Alalia

Neurological status

With motor alalia, characteristic non-speech (neurological, psychological) and speech manifestations occur. Neurological symptoms in motor alalia are represented primarily by movement disorders: awkwardness, lack of coordination of movements, poor development of motor skills of the fingers. Children have difficulty mastering self-care skills (buttoning buttons, tying shoes, etc.) and performing fine motor operations (folding mosaics, puzzles, etc.).

Psychological status

Considering the psychological characteristics of children with motor alalia, one cannot help but note impairments in memory (especially auditory-verbal), attention, perception, and emotional-volitional sphere. Based on their behavioral characteristics, children with motor alalia can be hyperactive, disinhibited, or sedentary and inhibited. Most children with motor alalia have reduced performance, high fatigue, and speech negativism. Intellectual development in alalik children suffers secondarily due to speech insufficiency. As speech develops, intellectual impairments are gradually compensated.

Speech status

With motor alalia, there is a pronounced dissociation between the state of impressive and expressive speech, i.e., speech understanding remains relatively intact, but the child’s own speech develops with gross deviations or does not develop at all. All stages of the development of speech skills (humbling, babbling, babbling monologue, words, phrases, contextual speech) occur with a delay, and the speech reactions themselves are significantly reduced.

Despite the fact that a child with afferent motor alalia is potentially able to perform any articulatory movements (unlike dysarthria), sound pronunciation is grossly impaired. In this case, persistent substitutions and confusions of articulatory disputable phonemes arise, which leads to the impossibility of reproducing or repeating the sound image of a word.

With efferent motor alalia, the leading speech defect is the inability to perform a series of successive articulatory movements, which is accompanied by a gross distortion of the syllabic structure of the word. The lack of formation of a dynamic speech stereotype can lead to the appearance of stuttering against the background of motor alalia.

Vocabulary in motor alalia significantly lags behind the age norm. New words are difficult to learn; the active vocabulary contains mainly everyday terms. A small vocabulary causes an inaccurate understanding of the meanings of words, their inappropriate use in speech, and substitutions based on semantic and sound similarity. A characteristic feature of motor alalia is the absolute predominance of nouns in the nominative case in the vocabulary, a sharp limitation of other parts of speech, difficulties in the formation and differentiation of grammatical forms.

Phrasal speech with motor alalia is represented by simple short sentences (one- or two-part). As a consequence, with alalia there is a gross violation of the formation of coherent speech. Children cannot consistently present events, highlight the main and secondary, determine temporary connections, cause and effect, or convey the meaning of phenomena and events.

In severe forms of motor alalia, the child has only onomatopoeia and individual babbling words, which are accompanied by active facial expressions and gestures.

Alalia of speech in children. Forms and causes of speech alalia. Motor, sensory, sensorimotor.

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How to treat alalia, get rid of alalia, how to treat motor and sensory alalia?

Sarklinik knows how to treat alalia , how to cure speech underdevelopment, alalia in children of early, preschool, school age, how to get rid of alalia in Saratov! An experienced doctor will tell you a way out of severe alalia ! Effective treatment methods have helped many of our patients get rid of alalia. Effective treatment of alalia , classes give excellent results, develop cognitive activity, form sound and morphological analysis, and restore the semantic aspects of speech. Special reflexology techniques activate the speech centers of the brain Wernicke and Broca, associative speech zones, which improves speech understanding, sound pronunciation and diction, and increases vocabulary.

On the website sarclinic.ru you can see a doctor for free and get a short answer on the treatment of alalia.

At your first consultation at the sarclinic, you can receive information on the treatment of alalia disease and the following questions. What is expressive alalia in children? Is speech therapy work necessary for alalia (speech therapist, speech therapy)? What is psychological optical sensorimotor (sensorimotor) alalia? Why is afferent expressive or expressive alalia dangerous? What are the characteristics and prognosis of children with speech disorders and disorders? What is aphasia, ondr, dysarthria, autism, dyslalia?

Information about treatment at Sarklinik:

Reviews

Treatment of developmental delay in children.

What to do if the child does not speak?

