Diagnostic program developed for children diagnosed with mental retardation

Committee of General and Professional Education of the Leningrad Region

Autonomous educational institution of higher professional education

"Leningrad State University named after. A. S. Pushkin"

Psychology faculty

Department of Psychophysiology and Clinical Psychology

Kochergina Nadezhda Aleksandrovna

4th year student 704group

Diagnostic program developed for children diagnosed with mental retardation

Saint Petersburg

2013

IMPAIRED MENTAL FUNCTION.

Mental retardation is a violation of the normal pace of mental development, when certain mental functions (memory, attention, thinking, emotional-volitional sphere) lag behind in their development the accepted psychological norms for a given age. Mental retardation as a psychological and pedagogical diagnosis is made only in preschool and primary school age; if by the end of this period signs of underdevelopment of mental functions remain, then we are talking about constitutional infantilism or mental retardation.

Causes of occurrence.

There are four clinical and psychological syndromes that determine deficiencies in cognitive activity and cause learning difficulties.

Mental infantilism syndrome

1. Cerebrasthenic syndrome
2. Hyperdynamic syndrome
3. Psychoorganic syndrome

The reasons for PPD are the following:

Biological:

1. pregnancy pathology (severe toxicosis, infections, intoxication and trauma), intrauterine fetal hypoxia;
2. prematurity;
3. asphyxia and trauma during childbirth;
4. diseases of an infectious, toxic and traumatic nature in the early stages of child development;
5. genetic conditioning.

Social:

1. long-term restriction of a child’s life activity;
2. unfavorable upbringing conditions, frequent traumatic situations in a child’s life.

Classification.

The most frequently used classifications in Russian psychology are:

Classification by M. S. Pevzner and T. A. Vlasova (1972, 1973)

In studies conducted in 1972-1973. Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR in a number of cities and rural areas of the USSR (Moscow, Irkutsk region, Lithuania, Armenia), 5.8% of all primary school students were diagnosed with mental retardation. Based on the materials of these studies, M. S. Pevzner and T. A. Vlasova proposed dividing the general group of ZPR into two types.

1. Uncomplicated psychophysical and mental infantilism.

2. “Secondary” mental retardation, caused by persistent cerebrovascular disease (increased exhaustion of mental functions) of various origins, which arose in the early stages of ontogenesis, and therefore cognitive activity and performance are primarily impaired.

Subsequently, based on this classification, K. S. Lebedinskaya proposed a classification according to the etiopathogenetic principle:

1. ZPR of constitutional origin.

2. ZPR of somatogenic origin.

3. ZPR of psychogenic origin.

4. ZPR of cerebral-organic origin.

The classification of V.V. Kovalev (1979) is also interesting. He identifies four variants of PPD, caused by the influence of biological factors:

1. (for mild organic lesions of the central nervous system);
2. Mental retardation of a secondary nature with sensory defects (with early visual and hearing impairments),
3. ZPR associated with early social deprivation (for example, with hospitalism; Dysontogenetic (with mental infantilism);
4. Encephalopathic).

“Remember and dot the dots” technique

Purpose: this technique assesses the child’s attention span. For this purpose, stimulus material is used. The sheet with dots is first cut into 8 small squares, which are then folded into a stack so that there is a square with two dots at the top, and a square with nine dots at the bottom (all the rest go from top to bottom in order with the number of dots on them successively increasing).

Instructions: “Now we will play an attention game with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”

Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots seen in an empty card in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card.

Evaluation of results: The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows:

10 points

– the child correctly reproduced 6 or more dots on the card within the allotted time

8-9 points

– the child accurately reproduced 4 to 5 dots on the card

6-7 points

– the child correctly recalled from memory 3 to 4 points.

4-5 points

– the child correctly reproduced from 2 to 3 points.

0-3 points

– the child was able to correctly reproduce no more than one dot on one card.

Conclusions about the level of development

10 points – very high.

