Prikhodko Oksana Georgievna Doctor of Pedagogical Sciences, Professor, Head of the Department of Speech Therapy, Director of the Institute for Special Education and Integrated. Institute of Special Education and Comprehensive Rehabilitation Prikhodko Speech Therapy
Severe speech disorders (THR) are persistent specific deviations in the formation of the components of the speech system (the lexical and grammatical structure of speech, phonemic processes, sound pronunciation, prosodic organization of the sound stream), which are noted in children with preserved hearing and normal intelligence. Severe speech disorders include alalia (motor and sensory), severe dysarthria, rhinolalia and stuttering, childhood aphasia, etc. 6
In children with TNR: Strict restriction of the active vocabulary, persistent agramatisms, lack of cohesive speech skills, severe violations of general speech intelligibility; difficulties in the formation of not only oral, but also written speech. The need for communication has been reduced, forms of communication have not been formed (dialogic and monologic speech). Optical-spatial gnosis is at a lower level of development. Spatial disorders cause pronounced and persistent disorders of writing (dyslexia, dysgraphia), violations of the count (acalculia). The level of voluntary attention, auditory memory, and memory productivity are reduced. The possibilities of semantic, logical memorization are relatively preserved. Specific features of verbal thinking, which in their psycho-speech mechanism are primarily associated with the underdevelopment of all components of speech, and not with a violation of proper (non-verbal) thinking. 7
The psychological and pedagogical classification includes two groups of speech disorders: 1) violation of the means of communication: phonetic-phonemic underdevelopment (FFN) and general speech underdevelopment (ONR); 2) a violation in the use of means of communication (stuttering and a combination of stuttering with general speech underdevelopment). Violations of reading and writing are considered in the structure of ONR and FFN as their systemic, delayed consequences, due to the lack of formation of phonemic and morphological generalizations. 8
Clinical and pedagogical classification of speech disorders. Disturbances of oral and written speech are highlighted. I. Violations of oral speech are divided into two types: Violations of the phonation (external) form of the utterance (dysphonia / aphonia /, bradylalia, tachyllalia, stuttering, dyslalia, rhinolalia, dysarthria), Violations of the structural-semantic (internal) form of the utterance (alalia, aphasia) . II. Violations of written language are divided into two types: dyslexia and dysgraphia. 9
For most children with TNR, it is almost impossible to receive a full-fledged education without timely special speech therapy help, as well as the necessary medical, psychological and pedagogical support. Traditionally, children with severe speech impairments received comprehensive psychological and pedagogical assistance in the special education system (in special correctional preschool and school educational institutions of the Vth form). In special (correctional) institutions, systematic speech therapy is provided, the curriculum is modified, special teaching aids and textbooks are developed, which are developed in accordance with the capabilities and educational needs of children with THR. 10
The educational activities of children with TNR are characterized by a slower rate of perception of educational information, reduced working capacity, difficulties in establishing associative links between visual, auditory and speech-motor analyzers; difficulties in organizing voluntary activity, a low level of self-control and motivation, possible weakening of memory, deviations in spatial orientation and constructive activity, impaired fine motor skills, hand-eye and auditory-motor coordination. The imperfection of spoken language prevents the full assimilation of program material in the Russian language, which creates unfavorable conditions for the formation of written speech. The situation of failure in mastering the native language so important for the social environment leads to a sharp decrease in motivation to overcome not only speech underdevelopment, but also to the entire learning process as a whole. Lack of speech, language and communication skills among students with THD causes problems in their learning, negatively affects the formation of self-esteem and behavior of children, leads to school maladaptation. eleven
Special educational needs of children with TNR: The need for training in various forms of communication (verbal and non-verbal), especially for children with a low level of speech development (motor alalia); in the formation of social competence. The development of all components of speech, speech and language competence. Difficulties in the assimilation of lexical and grammatical categories create the need for the development of an understanding of complex prepositional cases, for the purposeful formation of the language program of oral utterance, the skills of lexical filling and grammatical construction, coherent dialogical and monological speech; children with TNR need special training in the basics of language analysis and synthesis, phonemic processes and sound pronunciation, prosody. Formation of reading and writing skills. The development of spatial orientation skills. Students with TNR require a special, individually-differentiated approach to the formation of educational skills. 12
Special educational conditions for the training, education and development of children with THD: early identification of children with speech pathology and the organization of speech therapy at the stage of detecting signs of deviant psycho-speech development; systematic corrective and logopedic assistance in accordance with the identified violations at an early or preschool age; Obtaining mandatory systematic speech therapy assistance in an institution of mass or special type; interaction and coordination of pedagogical, psychological and medical means of influence with the close cooperation of a speech therapist teacher, a defectologist teacher, a psychologist teacher, teachers and doctors of various specialties; the availability of necessary medical services to help overcome and smooth out the primary defect; thirteen
The possibility of modifying and adapting the curriculum while studying the philological and linguistic course, variability: interchangeability / reduction / increase in the academic and socially significant components of training, individual thematic sections, study hours; the use of individually oriented specific techniques and methods of speech therapy correction for various forms of speech pathology; the choice of an individual pace of learning, with a possible change in the terms of promotion in the educational space; a special organization of diagnostic, verification, and control and evaluation tools: reducing the volume of control tasks, targeted step-by-step tasks, with more detailed instructions; an objective assessment of the results of learning OOP by students; sparing, health-saving, comfortable mode of training and loads; 14
Psychological and pedagogical support of the family with the aim of its active involvement in the correctional and developmental work with the child; the presence of an adapted educational program for children with severe speech impairment, which will determine the content and organization of the educational process at each level of general education; the inclusion in the educational process in vocational schools of special subjects of a correctional linguistic course (included in specially designed programs that are aimed at overcoming the shortcomings of oral and written speech of students with severe speech disorders; flexible variation of two components - academic and life competence in the learning process by expanding / reducing the content of individual thematic sections, changing the number of class hours and using appropriate methods and technologies; 15