Therapy for mental retardation

ZRR and ZPRR

Photo: Stephaniefrey | Dreamstime.com\Dreamstock.ru. The people depicted in the photo are models, do not suffer from the diseases described and/or all similarities are excluded.

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Motor alalia

Motor alalia is characterized by the presence of a lesion in the brain. With this form of the disease, there are problems with speech, but intelligence is preserved. The part of the cerebral cortex that is responsible for speech production is affected. This form of pathology usually develops before the age of 3 years; as the child grows older, he begins to have complexes about his condition and uses facial expressions and gestures in conversation.

The main difference between motor alalia is that the child has difficulty speaking without visual perception. If he does not see a specific image, he cannot name it. Only during perception are neural connections formed between the centers of the cerebral cortex. Simple phrasal sentences remain in a rudimentary state, for example:

"I'm here";
"Come here";
“Let me play”;
“Let's go home”, etc.

Parents are not always able to detect motor alalia in the early stages, which is why they do not immediately turn to specialists. For full treatment, constant monitoring by a neurologist is required. The speech therapist selects a program depending on the specific clinical situation. The mild form is easier to correct; if you contact specialists in a timely manner, the prognosis is favorable.

Sensory alalia

Sensory alalia is characterized by a disorder of speech perception through the sensory organs. It is often confused with deafness because the symptoms and behaviors appear similar to hearing loss. In fact, the child does not differentiate and does not understand sounds; for him, any speech sounds like a set of incomprehensible foreign words. With this pathology, speech is heard monotonous and it is not clear where one word ends and another begins.

Typical symptoms of sensory alalia:

speech is present, saturated with a large number of incomprehensible monotonous words;
the child repeats for a long time the same words that he hears from adults;
there are rough alterations of words, in which syllables and prefixes are swapped;
The vocabulary is small, consisting of simple words or short phrases.

Children with sensory alalia experience many difficulties in life, it is difficult for them to communicate with peers and study, they are behind in development. To solve this problem, you need to start working with a specialist as early as possible and select a corrective program. The patient is observed by several doctors, each prescribing therapy according to his own profile. Only with joint and coordinated treatment can an optimal result be obtained.

Sensorimotor alalia

There is also a combined type of the disease – sensorimotor alalia. With this form, signs of both pathologies are noted:

damage to the speech motor analyzer of the cerebral cortex is observed;
sensory disorders are noted, the child does not understand and does not differentiate speech;
over time, fatigue, lethargy and apathy appear, the child cannot maintain attention for a long time;
Usually, with sensorimotor alalia, there is a developmental delay; consultation with a psychiatrist is required.

The most common causes of sensorimotor alalia are complicated pregnancy or childbirth, which causes brain injuries. In severe cases, other organic lesions of the central nervous system are also recorded. An accurate diagnosis is made only after an instrumental examination of the patient by specialized specialists.

Classes with a speech therapist for sensorimotor alalia are a mandatory part of the rehabilitation program. The speech center conducts individual trainings and classes in groups; a corrective program is selected for each individual. Complex treatment is necessary to eliminate organic pathology and restore the physiology of speech.

What do Soviet scientists say about motor alalia?

Valery Anatolyevich. Kovshikov wrote 70 scientific papers, most of which are devoted to the problem of motor alalia. One of the founders of the language concept.

V.A. Kovshikov conducted studies of normal and impaired speech and non-speech activity on the basis of linguistic, psycholinguistic and logopathopsychological methods, continuing and developing the traditions of the domestic psychological and speech therapy school (N.N. Traugott, V.K. Orfinskaya, A.A. Leontyev, Grinshpun B.M. et al.).

FLOW

Expressive alalia is not a static, but a dynamic disorder, which undergoes a number of significant changes during its development. All children, to one degree or another, spontaneously acquire language, despite a significant delay in the timing of its acquisition and pathological development. In the process of special education of children in preschool and school institutions, the language in the structural, structural-functional and communicative aspects is enriched and gradually approaches the norm.

Let us note the main patterns of language genesis in children with alalia.

