Requirements for the diagnostic conditions of a speech therapist. Examination of a preschooler in a speech therapy center. To help speech therapists. Examination of coherent speech

Thus, special attention is paid to describing the sequence of actions of a speech therapist, providing a comprehensive approach to the study of the deficiencies of oral and written speech in children of different ages.

Stage I. Approximate.

// stage. Diagnostic.

Stage III. Analytical.

Stage IV. Prognostic.

V stage. Informing parents.

Let us dwell in more detail on the characteristics of each of these stages and the technology for its implementation.

Stages of speech therapy examination

1. Indicative stage

Tasks of the first stage:

§ collection of anamnestic data;

§ clarifying the parents’ request;

§ identification of preliminary data about the individual typological characteristics of the child.

Solving these problems allows us to create a package of diagnostic materials that is adequate to the age and speech abilities, as well as the interests of the child.

Activities:

§ study of medical and pedagogical documentation;

§ study of the child’s work;

§ conversation with parents.

It is more rational to begin the examination with acquaintance with medical and pedagogical documentation, which is studied in the absence of parents or persons replacing them. Typically, the list of required documents is discussed in advance with parents when registering for an examination, and its volume may depend on the nature of the difficulties experienced by the child. Medical documentation includes the child’s medical record or extracts from it from specialists: pediatrician, neurologist, psychoneurologist, otolaryngologist, etc. In addition, opinions of specialists whose consultations were received on the parents’ own initiative in various medical institutions, including non-governmental ones, can be provided: audiograms, conclusions about the results of EEG, REG, ECHO-EG1, etc.

11.1. General requirements for diagnostic activities

Psychological and pedagogical examination is a single complex that includes three fairly independent areas, each of which has its own special tasks: clinical, psychological, pedagogical. The ultimate goal of the examination is to determine the pedagogical conditions and individual techniques and methods of assistance needed by a child with a particular speech disorder.

The first is usually done clinical examination, aimed at constructing a preliminary hypothesis about the type of dysontogenesis based on clinically confirmed anamnesis. A detailed anamnesis is an important prognostic part of the clinical examination, during the collection of which the diagnostician receives a lot of significant information about the family and congenital developmental anomalies, about the course of pregnancy, diseases and injuries in the first years of life, about adaptation in childhood; kindergarten (school) and much more.

Typically the clinical examination includes:

Survey therapist in order to obtain information about the child’s somatic health and, based on this data, determine the possibilities of organizing a protective regime and treatment and preventive measures;

Survey neurologist, which allows you to determine the presence of disorders of the central nervous system and their nature. In case of detection of organic brain disorders, in addition to corrective pedagogical intervention, drug therapy is carried out, while in case of functional disorders, only pedagogical intervention is used;

The examination of a neurologist in case of organic disorders is supplemented by objective data (EEG, Dopplerography, REG) obtained from neurophysiological examination;

For aphasia, it is necessary to carry out neuropsychological examination, which allows you to obtain information about the state of higher mental functions.

Pedagogical examination conducted by a teacher in order to determine the child’s level of mastery of educational skills and the degree of mastery of educational material in accordance with the program of the educational institution in which the child is located.

Diagnostics of the pedagogical (correction) process is necessary:

To assess the dynamics of the child’s development and, above all, those mental characteristics that are targeted for correction in order to achieve the best result;

To organize optimal interpersonal interactions in the “child - teacher” dyad based on determining the individual typological characteristics of the student and teacher and the nature of the relationships that develop between them during the course of logocorrection;

To analyze the results of the pedagogical influence provided by all teachers who, to one degree or another, participate in the correctional process; for consultative work with the child’s parents and for planning further work based on these data.

Psychological examination - leading type of examination. whose task is to obtain information about the personality, level of mental development and behavior of the child. The effectiveness of a psychological examination and the degree of validity of the conclusions largely depend on the adequacy of the selected psychodiagnostic methods to the psychological and pedagogical tasks being solved.

The diagnostic activity of a psychologist is carried out within the framework of a psychological model, the purpose of which is to assess non-speech symptoms in the structure of a speech defect and determine corrective work aimed at teaching the subject adaptive forms of behavior in conditions of the defect.

The diagnostic activity of a speech therapist is aimed primarily at identifying and analyzing the manifestations of speech development disorders, identifying ways to overcome these disorders (see: Lalaeva R.I., 2000).

There is much in common in organizing an examination of a child by a speech therapist and a psychologist, primarily in the stages of its implementation.

Diagnostic stages:

1) orientation in the current problems of the child, formulating a research hypothesis, determining diagnostic tools, planning the examination procedure;

2) carrying out diagnostics in accordance with the hypothesis formulated by a specialist;

3) analysis and interpretation of the obtained objective results, determination of a program of corrective measures as part of the implementation of an individual educational route in the educational institution corresponding to the violation.

Diagnostic examination procedure begins with a plan in accordance with the problem presented, the age of the subject and his current capabilities.

Preparing a survey involves selecting stimulus material and specific techniques in accordance with the goal.

