Lesson summary for children with stuttering
on familiarization with the outside world and speech development
Lesson form: subgroup.
Age: 7 years.
Stage: main.
Theme: "Spring"
Target:
develop speech free from hesitations at the stage of answering and questioning speech.Tasks:
Develop the ability to answer the speech therapist’s questions in complete sentences.
To develop the ability to coordinate speech with movements to musical accompaniment.
Update and expand the vocabulary on the topic “Spring” (see program).
Strengthen the skill of diaphragmatic breathing.
Equipment: ball, pictures: sun, drops, birds, snowdrop, melting snow; music player (“Sounds of Spring”, P. Tchaikovsky “Seasons. April”), colored pencils, sheets of paper.
Progress of the lesson
^ I. Organizational moment
Hello children! How bright and warm it is today! What a wonderful day today! I smile at you, and you smile at me and at each other.
^ A minute of relaxation (the recording “Sounds of Spring” plays).
One, two, three, four, five - stand in a circle to play!
It's so good that we are all together today. We are calm and kind, we are friendly and affectionate. We are healthy. Take a deep breath through your nose and breathe in the freshness, kindness and beauty of this day. And breathe out all the grievances and disappointments through your mouth. (Children inhale and exhale three times).
^ II. Main part.
2.1. Articulation gymnastics “The Tale of the Tongue.”
Let's remember the fairy tale about the tongue and do exercises for it. (Children are given mirrors).
Once upon a time there lived a tongue in a small house. In winter, Tongue lay in his bed for a very long time, show how he did it("Spatula"
).
And on a spring, sunny day, the tongue wakes up, washes the round window - the lips(“Delicious jam”).
After this, Tongue looks out of the window and hides, the spring sun is shining very brightly!(“Snake”).
The tongue puts on sunglasses, boldly looks up at the sun, down at the ground("Swing").
A horse gallops past, and its tongue clicks along with it(“Horse”).
After this, Tongue plays with his favorite windmill toy and shows how the spring breeze blows(inhale through the nose, exhale through the mouth).
2.2. Game "On the contrary".
Guys, look outside the window, what time of year is it now?
That's right, how did you guess?
It becomes warm, the snow melts, the trees wake up, flowers appear, birds fly in.
Right. How much do you know about spring, but won’t you confuse winter with spring? Whoever I put the ball in his hands will answer.
Winter is gone, and spring... has come.
Winter is cold and spring... warm.
In winter the sun freezes, and in spring... it warms.
In winter the snowdrifts are high, and in spring... low.
In winter they wear fur coats, and in spring... jackets.
2.3. Exercise “Signs of Spring”.
^
The sun is shining brighter
A warm wind is blowing.
Winter is over,
SPRING has come to us again!
(On the board there is an image of a cheerful, radiant sun, around it there are pictures of signs of spring and several pictures of other seasons).
The bright spring sun shines joyfully on us. And around him are signs of different seasons. Leave the sun around and name only the signs of spring.
I will name them again, and with a wave of my hand, add the last sound or word:
^ Drops are dripping loudly : ... DROP!
The birds sing merrily: ...TEEP!
Snow is melting: …OH!
Streams run: ...BLLL!
Snowdrop shakes his white head: ...FFF!
A golden ray of sun strokes him: ...AAAH!
And now, holding hands, let’s go to the spring meadow and admire the spring.
2.4. Physical education lesson “Spring has come.”
(Music by P. Tchaikovsky “The Seasons. April”).
Sun, sun, high (We pull our hands up on tiptoes)
The sun makes us feel warm. (Lightly stroking your face with your hands)
The snow melts from the rays, (Squat)
The stream ran loudly. (Running in circles)
You are running after a stream ,
Step over all the puddles. (Walking in circles)
Here is a cheerful sparrow
Swimming in a puddle (Arms crossed behind back, jumping on 2 legs in a circle)
Cleans his feathers (Lightly stroking hands)
And shakes himself off. (Shake with brushes )
And now they flew and sat down quietly.
2.5. Exercise “Good-bad”.
Guys, are you glad that spring has come?
What's good in spring? ( ^ The sun is shining brightly, the snow is melting, boats can be launched, birds are flying in, animals are waking up, etc. .)
What's bad in spring? ( It’s dirty, there are big puddles all around; you can get your feet wet and get sick; you might fall into a puddle, get dirty, mom will scold you, etc.)
Stand in a circle, now you will ask each other these questions and pass the ball, whoever answered with a complete sentence asks the next question, etc.
2.6. Finger gymnastics “Drip-drip-drip, spring has come...”.
Take your seats, let's play with our fingers.
Drip-drip-drip, spring has come ( ^ Fingers say hello )
Drip-drip-drip, the icicles are melting ( Fingers say hello )
Streams ran (B Use your thumb and index fingers to move around the table )
The rooks flew to us (L palms touching, thumbs intertwined, palms flapping).
2.7. Drawing on the theme “Snowdrop”.
Listen to the poem:
The very first, the thinnest
There is a flower with the name tender.
Like a ringing drop of hello,
It's called...snowdrop. (V. Nishchev)
That's right, it's a snowdrop. What can you say about him? What color is his bud? What does he look like? What stem? What leaves? (The snowdrop has a white bud. It looks like a snowflake, a bell. It has very beautiful green leaves).
Guys, take your colored pencils and let's draw it now.
(Children draw, then stand in a circle with drawings and take turns answering the speech therapist’s questions).
Speech therapist: What did you draw? What color did you decorate the stem or bud? Who will you give the flower to? Why is the snowdrop called a primrose? ^ III. Final part.