As our research has shown (V.A. Kovshikov, 1983), the development of the sound sign system in the first - preverbal - period in children with alalia does not have any significant differences from the norm, either in structural-functional or communicative terms. In them, as in normally developing individuals, nonverbal vocalizations (screaming, crying, grunting, humming, whining, screaming, babbling, laughing, pseudo-word sounds and muttering) are involved in the formation of intonation and the prerequisites for the semantic and syntactic aspects of expressive speech. A whole series of semantic functions are formed (emotive, appellative, voluntative, regulative, relative, etc.) and a large number of meanings that make up unique semantic fields (fields of asthenic and sthenic emotions, fields of actions, relationships, etc.), as well as initial semantic-syntactic structures (“subject-action”, “object-action”, “subject-adverbial place”, etc.), which probably serve as matrices for verbal syntax.

Disruption of the development of the sound sign system in children with alalia occurs in the second - verbal - period during the mastery of verbal, linguistic signs, which, unlike the previous, non-verbal signs, have a special structure and functioning. Therefore, children cannot or find it difficult to realize their prerequisites for expressive speech in a new language form.

The genesis of language in children with alalia and in normally developing children has similar and fundamentally different features.

The similarity lies in the fact that both children go from the development of semantic functions and unique meanings, expressed by nonverbal vocalizations, to the linguistic (verbal) form of expression of these functions and meanings. For both of them, the expression of the semantic component of utterances dominates over the formal for a long time, which is especially pronounced in the early stages of language acquisition. Both of them have a certain sequence in the formation of the structural and functional side of language: the immutability of the linguistic form - its partial (mostly incorrect) change - overgeneralization and irregularity of the learned forms - the correct form.

Along with the similarities, there are significant differences. In children with alalia, the timing of the appearance of linguistic units (words, sounds, inflections, etc.) and especially the rules of their functioning are significantly behind the norm; The development of the mechanism of expressive speech in preschool age, as a rule, does not reach the norm. Until 2-3 years of age, most children with alalia either do not use verbal speech at all, or their speech has an extremely limited number of words, which are usually defective in sound and syllabic structure and which do not enter into syntactic connections with each other; If, nevertheless, the desire for connections is manifested, then their expression is abnormal: incorrect word order, lack of inflections, etc. In some children, this condition drags on for longer periods (sometimes up to the age of 4-5 years).

Children with alalia are characterized not only by a significant delay in the development of the mechanism of expressive speech, but also by its pathological development.

Thus, the volume of linguistic units related to all subsystems of the language is usually limited. The order of appearance of many units (phonemes, inflections, syntactic constructions, etc.) is different than in children with normal speech development. For example, some stops ([t], [t'], [k']) often appear earlier than some sonorants ([m]), the affricate [h] often precedes the appearance of sibilants, etc.

Children with alalia typically use language forms that are not typical for children with normal development: the use of syntactic constructions and inflections that is not normal for the norm, phoneme substitutions that are unusual for the norm, etc.

For example, replacing the genitive case with the dative (hat for the boy /boy/), the accusative with the prepositional (found a mushroom /mushroom/), the instrumental with the genitive (dig with a scoop/scoop/), etc.; the sound [w] is replaced not only by the sounds [t], [t'], [c], [c'], which is typical for the norm, but also by the sounds [h] [bump - chishka], [sch] (coils - coils ), [f] (hat - fapka), [x] (ball - harik), [d] (fur coat - oak); the sounds [v], [v'] are replaced not only by the sounds [b], [b' ], but also on [l'] (broom - lenik), [d] (girl - grandfather), [j] (mittens - yarezki) and even on the sound [r] (sofa - diran)

The communicative function of speech also differs. Children with alalia avoid communicating through speech in many situations. They often develop verbal negativism.

The development of the mechanism of expressive speech in children with alalia is characterized by a discrepancy between the violation of this mechanism and the complete or relative preservation of other speech and non-speech mechanisms of activity. These include: impressive speech, articulation, which potentially allows children to carry out a speech act, non-verbal sign systems used in speech activity (intonation, non-verbal vocalizations, “sound gestures”, onomatopoeia, facial-gestural speech), the ability to establish correct relationships between phenomena reality in a non-verbal, objective-practical form (“non-verbal thinking”).

