Techniques for correcting defects in deafening sounds in children with general speech underdevelopment

Cleaner, more precise, freer

Now it’s time to rid the resulting sounds of unnecessary “overtones” - itchy, hissing. That is, clarify articulation. Articulation exercises will be based on imitation of an adult, pronunciation through other sounds, and mechanical influence on the lips.

So, in order to clearly explain to a preschooler how a “howl” or “snort” is produced, you can use the following techniques.

• Pronounce [f] and [v] alternately, while the baby should touch the adult’s throat to feel the presence of vibration when playing [v] and its absence for [f]. You also need to draw his attention to the position of the upper and lower lips.
• If a child is able to pronounce [f], then a voiced pair can be placed from him, simply explaining to the child that when exhaling, a voice is added: [f] - the voice sleeps, the neck does not vibrate, [v] - the voice wakes up, you can feel it at the neck, how it comes out forcefully, creating a sonorous [v]. For clarity, first the adult pronounces the sound himself, allowing the baby to feel the vibration of the throat with his hand.
• If [f] is still a problem, it can be put as follows. Let the baby lightly bite his lower lip with his upper teeth and begin to exhale, bringing his palm to his mouth from below. He should feel the air coming out into the palm of his hand and also “blowing” over his upper teeth and lower lip. When the child hears his [f], it is important to explain to him that now he does not need to bite the sponge: it is enough to simply touch it with his teeth in the middle. And when pronouncing the sponges, do not strain too much: they “rest” on these sounds.
• The consonant [v] can be placed from the vowel [y]. As paradoxical as it sounds, their articulation is as close as possible. Therefore, when the baby says “oo-oo-oo,” it is enough to just slightly lift his lower lip with your finger, bringing it closer to the upper incisors: [it] will happen by itself.

Advice

In order for your child to clearly see how similar his actions are to yours, play such games in front of a mirror. Even at a very early age (7-10 months), the baby is able to repeat the articulation of an adult if he sees him and himself in the mirror. Therefore, a mirror is an integral attribute of classes with professional speech therapists.

Classification

Replacement (substitution) and confusion (interchange) of speech sounds are phonemic (sensory, phonological) defects, usually caused by incompleteness or disruption of the development of phonemic hearing.
Substitutions are classified into the same groups as distortions of sounds, only the prefix “para-” is added to the name of the latter: 1. Parasigmatisms

(from the Greek letter “sigma”) - replacements for whistling and hissing words:

• labial-dental - voiced [Z] and [Zh] are replaced by [V], unvoiced [S] and [Sh] - by [F] (“sleigh” - “fani”, “green” - “veleny”);
• prizubny - replacing [S] and [W] with [T], and [Z] and [Z] with [D] (“elephant” - “tlon”, “teeth” - “oaks”);
• hissing ‒ instead of [S] it is pronounced [Ш], instead of [Z] ‒ [Zh] (“sledge” - “shanki”, “bunny” - “zhaika”)
• whistling ‒ instead of [Ш] [S] is used, instead of [Z] ‒ [Z] (“washer” - “sayba”, “belly” - “yawn”).

2. Paralambdacisms

(from the letter of the Greek alphabet “lambda”) - replacing the sound [L] (“paw”) with [U] (“uapa”), [V] (“vapa”), [Y] (“yapa”), [L ′] (“blunder”), [P] (“rapa”), [Y] (“yapa”), [D] (“dapa”).

3. Pararotacisms

(from the Greek letter “rho”) - replacing the sound [P] (“hand”) with [P′] (“ryuk”), [L] and [L′] (“bow,” “luka”), [Y ] (“yuka”), [G] (“guka”), [D] (“duka”), [V] (wuka).

4. Paraiotacisms

(from the Greek “iota”) - replacing the sound [Y] with [L′] (“shirt” - “fry”).

5. Replacement of back-lingual sounds

(from the Greek letters “kappa”, “gamma”, “chi”): parakappacisms - [K] on [T] (“Kolya” - “Tolya”), paragammatisms – [G] on [D] (“head” - “dolova”), parachitisms - [X] on [T] (“tail” - “twist”).

Also in practical speech therapy, sound substitutions include voicing defects (replacement of voiced phonemes with paired voiceless ones - “kushi” instead of “geese”) and softening defects (replacement of soft consonants with their hard pairs - “tota” instead of “aunt”). Close to replacement is the mixing of sounds, i.e., mutual substitutability, confusion of phonemes.

Diagnostics

If there are sound substitutions in the speech of a child or adult, the diagnosis is based on anamnesis and objective data. The speech therapist conducts a detailed study of speech function, and medical specialists (audiologist, orthodontist) conduct a detailed study of the state of the auditory analyzer and the dental-jaw system:

• Oral speech examination.
  It is performed in accordance with algorithms adopted for various speech pathologies (dyslalia, rhinolalia, dysarthria, aphasia). All replaceable and mixed sounds are identified, and the type of defect in the sound side of speech is determined. At this stage, it is necessary to determine what results in sound substitutions: disturbances in speech or physical hearing, articulation difficulties.
• Study of the auditory analyzer.
  To exclude hearing loss as a cause of sound replacement, an examination of auditory function is necessary. In order to determine the degree of hearing loss, audiometry, acoustic impedance measurements, and auditory EP studies are performed.
• Orthodontic diagnostics.
  In case of improper closure of the dentition, teleradiography is performed, diagnostic impressions are taken, and photographs of the face and teeth are taken. Based on these data, subsequent treatment is planned.