Implementation of an individual differentiated approach to teaching a child with TNR (taking into account the structure of speech impairment, speech and communication capabilities of the child, his individual rate of learning and progress in the educational space, etc.); the need for a concentric approach to the study of educational material, for repeated repetition of the studied material; organization for students with severe speech impairments in educational institutions, the patronage of special assistance and support services (PMPK, PMPk, advisory centers, ICP centers, speech therapy centers); creation of a barrier-free environment, including physical and psychological components. Organization of educational work using the resources of the system of additional education; constant monitoring of the effectiveness of the academic component of education and the formation of students' life competence. 16
A speech therapist is a specialist who deals with the issues of identifying and correcting speech development and communication disorders of children with disabilities. The goal of the speech therapist teacher is to create conditions conducive to identifying and overcoming speech development disorders, as well as further developing oral and written speech, improving the communication of students with disabilities to successfully master the academic component of the educational program. The content of the professional activity of a speech therapist includes diagnostic, correctional and developmental, organizational and methodological, consultative, educational and preventive work. 17
A speech therapist must have fundamental scientific, theoretical and methodological knowledge in the field of speech therapy. It is necessary to take into account new educational trends in the practice of correctional institutions for children with speech impairments. The issue of methodological training is acute. 18
The development of modern theoretical and practical speech therapy is impossible without the integration of knowledge from various scientific fields: fundamental (medicine, psychology, pedagogy) and highly specialized (neuropsychology, linguistics, cognitive psychology, psycholinguistics). This is reflected in various approaches in the diagnosis of speech disorders and, as a consequence, the structure and content of speech therapy documentation. 19
Protocol for examining children's speech Individual speech cards Examination journal Prospective and daily plans for speech therapy work Schedule. Based on these documents, conclusions are drawn about the level of qualification of a speech therapist. Task: maximum standardization and unification of speech therapy documentation. 20
21
23
Each manifestation of speech pathology needs a clear and concise formulation. Serious contradictions lie in the assessment and fixation of various forms of speech pathology in the form of a speech therapy conclusion. Different ideas about their nature and relationships. Objective: standardization and uniformity of speech therapy conclusion. 24
25
Variants of a speech therapy conclusion Motor alalia (I level of speech development). Phonetic-phonemic underdevelopment of speech with erased dysarthria. General underdevelopment of speech (II level of speech development) with dysarthria. General underdevelopment of speech (III level of speech development) with rhinolalia. Systemic underdevelopment of speech (II level of speech development) in a child with a mental retardation. Systemic underdevelopment of speech (I level of speech development) with mental retardation. 26
If the child does not speak or speaks poorly, this affects his further development. Speech therapist Oksana Prikhodko, with her unique technique, teaches kids to speak better with the help of ... differentiable speech therapy massage. Many children, falling into the caring hands of Oksana Georgievna, begin not only to speak, but also to learn the world. The speech therapist, whom hundreds of parents gratefully recall, shared the secrets of her method with readers of MK and told how to diagnose deviations in a baby in the first year of life.
One of the most difficult speech therapist patients is Anya Rumyantseva. Now Ana is 25 years old, and she is the champion of Moscow and Russia in swimming among disabled teenagers and the bronze medalist of the Paralympic Games. And once the girl was brought back to Oksana Prikhodko’s mother, a defectologist. Ani's medical record reads: "lack of curability." A diagnosis meaning that the child will not advance in his psycho-speech development. No one could even dream that with such a stigma, a girl would be able to adapt to life normally. However, thanks to constant classes and massage at the age of seven, Anya first went and spoke. The fact that she was once seriously ill is reminded by only minor flaws in gait and speech.
Will my baby be normal?
Oksana Georgievna has often heard this question from her mothers, asked with a mixture of fear and hope. A speech therapist always answers them honestly.
It is impossible to reassure and deceive the parent, Prikhodko believes, but fear should not be caught up either. Otherwise, the mother may not be able to withstand and abandon the child, and after all, the progress of the development of the baby depends primarily on herself. But in what form it is necessary to present the truth, depends on the mother herself. One, according to Oksana Georgievna, needs to be scared: they say that if she does not take care of the child, then there will be no positive result, and the other is enough to outline the treatment and just help along the way.
- As a young man, I asked myself the question: why should children who do not fully respond to the outside world live poorly, hear hard, cannot speak, and there is no hope? - shared with “MK” Oksana Georgievna. - But then I put myself in the place of this mother ... I saw women who began to glow with happiness from the fact that their seriously ill child simply looked at them ...
Now many children are born with pathologies. And if severe genetic pathology can be detected in the womb, then less obvious abnormalities can not be traced to the stage of pregnancy. And when the baby is born, health problems grow like a snowball. The reasons for the deviations are mass: poor maternal health, smoking, alcoholism, ecology, genetic predisposition, chronic diseases, and much more.
If pathologies were diagnosed from the first months, then they are easier to eliminate. Prikhodko remembers many such cases when children with impairments were cured.
“If the child is not sitting at 6 months, you need to see a doctor and consult! It happens that pathology sleeps in a child like a bud, and if there is a jolt in the form of temperature or seizures, then it can open in its entirety, ”Oksana Georgievna explains to MK.
Specialist from a minibus
Prikhodko worked for 16 years in a children's psychoneurological hospital No. 18 as a speech therapist-defectologist. And now, not only gives lectures to students, but also leads patients. Although Oksana Georgievna is not only a practicing defectologist, she is the head of the department of speech therapy, dean of the faculty of special pedagogy, doctor of pedagogical sciences, professor of Moscow City Pedagogical University. Her daughter says that mom advises children everywhere - in the subway, on the train, and in the minibus.
- I immediately see these children: the mouth is parted, the lips are slightly flaccid. Mom sometimes doesn’t know herself that her child is sick, ”Prikhodko said. - Parents react to such revelations differently. Someone admits that their suspicions have been confirmed, while someone refuses to agree. But the child needs to be treated, and the sooner, the more effective it will be.
Most recently, a mother and daughter got into the same minibus with Oksana Georgievna - right there, a defectologist diagnosed and prescribed a correction course: “I received great satisfaction from what helped! This family came from another city, was looking for a specialist to cure her daughter - and found him in a minibus. "
Problems come from childhood
According to official figures, 86% of babies are born with neuropathological abnormalities. Some did not give health to nature, others received birth injuries.
The twins Lenya and Volodya Nakonechny became the victim of a medical error. Their mother, when she was still carrying children under her heart, was accidentally injected with a birth stimulator, and the boys were born seven months old. Doctors evaluated the condition of the children, and put Volodya in a special box, where optimal conditions for the development of the child are maintained. Lenya felt better, so he was placed in an ordinary crib. But at night the boy had respiratory and heart failure, prolonged cramps, and his condition worsened sharply. After which Lenya acquired persistent developmental abnormalities. Soon the children came to Oksana Prikhodko.