The mechanism of language in children with alalia has been tuned for a long time to the primacy (superiority) of content to the detriment of linguistic form: sufficiently developed content (which can be judged by the non-speech activity of children and by their use of non-verbal language means in communication) is often expressed by rudimentary and defective verbal means. Of the formal linguistic means, many children over the course of a number of years have access only to those that constitute the “lowest” level of language (intonation, non-verbal vocalizations, “sound gestures”, onomatopoeia, facial-gestural speech), or the simplest means belonging to its “highest” level. level (one-word and two-word sentences, elementary syntactic connections, simple (contrasting) phonemic oppositions, “universal” syllable structure (SG), etc.).

Failure to assimilate changes in the form of language is a leading indicator of a disorder in the development of the language mechanism in children with alalia. While mastering over time a certain (sometimes relatively large) set of language units (phonemes, morphemes, words, syntactic structures), they do not master the operational rules of their functioning in the language mechanism or they master only the easiest rules to master, characteristic of the initial stages of the verbal period of normal speech development, and for a long time do not move on to other, more complex rules, at the same time using their own, defective rules. In other words, children with alalia “do not know” how to properly operate with the inventory of linguistic units they have (as we were able to verify in numerous examples, considering the mechanism of azalea; see above).

At all stages of development of verbal speech, children with alalia constantly experience alternating difficulties in operating with the structural components of language subsystems. Having partially overcome difficulties in any subsystem (for example, lexical or phonemic), they, as a rule, continue to experience difficulties in other subsystems (for example, morphological or syntactic). Overcoming difficulties at a “lower” level of organization of a particular subsystem, they often continue to experience increasing difficulties at a “higher,” complex level of its organization. For example, children can learn many syntactic structures of a sentence, but not the syntactic structure of a text. This pattern is also visible in the relationship between the development of oral and written speech systems. Many children, having satisfactorily mastered oral speech, often have great difficulty mastering the initial skills of reading and writing, and dyslexic and dysgraphic errors appear in their written speech for a long time; when dysgraphic errors partially or even completely disappear, children continue to find it difficult to express the content in writing, which is especially pronounced when independently constructing detailed texts.

The named patterns of language development in children with alalia show that its development follows a pathological type and is characterized mainly by non-assimilation and defective use of the rules for the functioning of language operations.

Typically, at the age of 3-4 years (sometimes earlier), children begin to attend specialized preschool institutions (speech therapy kindergartens, speech therapy rooms at clinics, etc.), where they receive medical and pedagogical work aimed at overcoming language and non-linguistic disorders.

In the course of this work, many children make noticeable progress. The structural and functional side of language and the communicative function of speech are formed to a certain extent, cognitive processes are improved, the range of knowledge is expanded, children master the rudiments of literacy, positive changes occur in the emotional-volitional sphere and in personality traits, in particular, speech negativism disappears or is smoothed out. However, linguistic and non-linguistic symptoms, although not as pronounced as before, continue to exist, and in some children even new ones are added to them. This is stuttering and stumbling, or a disturbance in the rhythm of speech that resembles stumbling.

Authors writing about these disorders in children with alalia believe that their occurrence is associated with articulatory difficulties that children begin to experience during the period of speech emergence when pronouncing complex sound complexes. This hypothesis has not been investigated. Another assumption can be made: stuttering occurs as a result of a violation of the construction and implementation of a motor program, but this violation, in turn, is caused by a violation of other programs included in the language process (lexical, syntactic, etc.). Of course, this assumption also needs experimental verification.

Most children, due to language and non-linguistic disorders, cannot enroll in a comprehensive school and therefore begin their education at a school for children with severe speech impairments. Only a few begin to study at a comprehensive school; usually they continue to work with them to overcome the residual effects of alalia at the speech therapy center.

Many children studying in a special school experience difficulties in mastering program material, mainly in the Russian language. Nevertheless, almost everyone completes their studies and masters the knowledge of 8 grades of secondary school. Linguistic and non-linguistic disorders are largely overcome, so that after leaving school, symptoms manifest themselves in a mild degree and are often discovered only during a special study.

