Individual plan of work with a child with ODD levels 1–2, motor alalia

Work program to overcome OHP for 1st grade

Municipal educational institution

"Dubkovskaya Secondary School" of the Yaroslavl Municipal District

I APPROVED

Protocol method. Association School Director Sukhova N.N.

№ 1 dated 08/28/2015 Order No.__________ dated__________

Head Frolova I.V.

WORKING PROGRAMM

to overcome general speech underdevelopment in 1st grade students for the 2015-2016 academic year

Program developer

teacher speech therapist

Emelyanova E.V.

2015-2016 academic year year

Explanatory note.

This program was developed on the basis of the “Program of speech therapy work to overcome general speech underdevelopment in children” by T.B. Chirkina, G.V. Filicheva.

One of the important indicators of a child’s successful education at school is his speech development, which does not always correspond to the age level of development of the student. There is a need for special classes on speech development.

Currently, some first-graders in general education schools have not developed the phonetic-phonemic and lexical-grammatical aspects of speech by the beginning of the school year. The lack of formation of all components of speech, called general underdevelopment of speech (GSD), is a serious obstacle to students’ assimilation of program material, because uncorrected aspects of oral speech are most often reflected in reading and writing.

In addition, a child with ODD, as a rule, has insufficiently developed mental processes (as a secondary manifestation of a speech defect) - memory, thinking, attention. Their correction is possible only in the process of eliminating OHP (as a primary defect).

Purpose of the program

. Prevention and elimination of underachievement caused by the general underdevelopment of students’ speech; creating a basis for successful mastery of general education programs.

Tasks of correctional and developmental work

. Each stage of corrective work to eliminate OHP solves a number of specific problems:

1. elimination of sound pronunciation defects;
2. formation of phonemic processes;
3. clarification and expansion of vocabulary;
4. formation of grammatical structure of speech;
5. formation of full-fledged coherent speech.

In addition to specific ones, there are a number of general tasks, the solution of which is carried out at all stages of correctional work:

1. activation of students' speech activity;
2. development of communication skills;
3. formation of the prosodic side of speech;
4. activation of attention, memory, thinking;
5. development of fine finger motor skills;
6. development of linguistic intuition;
7. individualization of correctional education.

Program structure

. The program has a certain structure, which you need to familiarize yourself with in detail before starting work on implementing the program material. The program consists of three stages of correctional and developmental work; the stages, in turn, are divided into periods.

Stage I of the program “Development of the phonetic-phonemic aspect of speech” is divided into two periods:

1st period. Formation of phonemic processes.

2nd period. Elimination of sound pronunciation defects.

Stage II of the program “Development of the lexical and grammatical aspects of speech” is also divided into two periods (for convenience, the numbering of periods continues further):

3rd period. Formation of the grammatical structure of speech.

4th period. Clarification and expansion of vocabulary.

Stage III of the “Development of Coherent Speech” program includes the final period:

5th period. Formation of full-fledged independent speech.

Features of planning correctional work.

Despite the stage-by-stage planning of correction, the work is built in an integrated manner, covering all stages simultaneously, but giving a predominant role to solving the problem of the current stage of correctional work. For example, in the process of solving the main task of stage I - streamlining the phonetic-phonemic aspect of speech - the prerequisites for normalizing the lexical and grammatical means of the language and the formation of coherent speech begin to be laid. And vice versa, during the passage of program material of stages II and III, the main tasks of which are the development of the lexical-grammatical structure of speech and the formation of coherent speech, the knowledge and skills acquired at the stage of development of the phonetic-phonemic side of speech are consolidated.

Work on periods within a stage proceeds in parallel. The formation of phonemic processes occurs simultaneously with the correction of sound pronunciation, i.e. the second period is intertwined with the first. At this stage of work, it is permissible to break a subgroup lesson into individual lessons (for example, when staging sound).

The formation of the grammatical structure of speech occurs simultaneously with the expansion of vocabulary, i.e. the fourth period is woven into the third. Lexical topics are not given in isolation; they are planned in the structure of topics to form the grammatical structure of speech.

The number of classes on each topic is determined by the composition of a particular group of students and their level of development of one or another speech component. Some topics are taught ahead of the traditional program, thereby creating the basis for their more successful assimilation in Russian language and reading lessons. Other topics, on the contrary, systematize and deepen the knowledge gained in the lessons.

When selecting speech material, the age and individual characteristics of children and the specifics of speech impairment of this group are taken into account. The work is carried out without the use of extra-program terms in a purely practical sense.

Timing for implementation of program material

. The program for the correction of level III–IV OHP is designed for 1 year of study. Classes are held with subgroups of students from September 15 to May 15.

From September 15 to the beginning of the third quarter (18 weeks) - the implementation of the first stage of the correctional program - provides 36 classes (hours), classes are held 2 times a week.

