Characteristics of the speech development of a child with onset. Mental characteristics of children with general speech underdevelopment (GSD) Behavior in the educational situation of children with GSD

– disruption of the formation of all aspects of speech (sound, lexico-grammatical, semantic) in various complex speech disorders in children with normal intelligence and full hearing. Manifestations of OHP depend on the level of immaturity of the components of the speech system and can vary from the complete absence of commonly used speech to the presence of coherent speech with residual elements of phonetic-phonemic and lexical-grammatical underdevelopment. OHP is identified during a special speech therapy examination. Correction of OHP involves the development of speech understanding, enrichment of vocabulary, formation of phrasal speech, grammatical structure of the language, full sound pronunciation, etc.

General information

GSD (general speech underdevelopment) is the immaturity of the sound and semantic aspects of speech, expressed in gross or residual underdevelopment of lexical-grammatical, phonetic-phonemic processes and coherent speech. Among children with speech pathology, children with OSD make up the largest group - about 40%. Deep deficiencies in the development of oral speech in the future will inevitably lead to a violation of written speech - dysgraphia and dyslexia.

OHP classification

• uncomplicated forms of OHP(in children with minimal brain dysfunction: insufficient regulation of muscle tone, motor differentiation, immaturity of the emotional-volitional sphere, etc.)
• complicated forms of OHP(in children with neurological and psychopathic syndromes: cerebroasthenic, hypertensive-hydrocephalic, convulsive, hyperdynamic, etc.)
• severe speech underdevelopment(in children with organic lesions of the speech parts of the brain, for example, with motor alalia).

Taking into account the degree of OHP, 4 levels of speech development are distinguished:

• Level 1 speech development- “speechless children”; there is no common speech.
• Level 2 speech development– the initial elements of commonly used speech, characterized by a poor vocabulary and the phenomena of agrammatism.
• Level 3 speech development– the appearance of expanded phrasal speech with underdevelopment of its sound and semantic aspects.
• Level 4 speech development– residual gaps in the development of phonetic-phonemic and lexical-grammatical aspects of speech.

A detailed description of the speech of children with special needs at various levels will be discussed below.

Characteristics of OHP

The history of children with OHP often reveals intrauterine hypoxia, Rh conflict, birth injuries, asphyxia; in early childhood – traumatic brain injuries, frequent infections, chronic diseases. An unfavorable speech environment, lack of attention and communication further inhibit the course of speech development.

All children with ODD are characterized by a late appearance of their first words - by 3-4, sometimes by 5 years. Speech activity of children is reduced; speech has incorrect sound and grammatical design and is difficult to understand. Due to defective speech activity, memory, attention, cognitive activity, and mental operations suffer. Children with OHP are characterized by insufficient development of motor coordination; general, fine and speech motor skills.

In children with level 1 ODD, phrase speech is not formed. In communication, children use babbling words, one-word sentences, supplemented by facial expressions and gestures, the meaning of which is incomprehensible outside the situation. The vocabulary of children with level 1 SLD is sharply limited; mainly includes individual sound complexes, onomatopoeia and some everyday words. With OHP level 1, impressive speech also suffers: children do not understand the meaning of many words and grammatical categories. There is a gross violation of the syllabic structure of the word: more often children reproduce only sound complexes consisting of one or two syllables. The articulation is unclear, the pronunciation of sounds is unstable, many of them are inaccessible for pronunciation. Phonemic processes in children with level 1 ODD are rudimentary: phonemic hearing is grossly impaired, and the task of phonemic analysis of a word is unclear and impossible for the child.

In the speech of children with level 2 OHP, along with babbling and gestures, simple sentences consisting of 2-3 words appear. However, the statements are poor and of the same type in content; express objects and actions more often. At level 2 OHP, there is a significant lag in the qualitative and quantitative composition of the vocabulary from the age norm: children do not know the meaning of many words, replacing them with similar meanings. The grammatical structure of speech is not formed: children do not use case forms correctly, experience difficulties in coordinating parts of speech, using singular and plural numbers, prepositions, etc. Children with level 2 OHP continue to have reduced pronunciation of words with simple and complex syllable structure , a confluence of consonants. Sound pronunciation is characterized by multiple distortions, substitutions and mixtures of sounds. Phonemic perception at level 2 OHP is characterized by severe insufficiency; Children are not ready for sound analysis and synthesis.