The prognosis should be determined after assessing a set of factors. It is better if the child has the following indicators:

1) non-linguistic disorders are not expressed harshly (intelligence for age, behavior without pathology)

2) the microsocial environment is favorable (either a specialized kindergarten for children with STD, or parents, grandparents, etc., observing the language regime)

3) there is a need for speech (joint work of a speech therapist and parents to prevent or overcome speech negativism)

4) at least elementary syntagmatic relations in syntax are developed (presence of a sentence)

5) there are predicative words (verbs)

6) medical and pedagogical influence on the child is carried out at the early stages of his life (early examination by an ENT doctor, neurologist, early start of speech therapy work).

The prognosis is often worse if these indicators have negative characteristics and appear in combination.”

Article:

Currently, there has been significant progress in the development of speech therapy.
Based on psychological analysis, important data were obtained on the mechanisms of the most complex forms of speech pathology (aphasia, alalia, general speech underdevelopment, dysarthria). Alalia is one of the severe and persistent forms of speech pathology. Many children with alalia do not acquire language and remain non-speaking or barely speaking even after entering school. Thus, the problem of diagnosing and organizing correctional and educational work for alalia is one of the most important and fundamental scientific and pedagogical problems of the system of preschool and school educational institutions at the present time. A characteristic or complex symptom complex of linguistic and non-linguistic disorders has a negative impact not only on speech communication, but to a certain extent also on the development of cognitive activity of certain aspects of the personality, and often prevents the achievement of needs and aspirations that are significant for the developing personality.

Thus, all these factors indicate that the teacher, defectologist and speech therapist need comprehensive and deep knowledge about this form of pathology of speech activity in order to be able to analyze the nature of the pathology in future practical work and find optimal ways to overcome it.

This problem is solved mainly through the creation of tests, diagnostic methods, various systems of correctional and speech therapy for both motor and sensory alalia, through the organization of specialized kindergartens and schools, the purpose of which is the early education and upbringing of children with this speech pathology .

At the same time, there are many unresolved issues in the theoretical development of the problem of alalia. All this creates the urgency of this problem.

Many studies in the historical past are devoted to this aspect of the work. Thus, in 1888, a detailed correction of “idiopathic alalia” was presented by R. Cohen. He expressed a judgment about its etiology, the nature of damage to the speech apparatus, the mechanism, symptoms, differential diagnosis and methods of speech education in these children. Alalia/muteness/ was first identified as a separate speech disorder in 1830 by R. Schulthess and was considered by him in connection with articulation disorders.

Significant contributions to the study of alalia were made by G. Gutman, A. Liebmann, M.V. Bogdanov-Berezovsky, R.A. Belova - David, E. Fretels, and at a later time M.E. Khvattsev, V.K. Orfinskaya, R. E. Levina, E. R. Sobotovich, V. I. Kovtikov, V. K. Vorobyova, L. S. Volkova and other researchers.

The work of various authors has identified the features of speech development and the structure of the defect in alalia based on the use of various criteria: physiological, clinical, psychological, linguistic and others. Various forms of alalia have been described, and a method of speech therapy intervention has been developed for various forms of speech underdevelopment. Thus, V.K. Orfinskaya in her book “Development of Thinking and Speech in Abnormal Children” offers differentiated methods that correspond to the characteristics of the forms of alalia she identified. She also tried to theoretically substantiate this problem and show in practice how to implement it.

N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva, B. M. Grinshput, E. F. Sobotovich, and other representatives of the “language” concept highlight the main task of speech therapy - educating children’s ideas about the patterns of functioning language system, about the interaction of its components. They distinguish a number of psychological and individual characteristics that must be taken into account when working with children.

Thus, successes in the study of alalia in the works of the most recent period have been achieved due to the fact that researchers in their activities began to widely rely on the methodology of an integrated approach to the analysis of the defect. And unlike previous periods, when, according to V.K. Orfinskaya, there were more controversial issues and arguments between alalia researchers than generally accepted positions, at the present stage of development of speech therapy there is more in common than disagreement. The general is manifested in the basic principles of understanding the defect, its mechanism, and ways to overcome it.

