RU2721301C2 - Method of stammering elimination by means of complex logarithmics - Google Patents

Abstract

FIELD: defectology.

SUBSTANCE: invention refers to methods of stammering. In the method corrective work is proposed, which is built on logaritmic techniques. Method involves training in relaxing muscles, arranging diaphragmatic breathing, staging soft speech, lessons on restoring tempo-rhythmic speech pattern, additionally includes articulation, facial expression, finger exercises. Articulation and finger exercises are performed with rhythmical movements for a clear rhythm, setting of speech breathing for rhythmic speech accompaniment. Soft speech production is performed using gestures first on vowel sounds, then with connection of consonants and development of articulation of vowels and consonants on specially selected exercises. Exercises on recovery of tempo-rhythmic speech are carried out with reliance on four movements of both hands. Fixation of new tempo-rhythmic side of speech takes place in occupations of static and dynamic logarithmics, and to automate a new speech skill and arrange rhythmic stress using reading using rhythmic movements of hands. Muscular relaxation exercises begin with maximum muscle tension, after which the muscles are reflexly relaxed. Soft voice-over is performed using gestures in 4 directions—up, down, sideways, forward. Prior to reading, grammatical and rhythmical stresses are arranged.

EFFECT: disclosed is a method for eliminating stutter by complex logarithmics.

1 cl, 7 ex

Description

The invention relates to the field of defectology, in particular to methods for eliminating stuttering.

The development of new ways to eliminate stuttering is an urgent problem, which is explained by the prevalence of this speech impairment and the lack of effectiveness of existing correction methods.

Currently, various methods are used to treat stuttering correction, in particular: drug therapy (for example, patent RU 2197234, RU 2065736, RU 2180245), breathing exercises (RU 2190952, 2203645, 1659044, 2128944), acupuncture (RU 766595, 95102506) , massage (RU 219996, 2149624, 2071759), light and sound pulse therapy (RU 2242954, 2065736).

The disadvantages of these methods include the fact that all of them, as a rule, do not imply a complete exclusion of drug treatment. Taking medications is fraught with side effects, allergic reactions, addiction.

A known method for correcting speech disorders, in particular stuttering, is carried out by synchronizing speech with the movements of the fingers of the leading hand, dictating the rhythmic-intonational pattern of the phrase (L. Z. Andronova. Methods for correcting speech disorders with stuttering, "Defectology", 1987, N 6.) .

However, due to the severity of speech disorders, this method of treatment is not effective enough. The fingers of only one hand take part in the treatment process, proceeding from the fact that the speech center is located in the left hemisphere. Often, stuttering occurs in congenital left-handed persons retrained to the right hand, which makes it extremely difficult to determine the leading hand and, accordingly, correctly build tactics for correcting stuttering with this method. However, taking into account that both the right and left hemispheres of the brain are in close interconnection, both hands should be involved in the structure of the speech-motor analyzer to more clearly consolidate the new temporal and motor connections.

Closer to the proposed method according to the technical essence are methods of treating stuttering, including the use of speech therapy methods.

A known method of eliminating stuttering, including conducting speech training, pronunciation of words by repeating them repeatedly, and conducting psychotherapeutic sessions in which stutters are instilled with the practice of bold behavior, use suggestion, self-hypnosis, hypnotherapy. (Patent RU 2128944, class ⁶ AB 5/16, A61F 5/58, publ. 1999).

The disadvantage of the described method is that speech therapy training is aimed at pre-pronunciation of unpronounceable words, which limits speech to a worked out set of words. When conducting psychotherapeutic sessions, the stutter is convinced of its usefulness using different types of suggestion, which has little effect, because a stutter will feel full only when the stutter goes away.

The closest method, the prototype, is a method for treating stuttering (patent for the invention of the Russian Federation No. 2450835, publ. 2012), at the first stage of which a session of imperative suggestion and emotional stress therapy is carried out, after which patients are prescribed a silent regimen for 5 days out of class, then conduct classes on the formation of proper speech exhalation, voice and voice. In addition, at the first stage, autogenous training is carried out, at the second stage, exercises are conducted in which patients are taught to synchronize speech with tactile irritation of the palms and fingers. Also, at this stage, sessions of relaxing massage, self-massage, as well as group therapy sessions are conducted to re-form the attitude of patients to a speech defect, to strengthen motivation for treatment. At the third stage, the patient’s ability to synchronize speech with tactile irritation of the palms and fingers is used in artificially created difficult situations in the “public speaking” mode, gradually replacing the movements of two hands with the movement of one leading hand, and then, with speech, without accompanying it with a movement leading hands. When using this method, the principle of hemisphere is taken into account.

The disadvantage of the prototype is the use in the method of silence for 5 days, which is almost impossible to withstand children. The child perceives the ban on speech as a punishment. He has an internal conflict and protest, which leads to additional internal tension and, as a result, to the strengthening of stupor and stumble.