8-9 points – high.

6-7 points - average.

4-5 points – low.

0-3 points – very low.

Methodology for studying the level of attention in schoolchildren (Galperin P.Ya., Kabylitskaya S.L.)

Purpose: to study the level of attention and self-control of schoolchildren.

Instructions. “Read this text. Check it out. If you find errors in it (including semantic ones), correct them with a pencil or pen.”

The researcher records the time spent working with the text, the characteristics of the child’s behavior (is he working confidently, how many times does he check the text, reads silently or out loud, etc.).

Finding and correcting errors does not require knowledge of the rules, but attention and self-control are required. The text contains 10 errors.

Text

The old swans bowed their proud necks before him. Adults and children crowded on the shore. Below them lay an icy desert. In response, I nodded to him. The sun reached the tops of the trees and hovered behind them. Weeds are tenacious and fruitful. I had already fallen asleep when someone called out to me. There was a map of our city on the table. The plane is here to help people. I soon succeeded by car.

Data processing

The number of missed errors is calculated:

0-2 – highest level of attention;

3-4 – average level of attention;

more than 5 – low level of attention.

The researcher should pay attention to the quality of the missed errors: missing words in a sentence, missing letters in a word, substituting letters, misspelling a word with a preposition, etc.

Diagnostic examination in the senior group of a defectologist teacher

Diagnostic examination
in a
preschool educational institution for children

with mental retardation (MDD)

Diagnostic examination in a preschool educational institution for children with mental retardation differs in its objectives and methods. In a kindergarten, the task of a comprehensive, comprehensive qualitative analysis of the characteristics of cognitive activity, the emotional-volitional sphere, personal development, as well as the study of the sphere of knowledge, abilities, skills, and ideas about the world around the child, comes to the fore.

Diagnostics acts as a necessary structural component of the correctional pedagogical process and a means of optimizing this process. An in-depth comprehensive examination allows you to build adequate individual and group correctional and educational programs and determine the effectiveness of correctional and developmental training.

During the academic year, specialists conduct examinations in three stages. First stage

(September). The purpose of the examination at the initial stage is to identify the characteristics of the mental development of each student, to determine the initial level of training, i.e., mastery of knowledge, skills, and abilities within the scope of the educational program. The results are summarized and entered into the “Child Development Card”. Taking them into account, subgroups of children are formed for classes by a defectologist and a teacher, and “level” programs of correctional education are built.

Second phase

(first two weeks of January). The main purpose of the examination at the second stage is to identify the characteristics of the development dynamics of each child in specially organized conditions. An alarming symptom is the lack of positive dynamics. At this stage, the information received earlier is supplemented. A dynamic diagnostic study makes it possible to evaluate the correctness of the chosen paths, methods, and content of correctional work with each child and the group as a whole. Adjustments are made to the program, the goals and objectives of correctional pedagogical work in the next half of the year are determined.

Third stage

(held at the end of the academic year). The goal is to determine the nature of the dynamics, evaluate the effectiveness of the work, and also make a forecast regarding further development and outline the further educational route for each student.

Based on the results of the examination, the child is transferred to the next age group or graduated from school.

CHILD DEVELOPMENT MAP

senior group

(diagnostic examination is carried out by a teacher-defectologist)

Child details

Family information

Conclusion and recommendations of TMMPK

DIAGNOSTICS OF COGNITIVE ACTIVITY

Perception

MEMORY

ATTENTION

THINKING

SPATIO-TEMPORAL REPRESENTATIONS

PSYCHOMOTOR DEVELOPMENT

LATERALIZATION

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RESULTS OF PEDAGOGICAL DIAGNOSTICS

PERCEPTION -
assessed by the sum of points:
14 - 16 high level of perception.

8 - 13 average level of perception.

1 - 7 low level of perception.

MEMORY -
assessed by the sum of points:
7 - 8 high level of memory.

4 - 6 average memory level.