Well done, you worked really hard today! Did you like the lesson? I liked how you worked and what drawings you came up with, we’ll post them on the stand. Let everyone enjoy spring!
Classes for people who stutter.
Stage 1
Lesson No. 1, 2, 3. Relaxation of arm muscles.
Goal: To teach relaxation of the hands, focusing on a pleasant state of relaxation.
- Sit on a chair, lean on the back. Hands on knees, relax.
We have a game like this -
Very easy, simple:
Movement slows down
Tension disappears...
And it becomes clear:
Relaxation is nice!
- Exercise "Fists"
Clench your fingers tightly into a fist. To make the bones turn white.
This is how tense the arms are. It's unpleasant for us to sit like this. My hands are tired. Straighten your arms. So the arms relaxed. It became easy and pleasant. (perform the exercise 3 times).
Calm inhale - exhale, inhale - exhale.
Press the thumb firmly against the rest:
We squeeze our fingers harder, release, unclench.
Raise and drop the child's relaxed hand.
Resting fingers.
- Exercise "Deer".
Let's imagine that we are deer. (raise your crossed arms above your head, fingers spread wide)These are the antlers of a deer! Straighten your arms! His hands became as hard as the antlers of a deer. It's hard to hold your hands. Tension is unpleasant. Quickly lower your hands, drop them on your knees. Hands relaxed. They are resting.
Inhale - exhale, inhale - exhale.
Look: we are deer, the wind is rushing to meet us!
The wind has died down, let's straighten our shoulders,
Hands on your knees again, And now - a little laziness...
Hands are not tense and relaxed...
The adult, with a slight movement of his fingers, runs along the child’s hand from the shoulder to the fingertips.
Breathing exercise"Blow out the candle"
Calmly inhale through your nose and just as calmly exhale through (through your mouth) onto the candle, saying in a whisper F - F - F.
Repeat the exercise 3 times 4 times a day.
Lessons 7, 8, 9. Relaxation of the muscles of the arms, legs and body
Speech therapist . Children, let's start the game. Place your hands on your knees, calm down. (Children take a resting pose.) Listen and do as I do. (The formula for general rest is given. All exercises from previous lessons are repeated.)
Exercise "Barbell"(Fig. 7, 8). Speech therapist. Let's play sports. Get up! Let's imagine that we are lifting a heavy barbell. Bend over, take it. Clench your fists. Slowly raise our hands. They are tense. Hard! We held the barbell... Our arms got tired and we dropped the barbell. (The arms drop sharply and hang freely along the body, rice. 9.) Hands are relaxed, not tense, resting. Easy to breathe! Listen and do as I do. Calmly inhale - exhale!..
We're getting ready for a record
Let's play sports. (Lean forward.)
Rice. 6.
We lift the barbell from the floor... ( Straighten up.)
We hold it tight...
The speech therapist touches the muscles of the shoulder and forearm of the children, draws their attention to tension and subsequent relaxation.
- And we quit! ( The exercise is repeated three times.)
Our muscles are not tired -
And they became even more obedient!
It becomes clear to us:
Relaxation is nice.
Exercise "Boat"(Fig. 10, 11). Speech therapist . Imagine that we are on a ship. Rocks. To avoid falling, spread your legs wider and press them to the floor. Clasp your hands behind your back. The deck shook - we pressed our right foot to the floor. (The right leg is tense. Left - relaxed, slightly bent at the knee, toe touching the floor.) Straightened up! Relaxed! It swung in the other direction - we pressed our left leg. (The left leg is tense. Right leg relaxed.) Straightened up. Listen and do as I do. Inhale - exhale!
Breathe alternately
IP: standing (sitting on a chair). 1 - inhale and exhale through the nose; 2 - inhale through the nose, exhale through the mouth; 3 - inhale through the mouth, exhale through the nose; 4 - inhale and exhale through the left half of the nose, then through the right (alternately); 5 inhale through one half of the nose, exhale through the other (alternately); 6 - inhale through the nose, extended exhalation through the nose with intensification at the end; 7 - inhale through the nose, exhale through loosely compressed lips; 8 - inhale through the nose, exhale through the nose in jerks (diaphragmatic).
Fish
Equipment: 2-3 bright paper fish.
* * *
At the level of the child’s mouth, hang multi-colored fish on strings. Children stand in front of the fish.
Speech therapist . Let's make our fish start playing happily. Look, I blow on them and they float. Try it too.
The speech therapist shows how to blow on the fish, and the children repeat.
SUMMARY OF Speech Therapy SUB-GROUP LESSON
FOR CHILDREN WITH STUTTERING
SENIOR PRESCHOOL AGE
Target: Formation of a stable skill of fluent speech in its elementary forms and short phrases.
Tasks:
Correctional educational tasks:
automate the lower diaphragmatic type of breathing, develop self-control of respiratory movements of the chest and diaphragm
develop the ability to perform prolonged phonation exhalation
strengthen the skill of soft attack of sound
consolidate the skill of continuous pronunciation of vowel sounds, combinations of vowel sounds (2 sounds on one exhalation)
form the rhythmic organization of utterances and intonational expressiveness of speech;
improve the skill of muscle relaxation in contrast to tension
Correction and development tasks:
develop gross motor skills
develop attention, memory, thinking
Educational tasks:
cultivate bold speech behavior, the ability to listen carefully and complete the assigned task, control one’s own speech
Equipment: a toy bear, individual bags and plumes for each child for doing breathing exercises, object pictures (doll, Dunno, toy soldier, robot, stork, vegetables, willow, popsicle, street).