Children with level 3 SLD use extensive phrasal speech, but in speech they use mainly simple sentences, having difficulty constructing complex ones. Speech understanding is close to normal; difficulties arise in understanding and mastering complex grammatical forms (participial and adverbial phrases) and logical connections (spatial, temporal, cause-and-effect relationships). The volume of vocabulary in children with level 3 ODD increases significantly: children use almost all parts of speech in speech (to a greater extent - nouns and verbs, to a lesser extent - adjectives and adverbs); typically inaccurate use of object names. Children make mistakes in the use of prepositions, agreement of parts of speech, use of case endings and stresses. The sound content and syllabic structure of words suffers only in difficult cases. With level 3 OHP, sound pronunciation and phonemic perception are still impaired, but to a lesser extent.

At level 4 OHP, children experience specific difficulties in sound pronunciation and repetition of words with complex syllabic composition, have a low level of phonemic awareness, and make mistakes in word formation and inflection. The vocabulary of children with level 4 ODD is quite diverse, however, children do not always accurately know and understand the meaning of rare words, antonyms and synonyms, proverbs and sayings, etc. In independent speech, children with level 4 ODD experience difficulties in logical presentation of events, they often miss the main thing and get stuck on minor details, repeating what was said earlier.

Speech therapy examination for OHP

At the preliminary stage of a diagnostic examination of speech, the speech therapist gets acquainted with the medical documentation (data from the examination of a child with OSD by a pediatric neurologist, pediatrician, and other children’s specialists), and finds out from the parents the features of the child’s early speech development.

When diagnosing oral speech, the degree of formation of various components of the language system is specified. The examination of children with OHP begins with studying the state of coherent speech - the ability to compose a story from a picture, a series of pictures, retelling, story, etc. Then the speech therapist examines the level of development of grammatical processes (correct word formation and inflection; coordination of parts of speech; sentence construction, etc. .). An examination of vocabulary in OHP allows one to assess the ability of children to correctly correlate a particular word-concept with the designated object or phenomenon.

The further course of the examination of a child with OHP involves studying the sound side of speech: the structure and motor skills of the speech apparatus, sound pronunciation, syllable structure and sound content of words, the ability for phonemic perception, sound analysis and synthesis. In children with OHP, it is necessary to diagnose auditory-verbal memory and other mental processes.

The result of an examination of the state of speech and non-speech processes in a child with OSD is a speech therapy report reflecting the level of speech development and the clinical form of the speech disorder (for example, level 2 OHP in a child with motor alalia). OSD should be distinguished from delayed speech development (DSD), in which only the rate of speech formation lags behind, but the formation of linguistic means is not impaired.

OHP correction

Speech therapy work to correct OHP is carried out in a differentiated manner, taking into account the level of speech development. Thus, the main directions for level 1 OSD are the development of understanding of addressed speech, activation of children’s independent speech activity and non-speech processes (attention, memory, thinking). When teaching children with level 1 ODD, the task of correct phonetic formatting of statements is not set, but attention is paid to the grammatical side of speech.

At level 2 OHP, work is being done on the development of speech activity and understanding of speech, lexical and grammatical means of language, phrasal speech and clarification of sound pronunciation and evocation of missing sounds.

Speech therapy classes for the correction of level 3 OHP include the development of coherent speech, improvement of the lexical and grammatical aspects of speech, and the consolidation of correct sound pronunciation and phonemic perception. At this stage, attention is paid to preparing children to master literacy.

The goal of speech therapy correction for level 4 OPD is for children to achieve the age norms of oral speech necessary for successful schooling. To do this, it is necessary to improve and consolidate pronunciation skills, phonemic processes, lexical and grammatical aspects of speech, detailed phrasal speech; develop grapho-motor skills and primary reading and writing skills.

Education of schoolchildren with severe forms of ODD levels 1-2 is carried out in schools for children with severe speech impairments, where the main attention is paid to overcoming all aspects of speech underdevelopment. Children with level 3 SEN study in special education classes at a public school; with OHP level 4 – in regular classes.