Speech examination is usually carried out by a speech therapist using various non-standardized techniques, test tasks, which are not subject to assessment requirements for validity, reliability and representativeness; There are also usually no strict requirements for standardization of survey conditions. An approximate list of stimulus material used in a speech therapy examination of a child is offered below.

I. Material for studying the phonetic side of speech:

1) object pictures containing sounds in different positions in the word (at the beginning, in the middle, at the end);

2) speech material (words, phrases, sentences, texts containing various sounds).

II. Material for studying the phonemic side of speech:

pictures and speech material to determine the ability to differentiate sounds by opposition: sonority - deafness, hardness - softness, whistling - hissing, etc.).

III. Material for studying vocabulary and grammatical structure of speech:

1) subject and plot pictures on lexical topics;

2) pictures depicting actions;

3) pictures depicting different numbers of objects (chair - chairs, wardrobe - cabinets, etc.);

4) pictures depicting homogeneous objects that differ in some way (size, height, width, etc.).

IV. Material for studying the state of coherent speech:

1) story pictures;

2) a series of plot paintings (2, 3, 4, 5) for different age groups.

V. Material for the study of language analysis and synthesis:

1) speech material (sentences, words of different sound-syllable structures);

2) subject and plot pictures.

VI. Material for studying the state of written speech:

1) texts for reading (of varying complexity);

2) syllabic tables;

4) texts of dictations and presentations;

5) printed and handwritten texts for copying. As for the psychologist, he, on the contrary, uses in the examination only those psychological tools that meet all the criteria for diagnostic material, have been adapted on a large sample of children with similar problems, and there is standardized data on their developmental characteristics.

11.2. Particular requirements for the organization of diagnostic activities

Specific conditions for conducting the survey(observations, experiments, conversations, testing, analysis of performance results) can, to varying degrees, contribute to the adequacy of the results obtained, which, in turn, can affect the interpretation of the data obtained. This is especially important when conducting a psychological examination.

The conditions that a psychologist must take into account include the personality characteristics of the subject (gender, age, motives, attitudes, attitudes, habits, character, temperament) and the external conditions in which the examination is carried out. You need to be extremely careful about your health status, various psychosomatic and physiological disorders, and developmental disorders. The psychologist’s ability to grasp and understand the child’s condition, to tune in to the “wave” of goodwill and interest in communication contributes to the adequacy of information about the psychological characteristics of children.

Along with this, the psychologist needs to monitor the external conditions in which the psychological examination is carried out: lighting, sound background, air condition, quality of furniture, etc. An important influence on the results of the examination can be exerted by the personality of the psychologist himself, who must ensure not only the standardization of the procedure for conducting it, but also create a favorable atmosphere and a positive attitude towards completing the proposed tasks and actions.

The success of diagnosis largely depends on preliminary preparation. Before conducting the examination, it is necessary to give the child the opportunity to get used to the new environment, master it and make it as natural as possible.

Measures should be taken to prevent possible deviations from the procedure for conducting the examination (the appearance of new persons, moving to another room, etc.), which should ensure the uniformity of the diagnostic procedure.

Preliminary preparation concerns various aspects of the examination procedure. Most psychodiagnostic methods require accurate reproduction of verbal instructions. Even minor errors, unclear pronunciation, and hesitations when reading instructions to subjects can be significant, which can be prevented by preliminary familiarization with their text.

Another important precondition for conducting a quality survey is preparation of stimulus materials. In an individual assessment, especially when conducting action tests, such preparation includes placing the necessary materials in order to minimize their risks or awkward handling. Typically, the materials should be placed on a table near the testing site so that they are accessible to the psychologist. but did not distract the subject’s attention. When using equipment, there is often a need for periodic monitoring and calibration. During a group examination, all test forms, answer sheets, special pencils and other materials must be carefully checked, counted and put in order in advance.

Detailed familiarity with a specific diagnostic procedure- another important premise. For individual examinations, preliminary training in conducting a specific test is especially important. During group testing and especially in mass examinations, such preparation may include preliminary briefing of other teachers (curators) so that everyone knows their functions well. Typically, facilitators read instructions, monitor completion times, and guide the group through testing conditions. They issue and collect test materials, ensure that subjects follow instructions, answer subjects’ questions within the limits permitted by the instructions, and do not allow deception on their part.

First, it is necessary to follow standardization procedures even in the smallest details. The creator of the psychodiagnostic method and its publisher are responsible for ensuring that the examination procedure is fully and clearly described in the manual for its use. Secondly, any non-standard conditions of the study should be recorded, no matter how minor they may seem. Third, it is important to consider the study setting when interpreting the results. When conducting a detailed examination of a personality using individual testing, an experienced experimenter sometimes deviates from the standard test procedure in order to identify additional data. By doing this, he loses the right to interpret the test subject's answers in accordance with test standards. In this case, test items are used only for qualitative research; and the subjects' responses should be treated in the same way as any other informal observations of their behavior or interview data.