Speech therapist has been engaged with children for more than one year according to her methodology, regularly did massage and was engaged in the development of cognitive and speech activity. At first, both babies underwent the same procedures, but Vova’s progress was much faster than that of her brother. The boy began to speak and later successfully studied at a secondary school, and then graduated from college. The young man from the previous diagnosis of cerebral palsy remained a slight cosmetic defect - he limps. But Leni’s fate was different: the young man remained a severely disabled person for life.
Simple movements for great results
In the last decade in speech therapy, many specialists have been massaging their patients, but few have been doing it since the first months of the child’s life. Most offer parents to wait 3-5 years to see how the pathology will manifest itself. But Oksana Georgievna strongly does not recommend waiting. Simple exercises can improve speech intelligibility. It would seem, how can one understand from an infant that he will have problems with speech? But Oksana Prikhodko claims that already at an early age there is a motor pathology in the muscles and motor skills of the articulation apparatus.
- There is no need to say that all children are individual and each has his own term to speak. This is not so, Prikhodko notes. - A child can speak individual small words, but meaningfully. Say “mom” and look at her.
With the help of massage, in severe cases, the degree of manifestation can be reduced, and in mild cases, it can be completely eliminated. You need to massage your tongue, lips and even hands.
Oksana Georgievna puts children's songs in the background and begins a massage session. If the child is afraid, then first she massages his mother so that the baby understands that this is not scary. If everything is clear with the handles and lips, they are gently massaged in circular motions, easily patted and nibbled, then special devices must be used for the tongue. But you can take a regular toothbrush. You need to massage from root to tip, stroking, and pat. Parents can do this themselves, having previously received advice from a neurologist. After all, even for such seemingly simple actions, there are contraindications: high fever, cramps, a baby’s tantrum. And when the specialist showed what exactly needs to be done, you can do the massage yourself for the child.
Lazy nature
Oksana Prikhodko says that success in the development of problem children consists of three criteria: natural data, specialist assistance and mother care. If any of these three components is missing, then some pathology will come out. However, according to the defectologist, mother's love should not cross the boundaries of the rational. In her eyes, many mothers, having spoiled the child and not accustomed to serving him, made his life worse: “You can’t do everything for the child!” The speech therapist believes that the primary task of the mother of a disabled child is to teach him how to serve. Motivation is a great thing: if he wants to eat, he will try and eventually learn to hold a spoon.
But there are such parents who hope that all defects will pass over time. Oksana Georgievna said that once a girl with a mental retardation was brought to her. The mum defectologist sketched a program for the restoration of the child and ordered to come in three months. Mom showed up after a year and a half, when the child was already three and a half, and admitted that she was not engaged in the recommended methodology. The girl left with a diagnosis of “mental retardation” ...
Don’t tell your husband!
According to a speech therapist, diagnoses affect pops differently. Oksana Georgievna had such a case when a married couple came from Orel to show their daughter. The doctor diagnosed mental retardation and, before announcing this, asked her dad to leave the room on a plausible pretext. When the mother heard the diagnosis, she burst into tears and prayed: “Don’t tell our dad - he will leave us!” Prikhodko left the truth at the discretion of the mother: “Here I am on her side - fathers very often abandon families with sick children.”
“I try not to blame anyone,” Oksana Georgievna says philosophically. - I have a friend who handed over her sick child to an orphanage. She works as a flight attendant, and there is no one to leave the child with. She did not refuse her baby, she comes to him at every opportunity, but she cannot take home: there is no one to leave, there are no relatives.
Young old-born
Now many are making plans: here I’ll learn, work a little, and then, after 30, I will find a husband and a child’s face. Oksana Georgievna believes that it is better to give birth before the age of 30 and not later - because then the chances of having a defective child increase many times over. Before planning a pregnancy, the doctor advises to be examined and cure the discovered diseases. Because during pregnancy, they will sharply aggravate, and treatment can cause unwanted consequences in the child.
From the first days of his life, the baby must be constantly monitored and, if something goes wrong, urgently sound an alarm and turn to specialists.
- Mom and Dad believe that the main thing is for the child to be beautifully dressed, he has an expensive stroller and large plush toys, but this is not so! The child needs parental care and constant communication with them, - summarized Oksana Prikhodko.
The main scientific provisions formulated by the author on the basis of the research:
- multivariate features of violations of early social, cognitive, speech, motor development of children with cerebral palsy were revealed during a comparative study of the main lines of development (social, cognitive, speech, motor). New experimental data have been obtained on the variability of disorders in the psychophysical development of children 1-3 years old, depending on the prevailing disorder of a particular development line or functional system.
- for the first time, theoretical and methodological, organizational and technological foundations and an early systemic comprehensive care model have been developed to compensate for violations, social and educational adaptation of young children with cerebral palsy.
- a multidimensional medical-psychological-pedagogical characteristic of various groups of children with cerebral palsy from one to three years is given and a differentiated approach to correctional and developmental care for children with cerebral palsy at the initial stages of development is substantiated.
- the role of the environmental factor in compensating complex polymorphic disorders, educational and social adaptation in cerebral palsy is substantiated.
Monographs
1. Prikhodko O.G. Early assistance to children with cerebral palsy in the system of comprehensive rehabilitation - St. Petersburg: Publishing House of Russian State Pedagogical University named after A.I. Herzen, 2008 - 160 s. 10.0 pp
Teaching and teaching aids
2. Prikhodko O.G. Special education of persons with disorders of the musculoskeletal system / Special Pedagogy // Ed. N.M. Nazarova. - M.: Publishing Center "Academy", 2000 - p. 316-332. 1.0 pp
3. Levchenko I.Yu., Prikhodko O.G. Technologies for training and education of children with disorders of the musculoskeletal system. - M.: Publishing Center "Academy", 2001 - 192 p. - the author's share of participation is 6 pp (fifty%).
4. Prikhodko O.G. Education and training of children of early and preschool age with disorders of the musculoskeletal system / Special Preschool Pedagogy // Ed. E.A. Strebelova. - M.: Publishing Center "Academy", 2001 - p.183-219. 2.3 pp
5. Prikhodko OG, Moiseeva T.Yu. Children with motor impairments: Correctional work in the first year of life: Toolkit. - M .: Polygraph service, 2003. - 160 p. - the author’s share of participation is 5 pp (fifty%).