Organizing time:
The speech therapist informs the children that today an unusual guest will come to them, who for some reason is late. While everyone is waiting for the guest, the speech therapist suggests guessing riddles and choosing the corresponding pictures.
Wears dresses
Doesn't ask for food
Always obedient
But it's not boring with her.
Confident in yourself, even if you're clueless,
And by nature he is a big arrogant
Well, guess how to guess him,
Known to everyone as...
(Dunno)
Although he was steadfast and brave,
But he did not survive the fire.
The youngest son of a tablespoon,
He stood on a strong leg.
Not iron, not glass,
There was a soldier...
(tin)
Even though he looks angular,
But he is very built, like a soldier.
Hardy, literate, smart -
He solves all problems.
And, if necessary, he is ready
Master a hundred languages.
Besides, he can't sleep at all.
He is ready to work day and night.
He helps with the housework
And he even plays chess.
Never beat him!
But he’s not human at all.
( Robot)
You can't make me lie down and sleep.
As soon as you lay him down, he wants to get up.
More stubborn than a lamb
This doll is...
( Tumbler)
I suggest you turn into wind-up toys.
Main part:
Relaxation gymnastics complex"Wind-up Toys"
Turn around yourself, turn into a Masha doll.
"Wind-up doll." Spread your legs and tense, stretch your arms slightly to the sides, tense; turn one way, the other. (Repeat 3-4 times.)
"Dunno." Raise one shoulder with tension, then lower and relax; raise the other shoulder with tension, lower it and relax; Raise both shoulders with tension and, relaxing, lower them. (Repeat 3-4 times.)
Turn around yourself into a tin soldier, turn into
"Tin soldier". Spread your legs and tense, stretch your arms along your body and tense. Maintain tension while counting from 1 to 4. At the word - the command “five” - we relax, the whole body “goes limp”, like a rag doll.
Turn around yourself, turn into a robot.
"Robot". Follow the commands: right hand forward, to the side, forward, down, relax; left hand forward, to the side, forward, down. (Repeat 3 times.)
Turn around yourself, turn into a tumbler.
"Tumbler." Sitting, drop your head on your right shoulder, on your left shoulder, twist,
A bear cub appears. The speech therapist turns to the bear cub: “And here is our guest, we’ve been waiting for you.”
The little bear answers: “Hello! Excuse me guys. My path was not close. I ran, I was in a hurry, but I was still late. Oh, how out of breath I am.”
The speech therapist says: “It’s no problem, our guys will show you breathing exercises, and your breathing will quickly recover.”
Exercise No. 1. Diaphragmatic breathing while lying down.
Children lie on their backs on the carpet; The left hand is placed on the stomach, and the right hand on the chest. First, the speech therapist reminds children how to breathe from the diaphragm (stomach): he places the child’s hand on his stomach. At the command of the speech therapist, children inhale, protruding their stomachs, and exhale, retracting their stomachs. If the exercise does not work out for children, then it is useful to apply light pressure with your hand on the stomach towards the end of the exercise.
“The hippos were lying
The hippos were breathing.
The tummy rises up.
My tummy goes down."
Exercise No. 2. “Sultanchik”
Smoothly take in air and blow on the plume for a long time. (Repeat 5-6 times.)
Blow while turning your head, the plume is in your left hand; inhale - blow while exhaling; turn in the other direction, repeat. (Repeat 5-6 times.)
The speech therapist asks the bear cub what happened and why he was late.
The little bear tells the children that he has prepared pictures for them as a gift, but the trouble is, the first sounds have disappeared from the words denoting the pictures and the words have become incomprehensible.
Speech therapist: - Guys, what sounds do you think are missing from the words? (Children's answers: there are not enough vowel sounds, etc.)
Guys, help the little bear, find and name the first sound in the words.
Children are offered words and pictures: Stork, Vegetables, Willow, Street, Popsicle.
The speech therapist names the pictures without the first vowel sound (...ist - stork, etc.), the children guess the first vowel sound and pronounce it smoothly, chanting as they exhale.
Aaa/oooo/ iii/uuuu/eeee/.
Speech therapist: “What are these sounds called?” Children's answers: vowels.
The speech therapist reminds: “Vowels are sounds that are pronounced with the voice, they can be drawn out for a long time, sung, when pronouncing these sounds, the exhaled air comes out freely, without encountering any obstacles on its way.”
Imagine that I have a thread in my hands. Wind the thread around the ball and stretch out the sound as long as possible.
There are only six vowel sounds
We will learn to sing them.
We inhale the air through our nose,
We sing the sounds smoothly
A speech therapist performs gymnastics with children - reflected speech.
AO au ai oa ou oi ua ua ui IA io iu.
Physical education minute.
"Bear"
The bear crawled out of the den,
I looked around on the threshold. (Turns left and right.)
To quickly gain strength,
The bear's head was twisting. (Rotate your head.)
Leaned back and forth
Here he is walking through the forest. (Bends forward and backward.)
I approach the horizontal bar,
I take the crossbar
I strain my muscles together,
I wish you to be slim and strong!
To become strong and agile,
Start training!
Vocabulary work (speech with the fingers of the dominant hand)
Speech therapist: “Little bear, our guys also prepared pictures for you as a gift. Now we will name the objects that are drawn in the pictures. Look at them carefully first. Now listen to me speak.”