Stuttering children and adults very often experience general motor uneasiness, lack of a sense of rhythm, underdevelopment of fine motor skills, tightness of the articulation apparatus, facial asymmetry, and the presence of concomitant obsessive movements and words. Extreme difficulty is caused by exercises on spatial orientation and switchability right - left, top - bottom, especially when it is associated with speech support. Multistage instructions are sometimes not available at all.

So, when performing articulation exercises, it is extremely difficult to keep the articulation system and bend / extend the fingers at the expense of a speech therapist. This is due to the fact that there is a direct functional relationship between the speech function and the general motor system. Violation of general and fine motor skills is characteristic of all logopaths, and especially for stutters.

Existing methods for correcting speech when stuttering include the development of the main speech components:

- relaxation, relieving muscle tension;

-stopping of diaphragmatic breathing;

Voice modulation

-recovering the tempo-rhythmic pattern of speech.

Logo rhythm is turned on by an element at one stage or another. In the proposed method, it is proposed to build all the corrective work on logo rhythmic techniques.

The technical result achieved when using the claimed method of eliminating stuttering is a significant increase in the effectiveness of drug-free elimination of stuttering only with the help of logo rhythmic exercises.

The technical result is achieved by the fact that the method of eliminating stuttering with the help of rhythmic rhythm, including exercises for muscle relaxation, staging of diaphragmatic breathing, staging of soft voice delivery, classes to restore the tempo-rhythmic pattern of speech, additionally includes articulatory, facial, finger gymnastics. In this case, articulation and finger exercises are performed with rhythmic movements under a clear rhythm, setting speech breathing under rhythmic speech accompaniment. Soft voice production is performed using gestures first on vowels, then with the use of consonants and the development of articulation of vowels and consonants in specially selected exercises. Classes for the restoration of tempo-rhythmic speech, based on four movements of both hands. The new tempo-rhythmic side of speech is consolidated in the classes of static and dynamic logo rhythmics, and reading with the use of rhythmic movements of the hands is used to automate a new speech skill and arrange rhythmic stresses. The muscle relaxation class begins with maximum muscle tension, after which the muscles relax reflexively. The soft voice is set using gestures in 4 directions - up, down, sideways, forward. Before reading, the grammatical and rhythmic stresses are placed.

Since when stuttering all speech departments suffer: respiratory, voice, articulatory, the coordination of their work is disrupted, then all work is holistic and integrated. The method includes:

1. Preparatory exercises.

 a) Relaxation and elements of auto-training, affirmation.

 b) Articulation, facial expression and finger gymnastics.

In articulation gymnastics, all exercises are accompanied by rhythmic movements of the hands and fingers. For finger gymnastics, such tasks are selected where hand movements occur in a clear rhythm. It is advisable to perform them in front of a mirror on touch orthopedic rugs. Be sure to fix articulation. The rhythm of speech clearly coincides with the movements of the fingers and hands.

2. Speech breathing. Inhalation and exhalation are performed under the rhythmic account of a speech therapist or parent. The main task of the exercise is to maintain rhythmic speech breathing for 3-4 minutes.

3. Soft voice. Vowel sounds.

4. Consonant sounds.

5. External speech metronomes.

6. Phrasal speech. Voice modulation.

7. Dynamic logo rhythm.

8. Reading, as a technique of automation of a new speech skill and arrangement of rhythmic stresses. Reading is, first of all, training in the arrangement of rhythmic stresses. And, multiple reading of texts aloud on 4 movements of the hands helps to form a new rhythmic way of speech.

Consider the application of the method.

Stuttering is an involuntary muscle contraction of the speech muscles, which is why it is necessary to initially learn to feel and control your muscle tone. Stuttering adults are so accustomed over the years of stuttering to their tightness and constant muscle tension that they consider their condition to be the norm and, on the proposal to relax their hands, their faces cannot do this. Therefore, we always begin training muscles for relaxation with their maximum tension. It is after intense tension that the muscles relax reflexively.

Gradually we learn to feel and maintain body relaxation in three positions: lying, sitting and standing. Consider an example of a relaxation exercise through maximum stress.

Fists are tightly clenched, grabbing your shoulders with your hands, head tilted forward to the chest, teeth clenched, eyes closed. We hold in this position for as long as possible, until we feel pain in the muscles. At this time, a speech therapist fixes the attention that stress is painful, bad, hard. Then we release our hands, relax our face and body. The speech therapist pronounces feelings of warmth, peace and relaxation in the body and repeats affirmations many times: “I am relaxed”, “I am calm, I am relaxed”, “When I speak, I am always relaxed”, “I always speak calmly, smoothly, confidently.”