Forecast and prevention of ANR

Corrective and developmental work to overcome ODD is a very long and labor-intensive process that should begin as early as possible (from 3-4 years). Currently, sufficient experience has been accumulated in the successful training and education of children with different levels of speech development in specialized (“speech”) preschool and school educational institutions.

Prevention of OHP in children is similar to the prevention of those clinical syndromes in which it occurs (alalia, dysarthria, rhinolalia, aphasia). Parents should pay due attention to the speech environment in which the child is raised, and from an early age stimulate the development of his speech activity and non-speech mental processes.

Characteristics of the speech development of a child with the first level of OHP.

The first level of speech development is characterized by a complete or almost complete absence of verbal means of communication. The dictionary consists of onomatopoeias and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are not understandable to others. In terms of its sound, babbling speech consists of elements similar to words and dissimilar sound combinations. They can use commonly used words, but only in relation to one situation. There is almost no differentiated designation of objects. Children call the same object differently in different situations. Action names are replaced with item names. They hardly know the phrase. Only a few have babbling sentences. The story consists of individual words. Speech contains only concrete nouns. The passive vocabulary is wider than the active one. However, speech understanding is mainly situational. Words are roots without endings. They almost do not understand grammatical changes in words. They don't understand prepositions. For understanding speech, only lexical meaning plays a role; grammatical forms are not taken into account. Mixing the meanings of words that have a similar sound (village-trees). The inconsistent nature of the sound design of the same words. The pronunciation of individual sounds is devoid of constant articulation. The predominant words are one-syllable or two-syllable.

Characteristics of the speech development of a child with the second level of OHP.

OSD is a form of speech anomaly in children with normal hearing and initially intact intelligence, in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.
With OHP, there is a late onset, a poor vocabulary, agrammatism, defects in pronunciation and phoneme formation.
Communication at the second level is carried out using fairly constant, although very grammatically and phonetically distorted words.
The stock of common words is higher than in the first one. There are words denoting objects, actions, and sometimes qualities. Children use personal pronouns and occasionally simple prepositions and conjunctions. There is an opportunity to talk in detail about familiar events, about yourself, about your family. However, ignorance of many words, incorrect pronunciation of sounds, violation of the structure of the word, agrammatism are revealed, although the meaning of what is being told can be understood even without a visual situation. Sometimes children resort to explaining words with gestures. The name of some actions is replaced by the names of the objects to which the action is directed. Often words are replaced by the names of similar objects with the addition of the particle not. Nouns are used in the nominative case, verbs in the infinitive, but they do not agree. Nouns do not appear in oblique cases, although sometimes it happens by chance that children try to change a noun, but do it incorrectly. It is ungrammatical to change nouns by number. Past and present tense verbs are confused. There are interchanges between singular and plural. Mixing masculine and feminine past tense verbs. The neuter gender is not used. Adjectives are used very rarely and do not agree. Conjunctions and particles are almost never used. Prepositions are often omitted or used incorrectly. Children understand the distinction of some grammatical forms. Understand singular plural. Number, male-female, past tense. Understanding of adjective forms is not formed. Word formation methods are not used. The number of correctly pronounced sounds is 16-20. Disturbed - all front-lingual, b, d, d. Replacing hard ones with soft ones and vice versa. Difficulties in reproducing the syllabic structure of two-syllable words with a confluence, with a reverse syllable. In three-syllable words there are permutations.

Characteristics of the speech development of a child with the third level of OHP.