6. Prikhodko O.G. Correctional and pedagogical work with children with disorders of the musculoskeletal system / Systematic approach to the development of individual training programs and development of children of early and preschool age with disabilities: an appendix to the course of lectures // ed. E.A. Strebelova, A.V. Zakrepina. - M .: 2006. - p. 41-43. 0.2 pp
7. Prikhodko O.G. Early assistance to children with motor pathology in the first years of life: a Toolkit. - SPb .: KARO, 2006 .-- 112 p. 7.0 pp
8.Artobolevsky D.V., Gallyamova Yu.S., Prikhodko O.G. Restrictions and contraindications to classes in a dark sensory room / Sensory room - the magical world of health // Ed. V.L.Zhevnerova, Yu.S. Gallyamova. - SPb .: HOCKA, 2007. - Part 1. Dark sensory room. - p. 56-61. - the author’s participation rate is 0.2 pp (30%).
9.Gallyamova Yu.S., Prikhodko O.G. Principles, directions and tasks of developing, medical and health work in a dark sensory room / Sensory room - the magical world of health // Ed. V.L.Zhevnerova, Yu.S. Gallyamova. - SPb .: HOCKA, 2007. - Part 1. Dark sensory room. - p. 61-76. - the author’s participation rate is 0.5 pp (30%).
10.Levchenko I.Yu., Prikhodko O.G., Huseynova A.A. Cerebral Palsy: Corrective developmental work with preschoolers. - M .: Knigolyub, 2008 .-- 176 p. - the author's share of participation is 3.7 pp (thirty%).
11.Levchenko I.Yu., Tkacheva V.V., Prikhodko O.G., Huseynova A.A. Cerebral palsy. Preschool Age: A Toolkit. - M.: Publishing. House "Education Plus", 2008. - 198 p. - the author's share of 3.1 pp (25%).
12. Prikhodko O.G. Pedagogical systems of training and education of people with disorders of the musculoskeletal system / Special Pedagogy: in 3 volumes: textbook. allowance for students. higher textbook. institutions // ed. N.M. Nazarova. - T.3: Pedagogical systems of special education / N.M. Nazarova, L.I. Aksenova, L.V. Andreeva et al. - M.: Publishing Center "Academy", 2008. - 400 p. - the author’s share of participation is 2.4 pp (10%).
13. Khudenko E.D., Prikhodko O.G., Dedyukhina G.V., Shakhovskaya S.N., Kirillova E.V., Marunova L.A. Innovative technologies for the development of the personality of the pupil of the children's home Collection No. 1 - M .: 2008. - 175 p. - the author's share of 1.8 p. (fifteen%)
14.Kalyanov I.V., Khudenko E.D., Prikhodko O.G., Novikova T.N., Klimova E.I. Classification and diagnosis of speech disorders. Collection No. 2 - M .: 2008. - 162 p. - the author's share of participation is 2.0 pp (20%).
15. Prikhodko O.G. Speech therapy massage for the correction of dysarthria speech disorders in children of early and preschool age - St. Petersburg: KARO, 2008. - 160 p. 10.0 pp
Programs
16. Prikhodko O.G. Dysarthria (course program) / Programs of disciplines of psychological, pedagogical and subject training in the specialty 031800 - "Speech therapy". Collection // Ed. O.G. Prikhodko - M .: MGPU, 2005 .-- p. 13-18. 0.3 pp
17. Collection of programs in the specialty 031800 - "Speech therapy" // Ed. O.G. Prikhodko - M .: NANOO "MSGI", 2005. - 240 p. 15 pp
18. Prikhodko O.G. Early comprehensive differentiated correctional and developmental assistance to children with motor pathology (special course program) / Collection of specialization disciplines “Early comprehensive assistance to children with developmental disabilities” and special courses in specialty 031800 - “Speech therapy” // Ed. O.G. Prikhodko. - M .: MGPU, 2009 .-- p. 87-96. L.P.
19. Prikhodko OG, Huseynova A.A. Cognitive development of children in infancy and young age (course program) / Collection of disciplines of specialization "Early comprehensive care for children with developmental disabilities" and special courses in specialty 031800 - "Speech therapy" // Ed. O.G. Prikhodko. - M .: MGPU, 2009 .-- p. 24-33. L.P.
20. Prikhodko O.G., Paramonova G.V. Psychophysical development of infants and young children in ontogenesis (course program) / Collection of specialization programs “Early comprehensive care for children with developmental disabilities” and special courses in specialty 031800 - “Speech therapy” // Ed. O.G. Prikhodko. - M .: MGPU, 2009 .-- p. 5-11. L.P.
21. Prikhodko O.G. Tasks, contents and methods of early assistance to children with motor disorders // Defectology. - 2003 - No. 4. - p. 36-39. 0.5 pp
22. Prikhodko O.G. Correction of speech disorders of young children with cerebral palsy // News of the Southern Federal University. Pedagogical sciences. - 2008 - No. 10. - p. 187-198. 0.7 pp
23. Prikhodko O.G. The system of comprehensive pedagogical work on the correction of polymorphic developmental disorders of young children with cerebral palsy // News of the Southern Federal University. Pedagogical sciences. - 2008 - No. 12. - p. 204-212. 0.5 pp
24. Prikhodko O.G. Violations of the early speech development of children with motor cerebral pathology // Defectology. - 2009 - No. 1. - p. 31-38. 0.8 pp
25. Prikhodko O.G. Features of the cognitive development of young children with cerebral palsy // Bulletin of the Kostroma State University. N.A. Nekrasova. - 2009 - No. 1. - p. 23-29. 0.5 pp
26. Prikhodko O.G. Stimulation of the speech development of young children with motor pathology // Preschool education. - 2009 - No. 2. - p. 92-100. 0.5 pp
27. Prikhodko O.G. Stimulation of cognitive and social development of young children with cerebral palsy // Preschool education. - 2009 - No. 3. - p. 66-74. 0.5 pp
Science articles
28. Prikhodko O.G. The principles of organization of speech therapy work with young children suffering from neurological diseases // Development and correction. - 1998 - Issue. 3 - p. 65-76. 0.75 pp
29. Prikhodko O.G. Modern approaches to speech therapy work with children with cerebral palsy // Moscow pedagogical readings. Actual problems of special pedagogy and special psychology (March 16-19, 1999). Abstracts of reports. - M .: MGPU, 1999 - p.141-143. 0.2 pp
30. Prikhodko O.G. Features of speech therapy work for dysarthria with children suffering from cerebral palsy and other types of neurological pathology // Development and correction. - 1999 - Issue 5. - p. 51-57. 0.4 pp
31.Sologubov E.G., Kozhevnikova V.T., Ilyina Z.I., Prikhodko O.G. The experience of using a soft playroom in the complex treatment of children with perinatal encephalopathy and cerebral palsy // Traditional and non-traditional methods of healing children. Abstracts of the VII International Scientific and Practical Conference (June 16-19, 1998). - Smolensk: publishing house of the SSMA, 1998 - p. 35-36. - the author’s participation rate is 0.1 pp (20%).