But despite all the existing developments in the theory and practice of correctional educational training for children with alalia, such fundamental issues as the problems of sensory alalia have not yet received a proper solution, since this problem has caused heated discussions throughout the history of its study. Sensory alalia is less studied than motor alalia. The existence of sensory alalia as an independent disorder even now raises doubts among some researchers; sometimes it is believed that the diagnosis is made without the necessary grounds. The mechanism and symptoms of alalia have not been sufficiently studied. There are also a number of difficulties and shortcomings in the practice of schools and preschool institutions. They boil down to the following:

— weak material base of institutions;

insufficient methodological and speech therapy training for teachers and educators;
an insufficiently thought-out system of work for teachers, educators and speech therapists in this area.

— lack of methodological literature.

— there is no continuity between the preschool institution and the primary level of education.

Based on the above, we can formulate the problem of this work. The problem is to identify and consider under what psychological and pedagogical conditions speech therapy intervention is most effectively carried out on children with alalia. What methods, means and forms are most appropriate.

Practical significance.

This work, in our opinion, contains a certain practical significance. Methodological recommendations for parents, teachers and kindergarten workers, observation data show the advantage and all the positive aspects of the work of those educators, teachers and speech therapists whose classes are aimed not only at correcting the defect, but also mainly at the development of the child as a whole.

The work gives an idea of alalia, its forms, etymology, mechanism, symptoms and the choice of directions for speech therapy work.

Based on theoretical developments and research by many scientists, the current state of this problem is revealed and the main issues that will be considered and studied in the future are highlighted.

“The study of such a severe speech disorder as alalia is an extremely promising area and opens up the widest opportunities for researchers. It is no coincidence that the study of severe speech pathologies is attracting more and more researchers. Alalia is an organic disorder, underdevelopment of speech of a central nature - one of the most global problems of our time.” Kovtikov V.A., Elkonin Yu.A. — Mental and speech disorders in children. - L., 1979.

I. _ GENERAL CHARACTERISTICS OF ALALIA.

Any process or phenomenon that is directly studied or investigated has its own positive and most characteristic, typical features that distinguish this or that process or phenomenon from similar ones.

When defining alalia, based on the work of V.A. Kovshilov, we can proceed from the division of all speech disorders into 4 large groups, namely:

to the group of automotor disorders /in which perception or articulation are primarily impaired/;
to a group of psychological disorders /in which various components of the speech process are disorganized/;
to a group of semantic / semantic / disorders / in which the semantic aspect of speech is disrupted /;
into a group of language disorders / in which the structural and functional side of the language is disrupted - phonemic, grammatical and lexical operations in the process of speech damage /.

Taking into account this and other conditions, we can give the following definition of the pathology of speech activity that interests us.

Alalia is the absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex in the prenatal or early developmental period of the child.

There is an opinion that most children with alalia have (or had in the early stages of their development) often pronounced but multiple damage in both hemispheres of the brain.

The mechanism of alalia is poorly understood. There are different points of view in the study of alalia. Some researchers are disordered functioning. The language mechanism is associated with pathology of motor skills, others with pathology of certain aspects of mental activity, and still others with selective failure in mastering language as a unique sign system. But despite such discrepancies, representatives of different directions agree that the disorder of the language mechanism is based on organic failure of the brain.

During its development, alalia undergoes a number of quantitative and qualitative changes. Children, having mastered relatively simple units of language and the rules of their functioning, for a long time experience difficulties in mastering complex units and rules. Having mastered oral speech, they cannot fully master written speech for a long time.

When determining alalia, the necessary criteria are:

1. Delay in the rate of normal language acquisition.

Pathological development of language.

3. The presence at certain stages of ontogenesis, to varying degrees of severity, of violations of all subsystems of language.

4. Preservation of hearing.

5. Satisfactory understanding of spoken speech for a certain age.

A very large number of different terms are used to refer to alalia, which reflects different ideas about it and insufficient knowledge of its etiology, mechanism and dynamics. The most common terms are “idiopathic alalia” /congenital/, “auditory muteness”, “developmental aphasia” and “constitutional delay”, “general speech underdevelopment”, “impaired language acquisition”, “language inability”. Examples of rarely used and uninformative terms: “muteness”, “non-speaking children”, “children with severe/profound/ speech impairments”. These terms have an uncertain meaning and many fundamentally different forms of speech disorders can be attributed to them.