Terms of mutual understanding. In psychometry, the term “mutual understanding” means the experimenter’s desire to arouse the subject’s interest in the examination, establish contact with him and ensure that he follows standard test instructions. In ability tests, the instructions require the subject to fully concentrate on the tasks presented and exert all his strength in order to perform them well. decide; in personality questionnaires they require sincere and honest answers to questions relating to daily life and usual behavior; in some projective techniques, instructions require a full report of the associations evoked by test stimuli, without censoring or editing their content. Other types of tests may require different approaches. But in all cases, the experimenter tries to encourage the subject to follow the instructions as conscientiously as possible.

The training of psychologists, in addition to techniques directly related to the test, includes training in techniques for establishing mutual understanding with the subject. When establishing contacts, as with other testing procedures, uniformity of conditions is an essential factor in obtaining comparable results. If a child is given a desired reward for correctly solving a test problem, his performance cannot be compared directly with the norm or with the results of other children, encouraged to solve only by ordinary verbal encouragement or praise. Any deviation from the standard conditions of motivation in a particular test should be noted and taken into account when interpreting its performance.

Although during an individual examination mutual understanding may be more complete than during a group examination, even in this case it is worth taking certain steps aimed at creating positive motivation among the subjects and easing their tension. Specific techniques for making contacts vary depending on the nature of the test and depend on the age and other characteristics of the subjects. When testing preschoolers, factors such as fear of strangers, easily distractible, and negativism should be taken into account. The experimenter's friendly, cheerful, and gentle demeanor helps the child calm down. A fearful, shy baby needs more time to become familiar with his surroundings. Therefore, it is better if the experimenter is not too persistent from the very beginning, but waits until the child comes into contact with him. The examination period should be short. and tasks should be made varied and interesting for the child. Testing should seem like a game to the child, each task offered to him should excite his curiosity. For this age level, the testing procedure should have a certain adaptability to possible refusals, loss of interest and other manifestations of negativism.

Speech therapy examination at an early age is necessary to determine the level of speech development of the child. A comprehensive diagnosis by a speech therapist helps to notice pathologies that affect the speech center in a timely manner. This measure is needed both to identify the cause of violations and to select optimal methods for solving the problem.

The first visit to a speech therapist is recommended at the age of 3-4 years, when the child is about to go to kindergarten. In some cases, a visit to the doctor is made earlier, when parents notice persistent speech disorders. It may also be necessary to diagnose a speech therapist at school when the problem is just beginning to emerge during the learning process.

At the first appointment, the doctor will ask you to fill out a questionnaire indicating important aspects of the child’s development. The information obtained will help the speech therapist correctly plan the work and select an individual program.

During a general examination, the doctor finds out the following points:

level of knowledge of geometric shapes, colors, parameters of objects;
ability to navigate in space and time;
knowledge of simple mathematical concepts;
state of fine motor skills;
ability to classify.

An examination of speech development includes assessing the child’s understanding when he is addressed, finding out what speech means he uses, whether he imitates adults, and how he answers questions. The doctor asks to name and show an object, part of the body, animal, or to describe something in one word.

When examining coherent speech, the doctor asks the child’s name, the names of his parents, sisters, brothers, who he lives with, and what his favorite toy is. Then he will need to tell a story, make sentences using pictures and supporting words.

When should a child be seen by a speech therapist?

The earliest reason to visit a speech therapist will be the absence of babbling in a baby for up to one year. The wrong strategy would be to wait until the child “talks”, because the older he gets, the more difficult it is to solve the existing problem.

The following violations will also be a reason to contact a specialist:

by the age of three, the child cannot form phrases correctly;
does not master grammatical structure until the age of five;
the child began to speak, but then became completely silent;
pronounces certain sounds poorly.

In addition, a speech therapist’s diagnosis of school readiness will help parents engage in the proper development of their child. The specialist will tell you what needs to be emphasized, how to conduct classes, and how to interest the child in improving speech.

Stages of examination by a speech therapist

Examination of children by a speech therapist consists of several stages:

Observing the child during play and communication with parents.
Assessing the manifestation of interest in surrounding people and objects.
Attention, the ability to concentrate, how a child perceives loud sounds and whispers.
Assessment of observation skills - comparison of pictures, objects, recognition of colors.
Studying the level of intellectual development - the ability to count, distinguish objects by basic characteristics, and navigate in space.
Conditions of speech and general motor skills.
Speech comprehension and pronunciation skills - repeating sentences, understanding a story, performing light errands, composing sentences.

In some cases, several visits to a specialist are required so that he can verify the presence of violations or confirm their absence.

They will be carried out according to a scheme drawn up after the initial examination and prognosis.

Preparing your child to visit the doctor

A visit to a specialist may alarm the child, then he will close down and will not make contact, which is extremely important for diagnosis. Some children may react negatively to a visit to a speech therapist, even with a correct explanation of the purpose of the visit, arguing that they have no problems and already know how to speak “beautifully,” and then it is very difficult to convince them.

tell the child who a speech therapist is, explaining to him as an adult;
show a video of a speech therapist working with a child;
tell very young children that you are going to meet each other and play.

The speech therapist begins the first appointment in the form of a game, so the child feels comfortable. If you hide the purpose of the visit to a specialist from him, he will be agitated, and then it will be more difficult to get in touch with him.