The speech therapist gives a speech sample, the children take turns practicing smooth, continuous pronunciation of words and short phrases
Aster // Aster flower //
Arch // Arch at the house //
Stork // Stork bird //
Harp // Harp instrument //
Exercises to develop a sense of tempo and rhythm
Game exercise “Three Bears”
The speech therapist reads the poem, and the children clap their hands at the same pace as the words “top - top - top” are pronounced.
Top-top-top
And my son is just a little baby.
He was very small
He walked very quickly.
Top-top-top-top-top-top
Lesson summary:
The speech therapist and the children say goodbye to the bear cub. The little bear thanks the children, says goodbye to them and promises not to be late again. The speech therapist asks the children: “What did you like, what games and exercises were interesting, and which were the most difficult?” What pictures did we name today?” The speech therapist notes the activity and positive aspects of each child’s work.
Smirnova Tatyana Valentinovna,
teacher - speech therapist of the highest qualification category,
Rybinsk kindergarten No. 13
Stuttering is not a disease, but a manifestation of the disease, one of its symptoms. Accordingly, in order to talk about treatment tactics for stuttering, it is necessary to establish exactly what disorder it is a manifestation of...
A large number of methods have been developed to get rid of stuttering. It is difficult to say which technique is suitable in each specific case. Today we bring to your attention the technique described in V.M. Lykov’s book “Stuttering in Preschool Children” (M., 1978).
The essence of stuttering
Stuttering is a fairly common phenomenon. However, everyday observations show that adults do not have a clear idea of stuttering, a clear understanding of the psychology of people who stutter, or knowledge of evidence-based ways of prevention and treatment.
Stuttering is not only a complex speech disorder, but also a disease of the entire body. And therefore, along with pedagogical measures, children who stutter need special restorative treatment.
Surveys of parents showed that for the most part they understand stuttering as a kind of “mechanical breakdown” of sound pronunciation and do not associate it with complex mental processes. Hence the purely formal approach to the education and training of people who stutter.
How does modern science interpret this phenomenon? Based on the teachings of I.P. Pavlov, stuttering is considered as a particular type of neurosis - logoneurosis (speech neurosis), resulting from a functional disorder of higher nervous activity.
It is known that two interrelated and interdependent processes continuously occur in the cerebral cortex - excitation and inhibition. Normally, balancing each other, they create peace and well-being for the entire body, the so-called state of comfort. But when the mutual balance of these processes is disrupted, a phenomenon arises that I. P. Pavlov figuratively called a “collision.”
The diseased focus formed as a result of such a “collision” changes the interaction between the cortex and subcortex. Having escaped the control of the cortex, subcortical formations begin to send random impulses to the cortex, including the speech production zone, causing the appearance of convulsions in various parts of the speech apparatus (larynx, pharynx, tongue, lips). As a result, some of its components fire earlier, others later. The pace and smoothness of speech movements is disrupted - the vocal cords tightly close or open, the voice suddenly disappears, words are pronounced in a whisper and prolongated (elongated) - pp-field, bbb-be-birch, which is why the thought is expressed vaguely, is not brought to the end, becomes incomprehensible to those around you.
In this regard, the question arises: “What factors negatively affect the normal course of excitation and inhibition?”
There are several reasons. But the main one is weakness of the nervous system, most often caused by infectious diseases (complications after measles, encephalitis), sluggish chronic pathology - rheumatism, pneumonia, etc.
Sometimes children are born with a weakened nervous system, which is the result of an unfavorable pregnancy.
We have named a group of causes of a pathogenic nature, but there is also another group - defects in education. An abnormal household environment, quarrels between parents in the presence of a child, an uneven attitude towards him (shouts, intimidation, punishment), and finally, different demands in the family hurt the child’s psyche and lead to a speech disorder.
Many other factors are known to science and practice, for example, left-handedness, imitation, hesitations in speech, impaired sound pronunciation, speech underdevelopment, etc. By the way, it is undesirable to both lag and excessively rapid development of speech, encouraging children to master complex words and sentences . It also happens that a child, imitating the sloppy speech of those around him, tries to quickly express his thoughts, gets confused, gets confused in sounds and begins to stutter.
However, the listed factors are not enough for stuttering to occur. A kind of impetus, a trigger for stuttering, are irritants such as fear, conflict situations, and difficult emotional experiences. From here it becomes clear why children more often begin to stutter after illnesses: a weakened nervous system reacts sharply to strong stimuli, to a rude shout, etc.
Stuttering in most cases is associated with fear (animal attacks, car collisions, fires, drowning, rooster crowing, punishment, emotional stress). Indeed, about 70 percent of stuttering cases are associated with mental trauma.
They may object: “Many children get scared, but not all of them stutter.” What is true is true. To be or not to stutter depends entirely, as we have noticed, on a number of incidental circumstances - the state of the nervous system at the time of mental trauma, the strength of the traumatic stimulus, etc.
Stuttering usually develops in children between two and five years of age, i.e., during the most rapid period of speech development. In the system of other mental processes, speech is the most fragile and vulnerable due to its “youth”, and therefore loads on the nervous system directly or indirectly affect speech activity. Young children lack strong inhibitory reactions. Babies are easily excited, and excitement can lead to convulsions, including convulsions of the speech apparatus - stuttering. Stuttering occurs three times more often in boys than in girls. Scientists explain this phenomenon by the fact that boys, due to their more active lifestyle, are exposed to more frequent traumatic opportunities. Rural schoolchildren exhibit stuttering less frequently than urban students. In rural areas there are fewer traumatic factors, there is a calmer and more measured rhythm of life.
