Long-term work plan for erased dysarthria. A long-term plan for individual work with a child suffering from dysarthria. Individual work plan

Long-term plan correctional work for 2014-2015 academic year to overcome the erased form of dysarthria.
No. Directions
correctional workContents Timing
1. Development of general motor skills. - exercises to increase activation level
- exercises to regulate muscle tone
- an exercise to develop a sense of the boundaries of your body and its position in space
-exercises to develop spatial concepts Throughout the year
2. Development fine motor skills- work using Su-Jok - work with a pencil
- improvement of kinesthetic and kinetic basis movements.
-development of constructive praxis throughout the year
3. Development of movements of the organs of the articulatory apparatus - preparation
articulatory apparatus to the formation of correct sound pronunciation with the help of special methods. During a year
4. Development of proper breathing. - increasing the volume, strength and depth of inhaled and exhaled air
- normalization of breathing rhythm
-work on differentiating nasal and oral inhalation and exhalation Throughout the year
5. Voice development. - development of coordinated breathing, voice production and articulation
- development of strength, timbre and pitch of voice Throughout the year
6. Development phonemic hearing. - training in identification, discrimination, and separation of mixed sounds. During a year
7. Production of disturbed sounds. - formation of correct articulation of disturbed sounds (hissing, whistling)
- improve phonemic awareness
- repetition of syllable rows
- improving skills in reproducing words with different syllable structures Throughout the year
8. Automation, differentiation and introduction of generated sounds into speech. - automation in syllables, words, phrases, sentences
- differentiation of delivered sounds
- formation of skills to carry out auditory and auditory-pronunciation differentiation of sounds not impaired in pronunciation and sounds included in correction process
- introduction of the formed sound into speech, by memorizing pure tongue twisters, riddles, tongue twisters, poems. During a year
9. Development of expressive speech - expansion of the vocabulary of expressive speech
- extension vocabulary due to the introduction into speech of words denoting parts of objects, generalization
- clarification of the meaning of words denoting parts of an object, names of features, actions. During the year
10. Development of impressive speech - expansion of passive vocabulary
- understanding questions based on the plot picture
- differentiation of verbs by number, gender, tense
- developing an understanding of the meaning of prefixes, their differences
- development of impressive speech in the process of perception and differentiation of complex prepositions (from - for, from - under) During the year
11. Formation mental operations analysis, synthesis, generalization, classification. - developing the ability to create a whole from parts
- development of the ability to establish similarities and differences between objects based on visual analysis
- formation of generalization operations, classification During the year

Attached files

Forward planning
individual and subgroup work

for children with dysarthria.

Long-term planning of individual and subgroup work
for the correction of phonetic and phonemic speech deficiencies
for children with dysarthria.

Child's full name.

Work stage
Number of hours
Areas of work
Target

Preparatory stage
8-14 lessons
Development of general motor skills:
-walking;
-gymnastics of arms and legs;


- plastic studies.




-acquaintance with the organs of articulation;
-general exercises (set No. 1)
-methodology by L.V. Lopatina.
Development of facial motor skills:
-methodology by G.A. Volkova
Development of speech breathing:
- development of physiological diaphragmatic breathing;
-games to develop long, strong and targeted exhalation;


-rhythm development;

Creating sufficient respiratory support for future sound.

Getting to know intonation;


- probe massage;
-classical massage;
-acupressure.

-methodology by G.A. Volkova

Sound production and correction.
5-8 lessons
Development of general motor skills:
-walking;
-gymnastics of arms and legs;
- complex gymnastics of the limbs and torso;
-exercises for the muscles of the shoulder girdle and neck;
- plastic studies.
Development of finger motor skills:
-according to the method of O.A. Stepanova, L.V. Lopatina;
-graphic exercises according to the method of I.A. Podrezova.
Development of articulatory motor skills:
-special exercises (complex for the desired sound)
-methodology by L.V. Lopatina.
Development of facial motor skills:
-methodology by G.A. Volkova
Development of speech breathing:
- games to develop long, strong and targeted exhalation;

Correction of general motor awkwardness. Inclusion in the correction process. Work on coordination of movements. Training in voluntary relaxation and tension.