OSD is a form of speech anomaly in children with normal hearing and initially intact intelligence, in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.
With OHP, there is a late onset, a poor vocabulary, agrammatism, defects in pronunciation and phoneme formation.
Everyday speech turns out to be more or less developed; there are only isolated gaps in the development of phonetics, vocabulary, and grammar. When it is necessary to construct complex sentences expressing a chain of events, children experience great difficulty. Spatio-temporal and cause-and-effect relationships in sentences have not been formed. Ignorance and inaccurate use of certain words, inability to change and form words. Sometimes words are replaced by similar ones in sound composition. Children, not knowing the word, replace it with a similar meaning (sofa - armchair). The same thing happens with the names of actions (plane-clean). Sometimes children resort to explaining words. In a changed situation, inaccurate selection of words occurs. Adjectives are used qualitative, denoting directly perceived characteristics. Relative and possessive adjectives are used only for familiar relationships (mom's bag). Simple prepositions are often used to express spatial meanings. The same preposition can be pronounced and omitted in different sentences. Temporal and causal relationships are not expressed by prepositions. There is a large number of word changes, as a result of which the syntactic connection is disrupted. Mixing the endings of masculine and feminine nouns, replacing the neuter with the feminine. Erroneous stress in words, failure to distinguish the type of verbs (they sat down until the rain stopped), errors in non-prepositional and prepositional control, incorrect agreement of nouns and adjectives. Only occasionally do errors arise in understanding the forms of number, gender, tense, and cases. Understanding of the shades of meaning of words and expressions that reflect cause-and-effect, temporal, spatial and other relationships suffers more often. significant difficulties in distinguishing phonemes belonging only to related groups. Syllable rearrangements and omissions in complex and unfamiliar words are still noted.

Characteristics of speech development of children with level 4 OHP.

Level 4 OHP – unsharply expressed OHP (found in the book “Theory and Practice ..." by Levina). Children at this level have impaired sound pronunciation in one group. Children have 4 levels of replacement of similar-sounding sounds.
The syllable structure does not have gross violations as in level 3. No perseverations. Only exists in rare cases (for example, in complex long words)
Dictionary. Unless you specifically study it, no violations are visible. The child constructs a phrase well, but does not fully understand the meaning of the words. Problems of inflection and word formation (especially possessive adjectives). There are errors in the construction of the phrase.

Zobjectives and content of speech therapy work with children with level 1 OHP.

Levina. Two main tasks:
- development of specific ideas about the world around us, about objects and phenomena that the child constantly encounters in everyday life.
- development of understanding of those words and expressions that reflect the reality familiar to children and their activities in the family.
To get acquainted with the outside world, drawing, modeling, and excursions are used. These activities contribute to the formation of connections between the subject and the image. Speech exercises are combined with musical-rhythmic activities and visual arts. In the process of working with objects, children’s vocabulary is refined and accumulated, an understanding of various forms and turns of conversational speech develops, and primary verbal generalizations are formed. Tasks that require the child to show something should be aimed at objects that the child sees. Gradually the task becomes more complicated and the child is given tasks about objects that he does not see. Children are taught to distinguish words that are similar in sound but different in meaning (the doll Vova and Vava, the dog Ava). The same work is done with verbs: carries, carries, digs, rolls. Various prefix verbs (fasten-unfasten) are explained to the children in pairs during the activity. It is necessary to stimulate the need for active speech. It is necessary to teach children words typical for address: give, thank you, please. Children perform this action in different situations to understand the meanings of verbs. Children are shown the difference between the vinyl and nominative cases. To develop a vocabulary of adjectives: children are shown similar objects that differ in one characteristic, and then different objects are used to compare them according to certain characteristics. Children are encouraged to use the phrase: an object and its action. Much attention is given to differentiating the understanding of question words. When teaching children to ask questions, special conditions are created. (someone asks: give it, and the child must ask: to whom). Gradually move to dialogical speech.
Traugott believes that non-speaking children need to be taught to listen and understand fairy tales; she also believes that at this stage it is necessary to develop basic everyday speech and supply missing sounds. To develop understanding of speech, the author suggests two methods of work: children fulfilling detailed instructions from the teacher, telling and reading fairy tales and short stories to children. The author believes that for the development of independent speech, it is useful to use games that include exclamations and individual words. Speech in the game is accessible to the child.
Grinshpun suggests at this stage to differentiate the understanding of verbs in the imperative mood and in the first person: I go, go. The author pays special attention to the development of coherent speech.

Objectives and content of speech therapy work with children with the second level of OHP.