Symptoms of stuttering
Stuttering occurs in different ways, but identifying the disease is not difficult. It manifests itself either in the obsessive repetition of sounds and syllables, or in involuntary stops and delays, often accompanied by convulsions of the speech organs. The spasms affect the vocal cords, muscles of the pharynx, tongue, and lips. The presence of spasms in the speech stream is the main phenomenon of stuttering. They vary in frequency, location and duration. The severity of stuttering depends on the nature of the seizures. The tension in the organs of pronunciation does not allow a person who stutters to conduct a conversation accurately, clearly, and rhythmically. The voice also becomes upset - in people who stutter, it is uncertain, hoarse, and weak.
There is an opinion that the basis of stuttering is blocking (turning off) voice production. Indeed, a number of experiments confirm this idea. When a child stutters, he spends a lot of physical energy. When speaking, his face becomes covered with red spots and sticky cold sweat, and after speaking he often feels tired.
Individual sounds, syllables, words become so difficult that children avoid using them, as a result of which speech becomes impoverished, simplified, becomes inaccurate, and incomprehensible. Particularly great difficulties arise when reproducing coherent stories. And to make their situation easier, kids begin to use sounds, words or even whole phrases that have nothing to do with the subject of the statement. These "alien" sounds and words are called gimmicks. “A”, “e”, “here”, “well”, “and” are used as speech tricks.
In addition to speech, children who stutter also develop motor tricks: children clench their fists, step from foot to foot, wave their arms, shrug their shoulders, sniffle, etc. These auxiliary movements make it easier for the child to speak, and later, when they become established, they become an integral part of the speech. speech act. Extra movements disrupt coordinated motor skills and load the psyche with additional work.
Some preschoolers develop a fear of speaking. Even before starting a conversation, the child begins to worry that he will stutter, that he will not be understood, that he will be judged poorly. Uncertainty in speech, wariness, and suspiciousness appear.
Children are painfully aware of the difference between themselves and their peers. If, in addition, their comrades laugh at them, imitate them, and adults scold them for speaking incorrectly, stuttering children withdraw into themselves, become irritable, fearful, and they develop a feeling of inferiority, which further depresses the psyche and aggravates stuttering.
Psychological layers can be so pronounced that first of all one has to direct efforts to streamline behavior, and only then to fight stuttering.
People who stutter have poor coordination in their movements. Some have motor restlessness and disinhibition, others have angularity and stiffness. This is why people who stutter usually avoid crafts that require fine finger movements. But the signs of stuttering do not end there. People who stutter develop undesirable character traits - irritability, tearfulness, resentment, isolation, distrust, negativism, stubbornness and even aggressiveness.
Preschoolers who stutter are more susceptible to colds than ordinary children; their sleep and appetite are more often disturbed. If we talk about the dynamics of stuttering, it is striking in a number of characteristic features - the variability of the clinical picture, adaptability and variability. Often a more complex form of speech is pronounced more freely than a simplified one.
In the spring-summer period, stuttering smoothes out, in the autumn-winter period it intensifies. In an unfamiliar environment it manifests itself more strongly than in a familiar one. The severity of stuttering is also influenced by the situation in which the child finds himself. In kindergarten it gets worse; when surrounded by friends and family, the child feels freer. In labor classes, speech is much more confident than in native language classes.
Stuttering gets worse as fatigue increases. At the beginning of the day the defect appears less grossly than at the end. Hence the conclusion that classes with stutterers should be conducted in the morning.
When a child is alone, he does not stutter. Children do not stutter when singing, reading poetry, or reciting memorized stories. From the foregoing, we can conclude that in order to correct the defect, it is necessary to influence not only the speech of the stutterer, but also the personality as a whole.
Overcoming stuttering
Before moving on to specific recommendations for overcoming stuttering, it would be useful to recall some general provisions. The first thing parents should do is consult with a psychoneurologist and speech therapist, together with them, based on the child’s personality characteristics, outline and implement a program of medical and pedagogical influence.
Currently, a comprehensive method of overcoming stuttering has become widespread, in which parents play a prominent role. What is its essence?
Structurally, it consists of two interconnected parts - therapeutic and health-improving and correctional and educational. Each of them, complementing each other, pursues its own goals and objectives: therapeutic and health-improving is aimed at normalizing neuropsychic processes, at improving the nervous system; correctional and educational - to develop and consolidate correct speech skills.
To improve the child’s health, various activities are carried out, sedatives, calcium supplements, and various vitamins are prescribed. Drug therapy is combined with physiotherapy and climatotherapy, sleep, etc.
It is extremely important for parents to create a favorable, calm environment for the baby, instill cheerfulness in him, and distract him from unpleasant thoughts. The speech of adults should be friendly, leisurely, and simple. Jerking, shouting, and punishment are not allowed.
Since the body of a stuttering child is weakened in most cases, he really needs a correct and firm, rational alternation of work and rest. A measured rhythm of life helps to normalize the functioning of the body and, in particular, higher nervous activity. In this case, sleep plays an important role. Children who stutter should sleep 10-12 hours at night and 2-3 hours during the day.
The daily routine includes time for games and walks. Moreover, it is important to choose calm games for active children, and fun, active ones for inert ones.
Parents should pay close attention to the child’s nutrition - make it varied, sufficiently high in calories, well fortified with vitamins. People who stutter are recommended to eat four meals a day with regular meal times.
Hardening procedures—rubbing, dousing, bathing—have an exceptionally beneficial effect on a child’s health. Walking, sledding and skiing are required. We should not forget about morning exercises and physical exercises, which contribute to the development of coordination of movements and improve the functioning of the cardiovascular and respiratory systems. The daily routine should also include elements of child labor: the child can bring dishes, remove spoons and pieces of bread from the table, tidy up the children's corner, and prepare items for play. The child is entrusted with caring for plants, etc.
