevelopment of speech, impaired reading and writing ability, and incorrect pronunciation of words. Dysarthria occurs as a consequence of damage to the central nervous system due to cerebral palsy, tumors, neuroinfections, injuries and other diseases. In adults, speech disorder can occur after a stroke, with the development of a brain tumor, with multiple sclerosis, Parkinson's disease, neurosyphilis and other diseases.
The neurological department of the Yusupov Hospital diagnoses and treats various diseases of the nervous system, including demyelizing diseases, Alzheimer's disease, Parkinson's disease, cerebrovascular accidents and other lesions of the nervous system. The rehabilitation center uses modern techniques to restore speech and lost abilities of the patient. To restore brain activity when the nervous system is damaged, physical therapy, exercises on simulators, and classes with a speech therapist are used. Various methods of treatment and rehabilitation are used depending on the age, condition of the patient, and the degree of damage to the central nervous system.
Making the sound "s"
The sound “s” in dysarthria is practiced depending on the complexity of the patient’s speech disorder. In difficult cases, when the patient has impaired hearing and speech, the production of the sound “s” can be done in several ways, with preliminary practice of the sounds “f”, “fa”. The speech therapist teaches the patient how to hold the tongue correctly when exhaling and at the same time pronounce a sound. When making a sound, a special thin blade is used, which is used to lightly press the tongue while exhaling and practicing the sound. This is how you can produce whistling sounds for dysarthria (anterior lingual teeth, fricative “z” and “s”). Whistling sounds are formed by a stream of air passing through the organs of speech and resembling a whistle.
When whistling sounds are produced, the air stream passes through a narrow gap that forms between the front of the tongue and the hard palate. The reference sound for the production of “s” is the sound “i”. Therefore, classes include pronunciation of the sound “i”. The doctor suggests hiding your tongue behind your teeth and smiling broadly to say “i-i-i.” Then the doctor and the patient pronounce words containing the sound “and”, the speech therapist uses various exercises. The production of the sound “s” begins after carrying out exercises with the sound “i” in various ways. Having clenched your teeth and smiling, you should silently say the sound “and”, then imagine that you are blowing on the ball. The lips should not close; the tip of the tongue should be behind the lower teeth. During the exercise, the sound “s” is heard.
The second method is performed with the help of a mechanical assistant. The tip of the tongue is located behind the lower teeth, the teeth are exposed in a smile, a thin stick is placed on the tip of the tongue, lightly pressing the tongue. The stick forms a groove in the center of the tongue. The doctor invites the patient to blow on the tip of the tongue with a strong air stream. The sound "s" is heard. In order for the exercise to be successful, you should bring the back of your hand to your mouth and watch the air stream - it should be cool and narrow. When the patient begins to pronounce the sound well, they move on to automating the sound in sentences and words.
Preparatory stage for the production of sounds, sound and letter Y
Individual lesson No. 4_____________________________________________
Topic: Sound and letter Y.
Goal: to include the student in a targeted speech therapy process, to establish contact with the child.
Objectives: 1) formation of voluntary forms of activity and a conscious attitude towards classes; 2) correction and development of arbitrariness of mental processes, especially analytical operations; skills to recognize and distinguish phonemes; speech motor skills and abilities. Equipment: theatrical toys - fox gloves, mice; cubes, cups, sticks, pipe, bell.
PROGRESS OF THE CLASS
1. Org. moment.
- What class did you come to? -What are we learning?
(That’s right, you came to a speech therapy session and learn to pronounce sounds in order to speak beautifully).
2. Exercises on R general and fine motor skills:
- Build a house out of cubes, the same as mine. — Collect the cups one into one. — Make up an object picture (cut into 4 parts) according to the sample. - Lay out the drawing according to the sample. (stick drawing) - Game: “Palm – fist – rib.” "Bunny is a goat." Change of hands: p.r. – fist; l.r. – palm and vice versa. - Repeat the claps after me: II II, III III, II III, III II.
3. Breathing exercises:
— “The leaf and the ladybug”; Breathing exercises: inhale through the nose - exhale through the mouth, inhale through the nose - exhale through the nose, close the right nostril, inhale through the nose - exhale through the nose, close the left nostril. Breathing during speech: (repeat the sentences after the teacher in one breath). U - I take a flower. R - I take the flower U - It smells good. R - Smells good. U - The flower smells good. R - The flower smells good. U - The flower smells very good. R – The flower smells very good.
4. R articulatory motor skills:
— Facial exercises; — Self-massage exercises; - articulation gymnastics. (with a mirror) (see complex No. 1) - Exercises for the lips (without a mirror) - for kinesthetic sensations according to verbal instructions. - determination of the position of the lips and tongue to the sound Y. - pronunciation of the sound Y is long and abrupt. - consider the position of the lips and tongue. (with a mirror) R of breath and voice: - “Echo” (U - voice, R - echo, pronounce the sound Y quietly, usually, loudly, low, medium, high, excitedly, surprised, irritated, joyfully, calmly). — What prevents you from pronouncing the sound Y? (lips, teeth and tongue do not interfere) - We pronounce the sound Y with our voice, the air does not meet obstacles and therefore the sound Y is a vowel.
5. Find pictures with the sound Y, name them.
- Where is the Y sound in the word? (at the beginning, middle or end of a word)
6. The sound Y is indicated in writing by the letter Y.
- show in ABC; - lay out from sticks; - write on the board.
7. R auditory attention:
- game “Guess what sounds” (pipe, bell, cubes) - game “Who is screaming?” (I put a picture and pronounce the onomatopoeia - R. Repeats; then you need to find the picture by onomatopoeia yourself) - game “Be attentive” clap your hands when I name phrases that talk about autumn. I display pictures and name them (8 pictures, 4 of them are autumn – yellow leaves, cold rain, gloomy sky, good harvest). - a picture game about autumn “What’s missing?” (remove one picture), “What has changed?” (rearrange one picture).
8. Work in a notebook (write to the end of the line)
9. Summary of the lesson: What sound did we pronounce? (s)
Additional material: Theatrical game: “The Fox and the Mouse.”
U is a fox, R is a mouse. (see text p. 30 Lalaeva “Speech therapy work in correctional classes”) Author of the material: Komovich Elena Valerievna
Setting the sound “d”, sound “t” and “t”
Stating the sound “t” for dysarthria and “d” begins with exercises for the tongue, which help increase its flexibility and relieve tone. The patient raises the tongue up, touching the tip of the tongue to the palate, the tongue is directed to the right, to the left, and speech therapy gymnastics is performed. Then the doctor suggests tapping with a hammer (tongue). The patient makes the sound “t” by raising the tongue to the palate and moving it forward between the front teeth. A soft consonant is produced by raising the tongue closer to the roof of the mouth, creating a narrower passage for air to escape than a hard consonant.