Intensive work is being carried out to develop understanding of speech, with the goal of activating the vocabulary and practical mastery of the simplest forms of inflection. Expansion of passive vocabulary based on familiarity with the outside world. Development of elementary forms of oral speech, the ability to correctly name objects, actions and their signs, make a request, briefly say something about yourself, ask a simple question. The material for the development of speech is the surrounding reality, the study of which takes place in the system of studying certain topics. Topics: kindergarten, activities, seasonal changes in nature, wild and domestic animals, birds, rules of personal hygiene, getting to know the street, conversations about family, holidays, etc. For each of the identified topics, the clarification and accumulation of concepts continues, and the substantive attribution of the word is formed. Children learn to distinguish objects by their purpose, color, shape, temperature. In this regard, adjectives and adverbs expressing spatial meanings (far, close, high) are learned. Some simple prepositions are being learned (in, on, under). At the same time, personal pronouns in the singular and plural and possessive pronouns are learned. To accumulate vocabulary and develop independent speech, excursions, labor, themed games, games with toys and pictures, drawing, modeling, and making paper crafts are used. At the same time, the teacher and speech therapist attract attention to speech by reading poems and fairy tales. Classes should be feasible and emotionally charged. Lotto games are used when the speech therapist describes an object, and the children name the object and show a picture. Based on your impressions of the excursion, it is good to make drawings, to which the speech therapist then asks questions. Children are taught to answer questions in the following sequence: questions that determine the position of objects in space (where, where); questions that require establishing affiliation with a person (whose? Whose?); questions requiring comparisons of objects (similar? Same?) and quantities (how many? Many?); questions that require evaluating the action and clarifying the time and season (how? When?). Draw attention to grammatical forms and teach children to use them. Distinguishing between masculine and feminine genders (the masculine ending is zero, the feminine ending is a). the use of the pronouns mine - mine, he - she, with the numerals one - one. Verbs of the first and third person singular, imperative mood are mastered (I write, he writes, put). The endings of the accusative and instrumental cases are mastered. Compose sentences with the indicated cases. Further sentences are extended by adjectives in the nominative case. Mastering diminutive forms of nouns. Learning to use prefixed verbs.
As a result, children should:
- state your first and last name, your friends, the first and patronymic of the speech therapist
- be able to make a request using the words thank you, please
- talk about your activities (made, drew)
- name familiar objects in units. and plural, verbs in singular. and plural, past and present tense
- name the characteristic features of objects by color, shape, size, purpose, taste, temperature.
- characterize an action using adverbs
- be able to answer questions with uncommon sentences, using the instrumental and accusative case, and correctly coordinate words.
Grinshpun points out that at this stage it is necessary to form the prepositional case (where?).

Objectives and content of speech therapy work with children with the third level of OHP.

At this stage of training, the main task can be the development of coherent speech based on expanding the vocabulary, practical mastery of forms of inflection and methods of word formation, various types of phrases and sentences. The basis for organizing conversational classes is gradually expanding knowledge about the world around us in accordance with the topic. Children observe natural phenomena, get acquainted with the work of people, with the life of animals and birds, with some types of sports and games at different times of the year. Then, in connection with these topics, species of trees, shrubs, wildflowers, mushrooms, berries, and some vegetables are studied. Children are taught to group objects according to situation, purpose, and characteristics. Intensive work is underway to develop auditory perception and correct sound pronunciation. Stories are compiled based on plot pictures and their series. Expository reading of stories and fairy tales. Working with deformed words and text. Adding a self-invented ending to a story. Children are taught to identify the main and secondary in each phenomenon, to understand the cause and logic of the phenomenon. The dictionary expands with words denoting temporary concepts: yesterday, today, morning, year, month. Mastering generalizing words. Mastering adverbs characterizing actions (quickly). Children learn words with the same root.
Inflection order:
- formation of masculine nouns with the suffixes ok, ik.
- formation of prefixed verbs
- formation of nouns with the suffix –k.
- formation of nouns with the suffixes onok, enok.
- formation of feminine nouns with the suffixes ochk, echk.
- formation of the comparative degree of adjectives
- comparative degree of adverbs
- adjectives with the suffix ov (oak)
- adjectives with the suffix n – winter, forest, lemon.
Mastering the prepositions in, on, under, for, about, with, with, from, through.
First, teaching a descriptive story, then using a plot picture to find a logical connection. Teaching complex sentences.
parts of objects are studied.

Objectives and content of speech therapy work with children with level 1 OHP .