Medical and health activities create a physiological foundation for conducting special speech classes. Corrective and educational measures are aimed at normalizing the tempo, smoothness and rhythm of speech, developing the ability to work purposefully, enhancing speech communication, as well as eliminating defects in sound pronunciation.
The program of correctional and educational activities is implemented in the process of the child’s daily activities, and is as close as possible to his needs, interests, hobbies, in a word, speech correction should take place in natural conditions. Under no circumstances should you force a child to complete certain tasks. He must do everything without much coercion.
Speech classes
Speech classes are built in the form of conversations, viewing didactic materials, filmstrips, and working on crafts. During classes you should use books, toys, and board games. At the same time, parents should monitor their children’s speech, help them express their thoughts correctly, without focusing on the speech defect.
Speech classes should be conducted regularly and in accordance with the principle from simple to complex, from familiar to unfamiliar. From the simplest situational forms to a detailed statement - this is the way to overcome stuttering. This is a very difficult task, and success here accompanies those parents who are not stopped by the first failures.
Typically, overcoming stuttering in preschoolers at home takes 3-4 months. All this time you need to be close to the child and “live” with him all the stages of speech re-education. Never give up hope of improving your stuttering. Remember: stuttering is a removable disease.
The course of overcoming stuttering is conventionally divided into three periods: preparatory, training, consolidative.
Preparation period
This period includes medical, recreational and protective measures: visiting a doctor, speech therapist, organizing a work and rest regime. At this time, it is necessary to limit the speech communication of a stuttering child with other children. Family members should carefully ensure that their own speech is clear, expressive and unhurried. It is necessary to draw up a plan for working with your child every day and make notes on its implementation. They have casual conversations with the child about how together (with mom and dad) he will learn to speak correctly and beautifully, and tell interesting fairy tales or stories. At the same time, play a children's record for your child or let him listen to a tape recording of the fairy tales "Teremok", "Kolobok", "Three Bears" and others. Games, drawing, and modeling help to prepare him for the upcoming speech work. Practice correct speech while walking and playing outdoors.
During the preparatory period, simple speech classes are organized - three to four times a day, lasting 10-15 minutes each. It is better to start classes with speech exercises. The child is asked to count to five, to ten, and then, following his parents, say short phrases: “I am learning to speak slowly.” "I'm learning to speak loudly."
Excerpts from children's poems can serve as material for speech exercises. The purpose of speech exercises is to prepare the child for the upcoming lesson, to make him feel that he can speak correctly. It is important that during a conversation the child does not tense up, does not raise his shoulders, and breathes silently and calmly.
After exercise, speech classes begin, which consist of special exercises that normalize speech. Speech exercises are built in a certain sequence - from simple forms of speech to complex ones.
Conjugate speech is the easiest for children who stutter. The child and his parents simultaneously name the objects shown in the pictures, the letters of the alphabet, speak short phrases (based on the pictures), and recite poetry. The training method is quite simple. While looking at the picture, at the same time as your child, smoothly and leisurely say: “This is Mishka. Teddy Bear is bathing. Mishka has big paws.”
You can take any toy and tell what parts it consists of: “This is a Lena doll. Lena has eyes, a mouth, a nose. Lena has a new dress and white shoes.” Seeing objects in front of him, the child expresses his thoughts easier and more confidently.
The lesson can end with playing lotto with pictures or reading a poem. As soon as the child is fluent in conjugate speech, move on to the next form of speech.
Reflected speech is a more complex form that allows storytelling based on objects, pictures, toys. The parents say the phrase, the child repeats: “I have a pencil.” "I'm drawing". “Once upon a time there was a goat, and she had seven kids.” With children it is advisable to recite “Teremok”, “Kolobok”, M. Prishvin’s story “The Brave Hedgehog”, A. Barto’s poems “Bunny”, “Bear”. With older preschoolers you need to learn the alphabet, and you should also teach them to read and write using the ABCs.
During this period, exercises for coordinating words with movement are introduced. March in a circle with your child: “We learned to count: one, two, three, four, five.” And so three times. Or another exercise. Give your child a ball and count each time the ball is thrown on the floor. The lesson ends with a speech board game. For example, you can prepare any subject lotto. Show your child the picture and calmly say: “I have a squirrel.” Then you just show the picture and the child names it.
This is a schematic lesson plan for the education of the reflected form of speech, based on which you can create subsequent lessons yourself.
During this period, learn N. Naydenova’s poem “Spring” with your child. Use days of the week, months, seasons of the year as speech exercises. If your child reads, choose folk tales and interesting poems for him.
After two or three lessons, the child himself begins to be active and confidently repeats the text, willingly plays, throws the ball up, hits the floor or wall. The movement is accompanied by words. Counting rhymes, jokes, and riddles are especially convenient for such exercises (they can be found in the magazines “Funny Pictures” and “Murzilka”).
This concludes the preparatory period. Its duration may vary depending on the success of mastering the conjugate-reflective form of speech. Fluency in them provides the basis for the transition to the next period - training. There are often cases when, already at the initial stage, certain forms of stuttering (especially mild ones) are successfully overcome. For preventive purposes, classes should be continued. However, the daily routine and gentle regime should remain the same. After a month, the child can be taken to a regular kindergarten.
Training period
The training period is the main period in working to eliminate stuttering. Its goal is to master the most complex forms of speech based on the skills acquired in the preparatory period. The child felt that he could speak freely and confidently, and therefore subsequent classes would not seem overly difficult to him.