Types and methods of speech therapist diagnostics

Methods for diagnosing children under 2 years of age without intellectual and hearing impairment:

Understanding the names of objects. Several toys are laid out in front of the child, and the speech therapist asks to show each of them in turn.
Understanding actions. The speech therapist asks you to perform a specific task - feed the doll, put the bear to sleep.
Group orientation. The child is asked to show an object located in the room, find something, or approach something.
Active speech. The child plays freely, during which the speech therapist observes his emotions, spoken sounds, and words.

Methods for diagnosing a child by a speech therapist under the age of 3 years:

Understanding speech and prepositions. The task is given - to put the toy “under”, “near”, step “over”, stand “in front” of something.
Understanding prefix relationships. The order is given to “close”, “unfold”, “open”, “carry away”.
Auditory attention. The ability to distinguish similar-sounding words - “mustache-ears”, “mouse-bear” - is determined.
Active speech. The speech therapist conducts a free conversation with the child, expecting to hear a complex subordinate clause.

What could be the results?

The results of a speech therapy examination contain information about tempo, rhythm, voice intonation, and breathing patterns. The speech therapist makes notes on the state of the sound-voice structure of phrases and individual words, impressive and expressive speech, vocabulary, and vocal motor skills.

A speech therapist can identify speech disorders such as:

tongue-tied or dysalgia - distortion, replacement of sounds, their mixing or absence;
rhinolalia - a violation of sound pronunciation and timbre of the voice due to defects of the speech apparatus, the child nasals, distorts sounds, speaks monotonously;
dysarthria - occurs as a consequence of damage to the central nervous system, when the movements and strength of the speech organs are impaired, it is difficult for the child to control the tongue;
alalia - partial or complete absence of speech while maintaining normal hearing, the child tries to contact parents and people around him, doing this with facial expressions and gestures;
delayed speech development - occurs due to disorders of the physical and mental state, often observed in children from disadvantaged families;
logoneurosis is stuttering, when a child stretches out sounds, repeats consonants, stops mid-sentence, the exact reasons have not yet been clarified, but the psycho-emotional state plays a big role;
dyslexia and dysphagia - the inability to master reading and writing with normal intellectual development, the child sees different letters, he makes many mistakes in writing.

If a defect is detected, the root cause must be determined so that work with a speech therapist can be aimed at eliminating it. When there is a suspicion of damage to the nervous system, the doctor refers for examination to other specialists - a neurologist, psychologist, speech pathologist. The final conclusion is made by the speech therapist after receiving answers to all the questions posed.

“Technology of speech therapy examination

preschool children"

The purpose of speech therapy examination:
determination of ways and means of correctional and developmental work and opportunities for teaching a child based on the identification of speech disorders.

Tasks:
1) identification of features of speech development for subsequent consideration when planning and conducting the educational process;
2) identifying negative trends in development to determine the need for further in-depth study;
3) identifying changes in speech activity to determine the effectiveness of teaching activities.
Gribova O. E. identifies 5 stages of speech therapy examination.

Stage 1. Approximate.

Stage 2. Diagnostic.

Stage 3. Analytical.

Stage 4. Prognostic.

Stage 5. Informing parents.

(1991) identified the following stages of speech therapy examination of preschool children:
Stage 1. Approximate stage;
Stage 2. Differentiation stage;
Stage 3. Main;
Stage 4. Final (clarifying stage).

Let's consider the stages of speech therapy examination that are offered

Gribova O. E.

I stage. Approximate.

Tasks of the first stage:

Collection of anamnestic data;

Clarifying the parents' request;

Identification of preliminary data about the individual typological characteristics of the child.

Solving these problems allows us to create a package of diagnostic materials that is adequate to the age and speech abilities, as well as the interests of the child. .

Activities:

Study of medical and pedagogical documentation;

Studying the child's work;

Conversation with parents.

Study of medical and pedagogical documentation.

Medical documentation includes :

Child's medical record;

Extracts from specialists;

Experts' opinions.

Pedagogical documentation includes :

Pedagogical characteristics;

Speech therapy characteristics;

Psychological characteristics.

Studying a child's work .

This type of documentation includes:

Drawings;

Creative crafts.

Conversation with parents.

It is most rational to start a conversation with parents by identifying parents’ requests or parents’ complaints about the child’s speech.

Filling out the form by parents (mother or father);

II stage. Diagnostic.

The diagnostic stage is the actual procedure for examining the child’s speech. In this case, the interaction between the speech therapist and the child is aimed at clarifying the following points:

What language means have been formed by the time of the examination;

What language means are not formed at the time of the examination;

The nature of the immaturity of linguistic means.

Thus, we, as speech therapists, will be concerned not only with the shortcomings that the child has in speech, but also with how the language means are formed at the time of the examination.

In addition, we must consider:

In what types of speech activity are deficiencies manifested (speaking, listening);

What factors influence the manifestations of a speech defect.

Methods of speech therapy examination :

* pedagogical experiment;

* conversation with the child;

* monitoring the child;

* a game.

The nature of the didactic material in each specific case will depend on:

From the child's age(the smaller the child, the more real and realistic the objects presented to the child should be);

From the level of speech development(the lower the child’s speech development level, the more realistic and real the presented material should be );

On the level of mental development of the child;

Depending on the child’s level of learning (the presented material must be sufficiently mastered and not memorized by the child ).