The production of the sound “th” for dysarthria is carried out using the method of pronunciation of a soft consonant sound. A speech therapist works with the patient on the pronunciation of soft and hard consonant sounds. Using a spatula, the doctor presses the tip of the tongue, lowers it behind the lower teeth, the child pronounces the syllable “ta” - the result is “cha”. The doctor asks the child to click his tongue. Then the child exhales while clicking, rather than inhaling air - the sound “ti” is obtained. To enhance softness, the sound “t” is pronounced between two vowels.
When pronouncing the sound “d,” the vocal folds close, the palate lowers, and vibration is felt in the larynx. The sound “d” can be produced in several ways: by imitation, from the sound “b”, from the sound “t”. From the sound “t”: the doctor places one of the child’s hands on his larynx, the other on the child’s larynx. Then he pronounces the sounds “t” and “d” in turn, asking to pay attention to the difference in the vibration of the larynx when pronouncing the sounds. Draws attention to vibration when pronouncing the sound “d”. From the sound “b”: The tip of the child’s tongue is located between the teeth. The doctor asks to pronounce the syllables “ba-ba-ba”, at the moment of pronunciation he parts the child’s lips - the syllables “da-da-da” are heard.
Articulation gymnastics
The key to correct articulation of sounds, including vowels, is sufficiently developed mobility and switchability of the organs of the speech apparatus, as well as developed speech breathing. The functioning of the speech organs can be improved through articulatory gymnastics. There are various exercises for the lips, cheeks, lower jaw and tongue. It is good to give tasks in a playful way so that they arouse the child’s interest and desire to repeat them.
Exercise “Garazhik”. Let's imagine that the mouth is a garage into which cars drive. Once - open your mouth wide and hold it in this position for up to 5 seconds, until all the cars start moving. Two - close the garage. The tongue lies quietly at the bottom of the mouth. Repeat at least 3 times.
“Hamster.” The speech therapist shows a picture of a hamster, paying attention to how its cheeks are puffed up. Then he invites the child to puff out his cheeks too. When performing the task, the mouth must be closed. After 5 seconds, you need to release the air through your lips.
If the child does not succeed in this exercise, then you can simply invite him to blow, squeezing his lips with his fingers at this moment, as a result of which the air from inside will inflate his cheeks. Repeat 3 times.
"Puppy". The speech therapist shows a picture of a dog (she bares her teeth) and a boy (he smiles). The teacher draws the child’s attention to how the puppy and boy show their teeth and offers to show their teeth in the same way. The exercise is performed in front of a mirror 2-3 times. You can also read simple, funny poems on the theme of the picture.
Several articulatory gymnastics exercises can be united by a common theme. For example, invite your child to put animals from various exercises on a fun train. We’ll put a hamster in the first trailer (children puff out their cheeks), a puppy in the next one (smile), etc.
Also effective exercises include “Needle”, “Swing”, “Fence”, “Horse”.
Making the sound "n"
Articulation and production of the sound “n” is carried out. During articulation, the lips are in a neutral position, the tip of the tongue touches the upper teeth, and vibration occurs in the nasal cavity when pronouncing a sound. Sound production is carried out using two methods: imitation and from the sound “m”. Method of imitation: the child touches his nose with a finger of one hand, and the doctor’s nose with a finger of the other hand. The doctor shows the position of the tongue in the mouth while pronouncing the sound. The child feels the vibration and tries to repeat it.
Method for the sound “m”: the child’s tongue is inserted between closed lips, the child pronounces a drawn-out “m”. A hint of the sound “n” is heard. As you get used to the interlabial pronunciation of the sound “n” in words, the lips are parted with your fingers. The tongue is then moved to its normal position towards the upper teeth.
Disadvantages of vowel pronunciation
Among the shortcomings in the pronunciation of vowel sounds, there are those that are characteristic of the entire vowel series or several sounds from it.
- Nasalization, when the nasal resonator does not participate correctly in articulation: the entrance to the nasal cavity remains open. Considered a gross defect.
- Expanded articulation. The mouth opens wider than required for correct pronunciation. Because of this, the rounding of the lips when pronouncing labialized sounds becomes less. The rise of the tongue with such a wide opening is reduced.
- Narrowed articulation. The mechanism of action is the opposite of that described above. Considered a gross defect.
- Front articulation. Characteristic of O, U. Occurs due to the fact that the tongue is retracted slightly back into the mouth. In this case, its tip is close to the lower incisors, the back stands in a lump.
- Raising your voice. Severe pronunciation defect U, I.
- Y-shaped pronunciation when the vowel sounds close to Y. Typical for A, O, E, I.
There are pronunciation errors that are specific to specific sounds.
- And it sounds similar to L. In speech it will look like this: instead of writing, weep; instead of throwing, we cry.
- When pronouncing the phoneme E, the tongue peeks out of the mouth and rests on the lower lip.
Most often this happens when the child is shown too much articulation.
- Y. More protrusion of the lower jaw than necessary. As a result, the position of the jaws becomes similar to a progenic bite.
As a rule, it appears when the teacher incorrectly shows the differences between Y and I.
Making the sound "l"
Incorrect pronunciation of the “l” sound or omission of the “l” sound is called lambdacism. There are several types of lambdacism:
- When pronouncing the sound “l”, the sound “u” is heard - bilabial type.
- The root part of the tongue falls on the soft palate; when pronouncing sounds, the air flow goes through the nose and changes the sound “l” to “ng”, speech becomes nasal - nasal type.
- During the pronunciation of sounds, the tip of the tongue moves into the interdental space - interdental type.
- The sound “l” is not pronounced at all.
A child may not pronounce the sound “l” for several reasons:
- The child has a short hypoglossal ligament.
- The muscle tissue of the tongue is weakened.
- The child does not perceive the sound “l”, phonemic hearing is impaired.
Preparation for producing the “l” sound for dysarthria begins with articulation. The organs of articulation – lips, palate, tongue – should be positioned correctly. The teeth should not close together, the tip of the tongue should rest against the upper gums or teeth, it should be tense. The upper palate and the root of the tongue should be raised, vibration is created in the area of the vocal folds. The production of sound depends on the type of lambdacism. With bilabial lambdacism, sound pronunciation is impaired due to incorrect positioning of the lips. In this case, use the exercise with a smile, the teeth are clenched and the lips part in a smile. The speech therapist conducts articulation gymnastics with the child, activities during which lip tension is relieved. Also, the sound “l” can be made by imitation. The speech therapist shows the child the correct position of the lips, tongue, teeth and pronounces the sound. At this time, the child’s palm is placed on the doctor’s cheek, and he feels the vibration being created. The sound “l” refers to complex sounds, the production of which is formed by the age of 6 years of a child’s life.