1 - 3 low memory level.

ATTENTION -
assessed by the sum of points:
10 -12 high level of attention.

5 - 9 average level of attention.

1 - 4 low level of attention.

THINKING -
assessed by the sum of points:
4 high level of thinking.

2 - 3 average level of thinking.

1 low level of thinking.

SPATIAL - TEMPORAL REPRESENTATIONS -
assessed by the sum of points:
7 -8 high level of development.

4 - 6 average level of development.

1 - 3 low level of development.

MOTOR SKILLS -
assessed by the sum of points:
7 -8 high level of development.

4 - 6 average level of development.

1 - 3 low level of development.

ADVANCED PLANNING

INDIVIDUAL CORRECTION WORK

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Teacher defectologist _________________________________/Zaostrovnykh N.Yu./

“Learning 10 words” by A.R. Luria.

Purpose: the technique allows you to study memory processes: memorization, storage and reproduction. The technique can be used to assess the state of memory, voluntary attention, and exhaustion of patients with neuropsychiatric diseases.

Instructions for children. “Now we will test your memory. I’ll tell you the words, you’ll listen to them, and then repeat them as much as you can, in any order.”

“Now I will say the same words again, you will listen to them and repeat them - both those that you have already named and those that you will remember now. You can name the words in any order."

The experiment is then repeated without instructions. Before the next 3-5 readings, the experimenter simply says: “One more time.” After repeating the words 5-6 times, the experimenter tells the subject: “In an hour, you will tell me these same words again.” At each stage of the study, a protocol is filled out. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. An hour later, the subject, at the request of the researcher, reproduces the remembered words without prior reading, which are recorded in the protocol in circles.

Test material

Examples of a set of words:

Table, water, cat, forest, bread, brother, mushroom, window, honey, house.

Smoke, sleep, ball, fluff, ringing, bush, hour, ice, night, stump.

Number, choir, stone, mushroom, cinema, umbrella, sea, bumblebee, lamp, lynx.

Interpretation of results

Based on counting the total number of words reproduced after each presentation, a graph can be constructed: the number of repetitions is plotted horizontally, and the number of correctly reproduced words is plotted vertically. Based on the shape of the curve, one can draw conclusions regarding the characteristics of memorization. Thus, in healthy children, with each reproduction the number of correctly named words increases, weakened children reproduce a smaller number and may demonstrate getting stuck on extra words. A large number of “extra” words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly.

The memory curve may indicate weakening of attention and severe fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases).

Children with mental retardation

Mental retardation is a borderline state between normal and mental retardation, expressed in a slowdown in the rate of normal mental development of a given age period. Accompanied by a lag in the development of mental functions, such as thinking, memory, attention, emotions, and the volitional sphere. This is manifested in meager intellectual activity, limited knowledge and ideas, dominance of gaming interests, and rapid fatigue from intellectual work.

In other words, the child behaves infantilely. His behavior does not correspond to his real age. It seems to roll back, several steps lower, repeating the behavior of younger children.

However, under conditions of correct training, such a child is able to adapt quite well to life in society, increasing the level of his development.

Among the causes that provoke pathology, biological and social factors can be distinguished. Biological include pathologies during pregnancy, prematurity, birth injuries, genetic diseases, severe somatic diseases, injuries, infections at an early age, hearing and vision problems. Social factors include:

• pedagogical neglect;
• systematic psychological trauma;
• unacceptable conditions of upbringing;
• limited life activity of the child.

Interestingly, since 1997 the term “mental retardation” does not officially exist. With the introduction of ICD-10, this concept is included in the category of “mental developmental disorders”.

Depending on the cause, mental retardation can manifest itself in several forms.

The first form is constitutional in nature and occurs in children with an infantile body type. Such children show bright, lively emotions that prevail in behavior. Their development lags behind the age norm, corresponding to an earlier stage of development. They are completely involved in play activities, express themselves creatively, and are very active.