32. Prikhodko O.G. Early diagnosis of dysarthria in young children // IV Tsarskoye Selo readings. Scientific and theoretical inter-university conference with international participation (April 25-26, 2000) vol. III. - St. Petersburg .: Leningrad State Pedagogical University, 2000 .-- 0.2 pp.
33. Prikhodko O.G. Features of speech therapy examination of children with cerebral palsy // V Tsarskoye Selo readings. Scientific and theoretical inter-university conference with international participation (April 24-25, 2001). Volume V. - St. Petersburg, Leningrad State Pedagogical University, 2001 - p. 159-161. 0.2 pp
34. Prikhodko O.G. Improving the effectiveness of teaching students of pedagogical universities the features of correctional work with children with disorders of the musculoskeletal system / "Problems of training in special pedagogy and special psychology in Russia and Bulgaria at the turn of the century." - Sofia-Moscow, 2001 .-- p. 172-192. 1.0 pp
35. Prikhodko O.G., Sologubov E.G., Kozhevnikova V.T., Ilyina Z.I. The experience of using the Rehab & Medical soft playroom in the complex treatment of children with perinatal encephalopathy and cerebral palsy / Collection of articles and guidelines “Sensory rooms“ Snuzlin ”. - M., 2001. - the author’s participation rate is 0.1 p.p. (20%).
36. Prikhodko O.G. The complex structure of disorders in young children with cerebral palsy / “A.R. Luria and Psychology of the 21st Century”. 2nd international conference dedicated to the 100th anniversary of the birth of A.R. Luria. September 24-27, 2002 Abstracts of messages. - M., 2002 .-- p. 116. 0.1 p.p.
37. Prikhodko O.G. Correctional and pedagogical work with young children with cerebral palsy / Modernization of special education: problems of correction, rehabilitation, integration: Materials of the All-Russian Scientific and Practical Conference with international participation. October 13-15, 2003 T. 2. - SPb: Publ. Russian State Pedagogical University named after A.I. Herzen, 2003 .-- p. 492-497. 0.4 pp
38. Prikhodko O.G. Early detection of speech motor disorders in children of the first years of life with cerebral palsy / Correctional pedagogy. Unified educational space: Sat. scientific method. labor. - St. Petersburg: Publishing House of the Russian State Pedagogical University named after A.I. Herzen, 2003 .-- p. 243-246. 0.25 pp
39. Prikhodko O.G. Early assistance to children with motor impairments: tasks, content and methods / “Early medical, psychological and psychological assistance to children with special needs and their families. Conference proceedings. Moscow, February 18-19, 2003 // Comp. Yu.A. Razenkova, E.B. Ayvazyan. - M.: Polygraph service, 2003. - p. 284-302. 1.0 pp
41. Prikhodko O.G. The specifics of the early speech development of children with cerebral palsy / “Ontogenesis of speech activity: norm and pathology”. Materials of the All-Russian Conference with international participation. December 21-23, 2004. - M .: 2004. - p. 111-115. 0.3 pp
42. Prikhodko O.G. Correctional and pedagogical work with young children with cerebral palsy / Collection of scientific papers of the faculty of special pedagogy and special psychology of Moscow State Pedagogical University (issue 1). - M .: MGPU, 2005 .-- p. 84-88. 0.3 pp
43. Prikhodko O.G. Developmental disorders in children with perinatal central nervous system damage in the first years of life / Modern technologies for the diagnosis, prevention and correction of developmental disorders: a scientific and practical conference dedicated to the 10th anniversary of Moscow State Pedagogical University. T. 2. - M .: MGPU, 2005 .-- p. 189-192. 0.25 pp
44. Prikhodko O.G., Paramonova G.V. Features of the cognitive development of young children with cerebral palsy / Modern technologies for the diagnosis, prevention and correction of developmental disorders: a scientific-practical conference dedicated to the 10th anniversary of Moscow State Pedagogical University. T. 4. - M .: MGPU, 2005 .-- p.188-191. - the author’s participation rate is 0.1 pp (fifty%).
45. Prikhodko O.G. Features of the speech development of young children with cerebral palsy and ways of corrective action / Speech therapy of the 21st century: Materials of the symposium with international participation (April 20-21, 2006) - St. Petersburg: NOU “SOYUZ”, 2006. - p. 253-258. 0.3 pp
46. \u200b\u200bPrikhodko O.G. The speech development of children with cerebral palsy and the system of corrective effects // Speech therapist in kindergarten. - 2006 - No. 6. - p. 14-17. 0.25 pp
47. Prikhodko O.G., Paramonova G.V. The specifics of cognitive impairment in children with cerebral palsy in the first years of life / Collection of scientific papers dedicated to the 30th anniversary of the faculty of special education, Minsk, BSPU, April 25, 2006 - Mn .: BSPU, 2006. - p. 262-267. - the author’s participation rate is 0.2 pp (fifty%).
48. Levchenko I.Yu., Prikhodko O.G., Huseynova A.A. Modern problems of the organization of training and education of children with cerebral palsy // Correctional pedagogy: theory and practice. - 2007 - No. 3 (21). - from. 5-14. - the author’s participation rate is 0.2 pp (thirty%).
49. Prikhodko O.G. Features of the speech development of young children with motor pathology and ways of corrective action // Practical Psychology and Speech Therapy. - 2007 - No. 4 (27). - 0.3 pp
50. Prikhodko O.G. Psychological and pedagogical study of young children with motor pathology / Materials of the Interregional scientific-practical conference "Modern multifunctional and interactive correctional and developing environment" (September 12-14, 2007) - Astrakhan: OGOU DPO "AIPKP", 2007. - p. 32-39. 0.5 pp
51. Prikhodko O.G. Early speech development of children with cerebral palsy / Actual problems of modern speech therapy. Proceedings of the scientific and practical conference dedicated to the 10th anniversary of the IGG. - M .: NANOO "MSGI", 2007. - p. 48-53. 0.3 pp
52. Prikhodko O.G. Prevention and correction of developmental disorders in children with severe speech disorders in the multifunctional environment of the sensory room / Correctional pedagogy: problems of theory and practice: a collection of scientific and methodological works with international participation. - St. Petersburg: Publishing House of the Russian State Pedagogical University named after A.I. Herzen, 2007 .-- p. 136-141. 0.4 pp
53. Prikhodko O.G., Belyakova Yu.Yu. Correction and development work with children with motor pathology in a multifunctional environment of the sensory room / Materials of the Interregional Scientific and Practical Conference "Modern Multifunctional and Interactive Correction and Development Environment" (September 12-14, 2007) (September 12-14, 2007) - Astrakhan: OGOU DPO "AIPKP", 2007. - p. 18-21. - the author’s participation rate is 0.1 pp (fifty%).