Tasks:
- to form the ability to correlate the child’s primary ideas about objects with certain words.
- stimulation of actual speech activity in the emotional situation of the game
- development of precise and directed movements of both hands.
- education of auditory attention
- development of understanding of verb names
- developing the ability to correlate a specific object with the image in the picture.
- development of visual attention
- developing the ability to “hide”
- development of the ability to perform actions based on demonstration and instructions.
- teach how to perform different actions with one object.
- encourage the use of demonstrative words in response to questions.
- consolidate the ability to distinguish singular and plural forms in the speech of adults;
- development of speech-auditory memory.

Literature:

Chirkina G.V. Programs of compensatory preschool educational institutions for children with speech impairments. – M.: Education, 2009.

General underdevelopment of speech (GSD) is the immaturity of the sound and semantic aspects of speech, which manifests itself in residual or gross underdevelopment of phonetic-phonemic, lexical-grammatical processes, as well as coherent speech. The number of children with OSD is about 40% of all children with speech pathology. Let's consider the characteristics of children with OHP and the levels of this disease.

Main features of children with ODD

There are many reasons that cause the development of this speech pathology. However, despite this, there are common typical manifestations that indicate systemic disorders of speech activity. The main feature of children with ODD is the late onset of speech. As a rule, such children develop their first words at 3-4 years old, and sometimes at 5 years old. At the same time, they speak illiterately and phonetically.

A feature of the speech of children with ODD is its incomprehensibility, insufficient speech activity, which decreases even more with age. All this leaves a significant imprint on the formation of the sensory, volitional and intellectual spheres of such children. They suffer from a lack of concentration, poor memory, and forget complex instructions and the sequence of tasks.

Due to speech impairments, children with ODD have specific thinking characteristics. They may lag behind in the development of verbal and logical thinking, and have difficulty mastering comparison and generalization, analysis and synthesis.

Experts note that in many cases such children are lagging behind in the development of the motor sphere, they have very poor coordination of movements, insufficient speed and dexterity, and lack confidence in carrying out measured movements. Children with ODD experience the greatest difficulties when performing movements according to verbal instructions.

A special feature of children with ODD is their lack of coordination of fingers and hands, and underdevelopment of fine motor skills. Such children are often slow in their movements and can freeze in one position for a long time.

OHP levels

General speech underdevelopment has varying degrees of symptoms and severity. This may be a complete absence of speech means and methods of communication, or extensive speech containing elements of lexico-grammatical and phonetic underdevelopment.

There is a classification of OHP levels developed by R. E. Levina. According to this classification, each level is characterized by a certain ratio of the primary defect and secondary deviations that delay the formation of speech components. The transition from one level to the next is characterized by the emergence of new speech possibilities. Let's look at the speech features of children with special needs development disorder, according to each level.

Children with level 1 ODD are characterized by unformed phrasal speech. In their communication, such children use babbling words, one-word sentences, facial expressions and gestures that are understandable only in a certain situation. Their vocabulary is very small, it mainly includes onomatopoeia, individual sound complexes and a few everyday words. Such children do not understand the meaning of many words; their syllabic structure of words is grossly disturbed and their articulation is unclear. With level 1 OHP, phonemic processes are rudimentary in nature, and such a child cannot pronounce many sounds.

A peculiarity of children with level 2 OHP is the presence, along with babbling speech, of simple sentences that consist of 2-3 words. However, the statements of such a child are of the same type in content, grammatically poor, as a rule, most often they name objects or express actions. There is a significant lag in the child's quantitative and qualitative vocabulary from the age norm; he does not know the meaning of many words and replaces them with approximately similar meanings. Children with level 2 ODD do not have a formed grammatical structure of speech, they experience difficulties in using syllables, confuse singular and plural numbers, and incorrectly use case forms. The sound pronunciation of such children has substitutions and mixing of sounds, and numerous distortions.

The main feature of children with level 3 ODD is the use of expanded phrasal speech. However, they mainly use simple sentences; constructing complex sentences causes them difficulties. The understanding of speech in such children is close to normal. Difficulties arise in understanding and mastering complex forms of grammar and logical connections. The vocabulary of a child with level 3 SEN is quite large; he uses almost all parts of speech. At the same time, it is characterized by inaccurate use of the names of objects, errors in the coordination of parts of speech, and the use of prepositions, stress and case endings. Phonemic perception of speech and sound pronunciation are still impaired, but much less so than in previous OHP levels. A peculiarity of children with level 3 OHP is that the syllabic structure of words, as well as the sound content of speech, suffer only in difficult cases.