These are precisely those schoolchildren who find it difficult to sit in class and maintain discipline. Due to the reduced ability to control one’s behavior, thinking, and emotional-volitional sphere outside favorable conditions, this state of affairs can boil down to social maladjustment.

The 2nd form is of a somatogenic nature, that is, it occurs in connection with chronic diseases that cause loss of strength and decreased activity. This forms character traits such as lack of self-confidence, various kinds of fears, doubts, and timidity.

Overprotection in connection with illness further reinforces existing infantilism. The child is unable to concentrate and direct attention in the right direction. He is emotionally unstable, easily unbalanced, has low self-esteem and high anxiety.

The 3rd form develops as a result of pedagogical neglect. Such children are physically completely healthy and have an initially normal nervous system. In conditions of lack of information, education and emotional closeness with significant people, they have insufficient development of the necessary skills, abilities, and knowledge.

With this form of mental retardation, mosaic thinking predominates. This is a fragmentary perception, knowledge a little about everything, which is not supported by experience and experiences. So, children with form 3 mental retardation are very well oriented and smart in situations that are familiar to them or in things that arouse genuine interest. If a child develops in conditions of attention deficit, he acquires such traits as lack of control over his own emotions, impulsiveness, and irresponsibility.

Overprotection leads to egocentrism, lack of will, and parasitism. In general, a child has well-developed mental functions (memory, thinking, attention), but may not be able to read, count, or know basic geometric and mathematical concepts. However, imaginative thinking is highly developed.

The 4th form is caused by organic damage to the central nervous system during pregnancy, childbirth and during the first year of life. Immaturity and infantilism manifest themselves in all areas. Motor dysfunction is expressed in the form of increased excitability, clumsiness of movements, and sleep disturbances. Emotions are primitive, dim. The game is stereotypical and monotonous, but prevails over educational activities.

Such children are conventionally divided into two categories: with high mood (impulsiveness, disinhibition) and low mood (timidity, fears, lack of independence). The 4th form of mental retardation causes partial, that is, partial impairment of cognitive activity.

ZPR is not a total underdevelopment, but is expressed in a slowdown in the rate of mental development. It should be understood that the condition is reversible, but subject to proper specific training.

Methodology “Reproduction of a story”

Description:

Purpose: Determination of the level of semantic memory, its volume and features, the ability to memorize texts. The researcher reads aloud a story containing 12-13 semantic units and 3-4 numbers. Then he asks the subject to write down the main content of what he read. To obtain more accurate data, the experiment can be repeated using a different story. Instructions:

“A short story will be read to you; it contains a number of semantic units (content fragments), all of them in some logical connection.
Listen carefully to the story and then write down the main content for three minutes. Sentences can be shortened while maintaining their meaning. You can’t ask again during work.” Test.
“The ship entered the bay (1), despite the strong sea state (2). We spent the night at anchor (3). In the morning we approached the pier (4). 18 sailors were released ashore (5, 6). 10 people went to the museum (7, 8). Eight sailors decided to just take a walk around the city (9, 10). In the evening everyone got together (11), went to the city park (12), and had a hearty dinner (13). At 23:00 everyone returned to the ship (14, 15). Soon the ship departed for another port (16).”

“I rode out on horseback (1), expecting to arrive at the place by nine o’clock (2, 3). By this time, all twelve hunters will gather in the lodge (4, 5). The weather suddenly changed (6), cold, pouring rain began (7). After four hours of travel, the horse began to stumble (8, 9). Suddenly seven partridges flew out of the grass (10, 11). Without hesitating for a second (12) I fired my gun (13). The horse trembled (14). I picked up the shot birds (15). I came to a meeting with my fellow hunters with some prey (16).”

Processing and interpretation of test results:

Evaluation in conditional points is carried out according to the table.

Based on the results of reproducing two texts. The order in which the fragments are presented is not taken into account.