Making the sound “e”, “y” and other vowels
The production of the sound “y” for dysarthria, as well as the sounds “u”, “e”, “o”, “a”, “i” is carried out first. The speech therapist clarifies the articulation of vowel sounds. Then work begins with soft sonars, then with their hard sound pairs. Speech therapy massage, articulation gymnastics, and breathing exercises are performed beforehand. The doctor invites the child to take a deep breath through the nose, open his mouth slightly with a smile, and point the tip of his tongue toward the lower incisors. Exhale and whisper the sound “e”, then repeat the exercise with your voice.
A set of articulation exercises
The exercise includes 5 exercises and can also be done at home.
“Horse” - clicking the tongue. This is a very useful and effective exercise. Not all children get it right away.
“Pancakes” - the baby opens his mouth slightly, spreads his tongue into a flat pancake.
“Snake” - the child imitates the sting of a snake - the tongue is just as sharp. Then he sticks it back and forth.
“Tube” - the baby tries to roll his tongue into a tube.
Another exercise is to try to reach the tip of your tongue to your nose and then to your chin.
How to make the sound "r"
An experienced speech therapist knows how to make the sound “r” for dysarthria, how to make the process of automating the sound “r” interesting. Making the sound “r” with dysarthria can take a long time. After warming up, the doctor asks the child to memorize the words, then repeat them using pictures. The pictures depict objects, flowers, plants, animals whose names contain the sound “r”. Such activities train memory and correct sound pronunciation. Methods used to make the sound “r”:
- Imitation.
- Through articulation.
- Mechanical assistance: from the reference sound, from the articulatory structure.
Methods for diagnosing dysarthria
Dysarthria is usually preceded by a primary neurological disease, such as cerebral palsy. Therefore, before starting classes with a speech therapist, you need to consult a neurologist. Only he can diagnose the disease.
Diagnosis includes electroencephalography, MRI of the brain, electroneurography or other examinations. After this, the neurologist refers the patient to a speech therapist. In turn, the specialist, based on speech therapy tests, will determine the form and degree of the speech disorder.
Making the sound "th"
The sound “th” refers to the middle lingual, oral, fricative, consonant, voiced, soft sounds. Before setting the sound “th”, speech therapy gymnastics is carried out, then the sound is set by imitation, which is accompanied by tactile sensations and demonstration of articulation. Sound production can be done by pronouncing the sound combinations “ya” at a fast pace, using the sound “z”, pressing the tip of the child’s tongue when pronouncing the sound - the sound “th” is obtained. The sound “th” is heard when the sound “h” is pronounced.
Setting the sound "ts"
The sound “ts” is introduced after the child begins to pronounce the sounds “s” and “t” well. With the rapid repetition and merging of the sounds “t-s”, the sound “ts” is obtained. The sound of the sound “ts” can be achieved by imitation. The child’s palm is brought to the speech therapist’s mouth, the sound “ts” is pronounced with a strong exhalation - the child feels a stream of cold air on his palm. The doctor shows the child the position of the tongue, lips and teeth when pronouncing a sound. Then the child must repeat several times the syllables consisting of the sound combination “ts” and vowels.
When pronouncing a sound, the tip of the tongue rests on the front teeth, the tongue is curved and raised, the lateral edges of the organ are tense. When pronouncing a sound, the tip of the tongue moves away from the front teeth, increasing the flow of air. The part of the tongue adjacent to the palate is lowered. When pronouncing, the teeth are brought together, the lips are stretched into a smile. The air comes out with a push when the palate and tongue open; the palm applied to the mouth feels a strong and cold stream. To consolidate the result, the doctor pronounces tongue twisters with the child and plays games to identify the sound “ts” with his eyes closed.
In case of interdental sigmatism, for good pronunciation of the sound, a spatula or a teaspoon is used, which is used to fix the tip of the tongue on the inside of the lower teeth while pronouncing the sound. The middle part of the tongue should connect to the hard palate. With labiodental sigmatism, the lower lip interferes with the pronunciation of sounds. To ensure the purity of sound pronunciation, the doctor holds the child’s lower lip while the child learns to pronounce forward and backward syllables containing the sound “ts”. The production of the sound “ts” is carried out through daily activities with the child, through games, and pronouncing tongue twisters.
In the process of automating vowel sounds
the following exercises are performed:
1. Pronouncing vowels:
- long in time and loud in sound;
- short in time and loud in sound;
- long in time and quiet in sound;
- short in time and quiet in sound (but not a whisper);
- pronouncing a chain of vowel sounds in one speech exhalation;
- pronouncing a sound series with a change in logical stress.
DIPHTHONGS
The invocation of diphthongs begins only if the two component vowels are correctly reproduced and clearly pronounced.
Initial position:
such as for the first vowel sound.
Reproduce the movement and pronounce the vowel [I]. Without an interval in movement and pronunciation, move on to movement and pronunciation of the second vowel. By reducing the time of movement and pronunciation to a minimum, we get a diphthong.
What remains for automation is a short movement to work the corners of the mouth while pronouncing a diphthong, that is, at the beginning of the movement, the index fingers are strongly turned towards themselves at the level of the corners of the mouth. When pronouncing the diphthong, make semicircular movements with your index fingers away from you and towards you.
| IA | AND ABOUT | PS | IE |
Sounds [R], [L], [M], [N], [Y].