Correction

Speech therapy correction

Phonemic disorders that occur in children with physiological dyslalia do not require speech therapy intervention. Correction of pronunciation errors caused by other speech disorders is carried out in the following areas:

• clarification of the articulation of replaced sounds and substitute sounds;
• development of phonemic awareness;
• formation of skills in sound analysis and synthesis;
• development of differentiated perception of speech sounds.

Methods of speech therapy include articulation gymnastics, finger gymnastics, and logomassage. In case of severe pathologies of speech, affecting not only the sound side, but also its other components, work is carried out on all disturbed processes: prosody, voice, vocabulary, grammar, vocabulary, understanding of speech in general.

Medical events

Correction of malocclusion can be carried out using various methods. It depends on the type of disorder, age, and severity of the problem. In preschool age, functional orthodontic appliances and myogymnastics are widely used. In case of permanent occlusion, treatment is carried out with the help of braces, aligners, and, if necessary, orthognathic operations are performed.

Rehabilitation of people with hearing loss is carried out through hearing aids. After selecting and adjusting a hearing aid, such children need classes with a teacher of the deaf and a speech therapist.

Speech therapy exercises for vowel sounds

Speech therapy exercise for pronouncing the sound “A” 1) Articulation gymnastics

Extend the sound “A” for a long time, rocking the doll in your arms (mouth wide open).

2) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “A” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

3) Repeat onomatopoeia

Af – af (dog). Kwa – kwa (frog).

4) Ladushki

We play “Ladushki”, pronouncing the sound “A” loudly and clearly:

Oh, okay, okay, they baked pancakes, put them on the window (turn your hands palms up), forced them to cool (blow on your palms).

Speech therapy exercise for pronouncing the sound “U”

1) Articulation gymnastics

Exercise Tube. We make the sound “U” for a long time, while stretching out our lips like a tube.

2) Onomatopoeia

Mu - mu (cow), do - do (pipe), ua - ua (the baby is crying), ku - ka - re - ku (the cockerel is singing).

3) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “U” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

4) Train game

Learn and repeat the following nursery rhyme with your child:

5)Game "Echo"

The game is as follows. First say “AU” loudly with your child, then repeat “AU” quietly.

Speech therapy exercise for pronouncing the sound “I”

1) Articulation gymnastics

We hold out the sound “I” for a long time (while keeping our lips in a smile).

2) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “I” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

3) Onomatopoeia

and - and - and - go - go (horse), pi - pi (mouse).

4) Play the following game with your child. Give your child a steering wheel for this and teach him the following nursery rhyme:

Game "Chauffeur"

Speech therapy exercise for pronouncing the sound “O”

1) Articulation gymnastics

Ask your child to round his mouth and extend his lips slightly forward. Extend the sound “O” for a long time.

2) A game

Play the following game with your child: “Oli’s doll has a toothache.”

In this game you need to put your palms to your cheeks, shake your head and chant: “Oh - Oh - Oh!” Try to have your child repeat all the tasks after you.

3) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “O” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

4) Onomatopoeia

ko - ko (chicken), but - but (ridden on a horse).

5) cat house

Learn and repeat the following nursery rhyme with your child:

Speech therapy exercise for pronouncing the sound “E”

1) Articulation gymnastics

Ask your child to round his lips into an oval and extend his lips slightly forward. We hold out the sound “E” for a long time.

2) A game

Play the following game with your child. Together with him you need to first depict large bears. To do this, emit the sound “E – E – E!” in a low voice for a long time. Then repeat, also in a high voice, “uh-uh-uh!”, imitating little bears.

3) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “E” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

4) This is my family

Playing with fingers. Bend your fingers on the child’s palm, while repeating a funny nursery rhyme:

Speech therapy exercise for pronouncing the sound “Y”

1) Articulation gymnastics

The wolf growls. Portray an angry wolf with your child. Clench your fists and frown. Ask your child to also clench his teeth in a grin. Extend the sound “Y” for a long time.

2) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “Y” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

3) Wash your hands

Play this simple game with your child. To do this, you just need to wash your hands while repeating a funny nursery rhyme:

4) A game

The goal of the next game is to teach the child to distinguish the unvoiced sound “Y” from the voiced “I”. Place two pictures in front of the child: with a bear and a mouse. The child must show you where the mouse is and where the bear is.

Pronunciation and health problems

It happens that a child cannot speak certain letters (sometimes a lot) due to such deviations as, for example, phonetic-phonemic underdevelopment, when the baby does not distinguish certain sounds when other people pronounce them and, accordingly, cannot distinguish them himself. pronounce correctly.

A special set of exercises, described in detail in this article, will help here.

If a child is diagnosed with a delay in psycho-speech development, he will certainly have problems with pronunciation. Therefore, when you cannot make some sounds on your own, it is important to seek help from a speech therapist in time. After all, with ZPRD, the parts of the brain responsible for psycho-emotional and speech development suffer. They most often have to be corrected comprehensively, with the use of medications and the provision of psychological, psychiatric and speech therapy assistance. The main thing is not to miss the moment when you can influence the development of speech.

Correct, beautiful pronunciation is not always the result of the fact that the baby was born healthy in all respects. Unfortunately, this concept applies to modern children less and less often. Therefore, it is imperative to correct incorrect pronunciation. And the sooner you start, the better the result will be.