Method “Divide into groups”

This version of the technique, designed to diagnose the same quality of thinking as the previous technique, is designed for children aged 4 to 5 years. The purpose of this technique is to assess the child’s figurative and logical thinking. He is shown the picture below and given the following task:

“Look carefully at the picture and divide the figures presented on it into as many groups as possible. Each such group should include figures distinguished by one characteristic common to them. Name all the figures included in each of the selected groups, and the characteristic by which they are selected.”

You have 3 minutes to complete the entire task.

Stimulus material for the “Divide into groups” method.

Evaluation of results

10 points - the child identified all groups of figures in less than 2 minutes. These groups of figures are as follows: triangles, circles, squares, diamonds, red figures (they are black in the figure), blue figures (shaded in a line), yellow figures (checked), large figures, small figures. ,The same figure, when classified, can be included in several different groups.

8-9 points - the child identified all groups of figures in a time from 2.0 to 2.5 minutes.

6-7 points - the child identified all groups of figures in a time from 2.5 to 3.0 minutes.

4-5 points - in 3 minutes the child was able to name only 5 to 7 groups of figures.

2-3 points - in 3 minutes the child was able to identify only 2 to 3 groups of figures.

0-1 point - in 3 minutes the child was able to identify no more than one group of figures.

Conclusions about the level of development

10 points – very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Mental retardation

This name was given to underdevelopment of mental activity. As a rule, it is provoked by several factors, among which genetic diseases come first. The other group consists of exogenous factors: trauma, intoxication, infection, fetal hypoxia.

Mental retardation is irreversible and is characterized by the following features:

• totality of the lesion - all neuropsychic functions are disrupted. Speech especially suffers - the grammatical side, the active vocabulary is very meager. Emotions are flat, monotonous, little controlled;
• Among mental processes, thinking is the first to suffer. Its deficiency leads to underdevelopment of elementary mental processes: memory, speech, perception.

UI is primarily represented by oligophrenia . This is underdevelopment of the brain associated with irreversible damage to the cerebral cortex. It is a congenital or acquired defect before the age of two.

There are three degrees of oligophrenia:

• debility;
• imbecility;
• idiocy.

They differ in the severity of the intellectual defect. If IQ with debility ranges from 50 to 70, then with idiocy this figure is 20.

Children suffering from debility are capable of simple work. They find it difficult to learn new skills, and their emotions are very primitive. Sensorimotor reactions are slowed. Phrase speech and mechanical memory are preserved. They are able to master basic reading, writing, and counting skills. Debility is the mildest degree of the disorder.

Imbecility preserves the most primitive self-service skills, the ability to remember a small amount of information, and allows one to acquire basic learning skills.

Idiocy is a gross, deep disturbance of thinking (virtually absent) and all mental processes in general. Such children are not capable of self-care and have poor spatial orientation. Almost no one recognizes them except the people caring for them. Behavior is often dictated by instinctive programs. The speech is incomprehensible. Expressions of emotions such as crying and tears are not typical.

Dementia is an acquired dementia that develops in a child after 2-3 years of age, and is accompanied by the collapse of already formed mental functions. Infections or injuries can trigger dementia. The condition is characterized by uneven damage, with some parts of the brain affected more than others.

Method “Find out who it is”

Before applying this technique, the child is explained that he will be shown parts, fragments of a certain drawing, from which it will be necessary to determine the whole to which these parts belong, i.e. restore the whole drawing from a part or fragment.

A psychodiagnostic examination using this technique is carried out as follows. The child is shown a drawing in which all fragments are covered with a piece of paper, with the exception of fragment “a”. Based on this fragment, the child is asked to say which general pattern the depicted detail belongs to. 10 seconds are allotted to solve this problem. If during this time the child was unable to correctly answer the question posed, then for the same time - 10 seconds - he is shown the next, slightly more complete picture “b”, and so on until the child finally guesses that shown in this figure.