Stimulation speech development. Preparing your hand for writing.

Preparation for production of sounds. Development of precise, correct movements. Overcoming spastic or paretic manifestations in the arterial muscles. Correction of deficiencies in facial motor skills.
Correction of speech breathing defects.

Sound production and correction.

Differentiation of nasal and oral exhalation.
Formation of intonation expressiveness of speech:
-rhythm development;
-development of intonation;
-development of the height and strength of the voice (method of L.V. Lopatina).
Massage (if necessary):
- probe massage;
-classical massage;
-acupressure.
Introducing Sound:
- showing articulation in front of a mirror;
-showing the profile of a given sound, showing a letter;
- showing the position of the tongue with the hand;
- the acoustic characteristics of sound are specified: consonant-vowel, dull-voiced, hard-soft;
- onomatopoeia is given;
- the place of the sound in the sound-letter city is determined.
Sound production:
-gymnastics method
-imitation method
-mechanical method
Consolidating isolated sound using sound expressions.
Development of phonemic hearing, synthesis from an undisturbed sequence of sounds, background. submissions
-methodology by G.A. Volkova
Development of higher mental functions:
-development visual perception, attention, memory;
-development auditory perception, attention, memory;
-development of spatial concepts;

Correction of deficiencies in the prosodic aspect of speech.

Activation of art work. muscles. Removal of pathological manifestations (spastic, paretic).

Give an idea of ​​the features of sound, compare with sounds preserved in pronunciation.

Correction of pronunciation deficiencies.

Consolidating primary pronunciation. Development of kinesthetic sensations for sound.
Clarification of acoustic characteristics of sounds. Developing the ability to listen to speech. Prevention of dysgraphia and dyslexia.
Prevention of dysgraphia, dyslexia. General development child.

Automation of the resulting sound in speech.
12-18 lessons.
Development of finger motor skills:
(of necessity)
- according to the method of O.A. Stepanova, L.V. Lopatina;
-graphic exercises according to the method of I.A. Podrezova.
Development of articulatory motor skills:
(if work on a new sound begins)
-special exercises (for the desired sound);
-methodology by L.V. Lopatina.
Development of facial motor skills (if necessary):
-methodology by G.A. Volkova
Formation of intonation expressiveness of speech:
-rhythm development;
-development of intonation;
-development of the height and strength of the voice (method of L.V. Lopatina).
Working on the delivered sound:
Sound in a syllable:
- in direct open;
-in the opposite;
-in intervocalic position;
-closed (sound at the beginning of a syllable);
-closed (sound at the end of a syllable);
-in syllables with a confluence.
2) Sound in a word:
-monosyllabic words (sound at the beginning of a word);
-monosyllabic words (sound at the end of a word);
- monosyllabic words with a confluence;
-two-syllable words (sound at the beginning of a word);
- two-syllable words (sound in the middle, at the end of the word)
- disyllabic with confluence;
- three-syllable without confluence;
- three-syllables with confluence, etc.
3) Sound in phrases;

Preparing your hand for writing. Correction of impaired motor skills of the fingers.

Preparation for production of sounds. Development of precise, correct movements. Overcoming spastic or paretic manifestations in the arterial muscles. Correction of deficiencies in facial motor skills.
Correction of deficiencies in the prosodic aspect of speech.

Consolidation of the acquired motor automatism in various phonetic conditions.

4) Sound in pure language;
5) Sound in sentences;
6) Sound in poems;
7) Sound in texts.
Development of the syllabic structure of a word:
-according to Markova’s method.
Development of phonemic analysis, synthesis, representations.
Analysis:
- highlighting the sound against the background of the word;
- isolating sounds from words;
- determination of the place of sound in a word;
- determination of the sequence of sounds in a word;
-determining the number of sounds in a word.
Synthesis:
-from a preserved sequence of sounds;
- from a broken sequence of sounds;
-from syllables.
Development of lexical and grammatical structure of speech:
(of necessity)
- the ability to use various literature.