Children with level 4 OHP are characterized by difficulties in sound pronunciation and repetition of words with complex syllables. They have insufficient phonemic awareness and make mistakes in inflection and word formation. Having a fairly diverse vocabulary, such children do not always understand the meaning of some words, antonyms and synonyms, proverbs and sayings. In independent speech, it is difficult for them to logically present events; they often miss the main thing, focusing on insignificant details, and repeat what was said before.4.9 out of 5 (27 votes)

For children with general speech underdevelopment, along with the above speech features, it is also characteristic insufficient development of processes closely related to speech activity, namely:

Attention and memory are impaired;

Finger and articulatory motor skills are impaired;

Verbal and logical thinking is insufficiently formed.

Attention:

Children with general speech underdevelopment are characterized by a low level of development of the basic properties of attention (direction, volume, distribution, concentration, stability, concentration and switchability). Some of them have insufficient stability of attention and limited possibilities for its distribution.

Attention deficits manifest themselves in these children in the following ways:

they do not notice inaccuracies in joke drawings; objects or words are not always identified according to a given characteristic. For example, this happens in cases where it is proposed to show only squares (red figures, circles, etc.) on a piece of paper; clap your hands if clothing (food, animal, etc.) is named; collect all metal objects (wood, plastic, etc.) into a box.

It is even more difficult to concentrate and maintain their attention on purely verbal material outside of a visual situation. Therefore, such children cannot fully perceive the teacher’s lengthy, non-specific explanations, long instructions, and lengthy assessments of their activities.

Speech retardation also negatively affects development memory . With relatively intact semantic and logical memory, such children have a noticeable decrease in verbal memory and memorization productivity compared to their normally speaking peers. Children often forget complex instructions (three to four steps), omit some of their elements, and change the sequence of the proposed tasks. There are frequent duplication errors when describing objects and pictures. it is difficult to restore the order of arrangement of even four objects after rearranging them,

Some preschoolers have low recall activity, which is combined with limited opportunities for the development of cognitive activity.

It is characteristic that disturbances of attention and memory mostly affect voluntary activity. Concentration and memorization on an involuntary level is much better. Thus, when watching a cartoon, attention does not need to be mobilized and it remains for a long time. Or, for example, a child can much more easily reproduce the names of six to eight birthday gifts than four or five toys hidden during class.

Children with speech underdevelopment, along with general somatic weakness with delayed development of locomotor functions, are also characterized by some developmental delay motor sphere . In a significant proportion of children, motor impairment is expressed in the form of poor coordination of complex movements, uncertainty in reproducing precisely dosed movements, and a decrease in the speed and dexterity of their execution. The greatest difficulty is in performing movements following verbal and especially multi-step instructions. Children lag behind normally developing peers in accurately reproducing a motor task in spatio-temporal parameters, disrupt the sequence of action elements, and omit its components.

Articulatory motor impairment manifests itself in limited, inaccurate or weak movements of the movable organs of articulation - the tongue, soft palate, lips, lower jaw. The articulation of all speech sounds occurs when the listed movable organs form closures and gaps between themselves or with fixed organs - the palate and teeth. Naturally, a violation of the articulation of sounds leads to their defective pronunciation, and often to general slurred speech.

Connection finger motor skills and speech functionrelatively recently it was confirmed by researchers at the Institute of Physiology of Children and Adolescents of the Academy of Sciences of the Russian Federation (A. V. Antakova-Fomina, M. I. Koltsova, E. I. Isenina). They found that if the movements of the fingers correspond to age, then speech corresponds to age, and if the development of movements lags behind, then speech does not correspond to age norms. In the vast majority of children with general speech underdevelopment, the fingers are inactive, and their movements are characterized by inaccuracy or inconsistency. Many 5-year-old children hold a spoon in their fist or have difficulty grasping a brush and pencil correctly, sometimes cannot fasten buttons, lace shoes, etc.

Children with ODD have peculiarities in the development of fine motor skills of their hands. This manifests itself primarily in insufficient coordination of the fingers.