Because. that many authors define the boundaries of alalia in different ways /i.e. They consider alalia to be a variety of variants of language development, but recently there is no convincing data on its spread. However, the available data are very limited and contradictory.

It was also found that alalia is more common in males, the frequency ratio between the sexes is 2:1.

According to clinical observations conducted by many researchers, it is noted that compared to impressive/sensory/expressive alalia, it is much more common.

The presented research results and experimental data prove the following basic judgments about alalia:

Alalia is a systemic underdevelopment of speech, in which all components of speech are disrupted: phonetic-phonemic side, lexical-grammatical structure.
For children with alalia, not only a delay in the development of the mechanism of expressive speech is typical, but mainly its pathological development.
Violation of the mechanism of expressive speech is characterized by disorganization of all language systems and the language system as a whole.

II . CAUSES OF ALALIA.

Based on the data provided by L.S. Volkova and others in the textbook. manual "Speech therapy" for students of defectology. fak. ped. In-tov, we note that various authors have identified the causes of alalia. Thus, A. Libman (1901) associated speech deficiency in alalia with intellectual deficiency. A. Treitel considered alalia to be a consequence of a lack of attention and memory, M. Zeeman (1962) emphasized that speech does not develop due to disorders of the brain speech centers (cerebral speech zones). Many other scientists, including M. Beri (1957), M. Baidinova (1961), G. Luchsinger (1970), V.A. Kovtikov (1985) noted the leading role in the occurrence of alalia of natural traumatic brain injuries and asphyxia of newborns. Birth injuries and asphyxia can in some cases be the result of intrauterine pathology. This causes chronic oxygen starvation and leads to a decrease in the function of the respiratory center, which leads to disruption of associative connections that ensure the formation of higher cortical functions of a person, primarily speech and the psyche.

Among the etiological factors, there are also meningitis, intrauterine encephalitis, unfavorable developmental conditions, intrauterine or early acquired brain injuries, fetal intoxication, early childhood diseases with complications on the brain, etc.

Birth traumatic brain injuries and asphyxia of newborns cause local disorders, while intrauterine pathology leads to diffuse damage to the brain substance. Thus, any damage to various areas of the cerebral cortex leads to developmental disturbances in the functioning of speech and non-speech systems.

Various degrees of severity of alalia are observed: from relatively mild disorders, in which speech, although slowly distorted, develops independently from 3-4 years, to severe ones, when the child does not use speech even at 10-12 years. Later, with systematic help, he masters defective and poor speech.

In this paragraph, it is necessary to consider in more detail the reasons for alalia. As a result, it is necessary to note how causes as such are studied at individual stages of the communication process. Biological and social factors and their dialectical relationship are important in etiology.

So, social reasons are stimulation and speech pattern. The social environment stimulates speech development and provides a speech pattern, especially in the early stages. Stimulation is the effect on a child of appropriate speech stimuli /words/ in order to stimulate the reflex and imitate speech activity.

An incorrect speech pattern can also be a cause of speech underdevelopment (for example, imitation of incorrect pronunciation).

This is often combined with other causes of alalia.

In addition to social factors, dysfunctions of the analyzers, mainly visual and auditory, should be noted as possible causes. Violations of the visual analyzer can cause delayed speech development; this should be taken into account when training. However, the auditory analyzer plays a leading role in speech development.

Partial hearing loss - a greater or lesser deformation of perception - has a negative effect on the development of speech and psyche. Absence or early loss of hearing inhibits the reception of information. Spontaneous speech does not develop, it follows that the formation of mental functions that depend on the development of speech, which arise as a result of hearing impairment, is delayed, can be identified at an early age and belong to an independent group of disorders; they are not included in the concept of alalia.

When studying the etiology of alalia, it is necessary to consider the reasons located in the central, expressive part and in more detail the reasons for the social environment,

REASONS FOR THE CENTRAL PART:

Input /receipt of information/.