Prevention and correction of violations of the syllabic structure of words. Prevention of dysgraphia, dyslexia.

Prevention of dysgraphia, dyslexia. Correction of sound pronunciation deficiencies. Literacy preparation.

General development of speech. Accumulation of vocabulary. Development of coherent speech.

Differentiation of mixed sounds.
6-9 lessons.
(When mixing sounds in speech).
After completing work on each sound separately.
Clarifying the articulation of each sound:
- tactile sensations;
- vibration sensations;
-visual control.
Clarification of the acoustic characteristics of mixed sounds:

Clarify and remember differences in the articulation of sounds.

Clarify and remember the acoustic differences in these sounds.

Involvement of auditory control.
Sound differentiation:
- in syllables of different structures;
-in words-quasi-homonyms;
-in phrases;
-in phrases of 3-4 words;
-in words where both sounds are in one word;
-in the texts.

Pin correct pronunciation in various phonetic conditions.

This material presents sections of work on overcoming phonetic-phonemic speech underdevelopment in children with mild pseudobulbar dysarthria. Examples of individual long-term planning for speech correction in children are given.

Download:

Preview:

Long-term work plan

Long-term work plan

Preview:

Correction of FFNR in children with mild degree pseudobulbar dysarthria.

Preparatory stage:

includes the development of motives, the development of phonemic hearing on the material of texts and the development of articulatory praxis (through the direct path - special articulatory gymnastics (the mechanism for developing articulatory poses) and through the indirect path - the development of phonemic hearing (phonemic hearing adapts the organs of articulation to the desired sound)).

Main stage.

Sound production: by imitation, from a reference sound, from articulation exercises, mechanically.

Automation of sound: consolidation of articulation, analysis of the articulatory image of sound, analysis of the acoustic image of sound, formation of an acoustic-articulatory image of sound, the relationship of sound with letter - all this leads to the formation of phonemic hearing.

Creation objective conditions for the development of phonemic hearing: activation of the development of phonemic hearing (recognition of sounds in a text, identification of sounds in a series of given words, identification of a word in a sentence, identification of sounds in asemantic words)

Including sound in phonemic analysis: isolating the sound being studied from the beginning of a word, isolating a sound from the end of a word, isolating a sound from the middle of a word, isolating a sound from a cluster of consonants at the beginning of a word, isolating a sound from a cluster of consonants at the end of a word

Differentiation of mixed sounds:

isolating mixed sounds from a word,

comparison of sound based on articulatory and acoustic characteristics.

Oral analysis of a sentence: number of words in a sentence, definition of a word in a sentence, sequence of words in a sentence, sound-syllable analysis and identification of mixed sounds.

Differentiation of mixed sounds in connected texts.

Taking into account these sections of the work and relying on the results of an examination of children’s speech, the priority directions and content of correctional pedagogical work are determined. Long-term plans for working with children to overcome FFDD are drawn up. I note that the directions of correctional work are the same for all children, but the content of the work has some differences. Let me give you a few examples of long-term planning.

Long-term work plan

With Katya A., Nikita D., Alina Ch., Vova P.

A special feature of this work plan is the content of correctional work on the development of general motor skills: great attention is paid to the development of both static (improving the ability to stand on one leg, maintain balance) and dynamic organization of movements (alternation of movements, arbitrariness of braking, development of a rhythmic sense). The development of dynamic praxis and differentiation of movements of the fingers of both hands is also planned. In the section “Development of phonemic hearing functions,” the content of the work is to teach identification, discrimination, and identification of sounds that are similar based on articulatory and acoustic characteristics. While developing the skills of sound analysis and synthesis, training in determining the location, quantity and sequence of sounds, and training in oral analysis of sentences are also planned.

Long-term work plan

With Alyosha G., Vanya K., Irina P.

A special feature of this work plan is that another area of ​​work is included: “Correction of violations of the anatomical structure of the organs of the articulatory apparatus.” The content of correctional work on the development of general motor skills will consist of improving the organization of movements, but there is a need for the development of dynamic praxis and differentiation of movements of the fingers of both hands. The development of phonemic awareness functions and sound analysis skills consists of training. It is necessary to take into account that there are fewer defects in sound pronunciation than deficiencies in the development of phonemic hearing.