The training period begins with mastering the question-and-answer form of speech. Classes are structured in the form of conversation, games, and work activities. Pictures, toys, etc. serve as didactic material. The main thing for parents is to be able to pose the question correctly. In contrast to exercises with reflected speech, the child independently pronounces one word when answering a question. In the future, the answers become more complicated, and the child speaks 3-4 words independently.
Here is an example lesson for one day. Based on this composition, you can build similar activities for the following days.
In the morning
Speech exercises for coordinating words with movement. Stand opposite the child two meters away with the ball.
- Zhenya, what do I have in my hands?
- Ball.
- Catch! (Zhenya catches it).
- Zhenya, what did you do?
— I caught the ball.
- Throw it to me (Throws it).
- What did you do?
— I threw the ball.
- What ball is this?
— Rubber ball (round, small). (At the word “rubber” the child throws the ball). The next exercise is squatting and straightening with emphasis on your toes.
- What will you do?
- I will rise on my toes and squat down.
The exercise is performed as follows: On the count of times - squat.
- Zhenya, what did you do?
— I squatted down. On the count of two - straightening.
- Zhenya, what did you do?
— I stood on my tiptoes.
Answers to questions based on familiar pictures. Prepare a set of subject and plot pictures. Show them to your child one by one:
- Who is this?
- It's a girl.
- What is the girl doing?
— A girl plays with a doll. Next picture:
- Who is this?
- Boy.
-What is the boy holding in his hands?
— The boy has a fishing rod in his hands.
- What is the boy doing?
— The boy is fishing.
In this vein, go through a few more pictures with your child. Do not rush your child, make sure that he answers smoothly, without mistakes. If you have any difficulties, let him repeat after you.
From subject pictures, move on to working with subject pictures cut out from children's magazines. Children willingly study based on the painting by K. Uspenskaya “They didn’t take me fishing.”
First, the child carefully examines the picture, and then answers the questions:
— Zhenya, what is shown in the picture?
- In the picture there is a boy, a chicken, an uncle and another boy.
-Where does the boy live? In the city or in the village?
— The boy lives in the village.
“Where do you think your father and older brother went?”
— They went fishing.
-What do they have in their hands?
— There are fishing rods in my hands.
- Who else wanted to fish?
- This Boy.
- Did they take him or not?
“They didn’t take it, and he’s crying.”
- What is your sister doing?
- Smiles.
As the picture is analyzed, the questions become more complex.
For children 4-5 years of age, select pictures depicting animals and heroes of your favorite fairy tales. Finish the lesson by cutting out the letter “a”. Draw the letter “a” on a piece of paper and have your child cut it out. During the operation, ask:
- Zhenya, what are you doing?
— I cut out the letter "a."
Say “ah-ah-ah” out loud together.
V. M. Lykov
Article provided by the website Kindergarten.Ru
It is successfully treated, everyone knows. Moreover, despite the abundance of modern methods of therapy that correct speech in logoneurosis, experts do not reject traditional methods that have been “tested over the years.” We will talk about the most common methods of treating stuttering in this article.
Table of contents:Traditional treatment for stuttering
Doctors have long studied logoneurosis and even selected some methods for getting rid of the disease - these are what we will talk about. Surely many have noted that a person who stutters never stutters while singing. This happens because the words are spoken in a chant and the person’s breathing at this moment is “structured” in a completely different way than during a normal conversation. This is precisely what breathing exercises are based on - the primary remedy for getting rid of stuttering.
Principles of breathing exercises by Strelnikova
It was this doctor who developed a set of exercises within the framework of breathing exercises, which helps normalize the child’s speech and get rid of stuttering. Moreover, such exercises can be performed not only in childhood, even adults can do this - yes, it will take them more time, they are unlikely to achieve an ideal result, but improvement in speech is guaranteed.
Strelnikova’s breathing exercises complex consists of 10 exercises, but we will give only two of them - they are the basis and are most often recommended for use:
- "Pump". The person should stand up straight, lower his arms and lean forward a little, rounding his back. At the same time, the head and arms are lowered, and the neck is as relaxed as possible. Now you need to take a quick breath and rise a little, but do not straighten, then exhale long. Next, you need to bend over again, take the starting position and repeat a quick inhalation and a slow exhalation (this can be done with both your nose and mouth).
- "Head turns". You need to stand up straight, lower your arms down, and relax. Now the patient turns his head to the left and immediately inhales noisily and quickly. Next, you need to start moving your head from left to right and at the same time exhale, without stopping in the middle. As soon as the head is on the right, we again take a noisy breath and repeat the entire exercise.
Note!While performing any of these two exercises, the neck should not be tense, the torso and arms remain motionless. Between exercises you need to take short breaks, but in general you should do 3 sets of 32 breaths each day.
Breathing exercises teach a person to breathe deeply, using all the lungs, and helps train the diaphragm, which is involved in voice formation. At the same time, the vocal cords become as mobile as possible and close closely during a conversation, which leads to relief from stuttering.
The above exercises should be performed two to three times a day for 15 minutes - in the morning, at lunchtime and in the evening. You should not expect quick results, since the first effect will be noticeable only after 2-3 months of regular breathing exercises. The person will have a more natural voice, his breathing will be free, and the sounds will come out much calmer and without frequent stuttering.