Input disturbances concern cognitive activity—recognition of perceived forms of speech. In sound-speech communication, cognitive activity is the recognition or identification of the structure of a sound-speech sign, which was previously perceived by ear and stored in memory. According to information theory, the verbal cognitive process can be considered as the decoding of speech sounds, where decoding refers to the recognition of a sign, but not yet the understanding of the content of words.

In oral speech, cognitive activity corresponds to I, expressed in the inability to recognize and remember word structures. If this disorder concerns the area of hearing, then we speak of auditory verbal agnosia /verbal deafness/, if it affects vision, then we speak of visual verbal agnosia /verbal blindness/. Speech cannot develop spontaneously, so the consequence of auditory verbal agnosia is delayed speech development. The functional integrating center connects the heard or seen and recognized sign with its content. Recognition of the content of information is the basis of the cognitive process with which the programming of speech activity is associated. The most complex components of the communication process are carried out in the integrating center.

REASONS FOR V E X P R E S S I V N A P H A T I

The process of speech realization is coordinated by motor systems. Disruption of the activity of these systems at an early age may be a consequence of perinatal encephalopathy. In its severe forms, paralysis of various types and degrees may occur.

Mild forms of perinatal encephalopathy due to minor diffuse changes in the motor systems manifest themselves either in motor lability or in insufficient motor development, sometimes in a combination of both. Motor underdevelopment or retardation makes it difficult to coordinate speech movements, which leads to delayed speech development with motor alalia.

The consequence of severe speech delay is alalia.

A special form with a possible violation of speech development is the relearning of left-handedness. Left-handed children, who were retrained to use their right hand at an early age, often experience developmental delays in some cases. If they are retrained in an inept way by force, then along with a delay and distortion of speech development, disorders may occur*

Causes of social environment - social feedback. The child's speech is directed to his environment. The reaction of others acts as feedback. It is important for the child whether his statement met with approval or refusal, whether it was accompanied by success or failure. Often this psychological moment, so important for the development of speech, is not given due importance. Negative social influence, when a child finds a satisfying response to his statements, inhibits speech development.

Growing up with high demands can lead to neurotic reactions, such as negativism, which negatively affects speech development. The child does not want to speak and speech development is delayed.

From the point of view of understanding alalia, the concept of “hearing muteness” found in old literature can be divided into certain components depending on the predominance of biological, social reasons or their combinations.

So, the reasons that cause alalia are diverse, and many studies by various scientists and the data presented in this chapter also confirm that speechlessness in children can be based on different etiologies.

Hence, the primary diagnosis of alalia is not confirmed in some cases, because The cause of speech underdevelopment may be hearing loss or severe intellectual disability. Only a comprehensive examination of such children with the participation of neurologists can reveal the true structure of the defect. Only studying the possible causes of speechlessness in children will allow specialists to choose the necessary effective forms of correctional and educational work.

Depending on the predominant localization of damage to the speech areas of the cerebral hemispheres, two forms of alalia are distinguished: motor and sensory.

Expressive alalia

Expressive alalia is a language disorder in which speech acquisition is impaired during learning. Simply put, the child does not understand what is being said to him and, as a result, cannot learn to speak correctly. There is a disconnection in the construction of words with grammatical, lexical and phonemic errors. The exact causes are not fully understood; there is a relationship between speech disorder and organic brain damage.

Risk factors for the development of expressive alalia:

burdened heredity;
difficult pregnancy;
complicated childbirth;
traumatic brain injuries in children at an early age.

With the expressive form of pathology, it is difficult for children to adapt because they do not understand spoken language well. Symptoms of the disease are similar to sensory alalia, but in the expressive form there are individual disturbances in word search, agrammatism, difficulties with the choice of phonemes and their construction, and disturbances in the syllabic structure of words.

For any form of alalia, you need to consult a specialist in a timely manner - only a professional can accurately diagnose and establish the cause of the disorder. A competent examination gives half the success in treatment.

The speech therapist will talk with the patient and determine the cause of the defect - sometimes children develop a little slower than their peers. In any case, it is better not to delay a visit to a specialist; this will help to identify the disease in a timely manner and eliminate the cause before the development of a persistent pathological condition.