| Stages of working on sound | Description of movements | Movement pattern |
| The sound [M] is consonant, sonorous, hard. The lips are closed without tension; the distance between the incisors and the position of the tongue depend on the next vowel; the soft palate is lowered, the exhaled stream of air passes through the nose; The vocal cords are tense, brought together and vibrate, resulting in the formation of the voice. | ||
| Summoning | I.P. Hands in front are raised, palms up, fingers rounded. Pronounce a short [A], and without an interval in movement and pronunciation, switch to movement and pronunciation [M__]. That is, after [A], the hands rise and turn their backs to the cheeks, the elbows are raised. On [M__], the palms are brought forward, slightly upward. Dynamics. Minor muscle tension turns into tension. | |
| Automation in syllables | To the sound [M], the hands, palms facing away from you, move forward from the chest. At the same time, sound combinations are pronounced: AMA, AMO, AMU, AMY, AME, OMA, OMO, etc. | |
| Automation in words | To the sound [M], the hands, with palms facing away from you, move from the chest forward and down. | |
| Automation in proposals | To the sound [M], the hands, palms facing away from you, move from the stomach down. | |
| Automation in text | To the sound [M], the hands, with palms facing away from you, move from the stomach down and to the sides. | |
| The sound [N] is consonant, sonorous, hard. The lips are in the position of the next vowel; the front teeth are close together, but not closed; the front part of the back of the tongue when combining [N] with the vowels [A], [O], [U], [Y] is pressed against the upper teeth and alveoli, forming a stop with them, which opens when moving to a vowel; the soft palate is lowered, as a result of which exhalation occurs through the nose; The vocal cords are tense, brought together and vibrate, and a voice is formed. | ||
| Summoning | I.P. Arms are bent at the elbows, elbows pointing down; hands at chest level, palms pressed towards you; chin down. When pronouncing [NA], the arms are sharply spread in different directions, at the same time the head is thrown back, and the lower back bends, the muscles of the thighs are tense. Dynamics. Significant. | |
| Automation in syllables | When pronouncing [N], the movement is carried out from the chest with a transition to the movement corresponding to the subsequent vowel sound. At the same time, the syllables are pronounced: NA, BUT, NU, NY, NE, etc. | |
| Automation in words | Movement to the sound [H] is reproduced from the diaphragm. | |
| Automation in proposals | Raising the hands from the abdomen. | |
| Automation in text | Raising the hands from the abdomen. | |
| The sound [L] is consonant, sonorous, hard. The lips are open, occupy a neutral position or the position necessary to pronounce the preceding (following) sound; teeth are close together, open; the tip of the tongue rests on the upper incisors or their gums, the front and middle parts of the back of the tongue are lowered, the lateral edges of the tongue are also lowered, between them and the molars there are gaps through which an air stream emerges, the back of the back of the tongue is raised to the soft palate and somewhat pulled back ; the soft palate is raised, the air stream goes through the mouth; The vocal cords are tense, brought together and vibrate, and a voice is formed. | ||
| Summoning | I.P. Arms bent at the elbows, elbows down, slightly pushed forward. The hands at the level of the cheeks are strongly turned towards oneself, the thumbs are directed forward, the chin is raised. Pronouncing [LA], reproduce a sharp, semicircular movement with strong dynamics with your hands and forearms, jump forward. Dynamics.Strong. | |
| Automation in syllables | Hands at chest level. When pronouncing [L], reproduce a semicircular movement with the hand and forearm away from you. | |
| Automation in words | Hands at diaphragm level, palms up. To the sound [L], reproduce a semicircular movement with the hand and forearm down. | |
| Automation in proposals | Hands in front at the bottom with palms forward. To the sound [L], perform a semicircular movement with the hand and forearm towards you. | |
| Automation in text | Hands in front at the bottom with palms forward. To the sound [L], perform a semicircular movement with the hand and forearm towards you. | |
| The sound [R] is consonant, sonorous, hard. The lips are in the position of the next vowel; teeth at a distance of several millimeters; the tip of the tongue is raised to the alveoli, tense and vibrating; the edges of the tongue are pressed against the lateral teeth; there is an air stream in the middle of the tongue; the soft palate is raised, pressed against the back wall of the pharynx, air flows through the mouth; The vocal cords are tense, brought together and vibrate, and a voice is formed. | ||
| Summoning | I.P. Arms are bent at the elbows, elbows apart, hands clenched into fists at the level of the diaphragm. When pronouncing [R__], intensively rotate one fist around the other away from you, while simultaneously tilting your torso slightly forward. The knees are straight and tense when pronouncing the sound. Dynamics. Very strong. | |
| Automation in syllables | Fists at the level of the diaphragm. When pronouncing [R], rotate one fist around the other with the transition to the movement of the subsequent vowel sound: RA, RO, RU, RU, RY, RE. | |
| Automation in words | Fists at the level of the diaphragm with the back side up, elbows down. When pronouncing [P], reproduce a semicircular movement with your fists and forearm up. | |
| Automation in proposals | Fists at stomach level with the back side up. When pronouncing [P], reproduce a semicircular movement with your fists and forearm up. | |
| Automation in text | Fists on the sides below. When pronouncing [R], reproduce a semicircular movement with your fists and forearm forward. | |
| The sound [Y] is consonant, sonorous, soft. Lips are close to teeth; teeth close together; the tip of the tongue is behind the lower incisors; the lateral edges of the tongue are pressed from the inside to the molars; the middle part of the back of the tongue rises to the hard palate and forms a gap with it through which the exhaled stream of air passes; the soft palate is raised, pressed against the back wall of the pharynx, the air stream goes through the mouth; The vocal cords are tense, brought together and vibrate, and a voice is formed. | ||
| Summoning | I. I.P. Hands in front, raised at the level of the diaphragm, elbows not fully straightened, fingers rounded. Back straight, legs together. Reproduce the movement and say a short [A]. Without an interval in movement and pronunciation, go to movement and pronounce a quick [I], jump up (it turns out [AI]). Reducing the time of movement and pronunciation to a minimum, reproduce the movement with the index fingers from the corners of the mouth forward and towards yourself, pronouncing [Y]. II. I.P. Hands in front below are roundly connected. Play the movement and say a short [O]. Without an interval in movement and pronunciation, go to movement and pronounce a quick [I], jump up (it turns out [OH]). Reducing the time of movement and pronunciation to a minimum, reproduce the movement with the index fingers from the corners of the mouth forward and towards yourself, pronouncing [Y]. | I II. |
Sounds [S], [Z], [C].