Many children with disabilities come to the speech therapist at the CPC. Most of them are diagnosed with dysarthria, but they look quite normal, like all ordinary children. And the terrible word “dysarthria” does not seem to suit them at all. After all, dysarthria means a disruption in the supply of a nerve signal from the brain to the muscles of the articulatory apparatus, as a result of which the face is inactive, amicable, the lips are pinched or the corners are lowered down. Some people cannot close their mouth and their tongue falls out of their mouth. IN Lately There are a lot of dysarthric children with mobile facial muscles, emotional, smiling well, many do not even have salivation, but when you ask them to stick out their tongue, you see a depressing picture. The tongue is thick, tense, and compresses into a ball when pulled out. It immediately becomes clear that this is dysarthria, but since there are obvious external signs and there are no signs of a violation of the prosodic aspect of speech - we diagnose an erased form of dysarthria. It is often confused with complex dyslalia, since in both cases the pronunciation of many sounds is impaired, but with dyslalia the child’s tongue is completely normal, and with dysarthria it is hyper or hypotonic. We will tell you in detail how to treat the erased form of dysarthria.

Signs of erased dysarthria.

Typically, dysarthric children are characterized by clumsiness, impaired coordinated movements, and underdevelopment of finger motor skills. They have difficulty mastering the skills of buttoning and lacing, do not know how to hold scissors, and do not like to draw and sculpt. But in practice last years There are many children aged 5-7 years with good coordination and developed fine motor skills; they love to draw, paint, sculpt, hold a pencil well, and successfully handle shading. Signs of the disease are visible only on the face, and not in everyone. One of the noticeable signs of erased dysarthria: a static, sedentary face, tense lips or, conversely, saggy lips and cheeks, the mouth does not close.

Of particular interest in the erased form of dysarthria is the language. In most cases, the tongue is thick and massive; when stretched, the back of the tongue tenses and gathers into a lump. Due to this, the child has difficulty pronouncing many sounds. When spoken hard sounds soft sounds are heard, since the back of the tongue automatically rises to the palate, as a result, instead of [p] we hear [p’], instead of [b] - [b’], instead of [s] - [s’], instead of [z] - [z’], etc. The tense back of the tongue closes the hole for the free passage of the air stream, so whistling and hissing sounds have an overtone [ts]. When repeating syllables and words, many sounds acquire overtones [l’]. For example, cha-cha-cha sounds like aphids, aphids, aphids. The tip of the tongue with erased dysarthria is usually not pronounced, that is, it is impossible to determine where the tip is. Often, due to pareticity of the tongue muscles, the child cannot lift it up, lick the upper lip, or reach the upper teeth with the tip. In this regard, the baby has no hissing sounds and [R].

Many children deviation is observed - deviation of the tongue towards the paralyzed muscle. When you ask a child to pull out his tongue and hold it on his lower lip for a count of five, the tongue shakes, trembles and tries to move to the side. This is a clear sign of dysarthria. Due to hyperkinesis, the pronunciation of a group of whistling, hissing and sonorant sounds is impaired, and prosody also suffers. Speech is inexpressive, slurred, inarticulate, monotonous, often quiet, with a slight crackle in sound, nothing can be understood. They say about such children: “he has porridge in his mouth.”

A distinctive feature of dysarthrics is their unstable psyche. Such children often rush from one extreme to another. Either they are overly touchy, vulnerable, whiny, they react painfully to every little thing, then they become aggressive, rude, refuse to study, talk, and even throw themselves at others with their fists. Dysarthric children have very low motivation and motivation to learn.

Helping a child with an erased form of dysarthria.

The diagnosis of “dysarthria” is made only by a neurologist or therapist. If such a diagnosis is recorded in a child’s card, the approach to treating dysarthria should be comprehensive. The pedagogical intervention of a speech therapist alone is not enough. Here, medication support and a course of massage of the collar zone are required to relieve muscle tension in the neck, chin and articulatory organs. During classes with a speech therapist, in addition to training in sound pronunciation, manual facial massage and probe tongue massage are required.