The total time spent by the child on solving the problem and the number of fragments of the drawing that he had to look through before making the final decision are taken into account.

Evaluation of results

Pictures for the “Find out who it is” technique

10 points

- the child was able to correctly determine from a fragment of the image <a> in less than 10 seconds that the whole picture depicts a dog.

7-9 points

- the child established that this picture depicts a dog only from a fragment of image “b”, spending a total of 11 to 20 seconds on this.

4-6 points

- the child determined that it was a dog only by the fragment “c”, spending 21 to 30 seconds solving the problem.

2-3 points

— the child guessed that it was a dog only from the “g” fragment, spending 30 to 40 seconds.

0-1 point

- the child, in more than 50 seconds, could not guess what kind of animal it was, having looked at all three fragments: “a”, “b” and “c”.

Conclusions about the level of development
10 points
- very high.

8-9 points

- high.

4-7 points

- average.

2-3 points

- short.

0-1 point

- very low.

How does the ZPR transfer to the UO?

Defects in mental activity with a delay in mental retardation tend to transform both towards progress and towards regression. For example, there are cases where a child in an orphanage, as if in a frozen state, does not walk, does not talk, freezes at one point, being adopted by a prosperous family, literally in a week learns all the skills appropriate to his age. He is quickly gaining weight and improving his communication skills.

On the other hand, a slowdown in the rate of development can increase, exacerbating its manifestations. In addition, the term ZPR is applicable only for preschoolers and primary schoolchildren. If, after primary school age, signs of mental retardation persist, then it goes into the category of mental retardation.

The main role in the progression of symptoms of mental retardation is played by untimely or completely ignored measures to correct the condition. It is very important to begin corrective treatment for such children as early as possible. It requires special training. Regular schools cannot create the necessary conditions to accept such children. When time is lost, existing defects deepen on all fronts:

• Cognitive processes - attention, perception, memory - are further distorted, which inevitably leads to a decrease in intellectual activity;
• both written and oral speech do not progress. The child is not able to receive information from the outside in sufficient quantities, which is why he withdraws into himself. Communication ties with the world are severed. Establishing contact with peers and family members becomes almost impossible. Thus, the baby self-isolates and withdraws into himself;
• Due to the regression of cognitive abilities, it is difficult for children with advanced forms of mental retardation to master even basic skills. There is no natural age-related change in activity from play to learning;
• the emotional sphere is deteriorating. The child becomes labile and does not control his emotions.

Relationships with parents, in particular with the mother, play a special role. Feeling irritation, lack of support, and love on her part, kids turn into capricious, touchy and stubborn bullies, or fall into a stupor. The lack of emotional connection gives rise, in addition to personal degradation, to fears and anxiety.

In general, children lose touch with the world around them. In the future, it becomes difficult for them to adapt to the team, decide and get a profession, and establish interpersonal relationships. The advanced stage of mental retardation makes the child infantile, uncontrollable, distracted and helpless, and can lead to traits corresponding to mental retardation.

Test “What objects are hidden in the drawings?” (assessment of child's perception)

The technique allows you to assess the child’s perception from various angles, simultaneously identifying the child’s ability to form images, make conclusions related to them and present these conclusions in verbal form. The technique is designed for children 4-6 years old.