| Stages of working on sound | Description of movements | Movement pattern |
| The sound [S] is consonant, dull, hard. The lips smile; the teeth are close together, but not closed; the wide tip of the tongue is located behind the lower incisors; the front part of the back of the tongue forms a gap with the upper teeth or alveoli; in the middle of the tongue (along a narrow groove-shaped gap) there is a cold stream of air; the soft palate is raised, pressed against the back wall of the pharynx; the air stream flows through the mouth; the vocal folds are not tense, open. | ||
| Summoning | I.P.: hands in front of the chest, palms facing away from you, fingers open. When pronouncing [С___], reproduce the movement of the hands away from you, slightly lifting them up, and, under the pressure of the shoulder girdle, the hands fall down parallel to the floor. Elbows apart. Following the hands, the head drops; hips and knees are tense. The dynamics are very strong. | |
| Automation in syllables | In straight syllables: SA, SO, SU, SY - movements from the chest with the palms forward and slightly down; without any interval in movement and pronunciation we switch to a vowel sound. Knees straight, tense; the lower back is arched. | |
| Automation in words | Starting with words, movements are played only to automated sound. The palms move down from the chest to the level of the abdomen. | |
| Automation in proposals | The palms move down from the level of the diaphragm. | |
| Automation in text | The palms are located on the sides, at the bottom; during the pronunciation process, they are slightly lowered parallel to the floor. | |
| The sound [З] is consonant, sonorous, hard. The lips smile; the teeth are close together, but not closed; the wide tip of the tongue is located behind the lower incisors; the front part of the back of the tongue forms a gap with the upper teeth or alveoli; in the middle of the tongue (along a narrow groove-shaped gap) there is a cold stream of air; the soft palate is raised, pressed against the back wall of the pharynx; the air stream flows through the mouth; the vocal folds are tense, closed, and vibrate. | ||
| Summoning | IP: arms bent at the elbows, elbows pointing down. The shoulder is pressed to the sides. The hands are tightly clenched into fists at chest level. When pronouncing [З___], intensively vibrate your fists and forearm. The shoulder remains pressed to the sides. While the vibration is being played, the chin drops down and the knees bend. The dynamics are very strong, shaking. | |
| Automation in syllables | In straight syllables, the position of the hands is as in evocation, with a sharp transition to a vowel, without intervals in movement and pronunciation. | |
| Automation in words | The fists are directed forward; during vibration, the shoulders do not come off the sides. | |
| Automation in proposals | Elbows pressed to hips; fists pointing forward and down. | |
| Automation in text | Fists point down, shoulders pressed to the sides. | |
| *At all levels of movement reproduction, when automating [Z], the knees bend slightly. | ||
| The sound [C] is consonant, dull, hard. Lips smile; the teeth are close together, but not closed; the wide tip of the tongue is lowered behind the lower incisors; the front part of the back of the tongue first forms a bond with the upper teeth, which imperceptibly passes into the gap between them; in the middle of the tongue there is a strong short air stream, which is felt by the back of the hand brought to the mouth, like a push air; the soft palate is raised to the back wall of the pharynx, closing the passage into the nasal cavity, the air stream flows through the mouth; the vocal folds are not tense, open. | ||
| Summoning | IP: arms are bent at the elbows, hands at the level of the diaphragm are strongly clenched into fists. Raise your fists up, sharply unclench your fists, pronounce [T]. Without an interval in movement and pronunciation, switch to movement and pronunciation [С___]. By reducing the time of movement and pronunciation to a minimum, we get [Ts]. The dynamics are strong. For automation, all that remains is a short upward “squirt” movement, that is, upward movements of the fingers at mouth level. | |
| Automation in syllables | The arm of the leveler or chin. | |
| Automation in words | Arm at chest level. The “sprinkler” is directed forward. | |
| Automation in proposals | Hands at abdominal level. The “sprinkler” is directed forward and downward. | |
| Automation in text | Hands in front below. The “sprinkler” is directed downwards. |
Sounds [Ш], [Х], [Ш], [Ч].
| Stages of working on sound | Description of movements | Movement pattern |
| The sound [Ш] is consonant, dull, hard. The lips are rounded and slightly pushed forward; the teeth are close together; the wide tip of the tongue is raised to the alveoli or to the anterior edge of the hard palate and forms a gap with them; the middle part of the back of the tongue descends, but the edges of the tongue are pressed against the lateral teeth; the back of the back of the tongue rises and pulls back; a warm air stream flows in the middle of the tongue; the soft palate is raised, air flows through the mouth; the vocal folds are not tense, they are open, the voice is not formed. | ||
| Summoning | IP: arms bent at the elbows, elbows “looking” down; hands at chest level with palms facing away from you, fingers open. When pronouncing [Ш___], reproduce S - a shaped, wave-like movement of the arms, head, torso and legs. At the end of playback, press your shoulders to your sides, stop your fingertips sharply no higher than the level of your mouth (to form a “cup” from the tip of your tongue); jump up; lift your chin. The dynamics are very strong. | |
| Automation in syllables | Automation of the sound [Ш] begins with reverse syllables. After moving to the vowel sound, smoothly switch to a circular movement with your hands at chest level with your palms facing away from you. | |
| Automation in words | Reproduce a circular motion with your hands at the level of the diaphragm (palms turned down). | |
| Automation in proposals | Reproduce a circular movement with your hands (hands in front below, palms facing you). | |
| Automation in text | Hands at the sides below (along the body). When pronouncing the sound [Ш], the hands tense, the fingers open. | |
| The sound [ZH] is consonant, sonorous, hard. The lips are rounded and slightly pushed forward; the teeth are close together; the wide tip of the tongue is raised to the alveoli or to the anterior edge of the hard palate and forms a gap with them; the middle part of the back of the tongue descends, but the edges of the tongue are pressed against the lateral teeth; the back of the back of the tongue rises and pulls back; a warm air stream flows through the middle of the tongue; the soft palate is raised, air flows through the mouth; the vocal folds are tense, fluctuate and give voice. | ||
| Summoning | IP: arms bent at elbows at chest level, tightly clenched into fists. When pronouncing [Zh___], reproduce S - a shaped, wave-like movement with your fists, head, torso and legs. At the end of the play, turn your fists towards yourself and stop them under your chin, while simultaneously jumping up and pressing your shoulders to your sides. The dynamics are very intensely trembling. | |
| Automation in syllables | Automation of the sound [Zh] begins with straight syllables. Reproduce a circular movement with your fists at chest level and, without any interval in movement and pronunciation, smoothly transition to movement and pronunciation of a vowel sound. | |
| Automation in words | Reproduce a circular motion with your fists at the level of the diaphragm. | |
| Automation in proposals | Reproduce a circular motion with your fists (hands in front at the bottom). | |
| Automation in text | Hands at the sides below (along the body). When pronouncing the sound [Zh], the hands gather into fists. | |
| The sound [Ш] is consonant, dull, soft. Lips moved forward; the teeth are close together; the wide tip of the tongue is raised to the alveoli and forms a gap with them; there is an air stream in the middle of the tongue; the soft palate is raised, pressed against the back wall of the pharynx, closing the passage into the nasal cavity, the air stream flows through the mouth; the vocal folds are not tense, they are open, the voice is not formed. | ||