The examination of children of different age groups and different degrees of training will be structured differently. However, there aregeneral principles and approaches , defining the sequence of the examination.

1. The principle of an individual and differentiated approach suggests that the selection of tasks, their formulation and filling with verbal and non-verbal material should be correlated with the level of the child’s real psycho-speech development and take into account the specifics of his social environment and personal development.

2. It is rational to conduct research in the direction from the general to the specific . First, the specialist identifies problems in the child’s speech development, and then these problems are examined more closely and subjected to quantitative and qualitative analysis.

3. Within each type of testing, the presentation of material is given from complex to simple. This allows the child to complete each test successfully, which creates additional motivation and a positive emotional state, which, in turn, increases the productivity and duration of the examination.With the standard approach, when each test becomes more complicated as the child is tested, the child is doomed in most cases to “resist” on failure, which causes a feeling of negativism, a feeling of the inevitability of error, and this significantly provokes a decrease in interest in the material presented and a deterioration in the demonstrated achievements.

4. From productive types of speech activity - to receptive ones. Based on this principle, first of all, such types of speech activity as speaking are examined.

5. It is logical to first examine the volume and nature of the use of linguistic and speech units, and only if there are difficulties in using them, proceed to identifying the features of using them in the passive.Thus, the sequence of the procedure can be formulated as from expressive language competence to impressive one. Such an approach will reduce the time and effort spent on the examination and make the examination of the impressive language stock targeted.

Directions of examination:

State of coherent speech;

State of vocabulary;

The state of the grammatical structure of speech;

State of sound pronunciation;

Examination of the syllabic structure of a word;

State of the articulatory apparatus;

Phonemic Awareness Survey;

III stage. Analytical.

The task The analytical stage is the interpretation of the received data and filling out the speech card, which is a mandatory reporting document for the speech therapist, regardless of his place of work.

The speech map, as a rule, contains sections :

Passport part, including the age of the child at the time of examination;

Anamnestic data;

Data on the child’s physical and mental health;

Section devoted to the characteristics of speech;

Speech therapy conclusion.

IV stage. Prognostic.

At this stage, based on the results of an examination of the preschooler by a speech therapist, a prognosis for the child’s further development is determined, the main directions of correctional work with him, and an individual work plan is drawn up.

Forms of implementation of individual routes :

Individual lessons according to an individual plan;

Group classes according to a specific correctional program;

Classes in a small group;

Integrated classes in interaction with preschool specialists;

Classes at home with parents with the advisory support of preschool specialists.

The speech therapy conclusion, directions of correctional work and its organizational forms should be conveyed to parents and discussed with them at the 5th stage of the examination .

V stage. Informational.

Informing parents is a delicate and difficult stage of examining a child.

It is carried out in the form of a conversation with parents in the absence of the child.

Requirements for informing parents:

The conversation with parents should be based on terminology that is accessible to them;

The conversation should take into account the parent's feeling of love for the child;

The conversation should be structured in a constructive direction with the goal of finding allies in the parents.

Consider the stages offered to usG.V. Chirkina and T.B. Filicheva .

Stage I. Approximate(where parents are interviewed, special documentation is studied, and a conversation is held with the child ).

Stage II. Differentiation stageincluding examination of cognitive and sensory processes in order to distinguish children with primary speech pathology from similar conditions caused by hearing or intellectual impairment .

Stage III. Basic.Examination of all components of the language system:

Sound pronunciations,

Structures of the articulatory apparatus,

Respiratory function,

Prosodic side of speech,

Phonemic awareness

Understanding words

Understanding sentences

Understanding grammatical forms,

Lexical stock,

The grammatical structure of the language

Proposal construction skills

Grammatical changes of words in a sentence,

Grammatical design at the morphological level,

Connected speech.

Stage IV. Final (clarifying).Including dynamic observation of a child in conditions of special education and upbringing .

Literature sources used:

1. Gribova O.E. Technology for organizing speech therapy examination. Toolkit. - M.: Iris-press, 2005. - 96 p.

2. Rossiyskaya E.N., Garanina L.A. Pronunciation side of speech: Practical course. – M.: ARKTI, 2003. - 104 s.

3.http://logoportal.ru/logopedicheskie-tehnologii/.html

determination of ways and means of correctional and developmental work and educational opportunities for a child based on identifying his immaturity or disorders in the speech sphere.

Tasks:

Gribova O. E. identifies 5 stages of speech therapy examination.

Stage 1. Approximate.

Stage 2. Diagnostic.

Stage 3. Analytical.

Stage 4. Prognostic.

Stage 5. Informing parents.

Stage 1. Approximate stage;

Stage 3. Main;
Stage 4. Final (clarifying stage).

Let's consider the stages of speech therapy examination that are offered

Gribova O. E.

I stage. Approximate.

Tasks of the first stage:

Collection of anamnestic data;

Clarifying the parents' request;

Identification of preliminary data about the individual typological characteristics of the child.

Activities:

Study of medical and pedagogical documentation;

Studying the child's work;

Conversation with parents.