54. Prikhodko O.G., Belyakova Yu.Yu. The multifunctional environment of the sensory room as a means of correctional development work with children with motor pathology // Speech therapist in kindergarten. - 2007 - No. 7. - from. 36-39. - the author's participation in 0.15 pp (fifty%).
55. Prikhodko O.G., Huseynova A.A. Features of the modern system of medical-psychological-pedagogical assistance to children with motor pathology // Bulletin of Moscow City Pedagogical University. Series "Pedagogy and Psychology". - 2007 - No. 1 (16). - from. 98-104. - the author’s participation rate is 0.2 pp (fifty%).
56. Prikhodko O.G. Actual problems of training psychological and pedagogical personnel for early assistance to children with developmental disabilities / Moscow State Pedagogical University conference. December 9-11, 2008 - M .: MGPU, 2008 .-- p. . 0.25 pp
57. Prikhodko O.G. The system of complex differentiated pedagogical work with young children on the correction of developmental disorders / “Problems of the early detection of developmental disorders and the provision of corrective assistance to children in an educational institution”. Materials of the III International conference of defectologists. November 28-29, 2007 Part I. - M .: 2008. - p. 6-12. 0.4 pp
58. Prikhodko O.G. The specifics of mental disorders in children with cerebral palsy in the first years of life / “Speech therapy technologies in correctional development education: A collection of scientific and methodological works with international participation. - St. Petersburg: Publishing House of the Russian State Pedagogical University named after A.I. Herzen, 2008 .-- 0.3 pp.
59. Prikhodko O.G. Specificity of developmental disorders in children of the first years of life with motor cerebral pathology / Special education: traditions and innovations. Materials Intern. scientific-practical Conf., Minsk, April 10-11. 2008 - Minsk: BSPU, 2008 .-- p.268-271. 0.25 pp
60. Prikhodko O.G., Huseynova A.A. On the integration of children with disorders of the musculoskeletal system / Collection of scientific papers (international interuniversity issue). T.II // Comp. M.N. Rusetskaya, O.G. Prikhodko. - M .: MGPU, 2008 .-- p. 263-268. - the author’s participation rate is 0.2 pp (fifty%).
61. Prikhodko O.G., Levchenko I.Yu. Actual problems of continuing special education for children with cerebral palsy at the present stage / Designing the model “School of the future for children in need of special attention”. Materials of the urban round table. - M., 2008 .-- p. 17-25. - the author’s participation rate is 0.1 pp (50%).
62. Prikhodko O.G. Speech therapy work on the correction of speech disorders in children with cerebral palsy in the first years of life // Education and training of children with developmental disorders. - 2009. - No. 2. - p. . 0.5 pp
O.G. Prikhodko
EARLY HELP TO CHILDREN WITH MOTOR PATHOLOGY.
Toolkit
Prikhodko O.G. Toolkit. S - SPb .: KARO Publishing House, 2006The methodological manual contains data on the features of development and complex correction of developmental disorders in children with motor pathology in the first years of life. The book analyzes the process of formation of motor functions, describes the stages of cognitive, pre-speech and speech development of a child in ontogenesis. The clinical manifestations of the delayed motor and psycho-speech development are systematized, which allowed the author to bring up various options for deviating development for discussion; methods of correction of cognitive and speech development disorders in young children are presented.
The manual is addressed to defectologists, speech therapists, psychologists and all specialists working in the system of rehabilitation of young children, as well as parents.
© Prikhodko O.G., 2005
INTRODUCTION
1. COMPARATIVE CHARACTERISTICS OF MOTOR, COGNITIVE AND SPEECH DEVELOPMENT OF A CHILD FOR THE FIRST YEARS OF LIFE IN NORMAL AND DISTURBED PSYCHOPHYSICAL DEVELOPMENT.
1.1. CHILD DEVELOPMENT IN THE FIRST YEAR OF LIFE
1.2. development of children with motor pathology at an early age (from one to three years).
2. PSYCHOLOGICAL AND PEDAGOGICAL STUDY OF CHILDREN OF EARLY AGE WITH MOTOR PATHOLOGY.
3. correctional and educational pedagogical work with children with motor disabilities in the first years of life.
CONCLUSION
INTRODUCTION
In recent decades, in correctional pedagogy there has been growing interest in the problem of early comprehensive care for children with developmental disabilities (E.F. Arkhipova, E.R. Baenskaya, I.A. Vyrodova, O.E. Gromova, N.N. Malofeev, Yu . A. Razenkova, E. A. Strebeleva, N. D. Shmatko, etc.). Infant and young age (from birth to 3 years) in the life of a child is the most responsible (sensitive) for the development of motor functions, cognitive activity and speech.
In recent years, there has been an increase in the number of children born with signs of perinatal damage to the central nervous system. Perinatal lesions of the central nervous system combine various pathological conditions due to exposure to the fetus of harmful factors in the prenatal period, during childbirth and in the early stages after birth. The leading place in the perinatal pathology of the central nervous system is occupied by asphyxia and intracranial birth injury, which most often affect the nervous system of an abnormally developing fetus. According to various authors, PEP occurs in 83.3% of cases.
Early brain damage almost always subsequently manifests itself to one degree or another with impaired development. PEP is a risk factor for a child's motor pathology. Despite the equal likelihood of damage to all parts of the nervous system, under the influence of pathogenic factors on the developing brain, it is primarily the motor analyzer that suffers most of all. Due to the fact that the immature brain suffers, the further pace of its maturation slows down. The order of the inclusion of brain structures as they mature in functional systems is disrupted.
In children with perinatal cerebral pathology, gradually, as the brain matures, signs of damage or impaired development of various parts of the motor analyzer, as well as mental, pre-speech and speech development, are revealed. With age, in the absence of adequate medical and pedagogical help, a more complex pathology gradually forms, developmental disorders are fixed, which often leads to the outcome of the disease in cerebral palsy (cerebral palsy).