| Summoning | IP: arms bent at the elbows, elbows “looking” down, hands at chest level with palms facing away from you, fingers open, tense. Reproduce a circular motion in front of you, pronouncing [Ш]; without an interval in movement and pronunciation, switch to movement and pronunciation of a fast [I]; jump up (it turns out [SPI]). Reducing the time of movement and utterance to a minimum, reproduce a short semicircular movement with your palms, followed by movement with your index fingers, which are slightly raised in front of the chest. To automate and differentiate sound [Ш], play short semicircular movements with your index fingers from top to bottom. The dynamics are strong. | |
| Automation in syllables | The movement is accompanied only by the sound [Ш] (index fingers at chest level). | |
| Automation in words | Reproduce the movement with your index fingers at the level of the diaphragm. | |
| Automation in proposals | Reproduce the movement with your index fingers in front below. | |
| Automation in text | Reproduce the movement with your index fingers on the sides below (arms along the body). | |
| The sound [H] is a consonant, dull, soft. The lips are rounded and slightly pushed forward; teeth do not close; the tip of the tongue, together with the back, forms a bridge in the upper teeth or alveoli. This bow imperceptibly passes into the gap between them; there is a short air stream in the middle of the tongue; the soft palate is raised, pressed against the back wall of the pharynx, an air stream flows through the mouth; the vocal folds are not tense, they are open, the voice is not formed. | ||
| Summoning | IP: The arms are bent at the elbows, the hands at the level of the diaphragm are strongly clenched into fists. Raise your fists up, sharply unclench your fists, pronounce [T]. Without an interval in movement and pronunciation, switch to movement and pronunciation of the sound [Ш]. By reducing the time of movement and pronunciation to a minimum, we get the sound [H]. At the same time, reproduce the movement of the thumbs from yourself forward at waist level (the remaining fingers are collected). The dynamics are strong. | |
| Automation in syllables | Reproduce the movement with your thumbs at waist level. | |
| Automation in words | Reproduce the movement with your thumbs at hip level. | |
| Automation in proposals | Reproduce the movement with your thumbs in front below. | |
| Automation in text | Reproduce the movement with your thumbs on the sides below (arms along the body). |
Sounds [P], [T], [K], [B], [D], [G].
| Stages of working on sound | Description of movements | Movement pattern |
| The sound [P] is consonant, dull, hard. The lips are closed and open under the pressure of exhaled air; the tip of the tongue moves slightly away from the lower teeth; tongue flat; the exhaled stream of air passes through the mouth; the vocal cords are not tense, the voice is not formed. | ||
| Summoning | I.P. Arms are bent at the elbows, hands at the level of the diaphragm are gathered into fists. When pronouncing [PA – PA – PA], do not alternately sharply lower one or the other fist. Breathing is voluntary. The dynamics are insignificant. | |
| Automation in syllables | Hands at the level of the diaphragm are gathered into fists. Play the sound [P] with a transition to a vowel without an interval in movement and pronunciation (work is carried out in forward and backward syllables). | |
| Automation in words | Play the sound [P] downwards with two fists at the level of the diaphragm. | |
| Automation in proposals | Reproduce a downward movement with your fists at abdominal level. | |
| Automation in text | Reproduce the downward motion with your fists in front below. | |
| The sound [T] is consonant, dull, hard. The lips are in the position of the next vowel; the teeth are close together, but not closed; the front part of the back of the tongue, when [T] is combined with the vowels [A], [O], [U], [Y], is pressed against the upper teeth and alveoli, forming a closure with them, exploded by an exhaled stream of air; the soft palate is raised and pressed against the back wall of the pharynx so that it closes the passage into the nasal cavity, the air stream goes through the mouth; the vocal cords are not tense, they are spread apart, the voice is not formed. | ||
| Summoning | I.P. The arms are bent at the elbows, the hands at the level of the diaphragm are strongly clenched into fists. When pronouncing [TA – TA – TA], alternately raise up and “throw” down the hand of one or the other hand, unclenching your fist and slightly tilting your torso. At the same time, forcefully stomp the corresponding foot. The dynamics are very strong. | |
| Automation in syllables | Reproduce a sharp movement by opening the hands downwards at the level of the diaphragm with a transition to a vowel without an interval in movement and pronunciation (the work is carried out in forward and backward syllables). | |
| Automation in words | Reproduce a sharp movement by opening the hands downwards at the level of the diaphragm. | |
| Automation in proposals | Perform a sharp movement by opening the hands downwards at the level of the abdomen. | |
| Automation in text | Reproduce a sharp movement by opening the hands in front below. | |
| The sound [K] is consonant, dull, hard. The lips are open and in a neutral position; teeth are open; the tip of the tongue lies at the lower teeth and does not touch them, the front and middle parts of the back of the tongue are lowered, the lateral edges of the tongue slightly touch the back of the hard palate, the back of the back of the tongue is raised and rests against the soft palate; the soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity; upon exiting, the air stream enters the oral cavity and explodes the closure between the back of the back of the tongue and the soft palate; the vocal cords are not tense, they are spread apart, the voice is not formed. | ||
| Summoning | I.P. Arms are bent at the elbows, elbows are raised, hands are clenched into fists at the level of the collarbones. Before playing, group up: press your fists to your chest, bring your elbows forward, lower your head and bend your knees. When pronouncing [K] or [KA], simultaneously sharply throw back your head; push your elbows back (without lowering them or spreading your fists); jump back. The dynamics are strong. | |
| Automation in syllables | Reproduce a sharp movement of the elbows back at waist level with a transition to a vowel without an interval in movement and pronunciation (work is carried out with forward and backward syllables). | |
| Automation in words | Reproduce a sharp movement with your elbows back at waist level. | |
| Automation in proposals | Reproduce a sharp movement with your elbows back at waist level. | |
| Automation in text | Reproduce a sharp movement with your elbows back at waist level. | |
| The sound [B] is consonant, sonorous, hard. The lips are closed and open under the pressure of exhaled air; the tip of the tongue moves slightly away from the lower teeth; tongue flat; the exhaled stream of air passes through the mouth; The vocal cords are tense, brought together and vibrate, and a voice is formed. | ||
| Summoning | I.P. Arms are bent at the elbows, elbows down. Hands at chest level with palms facing you. When pronouncing [BA – BA – BA], weakly shake your hands away from you, at the same time tilt your torso forward (so as not to puff out your cheeks). For the final [BA] (for voicing), straighten your body, raise your arms up and, tilting your torso, “throw” it down. The dynamics are insignificant. | |
| Automation in syllables | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation, without tilting the body forward (work is carried out with forward syllables; when pronouncing reverse syllables for voicing after [B], it is necessary to pronounce [MA] without movement). | |
| Automation in words | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation, without tilting the body forward. | |
| Automation in proposals | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation, without tilting the body forward. | |
| Automation in text | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation, without tilting the body forward. | |