Then we perform articulatory gymnastics and facial exercises. The main goal is to relax and remove the clamps in the organs of articulation: the lower jaw, lips, cheeks, tongue. All exercises can be divided into 4 blocks: exercises for relaxing the lower jaw, exercises for the lips, exercises for the tongue, facial exercises.

Depending on the type and location of seizures and clamps, exercise blocks are selected. When performing articulation exercises, the same principle is observed as with "stress relief". After intense tension, reflex muscle relaxation occurs. Each exercise is necessarily accompanied by certain movements of the hands, palms or fingers and is accompanied by either rhythmic rhymes or a score.

For example, exercises for the lips:

a) "Smile is a tube." Silent, prolonged articulation of sounds And, U. "Smile" - at the expense of a speech therapist we bend alternately 5 fingers on the right hand. “Tube” - holding a clenched right fist, bend your fingers on your left hand. “Smile” - while holding the left fist clenched, counting fingers in turn on the right hand in turn, “Tubule” - expanding the fingers of the left hand. Repeat 2-3 times.

b) Change of articulation patterns. Silent pronunciation of vowels A, U, I. Each articulatory system is accompanied by a certain position of the fingers.

“A” - the fingers of the leading hand are compressed, only in the upright position are the thumb and forefinger open. Thus, we show a wide open mouth.

"U" - the thumb and forefinger are brought together in the form of a tube and imitate the position of the lips when pronouncing this sound.

“And” - the thumb and forefinger are wide open horizontally, showing a broad smile.

We alternate these vowels, making sure that the articulatory structure and the movements of the fingers coincide. The speed of this exercise is selected individually, depending on the motor and coordination abilities of the stuttering and gradually increases to the maximum;

c) “Hamsters”. We strongly inflate the cheeks and hold them until we “count the steps to the mink”, bending and unbending fingers in turn on our hands. Counted to 10 - bent fingers, once again to 10 - unbent fingers.

Examples of facial exercises.

a) Exercises for the lower eyelid. Middle fingers hold the inner corners of the eyes, the index centers of the temples. We squint our eyes, feeling a slight trembling of the lower eyelid. Hold for a second and relax without releasing your fingers. We carry out 10 such dynamic stresses, then with light pats with our fingertips we relax the lower eyelids. We repeat the exercise again, already statically holding the tension of the lower eyelids, counting up to 15 - 30. Relaxed by a light pat with your fingertips.

b) Exercises for the upper eyelid. We clamp the centers of the temples with the index fingers, the midpoints of the beginning of the growth of the eyebrows. Without shifting the skin, we squint our eyes for 1 second and release them. Repeat 10 to 15 times. We relax the muscles by patting with your fingertips around the eyes. We repeat the same thing, only statically hold the tension of the eyelids, counting to 15 - 30. We relax.

c) Exercises for the muscles of the forehead. Press the index fingers along the eyebrow line, while their metatarsal bones should clamp the muscle attachment points on the temples. Try to raise your eyebrows up, while your fingers pull them down. Repeat in the dynamics of 10 - 15 repetitions and in static for up to 20 - 30 seconds. Pat your forehead with your fingertips, relax it.

Combining articulation and finger exercises, new motor routes are being developed in the cerebral cortex. A rhythmic score aloud allows you to organize the internal rhythm of speech. This is what is the primary concern when restoring speech when stuttering.

An example of finger gymnastics. Classes are preferably held on special orthopedic rugs. It is very important to monitor the clear coincidence of hand movements and speech rhythm.

Example.

Clap – clap, knock – tak (We tap the rug with both palms at the same time),

I’m clapping my hands like this (Tapping palms in turn on the rug),

I knock on the table lightly (We knock simultaneously on the rug with two palms),

I lift it high (By tapping palms on the mat one by one).

Correct diaphragmatic speech breathing is a fundamental point in work when stuttering. And this is the first thing that starts the development of a new skill of smooth speech. Inhale quickly, smoothly, calmly through a half-open mouth, exhale through relaxed lips through a crack. We begin to practice breathing from a prone position, gradually moving into a sitting and standing position. In the first lesson, inhalation is always equal to exhalation. Such uniform breathing allows you to harmonize the internal psycho-emotional state, calm the nervous system.

We perform the exercises in short sessions of 1–2 minutes, several times during the classes and fix at home. To control the uniformity of inhalation and exhalation, a score of 3 × 3 is used. on inhalation and exhalation the speech therapist considers up to 3. In adults and schoolchildren, this exercise is performed at the expense of 4 × 4. Gradually increase the exhalation, while maintaining the initial duration of the inspiration. At the end of the course, exhalation should be twice as long as inhalation. Performing these exercises, a stutter learns to correctly make a speech breath through the mouth and an economical, quiet, smooth exhale through the mouth. The task is to maintain rhythmic diaphragmatic breathing during the entire exercise at the expense of the speech therapist or parent.