The bulk of children with motor pathology are children with cerebral palsy (89%). However, in the first year of life, the diagnosis "cerebral palsy" It is given only to those children who have severe motor disorders: muscle tone disorders, limitation of their mobility, pathological tonic reflexes, involuntary violent movements (hyperkinesis and tremors), impaired coordination of movements, etc. Other children with cerebral pathology are diagnosed "Perinatal encephalopathy; cerebral palsy syndrome (or movement disorder syndrome). ”
In children with motor disorder syndromes and with cerebral palsy, the mastery of all motor functions is delayed and to one degree or another is impaired: with difficulty and delay, the function of holding the head, skills of independent sitting, standing, walking, and manipulative activity are formed. Motor disorders, in turn, have an adverse effect on the formation of mental and speech functions. That is why it is so important to detect violations in the motor sphere of the child as early as possible. The severity of motor impairment varies over a wide range, where gross motor impairment is located at one pole and minimal at the other. Speech and mental disorders, as well as motor, vary widely, and a whole gamut of various combinations can be observed. For example, with severe motor impairment, mental and speech disorders can be minimal, and with mild motor impairment, severe mental and speech disorders are often found.
Long-term studies have shown that in the case of early detection in the first months of life and the organization of adequate corrective work, significant success can be achieved in overcoming perinatal pathology. Studies by K.A.Semenova, L.O. Badalyan, E.M.Mastyukova show that, subject to early diagnosis - no later than 4-6 months of age of the child - and early onset of an adequate systematic medical and pedagogical impact, practical recovery and normalization of various functions can be achieved in 60-70% of cases by 2-3 years of age. In the case of late detection of children with perinatal pathology and the lack of adequate corrective work, the occurrence of severe motor, mental and speech disorders is more likely.
Currently, there are effective methods for the clinical diagnosis of PEP in the first year of life. If psychomotor development disorders are detected that indicate brain damage, it is necessary to organize work to overcome them. The leading role is played by a neuropathologist. He prescribes rehabilitation treatment, gives recommendations on the regimen. But an important role also belongs to the LFK instructor, pedagogue-defectologist, speech therapist and, of course, parents.
1. COMPARATIVE CHARACTERISTICS OF MOTOR, COGNITIVE AND SPEECH DEVELOPMENT OF A CHILD FIRST YEARS OF LIFE IN NORMAL AND DISTURBED PSYCHOPHYSICAL DEVELOPMENT.
1.1. CHILD DEVELOPMENT IN THE FIRST YEAR OF LIFE
The development of the child in the first year can be divided into 5 main stages:
I - the period of the newborn; II - 1-3 months; III - 3-6 months; IV - 6-9 months; V - 9-12 months. At each age stage, specific functions are formed that serve as indicators of age development and determine its sequential course. To identify disorders of psychomotor development in the first year of life, first of all, it is necessary to know the main stages of development of a healthy child.
I. The period of the newborn.
Motor development.
A newborn child is characterized by a flexion posture. Hands are bent in all joints, brought to the chest, hands are clenched into fists, the thumb is brought to the palm. The legs are slightly bent in all joints. Spontaneous motor activity manifests itself in the form of chaotic uncoordinated movements. In a child, one can normally cause reflexes of innate automatism: protective, grabbing, Moro, support, automatic walking, crawling, Galant. By the 3rd week, the child in a position on his stomach makes an attempt to raise his head. By the end of the first month of life, a labyrinth rectifying installation reflex forms on the head (in the position on the stomach or on the back, the child raises and holds his head).
At impaired motor development during the neonatal period, children may experience various types of muscle tone disorders. Muscle hypertonicity (increased muscle tone) is expressed in general stiffness: with all manipulations, the child retains a flexion posture. The arms are bent and brought to the body. With muscle hypotension, the child, on the contrary, lies with limbs extended in all joints. Muscle hypotension in newborns is more common and can be a symptom of many neurological diseases. The volume of passive movements is significantly increased. Spontaneous motor activity is reduced. Unconditioned reflexes are more often depressed. By the end of the first month of life, the child does not form a labyrinth installation reflex on his head.
Cognitive development.
During the neonatal period, with normal development, visual and auditory orientational reactions are forming: at the age of 10 days, the child keeps a moving object in the field of view (step tracking), at the age of 20 days, a stationary object (adult face). A crying child falls silent and listens with a strong sound stimulus. At the age of 1 month, visual concentration and smooth tracking of a moving subject are noted; prolonged auditory concentration (listens to the sound of the toy, the voice of an adult). In response to the affectionate treatment of an adult, a child develops a positive emotional reaction in the form of “oral attention” and a smile.
in children with motor pathology, it is manifested in the fact that even towards the end of the neonatal period they often do not have visual and auditory concentration, "mouth attention", or tracking a moving subject. Optical and auditory stimuli cause defensive-defensive reactions in the form of trembling, blinking of the eyelids, and crying. The indicative reactions that some children have are of poorly cognitive nature. The wakeful period is short, against its background there are negative reactions. Often, children scream a lot and for no reason, or, conversely, are sleepy. Emotional communication of children with others is weak (they do not smile).
Pre-speech development.
The first period of pre-speech development is unconditionally reflex, when unconditioned food and protective reflexes are of primary importance for the life of the body. Voice reactions are sounds made by a newborn and are inseparable from its vital physiological functions. In addition to screaming, coughing, sneezing, sounds when sucking, yawning are referred to the newborn's voice reactions. The scream is normally loud, clear, medium or low tone, with a short breath and an extended exhalation ( aaaaaa), lasting at least 1-2 seconds, without intonational expressiveness. At times, the child makes individual laryngeal sounds, between a and uh.
In children, the following unconditioned food and defensive reflexes are revealed, which, with normal development, manifest from birth, and then gradually weaken and fade:
Palmar-roto-head reflex (Babkina). It is caused by pressure on the palm of the hand in the area of \u200b\u200bthe elevation of the thumb, while the mouth opens, the head bends. It weakens by the end of the 1st month of life and disappears by the 3rd month.
Lip reflex. When patting one of the corners of a half-open mouth, an involuntary movement of the lips occurs, closing the mouth - preparation for sucking. After 6 weeks, the reflex gradually fades away.
Proboscis reflex. Irritation in the region of the middle of the upper lip causes the reflex movement of the lips forward, they extend into the "proboscis" (reflex preparation for sucking). Fades away after 6 weeks.
Search reflex. Irritation of the cheek in the area of \u200b\u200bthe corner of the mouth causes the lips to move towards the stimulus (reflex of preparation for sucking). Fades away after 6 weeks.