And one last thing. Since speech and thinking are closely related to each other, therefore, the verbal and logical thinking of children with speech underdevelopment is somewhat below the age norm. Such children experience difficulties in classifying objects and generalizing phenomena and signs. Often their judgments and conclusions are poor, fragmentary, and logically not connected with each other. For example: “In winter the house is warm (because) there is no snow”, “A bus travels faster than a bicycle - it is larger.”

Children with this disorder may classify a table lamp and TV as furniture, since they are in the room; some have difficulty solving simple math problems or are unable to solve even simple riddles.

Having complete prerequisites for mastering mental operations accessible to their age, children lag behind in the visual and figurative sphere of thinking, without special training they have difficulty mastering analysis, synthesis, and comparison. Many of them are characterized by rigidity of thinking.

All of these processes are closely related to speech function and sometimes it is difficult to determine what is the cause and what is the effect, what is primary and what is secondary. In particular, this concerns verbal-logical thinking and attention.

Characterological (personal) characteristics of children with general speech underdevelopment are noticeable to any teacher who has worked in a special group for at least one shift. Deviations from the norm in such children manifest themselves in classes, play, household and other activities. So, in class, some of them get tired much faster than their normally developing peers, become distracted, begin to fidget, talk, that is, they stop perceiving the educational material. Others, on the contrary, sit quietly, calmly, but do not answer questions or answer inappropriately, do not understand tasks, and sometimes cannot repeat a friend’s answer.

In the process of communicating with each other, some children show increased excitability (they are too active and difficult to control), while others, on the contrary, show lethargy and apathy (they do not show interest in games or the teacher reading books to them). Among such children there are children with an obsessive sense of fear, overly impressionable, prone to negativism (the desire to do everything the opposite), excessive aggressiveness or vulnerability, touchiness. Educators are constantly faced with the need to find an approach to difficult and uncooperative children. It is not easy to instill in them the norms of communication in a team, without which full-fledged training and education are impossible.

The mental development of children with special needs development, as a rule, is ahead of their speech development. They are critical of their own speech insufficiency. Primary speech pathology, of course, inhibits the formation of initially intact mental abilities, however, as verbal speech is corrected, intellectual processes level out.

General underdevelopment of speech in children with normal hearing and preserved intelligence is a specific manifestation of a speech anomaly, in which the formation of the main components of the speech system is disrupted or lags behind the norm: vocabulary, grammar, phonetics. In this case, deviations in the semantic and pronunciation aspects of speech are typical. Speech impairment in preschool children can vary from the complete absence of common speech to the presence of extensive speech with pronounced manifestations of lexico-grammatical and phonetic-phonemic underdevelopment. In accordance with this, a conditional division into levels of development has been adopted, in which the common features are a significant lag in the appearance of active speech, a limited vocabulary, agrammatism, insufficiency of sound pronunciation and phonemic perception. The severity of these deviations varies greatly.

The main contingent of preschoolers in groups with special developmental disabilities have levels II and III of speech development.

Level II of children's speech development is characterized by the rudiments of common speech. Children use phrases that are simple in design or distorted in communication and have a command of everyday vocabulary (mostly passive). In their speech, the names of objects, actions, and individual characteristics are differentiated. At this level, it is possible to use pronouns, conjunctions, and some prepositions in their elementary meanings. Children can answer questions, talk based on the picture, talk about their family, and the events of their surrounding life.

Here is a typical story from a child with general speech underdevelopment.

Tupia sima. Ipay sec. Sec goes, sec, deleva. Soy melts Sinu a sankam. (Winter has come. Snow has fallen. It’s snowing, snowing, trees. Zoya is giving Zina a sled ride).

Analysis of children's statements and comparison with the rate and quality of speech acquisition by children without developmental disabilities convincingly show the presence of a pronounced underdevelopment of speech. Children use sentences of simple construction, consisting of two or three, rarely four words. Vocabulary lags behind age norms. This is manifested in ignorance of many words denoting, for example, the names of various parts of the body (torso, elbow, shoulders, neck, etc.), the names of animals and their cubs (donkey, wolf, turtle, giraffe, piglet, foal, etc.). etc.), names of various professions (ballerina, cook, singer, pilot, captain, driver), pieces of furniture (folding bed, stool, bench), etc.