| The sound [D] is consonant, sonorous, hard. The lips are in the position of the next vowel; the teeth are close together, but not closed; the front part of the back of the tongue, when [D] is combined with the vowels [A], [O], [U], [Y], is pressed against the upper teeth and alveoli, forming a stop with them, exploded by an exhaled stream of air; the soft palate is raised and pressed against the back wall of the pharynx so that it closes the passage into the nasal cavity, the air stream goes through the mouth; The vocal cords are tense, brought together and vibrate, resulting in the formation of the voice. | ||
| Summoning | I.P. Arms bent at the elbows, elbows down, hands at chest level with palms facing away from you, fingers open. When pronouncing [YES - YES - YES], make affirmative movements with your hands and head. The dynamics are strong. | |
| Automation in syllables | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation (work is carried out with direct syllables; when pronouncing reverse syllables for voicing after [D], it is necessary to pronounce [MA] without movement). | |
| Automation in words | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation. | |
| Automation in proposals | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation. | |
| Automation in text | Reproduce the movement of the hands away from you with the transition to a vowel without an interval in movement and pronunciation. | |
| The sound [G] is consonant, sonorous, hard. The lips are open and in a neutral position; teeth are open; the tip of the tongue lies at the lower teeth and does not touch them, the front and middle parts of the back of the tongue are lowered, the lateral edges of the tongue slightly touch the back of the hard palate, the back of the back of the tongue is raised and rests against the soft palate; the soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity; upon exiting, the air stream enters the oral cavity and explodes the closure between the back of the back of the tongue and the soft palate; The vocal cords are tense, brought together and vibrate, resulting in the formation of the voice. | ||
| Summoning | I.P. Arms are bent at the elbows, elbows pressed to the sides; hands at shoulder level; straight fingers are connected, supported from below by the thumb. The beaks are directed downwards; knees bent. When pronouncing [GA – GA – GA], simultaneously sharply throw back your head, separate your fingers, and jump back. The dynamics are strong. | |
| Automation in syllables | Reproduce a sharp movement with separation of the fingers at shoulder level (work is carried out with forward syllables; when pronouncing reverse syllables for voicing after [G], it is necessary to pronounce [MA] without movement). | |
| Automation in words | Perform a sharp movement with the fingers separated at shoulder level. | |
| Automation in proposals | Perform a sharp movement with the fingers separated at shoulder level. | |
| Automation in text | Perform a sharp movement with the fingers separated at shoulder level. |
Sounds [F], [V], [X].
| Stages of working on sound | Description of movements | Movement pattern |
| The sound [F] is consonant, dull, hard. The lower lip is close to the edges of the upper incisors; there is a gap in the middle for the passage of air; the upper lip is slightly raised; The position of the tongue depends on the next vowel; the upper incisors are visible, the lower ones are covered by the lower lip; the soft palate is raised, the exhaled stream of air passes through the mouth; the vocal cords are not tense, the voice is not formed. | ||
| Summoning | I.P. The arms are bent at the elbows, the hands at ear level are strongly turned away from you, the fingers are sharply open, the shoulder blades are connected; the lower back is arched. When pronouncing [F___], the chin goes down, the hands spread to the sides, the elbow joints do not straighten completely; The muscles along the spine tense. The dynamics are strong. | |
| Automation in syllables | Reproduce the movement to the sound [F] without an interval in movement and pronunciation, switch to movement and pronunciation of the vowel sound. | |
| Automation in words | Reproduce the movement to the sound [F] with your hands from the shoulder, palms turned away from you. | |
| Automation in proposals | Play the movement to the sound [F] from the sides slightly downwards. | |
| Automation in text | Play the movement to the sound [F] from the sides slightly downwards. | |
| The sound [B] is consonant, sonorous, hard. The lower lip is close to the edges of the upper incisors; there is a gap in the middle for the passage of air; the upper lip is slightly raised; The position of the tongue depends on the next vowel; the upper incisors are visible, the lower ones are covered by the lower lip; the soft palate is raised, the exhaled stream of air passes through the mouth; The vocal cords are tense, brought together and vibrate, and a voice is formed. | ||
| Summoning | I.P. Arms are raised and extended along the shoulder line; palms pointing down, fingers open; the lower back is arched. When pronouncing [В___], reproduce rocking movements with your arms and torso, lower your chin down, while maintaining tension in your hand, forearm, shoulder and thigh muscles. The dynamics are shaking and strong. | |
| Automation in syllables | Reproduce the movement to the sound [B] from the starting position, without an interval in the movement and pronunciation, switch to the movement and pronunciation of the vowel sound (work is carried out with direct syllables; when pronouncing reverse syllables for voicing after [B], it is necessary to pronounce [MA] without movement). | |
| Automation in words | Reproduce the movement to the sound [B] with straight arms at waist level. | |
| Automation in proposals | Reproduce the movement to the sound [B] with straight arms at waist level. | |
| Automation in text | Reproduce the movement to the sound [B] with straight arms at waist level. | |
| The sound [X] is consonant, dull, hard. The position of the lips and the distance between the incisors depend on the subsequent sound; the tip of the tongue is lowered; the back of the tongue is raised to the palate and comes into contact with it, leaving a narrow gap along the midline through which a stream of exhaled air passes; the soft palate is raised and closes the passage to the nose; The vocal cords are open and no voice is formed. | ||
| Summoning | I.P. Arms bent at the elbows, elbows raised; the shoulder blades are connected and tense; the lower back is arched; The palms are turned away from you at neck level, the fingers are open. When pronouncing [Х___], the arms are brought forward long and smoothly, the chin is lowered, and the elbows remain at shoulder level; hips and knees are tense. The dynamics are strong. | |
| Automation in syllables | Reproduce the movement to the sound [X] with your hands from the neck (elbows slightly lowered), without an interval in movement and pronunciation, switch to movement and pronunciation of the vowel sound. | |
| Automation in words | Reproduce the movement to the sound [X] with your hands at the level of the diaphragm away from you. | |
| Automation in proposals | Reproduce the movement to the sound [X] with your hands at the level of the diaphragm away from you. | |
| Automation in text | Reproduce the movement to the sound [X] with your hands at the level of the diaphragm away from you. |
Setting the sound "sh"
Setting the sound “ch” for dysarthria and the sound “sh”, “d”, “zh”, “sch”, “ts”, “g”, “b”, “r”, as well as setting the sound “z” for dysarthria carried out in the second stage. Methods for making the sound “sh” for dysarthria are used after the child learns to make a cup with his tongue. The wide tongue rises to the upper teeth, preventing air from passing through the edges. The tip of the tongue forms a gap with the palate. The child should exhale warm air with some effort; vibration should not be created in the larynx. The sound “sh” can be corrected from the sound “r” and the syllable “ksh”. Sound production is carried out using a spatula or spatula, which helps slow down the vibration of the tongue and the result is hissing. Sound production can be done by imitation.