Child's medical record;

Extracts from specialists;

Experts' opinions.

Pedagogical characteristics;

Speech therapy characteristics;

Psychological characteristics.

Studying a child's work.

This type of documentation includes:

Drawings;

Creative crafts.

Conversation with parents.

It is most rational to start a conversation with parents by identifying parents’ requests or parents’ complaints about the child’s speech.

Filling out the form by parents (mother or father);

II stage. Diagnostic.

The diagnostic stage is the actual procedure for examining the child’s speech. In this case, the interaction between the speech therapist and the child is aimed at clarifying the following points:

What language means have been formed by the time of the examination;

What language means are not formed at the time of the examination;

The nature of the immaturity of linguistic means.

In addition, we must consider:

In what types of speech activity are deficiencies manifested (speaking, listening);

What factors influence the manifestations of a speech defect.

* pedagogical experiment;

* conversation with the child;

* monitoring the child;

The nature of the didactic material in each specific case will depend on:

From the child's age

From the level of speech development );

On the level of mental development of the child;

The examination of children of different age groups and different degrees of training will be structured differently. However, there are general principles and approaches, defining the sequence of the examination.

suggests that the selection of tasks, their formulation and filling with verbal and non-verbal material should be correlated with the level of the child’s real psycho-speech development and take into account the specifics of his social environment and personal development.

. First, the specialist identifies problems in the child’s speech development, and then these problems are examined more closely and subjected to quantitative and qualitative analysis.

This allows the child to complete each test successfully, which creates additional motivation and a positive emotional state, which, in turn, increases the productivity and duration of the examination.

Based on this principle, first of all, such types of speech activity as speaking are examined.

and only if there are difficulties in using them, proceed to identifying the features of using them in the passive.

Directions of examination:

State of coherent speech;

State of vocabulary;

The state of the grammatical structure of speech;

State of sound pronunciation;

Examination of the syllabic structure of a word;

State of the articulatory apparatus;

Phonemic Awareness Survey;

III stage. Analytical.

Passport part, including the age of the child at the time of examination;

Anamnestic data;

Data on the child’s physical and mental health;

Section devoted to the characteristics of speech;

Speech therapy conclusion.

IV stage. Prognostic.

Individual lessons according to an individual plan;

Group classes according to a specific correctional program;

Subgroup classes;

Integrated classes in interaction with preschool specialists;

Classes at home with parents with the advisory support of preschool specialists.

V stage. Informational.

Informing parents is a delicate and difficult stage of examining a child.

It is carried out in the form of a conversation with parents in the absence of the child.

The conversation with parents should be based on terminology that is accessible to them;

The conversation should take into account the parent's feeling of love for the child;

The conversation should be structured in a constructive direction with the goal of finding allies in the parents.

Consider the stages offered to us G.V. Chirkina and T.B. Filicheva.

Stage I. Approximate( ).

Stage II. Differentiation stage .

Stage III. Basic.

Sound pronunciations,

Structures of the articulatory apparatus,

Respiratory function,

Prosodic side of speech,

Phonemic awareness

Understanding words

Understanding sentences

Understanding grammatical forms,

Lexical stock,

The grammatical structure of the language

Proposal construction skills

Grammatical changes of words in a sentence,

Grammatical design at the morphological level,

Connected speech.

Stage IV. Final (clarifying). .

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Report at the methodological association of teachers and speech therapists

From 18.02.2015.

Prepared by a teacher-speech therapist MB Preschool Educational Institution d/s KV category 2 “Golden Key” sl. Bolshaya MartynovkaVetrova Marina Vladimirovna

Topic: “Technology of speech therapy examination

preschool children"

The purpose of speech therapy examination:
determination of ways and means of correctional and developmental work and educational opportunities for a child based on identifying his immaturity or disorders in the speech sphere.

Tasks:
1) identification of features of speech development for subsequent consideration when planning and conducting the educational process;
2) identifying negative trends in development to determine the need for further in-depth study;
3) identifying changes in speech activity to determine the effectiveness of teaching activities.
Gribova O. E. identifies 5 stages of speech therapy examination.

Stage 1. Approximate.

Stage 2. Diagnostic.

Stage 3. Analytical.

Stage 4. Prognostic.

Stage 5. Informing parents.

G.V. Chirkina and T.B. Filicheva(1991) identified the following stages of speech therapy examination of preschool children:
Stage 1. Approximate stage;
Stage 2. Differentiation stage;
Stage 3. Main;
Stage 4. Final (clarifying stage).

Let's consider the stages of speech therapy examination that are offered

Gribova O. E.

I stage. Approximate.

Tasks of the first stage:

Collection of anamnestic data;

Clarifying the parents' request;

Identification of preliminary data about the individual typological characteristics of the child.

Solving these problems allows us to create a package of diagnostic materials that is adequate to the age and speech abilities, as well as the interests of the child..

Activities:

Study of medical and pedagogical documentation;

Studying the child's work;

Conversation with parents.

Study of medical and pedagogical documentation.

Medical documentation includes:

Child's medical record;

Extracts from specialists;

Experts' opinions.

Pedagogical documentation includes:

Pedagogical characteristics;

Speech therapy characteristics;

Psychological characteristics.