Sucking reflex. With tactile irritation of the lips, the front surface of the tongue and the hard palate, sucking movements occur. The gentle movement of the stimulus (nipples or finger) accelerates and enhances the activity of sucking movements. Reflex goes out at the age of 4 months to 1 year.
Swallowing reflex. It is caused by tactile stimulation of the root of the tongue, palate, and posterior pharyngeal wall. Usually swallowing follows sucking activity. But in the neonatal period, swallowing precedes the sucking reflex. A change in the pattern of swallowing and sucking begins at 12 weeks.
Mouth opening reflex. It is caused by visual stimulation - when you see a breast or a bottle of milk, a reflex opening of the mouth occurs (conditioned sucking reflex). It occurs in 4 months, begins to fade from 6 months.
The chewing reflex appears from 7 months and is caused by tactile stimulation of the gums or teeth.
manifested in the fact that various pathological conditions can lead to difficulty or impossibility of even primitive voice reactions. Violations of the tone of the articulatory and respiratory muscles make the child's cry weak, short, high tone. When screaming, the predominance of the second phase ( wa instead oooh) Sometimes the sound side of the scream also changes. It can be piercing, sharp or very quiet, in the form of separate sobs or cries, which the child usually produces on inhalation. A scream can be so quiet that only by mimic reactions (grimace on the face) can you guess that the child is crying. In severe cases, the scream may be completely absent (aphonia). Sometimes there is a whimper unusual for a healthy newborn. In a child with respiratory muscle weakness, a cough impulse is weakened or absent, he sneezes poorly.
Voice reactions of a newborn with motor impairment may be poor or completely absent due to inhibition of the central nervous system. In this case, the child does not even make individual laryngeal sounds.
In the first weeks and months of life in children with motor pathology, reflexes of oral automatism are most often weakened, depressed or not manifested at all, which makes feeding children difficult and prevents the development of voice reactions.
II period (1-3 months.)
Motor development.
The flexion posture still persists, but is already less pronounced. There is an increase in range of motion in the limbs, especially the hands are activated. A child can bring them to his mouth. By the end of the period, he can hold the toy embedded in the hand for a short time; makes active head turns to the sides, especially on a sound stimulus. In the third month, lying on his back, the baby tries to raise his head.
By the third month in a position on the abdomen, raising his head, the child rests on his forearms, his hands are half-bent at the elbow joints. At the beginning of the period, unconditioned reflexes are pronounced, towards its end they begin to fade.
In case of impaired motor development the tone of the flexor muscles remains elevated or even increases. The volume of active movements can be reduced, especially the activation of the hands, the hands remain clenched in fists. Pathological signs are a continuing decrease in muscle tone and dystonia (the changing nature of muscle tone). A flexion posture remains on the stomach (arms are located under the chest, legs are bent at the hips and knees, the pelvis is raised). With muscle hypotension, the posture remains flattened, legs are unbent. Reliance on the hands is practically absent.
With hypertonicity, an asymmetric cervical tonic reflex (ASTR) is activated, which causes asymmetry of muscle tone and posture. ASTR manifests itself in the fact that when the head is turned to the side, the limbs are unbent, in the direction of which the head is turned; the child takes the "fencer's pose". Straightening reactions are absent or underdeveloped. In the position on the abdomen, the child lifts his head poorly and does not hold it, does not push his hands forward, does not rest on his forearms. Therefore, he does not like to lie on his stomach.
The activation of reflexes of innate automatism is noted, instead of their gradual fading.
Cognitive development.
With normal development in the II period, in response to a positive emotional interaction with an adult, the child displays a “revitalization complex” - a combination of a smile and the initial sounds of humming with a general mimic animation and motor activity. The child has a long visual concentration and tracking of the subject (in all directions). There is a search reaction: looking for head turns with a long sound. The child begins to distinguish between the intonations of the adult's voice (reacts differently to a gentle and angry voice).
By the end of the second period, the normal majority of unconditioned reflexes is significantly weakened, which is manifested in their inconstancy, rapid exhaustion with repeated irritations, and fragmentation. In children, a movement of the hand to the object appears.
Impaired cognitive development in this period is manifested in the following. In children with motor pathology, most often negative emotional reactions prevail; their expressiveness and differentiation are not observed. A smile is absent or is hardly caused after repeated stimulation and a long latent period. The "revitalization complex" is usually not formed. There is no eye-to-eye reaction with an adult.
Visual and auditory indicative reactions are incomplete or absent. The child does not fix his gaze on the subject, the follow-up reaction is fragmentary, it quickly depletes. Hypersensitivity to any auditory stimulus is sometimes noted, which finds its expression in defensive-defensive reactions in the form of startle and blink.
The volume of active movements in the hands is reduced. There is no movement of the hand to the object.
Pre-speech development.
The second period of pre-speech development is characterized by a new, high-quality enrichment - the appearance of intonational expressiveness in screaming, initial humming and laughter.
At the 3rd month, a cry as an expression of negative emotions takes on a different character depending on what it is caused by. The nature of the scream can determine the condition of the child. A child in different ways, by certain intonations in a scream, signals to others about hunger, pain, discomfort due to wet diapers. In the intonation of the cry, against the background of displeasure, notes of demand slip (in the face - facial expressions of anger, "protesting" movements of arms and legs).
Gradually, the frequency of the scream decreases, instead of it, an initial humming (grunt) appears against the background of a positive emotional state (repeatedly pronounces various vowels and guttural consonants). At the same time, the first laugh appears, joyful screeching.
Violation of pre-speech development in children with motor pathology, it manifests itself in the fact that the cry remains monotonous, short-lived, quiet, slightly modulated, often with a nasal shade. The intonational expressiveness of the cry does not develop: there are no differentiated intonations expressing shades of joy, discontent, demands. A cry is not a means of expressing the state of the child and his desires, that is, cannot be a means of communicating with others. Even towards the end of the stage, the initial walk is absent.
Often there is a delay in extinction and even increased reflexes of oral automatism. For example, if the sucking reflex was weakened in stage I, then stage II sucking movements can be strengthened and the child is not able to slow them down in the pauses between feeding, i.e. sucking remains a purely reflex act and does not include elements of arbitrary regulation.
In children with motor pathology in the first months of life, the relationship between the development of motor and voice activity is revealed. With the severity of motor impairment, the development of voluntary voice reactions is delayed, the cry does not acquire intonational expressiveness and is of very limited importance in the development of communication between a child and an adult.
from. 1