Correction of sound pronunciation disorders in dysarthria
When correcting sound pronunciation disorders, the principle of an individual approach is used. It is important to identify the child’s compensatory capabilities, i.e. preserved articulatory movements, sounds, syllables and words that are pronounced correctly. First of all, for correction, those sounds are selected that are closest to the child’s correct pronunciation, or those whose articulatory patterns are the simplest.
A feature of speech therapy work for dysarthria is a significantly longer period of time for practicing each sound and adherence to a certain sequence in working on sounds.
The sequence of work on sounds is determined by the degree of accessibility of sounds for pronunciation (ease of articulation) and the gradual transition from lesser to greater pronunciation difficulties.
Before proceeding with the formation of articulatory praxis at the stages of production, automation and differentiation of sounds, it is necessary to develop or clarify phonemic processes. Before calling and staging sounds, you need to achieve their distinction by ear. When correcting sound pronunciation disorders, the following stages of speech therapy work are distinguished.
1. Development of new pronunciation skills. The speech therapist must model the main articulatory structures (dorsal, cacuminal, alveolar, palatal). Each of these positions determines, respectively, the articulation of whistling, hissing, sonorant and palatal sounds. When the child masters a number of articulatory movements, the speech therapist proceeds to develop a series of sequential movements, performed clearly, exaggeratedly, based on visual, auditory, and kinesthetic control. The sequence of actions and instructions of the speech therapist may be as follows: “Look in the mirror, as I do”; “Look at yourself in the mirror and do the exercise “Fence” (“Tube”, “Shovel”)”; “Look carefully at yourself in the mirror. What position are your lips and tongue in?”; “Do that move again.” This sequence of movements is aimed at the formation of clear kinesthesia and thereby helps to reduce apraxic disorders that occur with dysarthria. Gradually, the child’s articulatory base is prepared to clarify or evoke disturbed sounds.
2. Determining the sequence of speech therapy work to correct sound pronunciation disorders. For dysarthria, depending on the presence of pathological symptoms in articulatory motor skills in children and the degree of its severity, the speech therapist individually determines the sequence of work on sounds. In some cases, you should not adhere to the traditional procedure, which recommends staging with broken whistling sounds. When working to correct sound pronunciation in dysarthria, it is advisable to evoke that group of sounds whose articulatory structure has “ripened” first of all. In many children with speech-motor disorders, the production and further automation of more “complex” sounds, such as hissing or sonorous sounds, are first better achieved. In this case, whistling sounds will be corrected later, after the dorsal position has “matured,” which is often one of the most difficult for children with dysarthria.
3. Staging or stimulating the direct evocation of an isolated sound. This work for dysarthria is carried out in the same way as for any other phonetic disorder, including dyslalia. The speech therapist uses classical methods of producing sounds (by imitation, mechanical, mixed methods). The time and methods of producing sounds are chosen individually. In some cases, it is enough just to “clarify” the sound being processed. One of the methods for producing sounds for dysarthria is the method of phonetic localization. The child evokes an “analog” of sound that does not completely coincide in its acoustic and articulatory characteristics with the standard of correct speech, but at the same time is clearly opposed to all other speech sounds. For a child with a speech-motor disorder, approximate pronunciation of a sound is a certain step on the path to mastering normal articulation. At the same time, mastery of a sound analogue is sufficient for the child to be able to operate with it while working on the development of phonemic concepts and sound analysis skills (G.V. Chirkina).
4. Automation (fixation of the evoked sound) is the most difficult and lengthy stage of speech therapy work for dysarthria. Often in practice, speech therapists are faced with the fact that in isolation children pronounce all sounds correctly, but in the flow of speech the sounds lose their differentiated characteristics and are pronounced distorted. It is necessary to pay careful attention to the automation of sounds in lexical material of varying complexity. First, automation is carried out in syllables of different structures (where all sounds are pronounced exaggerated), then in words of different syllabic structures, where the sound being fixed is in different positions (at the beginning, at the end, in the middle). The sounds are then automatized in sentences rich in the control sound. It is very important that the lexical material excludes sounds that are pronounced distorted by the child or have not yet been fixed. All lexical material proposed for automation must be semantically accessible to the child.
5. Differentiation of the delivered sound in pronunciation with oppositional phonemes. The sequence of presented lexical material is similar to the sequence when automating a given sound. First, 2 syllables are offered (sa-sha, as-ash, sta-shta, tsa-tsha, etc.), then 3 syllables. Then pairs of words are given, different in syllable structure.
6. Development of communication skills. One of the most difficult areas of work is developing self-control skills in a child. Speech therapists are often faced with a situation where a child, when in contact with a speech therapist in an office setting, demonstrates acquired skills in speech. But when the situation changes, in the presence of other people, the skill that seemed strong disappears, the child returns to the previous stereotypical (distorted) pronunciation. To develop communication skills, the child’s active position, his motivation to improve his speech and, of course, long-term speech therapy work are necessary.
It is traditional to introduce sound into speech when memorizing poetry, composing sentences, stories, retelling texts, etc.
Making the sound "p"
At the first stage of treatment, the sound “p” is automated and the sound “p” is differentiated. The order of sound production depends on the degree of difficulty for pronunciation, the gradual transition from easy to pronounce to difficult to pronounce sounds. The order of sounds will depend on the similarity in articulation and acoustics. The sound “p” is labiodental, oral, plosive, stop, instantaneous, voiceless. At the moment the sound is pronounced, the lips are closed and tense, then the lips open and the air pushes out. There is a small distance between the teeth, the soft palate closes the passage to the nose, the vocal cords are open. Sound production is based on imitation, speech motor rhythms are used.
Staging hissing sounds
Training takes place through classes; methods for producing hissing sounds depend on the diagnosis and the level of psychomotor dysfunction. The principle of an individual approach is used; classes should develop the child emotionally and intellectually. During the production of sounds, visual, auditory and tactile analyzers are connected, motor-kinesthetic, auditory-visual-kinesthetic, and didactic methods are used. Active and passive articulatory gymnastics and massage are performed.