Studying a child's work.

This type of documentation includes:

Drawings;

Creative crafts.

Conversation with parents.

It is most rational to start a conversation with parents by identifying parents’ requests or parents’ complaints about the child’s speech.

Filling out the form by parents (mother or father);

II stage. Diagnostic.

The diagnostic stage is the actual procedure for examining the child’s speech. In this case, the interaction between the speech therapist and the child is aimed at clarifying the following points:

What language means have been formed by the time of the examination;

What language means are not formed at the time of the examination;

The nature of the immaturity of linguistic means.

Thus, we, as speech therapists, will be concerned not only with the shortcomings that the child has in speech, but also with how the language means are formed at the time of the examination.

In addition, we must consider:

In what types of speech activity are deficiencies manifested (speaking, listening);

What factors influence the manifestations of a speech defect.

Methods of speech therapy examination:

* pedagogical experiment;

* conversation with the child;

* monitoring the child;

* a game.

The nature of the didactic material in each specific case will depend on:

From the child's age(the smaller the child, the more real and realistic the objects presented to the child should be);

From the level of speech development(the lower the child’s speech development level, the more realistic and real the presented material should be);

On the level of mental development of the child;

Depending on the child’s level of learning (the presented material must be sufficiently mastered and not memorized by the child).

1. The principle of an individual and differentiated approachsuggests that the selection of tasks, their formulation and filling with verbal and non-verbal material should be correlated with the level of the child’s real psycho-speech development and take into account the specifics of his social environment and personal development.

2. It is rational to conduct research in the direction from the general to the specific. First, the specialist identifies problems in the child’s speech development, and then these problems are examined more closely and subjected to quantitative and qualitative analysis.

3. Within each type of testing, the presentation of material is given from complex to simple.This allows the child to complete each test successfully, which creates additional motivation and a positive emotional state, which, in turn, increases the productivity and duration of the examination.With the standard approach, when each test becomes more complicated as the child is tested, the child is doomed in most cases to “resist” on failure, which causes a feeling of negativism, a feeling of the inevitability of error, and this significantly provokes a decrease in interest in the material presented and a deterioration in the demonstrated achievements.

4. From productive types of speech activity - to receptive ones.Based on this principle, first of all, such types of speech activity as speaking are examined.

5. It is logical to first examine the volume and nature of the use of linguistic and speech units,and only if there are difficulties in using them, proceed to identifying the features of using them in the passive.Thus, the sequence of the procedure can be formulated as from expressive language competence to impressive one. Such an approach will reduce the time and effort spent on the examination and make the examination of the impressive language stock targeted.

Directions of examination:

State of coherent speech;

State of vocabulary;

The state of the grammatical structure of speech;

State of sound pronunciation;

Examination of the syllabic structure of a word;

State of the articulatory apparatus;

Phonemic Awareness Survey;

III stage. Analytical.

The speech map, as a rule, contains sections:

Passport part, including the age of the child at the time of examination;

Anamnestic data;

Data on the child’s physical and mental health;

Section devoted to the characteristics of speech;

Speech therapy conclusion.

IV stage. Prognostic.

Forms of implementation of individual routes:

Individual lessons according to an individual plan;

Group classes according to a specific correctional program;

Subgroup classes;

Integrated classes in interaction with preschool specialists;

Classes at home with parents with the advisory support of preschool specialists.

The speech therapy conclusion, directions of correctional work and its organizational forms should be conveyed to parents and discussed with them at the 5th stage of the examination.

V stage. Informational.

Informing parents is a delicate and difficult stage of examining a child.

It is carried out in the form of a conversation with parents in the absence of the child.

Requirements for informing parents:

The conversation with parents should be based on terminology that is accessible to them;

The conversation should take into account the parent's feeling of love for the child;

The conversation should be structured in a constructive direction with the goal of finding allies in the parents.

Consider the stages offered to usG.V. Chirkina and T.B. Filicheva.

Stage I. Approximate(where parents are interviewed, special documentation is studied, and a conversation is held with the child).

Stage III. Basic.Examination of all components of the language system:

Sound pronunciations,

Structures of the articulatory apparatus,

Respiratory function,

Prosodic side of speech,

Phonemic awareness

Understanding words

Understanding sentences

Understanding grammatical forms,

Lexical stock,

The grammatical structure of the language

Proposal construction skills

Grammatical changes of words in a sentence,

Grammatical design at the morphological level,

Connected speech.

Stage IV. Final (clarifying).Including dynamic observation of a child in conditions of special education and upbringing.

Sources used:

1. Gribova O.E. Technology for organizing speech therapy examination. Toolkit. - M.: Iris-press, 2005. - 96 p.

2. Rossiyskaya E.N., Garanina L.A. Pronunciation side of speech: Practical course. – M.: ARKTI, 2003. - 104 s.

3.http://logoportal.ru/logopedicheskie-tehnologii/.html

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“Technology for speech therapy examination of preschool children” Prepared by a teacher-speech therapist of the MB Preschool Educational Institution d/s KV 2nd category “Golden Key” s. B. Martynovka Vetrova Marina Vladimirovna

The purpose of a speech therapy examination is to determine the ways and means of correctional and developmental work and the possibilities of teaching a child based on identifying his immaturity or disorders in the speech sphere. Objectives: 1) identifying features of speech development for subsequent consideration when planning and conducting the educational process; 2) identifying negative trends in development to determine the need for further in-depth study; 3) identifying changes in speech activity to determine the effectiveness of teaching activities.