Manual speech therapy massage.

For hypertonicity, you need to do a relaxing facial massage, for hypotonicity, a strengthening one. To normalize the muscle tone of the cheeks we do the following exercises:

1. Standing in front of the child, we place two fingers, index and middle, under the lobes, pressing lightly, we begin spiral movements along the cheeks past the corners of the mouth to the center of the chin (5-6 times). To strengthen the muscles of the cheeks - movements are made in reverse side from the center of the chin to the earlobes.
2. To achieve a relaxing effect, use your index and middle fingers to make spiral movements with light pressure from the earlobes to the wings of the nose. The reverse movement is a compression effect.
3. We place the fingers of the hand at the temples and with smooth sliding movements we move to the center of the forehead, where we apply light pressure, like a point. It is important that the fingers are elastic, rounded and springy. The effect of relaxation is achieved; the opposite effect does not occur in practice. This exercise is best done while standing behind the child.
4. To achieve the relaxation effect: place the fingers of the hands on the pads near the hairline (standing in front of the child), and begin sliding movements along the forehead down to the eyebrows with strong pressure. At the eyebrows, the fingers spread out, trying to cover the entire face. A sharp throw of the hands is carried out across the face to the neck, while the pads touch the face. Possible neck grab.
5. We place our thumbs at the bridge of the nose (standing in front of the child), press down and begin movements around the eyes, first moving to the lower part of the eyebrows and the edges of the eyes and returning to the bridge of the nose, the reference point is the bone on the bridge of the nose. On the soft part, the fingers should not slip; the pressure should be intense.

To relax your lips we use the following exercises:

1. With our index fingers we stretch the corners of the lips towards the ears, count to five and release (it’s better to do it behind the child’s back).
2. Standing behind the child, we place our index and middle fingers on the upper lip, stretch the lip as much as possible and then squeeze it as much as possible so that the lip folds seem to puff up.
3. We place the thumbs in the center on the lower lip, the rest of the hand is located under the chin. The exercise is best performed in front of the object. We begin rubbing, pulling movements along the lip with slight movement to the right and then to the left.
4. We perform it behind the child’s back. We place the index fingers one on the left side of the upper lip, the other on the right side of the lower lip, move the fingers in opposite directions, moving the lips together with the fingers. A similar movement is performed in the opposite side- “Harlequin”.

These simple exercises can be performed by parents at home; to enhance the effect, it is best to do them every day. During speech therapy sessions, the speech therapist also performs a manual facial massage, connecting the tongue probe.

Correctional pedagogical work.

In speech therapist classes, as well as at home every day, it is very important for a child with erased dysarthria to perform articulatory gymnastics.

— The best exercise to relax the tongue "Kneading the dough": stick out your tongue, saying “five-five-five”, slap the tongue with your lips, moving it back and forth, back and forth.

— To strengthen the upper rise of the tongue, it is useful to lick saucers after eating, spoons, and also perform the exercise "Delicious jam": lick the upper and lower lips alternately.

— "Let's brush our teeth"— run the tip of your tongue along the upper teeth, on one side, then on the other.

— "Painter“—we run the tip of our tongue across the sky, as if we were painting the ceiling.

— In case of paretic condition of the muscles of the lateral edges of the tongue, the exercise is very useful "Sled": make a sound [And], at the same time we press with our teeth on the lateral edges of the tongue, a hollow appears in the middle of the tongue, like in a sleigh.

Parents should prepare in advance for the fact that producing sounds in a dysarthric person is difficult and slow due to the peculiarities of the muscle tone of the tongue. Automation of sounds is even slower from 3 to 7 months, this distinctive feature correctional work in case of erased dysarthria. Surprisingly, automation of even the simplest sounds, such as [l’], often takes a very long time. Parents sometimes feel that speech therapy classes do not bring the desired results, but this is not true. Classes always have at least a small result, since the muscles of the tongue relax gradually and under constant mechanical and physical influence. Practice shows that when using integrated approach in the treatment of an erased form of dysarthria, improvement in sound pronunciation occurs much faster. And with regular exposure of the tongue to a probe massage, muscle tone is normalized after three months of use. You just need to be patient and actively cooperate with a neurologist, massage therapist and speech therapist.