From the beginning of the third quarter to May 15 (11 weeks) - the implementation of stages II and III of the correctional program - provides 22 classes (hours), classes are held twice a week.

A full course of correctional and developmental education involves 58 lessons (hours) (29 weeks).

The program includes calendar and thematic planning of classes, which are allocated 3 hours per week.

From September 15 to the middle of the third quarter (19 weeks) - the implementation of the first stage of the correctional program - provides 57 classes (hours), classes are held 3 times a week.

From the middle of the third quarter to May 15 (10 weeks) - the implementation of stages II and III of the correctional program - provides 30 lessons (hours), classes are held 3 times a week.

A full course of correctional and developmental education involves 87 lessons (hours) (29 weeks).

The timing of correction may vary depending on a number of factors: the severity of speech underdevelopment, the child’s compensatory capabilities, the child’s psychophysiological characteristics, the state of his intelligence, the child’s regularity in attending classes, doing homework, etc.

Scope of application

. Despite the fact that the program is intended primarily to eliminate ODD, it can also be used to correct other speech disorders that are part of the ODD structure. For various speech disorders, correction covers different stages and periods of work and has different durations. Therefore, this program is suitable for correcting the following disorders:

• phonetic underdevelopment (PH). The timing of correction is determined by the clinic of the defect: 0.5-1 academic year for dyslalia, 1-2 academic years for an erased form of dysarthria and rhinolalia.;
• for the correction of phonemic speech underdevelopment (PSD), dyslexia against the background of PSD. Correction period: 0.5 - 1 academic year;
• phonetic-phonemic speech underdevelopment (FFSD), dyslexia against the background of FFSD. Correction period: 0.5-1 academic year; when complicated by an erased form of dysarthria and rhinolalia, the terms can last up to 2 years.

The program is addressed to speech therapists in secondary schools; can be used by primary school teachers to prevent speech disorders, improve the quality of knowledge, skills and abilities of students.

Basic requirements for knowledge, skills and abilities of students.

By the end of the first stage of correctional work, students should know:

1. structure of the articulatory apparatus;
2. acoustic-articulatory differences and similarities of sounds;
3. about the importance of proper breathing;
4. basic grammatical terms: speech, sentence, phrase, word, syllable, stress, vowel and consonant sounds, voiced and voiceless consonant sounds, hard and soft consonant sounds, position of a sound in a word, designation of a sound by a letter.

Students should be able to:

1. clearly pronounce all sounds of the Russian language in the speech stream;
2. name the differences between vowels and consonants;
3. correctly indicate sounds with letters;
4. perform sound-syllable analysis and word synthesis;
5. differentiate sounds that have subtle acoustic-articulatory differences, correctly designate them in writing;
6. determine the place of stress in a word;

By the end of the second stage of correctional work, students should know:

1. meanings of many lexical units;

Students should be able to:

1. use various methods of word formation and inflection;
2. make sentences using different parts of speech;
3. grammatically correctly link words in a sentence;
4. retell the text;
5. compose a text on a specific topic.

Calendar and thematic plan for the implementation of the program to overcome general speech underdevelopment in 1st grade students for the 2015-2016 academic year (58 hours per year)

Calendar and thematic plan for the implementation of the program to overcome general speech underdevelopment in 1st grade students for the 2015-2016 academic year (87 hours per year)

List of recommended literature:

1. Altukhova N. G. Learn to hear sounds. – St. Petersburg, 1999.
2. Becker K.P., Sovak M. Speech therapy: Trans. with him. – M., 1981.
3. Belobrykina O. A. Speech and communication. A manual for parents and teachers. – Yaroslavl: Development Academy, 1998 – 240s
4. Bondarenko A. N.. Word games in kindergarten. 2nd edition. — M.: Enlightenment. 1977.
5. Gaubich Yu. G., Lipkina Yu. S. Games in speech therapy work with children. Pos. for speech therapists. Ed. Seliverstova V.I. –2nd ed. – M.; Education. – 1979.
6. Zhukova N. S., Mastyukova E. M., Filicheva T. E. Overcoming general speech underdevelopment in preschool children. – M.; 1990.
7. Kashe G. A., Filicheva T. E.. A program for teaching children with underdevelopment of the phonemic structure of speech. – M., 1978.
8. Speech therapy. // Ed. Volkova L.S., Shakhovskaya S.N. – M.; 1998.
9. Speech therapy: Textbook. A manual for pedagogical students. Inst. //Ed. Volkova. – m.; 1989.
10. Levina R. E. On the genesis of writing impairment in children with ODD. Questions of speech therapy. – M.; 1959.
11. Basics of speech therapy with a workshop on sound pronunciation. // edited by T.V. Volosovets. – M.; 2002.
12. Fundamentals of the theory and practice of speech therapy. // Ed. R. E. Levina. – M.; 1968.
13. Paramonova L.G. Exercises for speech development. – St. Petersburg; Delta 1998. – 208.
14. Reznichenko T. S., Larina O. D. Speak correctly: sounds, words, phrases, speech.: Album for a teacher. – M.; Vlados, 2000. – 96 p.
15. Seliverstov V.I. Speech games with children. – M.; 1994.
16. Sergeev F. P. Speech errors and their prevention. – Volgograd: Teacher, 1999. – 96 p.
17. Tkachenko T. A. If a child speaks poorly. – St. Petersburg; 1997.
18. Filicheva T. B., Tumanova T. V. Children with phonetic-phonemic underdevelopment. Education and training. Educational and methodological manual for teachers and educators. – M.; 2000. – 80s.
19. Fomicheva M.F. Education of children with correct pronunciation. – M.; 1981.
20. Shvaiko G.S. Games and gaming exercises for speech development. // edited by Gerbova V.V., - M.; Enlightenment, 1983.