Gribova O.E. identifies 5 stages of speech therapy examination. Stage 1. Approximate. Stage 2. Diagnostic. Stage 3. Analytical. Stage 4. Prognostic. Stage 5. Informing parents.

G.V. Chirkina and T.B. Filicheva identified the following stages of speech therapy examination of preschool children: Stage 1. Indicative stage; Stage 2. Differentiation stage; Stage 3. Basic; Stage 4. Final (clarification stage).

Let's consider the stages of speech therapy examination that O.E. Gribova offers.

Stage I. Approximate. Tasks of the first stage: collection of anamnestic data; clarifying the parents' request; identification of preliminary data about the individual typological characteristics of the child.

Types of activities: - study of medical and pedagogical documentation; - studying the child’s work; - conversation with parents.

Study of medical and pedagogical documentation Medical documentation includes: - the child’s medical record; - Extracts from specialists; Experts' opinions. Pedagogical documentation includes: - Pedagogical characteristics; - Speech therapy characteristics; - Psychological characteristics

Studying the child's work. This type of documentation includes: - Drawings; - Creative crafts. Conversation with parents. - It is most rational to start a conversation with parents by identifying parents’ requests or parents’ complaints about the child’s speech. - Filling out the form by parents (mother or father); - Recommendations for parents.

Stage II. Diagnostic. The diagnostic stage is the actual procedure for examining the child’s speech. At the same time, the interaction between the speech therapist and the child is aimed at clarifying the following points: - what language means have been formed by the time of the examination; - what language means are not formed at the time of the examination; - the nature of the immaturity of linguistic means.

In addition, we must consider: - in what types of speech activity deficiencies appear (speaking, listening); - what factors influence the manifestations of a speech defect? Methods of speech therapy examination: * pedagogical experiment; * conversation with the child; * monitoring the child; * a game.

The nature of the didactic material in each specific case will depend on: the age of the child; on the level of speech development; on the level of mental development of the child; depending on the child’s level of learning.

Principles and approaches. 1 . The principle of an individual and differentiated approach. 2. It is rational to conduct research in the direction from the general to the specific. 3. Within each type of testing, the presentation of material is given from complex to simple. 4 . From productive types of speech activity - to receptive ones. 5 . It is logical to first examine the volume and nature of the use of linguistic and speech units.

The main directions of examining the speech of preschool children Examination of diagnostic coherent speech and communication skills Features of communicative behavior Specifics of the use of linguistic and paralinguistic means Examination of monologue connected speech Specifics of text construction Specifics of the use of linguistic means

Direction of in-depth research if indicated Examination of phonemic perception Grammatical structure Lexical vocabulary Syllable structure Sound pronunciation Motor functions and structure of the articulatory apparatus

Stage III. Analytical. The task of the analytical stage is to interpret the data obtained and fill out the speech card, which is a mandatory reporting document for the speech therapist, regardless of his place of work. The speech card, as a rule, contains sections: - Passport part, including the age of the child at the time of the examination; - Anamnestic data; - Data on the child’s physical and mental health; - Section devoted to the characteristics of speech; - Speech therapy report.

Stage IV. Prognostic. At this stage, based on the results of an examination of the preschooler by a speech therapist, a prognosis for the child’s further development is determined, the main directions of correctional work with him, and an individual work plan is drawn up. Forms of implementation of individual routes: Individual lessons according to an individual plan; Group classes according to a specific correctional program; Subgroup classes; Integrated classes in interaction with preschool specialists; Classes at home with parents with the advisory support of preschool specialists.

V stage. Informational. Informing parents is a delicate and difficult stage of examining a child. It is carried out in the form of a conversation with parents in the absence of the child. Requirements for informing parents: - Conversations with parents should be based on terminology accessible to them; - The conversation should take into account the parent’s feeling of love for the child; - The conversation should be structured in a constructive direction with the goal of finding allies in the person of parents.

Let's consider the stages of speech therapy examination offered to us by G.V. Chirkina and T.B. Filicheva

Stage I. Indicative (at which parents are interviewed, special documentation is studied, and a conversation is held with the child). Stage II. Differentiation stage including examination of cognitive and sensory processes in order to distinguish children with primary speech pathology from similar conditions caused by hearing or intellectual impairment

Stage III. Basic. Examination of all components of the language system: sound pronunciation, structure of the articulatory apparatus, respiratory function, vocal function, prosodic aspect of speech, phonemic perception, word understanding, sentence understanding, understanding of grammatical forms, vocabulary, grammatical structure of the language, sentence construction skills, grammatical changes in words sentence, grammatical design at the morphological level, coherent speech.

Stage IV. Final (clarifying). Including dynamic observation of a child in conditions of special education and upbringing.

Thank you for your attention!