Individual long-term planning

correctional and developmental work to eliminate

OHP - level III in a child with dysarthria

1st grade student

I Strengthen the diaphragmatic type of breathing in static and dynamic exercises.

We develop the strength and duration of exhalation through special breathing exercises:

1. Inhale and exhale through the nose. Inhale through your nose, exhale through your mouth. Inhale through your mouth, exhale through your nose. Inhale through your nose, exhale through loosely pursed lips.

development of strength and modulation ability through special voice exercises:

1. Sing a series of vowels A, O, U, I, E, Y as you exhale (starting with two sounds, gradually adding one at a time). Count to 10 as you exhale, in three steps. Reciting the days of the week while exhaling, in two steps.

II Development of fine motor skills of the hand:

Strengthen the skill of coloring with a pencil;

Finger gymnastics;

Drawing patterns, figures in cells, shading.

III Development of articulatory motor skills:

For the lips: 1. Pull your closed lips forward, holding them for a count of seven;

slightly open your lips (as with the sound U), pull forward for a count of seven.

2. Smile, grin.

3. Stretch your closed lips forward, make movements: up - forward - down - forward; right - forward - left - forward.

For the tongue. Hissing and sounds [r] and [l].

Develop a long-lasting air stream directed in the middle of the tongue through exercises: “Focus”, “Push the ball into the goal”;

Train the ability to switch from one movement to another, alternating exercises: “Fence”, “Tube”;

consolidate the ability to hold the tongue behind the upper teeth with the help of exercises: “Delicious jam”, “Silently click the tip of the tongue”;

strengthen the muscles of the tongue, developing the lifting of the tongue with the help of exercises “Whose teeth are cleaner”, “Reach the nose with the tongue”, “Horse”, “Accordion”, “Drum”.

For cheeks; inflate both cheeks; pull in both cheeks; imitate rinsing your mouth with water.

IVDevelopment of phonemic analysis and synthesis skills:

a) developing the skill of simple analysis and synthesis:

Determining the presence of a sound in a word;

Analysis and synthesis of syllables, words.

b) skill formation complex shapes phonemic analysis and synthesis:

Highlighting the last sound in a word;

Determining the sequence of sounds in a word and their number.

V Formation of correct pronunciation:

Production of sounds: [w], [zh], [l], [r] [r"], - by imitation or mechanically;

Automation of sounds: in isolation, in syllables, words, sentences, in sayings and nursery rhymes;

Differentiation of sounds from all oppositional ones.

VI Development of lexical and grammatical structure:

1. Working with nouns.

Accumulation of vocabulary by topic; “Fruits”, “Vegetables”, “Clothing”, “Shoes”, “Transport”;

Inflection Exercise: Usage genitive case plural nouns;

Selection of antonyms;

Agreement of nouns with numerals.

2. Working with verbs.

Replenishment of the verb dictionary (selection of verbs to nouns, nouns to a given verb)

3. Working with adjectives.

Learn to match a sign to an object, an object to a sign;

Formation of possessive adjectives.

VII Phrasal speech:

Complementing sentences based on the picture (by plot, by subject, by diagram with a question);

Drawing up a proposal based on a picture, diagram, question;

Learning to compose complex and compound sentences.

VIII Development of coherent speech:

Compiling a story based on a plot picture and a series of paintings;

Compiling a descriptive story according to the scheme;

Memorizing simple proverbs and short poems.

IX Development of mental processes:

Visual perception

Selection geometric shapes by shape and color;

Recognition of contoured, noisy objects.

Auditory perception

Distinguishing rhythmic sequences

Temporal perception

List the days of the week;

List the months and seasons;

Verbal - logical thinking

Classification of objects; exclusion of items;

Establishing the sequence of events (a series of plot pictures).