11

ONR: what is this?

You can suspect a general speech underdevelopment in a child if he said his first words late - by the age of 3 or even later; does not fulfill requests and exhibits low speech activity, does not try to verbally express his desires, and has neurological problems.

In children, not only the process of speech development as a whole is disrupted, but also the sequence and timing of mastering speech skills. In addition, they lag behind the age norm in other criteria, such as mental development.

OHP 1: characteristic of the violation

General underdevelopment of level 1 speech in a young child is characterized by the following signs:

• unformed phrasal speech;
• poor vocabulary;
• reducing sentences to one word;
• misunderstanding of the meanings of words, situational understanding of speech;
• features of articulation: it is incorrect, unclear, the baby pronounces sounds incorrectly or they are completely inaccessible to him;
• rearranging syllables, reducing words to 1 - 2 syllables;
• phonemic analysis of words is not available;
• the use of babble, gestures, facial expressions, amorphous words, and onomatopoeia in communication. Moreover, facial expressions are always applied to the location.

Thus, you don’t even need to be a doctor to understand that the baby has problems.

Level 1 ONR forms

There are 4 clinical forms of general speech underdevelopment of level 1. These include childhood aphasia, alalia, rhinolalia and dysarthria.

Childhood aphasia is an extremely rare disease, occurring in only 1% of children. They do not perceive and recognize speech poorly, do not master phrasal speech, and have difficulty establishing contact with other people. Childhood aphasia is very difficult to recognize in the early stages, so it is usually diagnosed late.

Alalia is underdevelopment of speech or its absence with intact hearing and intelligence. There are sensory and motor alalia. Children with motor alalia can begin to speak by the age of 4, they have poor coordination and fine motor skills, they replace some words with others, cannot express their thoughts, they have no desire to speak, they are touchy. With sensory alalia, children perceive speech incorrectly, repeat words after others, combine two words into one, and they often lack a connection between an object and the word denoting it. Such children can be withdrawn or, conversely, impulsive and very active.

Rhinolalia is manifested by incorrect sound pronunciation and changes in voice timbre. Rhinolalia is associated with impaired velopharyngeal closure.

Dysarthria is difficulty or distorted pronunciation of sounds and words. Associated with impaired innervation and limited mobility of the speech apparatus against the background of damage to the central nervous system.

As children with level 1 ODD say

Children with this diagnosis cannot use verbal means of communication - at all or partially.

Here are examples of level 1 OHP:

• they babble and make sounds: “dada” - “give”, “may” - “meow”;
• they speak only the root part of the word: “ku” - “doll”, “gu” - “toy”;
• denote several objects in one word: “ba” - “banana” and “apple”;
• denote in one word both objects and actions: “bibi” - any transport and “go”, “oko” - open and close a window;
• the same words are pronounced differently each time: “bus” - “abas”, “bass” “pencils” - “adshi”, “udas”;
• they shorten complex words: “the dog is sitting” - “paka di”, “we were walking on a hill” - “goka gi”.

Often such children do not understand the instructions of the speech therapist - they do not have enough vocabulary for this.

Causes of 1st degree OHP

Various factors can lead to speech impairment. They can be divided into several groups:

1. Intrauterine development. Bad habits of the mother, severe toxicosis, use of drugs prohibited during pregnancy, alcohol or drugs, asphyxia or hypoxia of the fetus, severe traumatic birth - as a result of these factors, the central nervous system of the newborn is damaged, which means there is a high risk of neurological problems, including speech disorders;
2. The baby's health status. Frequent hospitalization, illness in the first years of life, traumatic brain injuries, neuroinfections, chronic diseases - all this affects his mental development, including further speech acquisition;
3. Social factors. Negative, emotionally tense family environment, pedagogical neglect, indifferent or cruel treatment of the child, emotional shocks and traumas, affects, as well as ignorance of delayed speech development, which can subsequently turn into underdevelopment.

The prenatal period and the first year of life play a huge role in the mental development of children.