The child is explained that he will be shown several contour drawings in which many objects known to him are, as it were, “hidden”.
Next, the child is presented with a drawing and asked to sequentially name the outlines of all objects “hidden” in its three parts: 1, 2 and 3. The time for completing the task is limited to one minute. If during this time the child was unable to completely complete the task, then he is interrupted. If the child completed the task in less than 1 minute, then the time spent on completing the task is recorded. Note.
If the person conducting the psychodiagnostics sees that the child begins to rush and prematurely, without finding all the objects, moves from one drawing to another, then he must stop the child and ask him to look in the previous drawing.
You can move on to the next picture only when all the objects in the previous picture have been found. The total number of all objects “hidden” in the drawings is 14. Test results are scored
10 points - the child named all 14 objects, the outlines of which are in all three drawings, spending less than 20 seconds on this.
8-9 points - the child named all 14 objects, spending 21 to 30 seconds searching for them. 6-7 points - the child found and named all the objects in a time from 31 to 40 seconds. 4-5 points - the child solved the problem of finding all the objects in a time from 41 to 50 seconds. 2-3 points - the child coped with the task of finding all the objects in a time from 51 to 60 seconds. 0-1 point - in a time greater than 60 seconds, the child was unable to solve the task of finding and naming all 14 objects “hidden” in three parts of the picture. Conclusions about the level of perception development
10 points - very high. 8-9 points - high 4-7 points - average 2-3 points - low 0-1 point - very low.

Causes of childhood mental retardation

Most researchers of children's mental retardation identify the following as the main reasons:

• pathologies of pregnancy and childbirth;
• prematurity;
• postnatal diseases of an infectious and traumatic nature;
• chronic diseases leading to asthenia;
• severe psychotraumatic situations, improper upbringing.
• alcoholism, drug addiction of parents, their mental disorders.

It is worth noting that persistent mental retardation in children always has an organic nature.

Methods of diagnosis, correction, treatment of children with mental retardation

A correctional program for a child with mental retardation will be formed taking into account the following points: how old was the child when the parents asked for help, what are the manifestations of developmental disorders, how persistent are they.

It is worth noting separately that if a child has mental retardation, the success of treatment depends on:

1. high-quality diagnostics, in particular differential; very often mental retardation is confused with mental retardation, for example; Moreover, the correction plan for these two diagnoses is completely different.
2. on the coordination of the actions of a neuropsychologist, speech therapist or speech pathologist, or psychotherapist. That is, it is important that the impact is complex.

A neuropsychologist will help develop the basic mental functions of a child with mental retardation, neurodynamic indicators, develop self-control skills, and cope with motor impairments. In fact, he will be engaged in “creating a base” so that the work of other specialists (speech therapist, speech pathologist, psychologist) is successful, since without high-quality brain function, correction of speech characteristics and cognitive processes is impossible.

Tips for parents

ZPR is possible and necessary to overcome, because insufficient formation of basic mental functions and problems of the emotional-volitional sphere of a child with mental retardation are most often reversible or can be well corrected.

The psychology of children with mental retardation allows us to say that the development of such a child can reach a normal level if difficulties are noticed in time, neurocorrection classes are started and, thus, competent correctional and developmental support is provided to the child. For this reason, the sooner the child’s parents notice and acknowledge his existing problems and signs of mental retardation, the easier it will be to achieve results in treatment, and the more successful the prognosis will be.

“Cheerful - Sad” technique

Description:

The technique allows us to identify the ideas of children aged 6-7 years about emotionally significant aspects of their lives.

Instructions:

Figure out how the story ends.

“Petya came home from school sad. His mother asked him: “Why are you so sad?” And Petya answers: “Because our teacher Nina Petrovna...” What did Petya say next?

Such situations are offered with a cheerful boy returning from school, as well as with a cheerful or sad boy returning from kindergarten.

Processing and interpretation of test results:

Children's answers are divided into four types.

1. "Mark"

: cheerful - because the teacher gave an A, gave a good mark; sad - because I gave a bad grade, a bad grade, etc.

2. “Direct relationship with the teacher (educator)”

: praised, punished, scolded, kicked out of class, was kind, was angry, etc.

3. "Teacher - lessons"

: the teacher (teacher) got sick, came today, moved to another school. This includes answers in which the reason for a good (bad) mood is the presence or absence of lessons (classes).

4. "Content of activity"

: answers containing indications of the difficulty (ease) of the task, the presence or absence of entertainment, fulfillment of routine moments, etc.

They draw conclusions about age-related changes in children’s ideas about emotionally significant moments in the life of kindergarten and school.