Speech therapy classes
They are carried out, as a rule, with a group of children who stutter and have fairly large opportunities. There are several techniques that have been developed by doctors and scientists, here are just a few of them (the most used):
- Methodology of Vygodskaya, Uspenskaya and Pellinger. The course of treatment lasts 2-3 months, during which 36 classes are conducted. The basis of the methodology is the step-by-step creation of game situations that develop independent speech skills in children who stutter. Only then does the specialist help children move from communicating in words to expanded phrases. Without fail, the speech therapist performs special exercises with children that help relax muscles and relieve emotional stress.
- Smirnova's technique. Classes using this method are held daily for 20 minutes in the morning. All exercises are carried out in a playful way and are designed for 30 weeks, which is one academic year. Smirnova’s technique helps:
- develop a sense of rhythm and tempo of speech;
- develop fine motor skills of the hands;
- achieve relaxation of muscle tone;
- develop speech and motor coordination.
- Silivestrov's technique. The duration of classes will be 3-4 months, in total you will need to conduct 32-36 classes. This technique includes three stages:
- preparatory – an absolutely calm environment is created for the child and verbal communication is limited;
- training - a transition is made from quiet speech to loud, from calm games to emotional ones. At this stage, not only children who stutter, but also their parents are involved in classes;
- anchoring - smooth speech is modeled for a long story, conversation or reading.
Note:The listed methods of speech therapy classes, which are included in the stuttering treatment regimen, are adapted for preschool children.
If we are talking about eliminating stuttering in adolescents and adults, then the following methods will be used as part of speech therapy classes: - Shklovsky's technique. The course of treatment will be about three months, and the patient with logoneurosis must stay in the hospital. A psychiatrist, psychotherapist and neurologist will work with the patient, and the technique itself includes three stages:
- examining the patient and identifying the true cause of stuttering;
- ingrained skills are “broken” and rebuilt with the help of psychotherapy;
- speech training in real life situations.
During treatment, the patient gains confidence that he can cope with stuttering in any life situation.
- Harutyunyan technique. The first 24 days of treatment are spent in a hospital, then an additional 5 courses of 5-7 days are prescribed throughout the year. The peculiarity of the technique is the synchronization of speech with the movements of the fingers of the leading hand. In this way, a new psychological state is formed when the patient’s speech is associated with calmness, correct intonation, facial expressions and confident posture.
Note: At first, the patient’s speech will be very slow, but it is precisely this that makes it possible for the patient to speak without hesitation literally from the first lessons.
Unconventional methods of treating stuttering
Modern medicine offers slightly different methods of treating stuttering. AND First of all, you need to select a multimedia computer complexBreath Maker, which provides “prosthetics” of the speech circle between the speech center (Broca's center) and the speech recognition center (Wernicke's center). The essence of the technique is as follows: a patient with a stutter speaks into a microphone, and his speech is recorded and corrected by a special computer program. The corrected speech is then fed into the headphones and analyzed correctly by the speech recognition center. The result of this procedure is getting rid of tone in the speech center.
The Breath Maker technique is aimed at eliminating psychological problems and self-doubt of the patient. The fact is that even with a slight stutter, a stuttering person thinks that those around him perceive him critically, and this leads to maximum overexcitation of the speech centers, which leads to aggravation of the speech disorder.
And another non-traditional treatment for stuttering is acupressure, which is carried out over long courses. It should be noted that improvement in speech can occur even after the first course of acupressure, and this leads to the fact that subsequent ones (they are carried out every 6 months) are simply rejected by patients, and this is wrong! It is imperative to undergo a full course of acupressure treatment so that the result is not only positive, but also long-lasting. In some cases, after the first course of acupressure, a person begins to stutter even more, and then the doctor decides to conduct the next course ahead of time.
Note:Parents of children who stutter, and even adults with the same problem, can conduct acupressure courses on their own at home. But first, a specialist must demonstrate the technique of this procedure - this is the main condition for obtaining the desired effect.
Complex techniques
There are so-called neurological methods of treating stuttering, which can be combined into one group. As a rule, the framework of comprehensive stuttering treatment methods includes the following recommendations from doctors:
- A patient who stutters should take medications that provide medical inhibition - for example, Phenibut, anticonvulsants and tranquilizers.
- Without fail, a patient with logoneurosis must take sedatives, but in the form of decoctions of medicinal plants with a calming effect.
- Reflexology and acupuncture are performed.
- Drugs are prescribed to strengthen the nervous system and immunity.
- The patient must attend psychotherapy sessions.
Stuttering is a problem for all of humanity, so it is not at all surprising that developments in relation to new and effective methods of treating this disease are ongoing continuously. For example, a drug was recently developed in the USA, which has already been successfully tested on laboratory mice and allows us to conclude that in the near future stuttering will be treated with pills. University of California scientist Gerald Maguire believes that stuttering may be associated with increased dopamine production. This process is successfully suppressed by haloperidol, but due to the many side effects, widespread distribution of this drug is impossible. The scientist proposes to use Olanzapine in the treatment of logoneuroses, and laboratory studies of such drug treatment for stuttering are currently underway.
Treatment of stuttering is a difficult and lengthy process. Many parents turn to “grandmothers” and healers of various levels with this problem of their children, but this can hardly be called a reasonable solution. Yes, cases of “miraculous” relief from stuttering thanks to ancient conspiracies are known, but they are not documented or studied by science, which means that one cannot talk about “grandmothers” and healers as a method of treating stuttering. But the fact that it is possible to achieve the restoration of normal speech and minimize stuttering using the methods indicated in this material is reliably known and proven by official medicine - you must agree, such a verdict inspires more confidence.
Tsygankova Yana Aleksandrovna, medical observer, therapist of the highest qualification category