In the future, increasing and consolidating speech exhalation in different exercises: counting, “vowel wheel”, tongue twisters, poems, fairy tales, phrasal speech, games, “funny exercises”, logorhythmics, reading, we use such techniques as: swinging, gestures, hand movements, G8, etc ... There is not a single task where our body would not set the rhythm and pace of speech. Diaphragmatic breathing at the expense of a specialist can be attributed to passive static logic rhythmics. It is important that the speech therapist counts together, calmly, rhythmically.

After setting the diaphragmatic breathing, we begin to work out a soft voice supply.

One of the main components of smooth speech without stuttering is the correct inclusion of voice in work. A sharp closure of the vocal cords at the beginning of speech, the so-called "solid attack", provokes vocal spasm and stupor. This is manifested by a prolonged tightening of the vowels, the sound seems to get stuck in the throat, up to the complete impossibility to start talking. During a “soft attack”, the ligaments close smoothly, stretching, which allows you to start talking without stupors and hesitations.

An example of classes for practicing soft voice over vowels, as only voice is involved in their education. The sequence of vowels is selected individually, but, as a rule, it is easiest to feel and understand a new way of including voice in the work: O, U, A, E, I, S. Vowels take turns being written on the board in a circle. This is the vowel wheel. Initially, we fix attention on a speech breath and turn on the voice to the vowel from quiet to loud, as if we were "moving" into it. We control the moment the voice is turned on. There should be no audible click of the ligament closure. At the first stage of staging soft voice, the use of an additional consonant “x” in front of the vowel is allowed. E.g .: haaaa, hoooo, etc. (small letters - a quiet voice, the larger the letters, the louder the voice). After we manage to achieve a soft inclusion of voice in all vowel sounds, we begin to work out their unity with each other. Gradually bring their number in one combination to 5. In a combination of 3 vowel sounds, we rise in voice from a quiet sound to a loud one and go down from loud to a quiet one.

Almost all stutterers have body boundaries that are lent; it is difficult for them even to spread their arms apart during a conversation. All gestures are very constrained, clamped and do not go beyond the boundaries of the body. Offering such people to sing vowels using wide, free gestures in 4 directions (up, down, sideways, forward), the general clamps in the body are removed, breathing, sonority and stiffness of the voice improve. Each vowel sound has its own hand movements. Some of them imitate the articulation of vowels, others - the outline of vowels.

An example of exercises.

- O - I.p. palms are one on top of the other, hands are pressed rib to chest. We make a sound, rounding our lips, and our hands, without opening, describe a semicircle forward and down. Make sure that when you extend your arms forward, your elbows are straightened. “The lips are rounded and we draw a circle with our hands.”

- U - I.p. palms on cheeks. The fingertips touch the tragus. We stretch our arms straight in front of us, easily stroking and relaxing our cheeks. At the end of the movement, the palms are raised, as if they rest against the wall. “We pull the lips forward and stretch our hands forward.”

If voice stupors, as a rule, are fixed on vowels, then respiratory and articulatory on consonants. When analyzing the sound of a stuttering speech, one general tendency is noticeable: a short pronunciation of vowels and an exaggerated, fixed consonant. The task is to learn how to articulate, clearly and intonally pronounce vowels in words and easily, schematically indicate consonants. That is why this type of work begins only after a thorough working out of vowels.

All consonants are worked out according to one scheme:

Analysis in front of a mirror of articulation of a consonant sound.

For example: Sound M - consonant, sonorous, labial, occlusive, sonoric (nasal). Relaxed lips touch each other slightly, the sound is short.

Next, pronounce the inverse syllables with one vowel.

Am, Om, Mind, Im, Em, Ym

Next, the exercise "Ladder" is performed to work out the articulation of a consonant with one vowel, on one articulatory structure. With your leading hand in your free palm, alternately calmly and smoothly press your fingers from the big to the little finger to each syllable. The inverse syllable with one vowel is pronounced one to five times by counting. All emphasis is placed on the vowel sound, and the consonant easily flies.

Further, the exercise “Vowel Wheel” + consonant. Pronouncing one consonant with different vowels, i.e. change of articulation patterns.

A consonant fits into the “vowel wheel” and is chanted with hand movements in combinations of 3 to 5 vowels without “pegs”, but loudly and clearly. The number of vowels depends on the age of the stutters and their real capabilities at this stage.

The whole scheme is repeated on direct syllables and with a concourse of consonants. Difficult words are practiced by the “Ladder” exercise. Turn on tongue twisters for a given consonant sound. Reading verses and texts saturated with this consonant sound.

In order to maintain the tempo-rhythmic side of speech, while observing the unity of the vowels in the whole phrase, external control of the tempo and rhythm is necessary. To do this, use 4 hand movements, 4 "eights":

1. Right hand, draw horizontal “eights” from the center to the right with the open palm and from the edge to the center with the closed palm.

2. Left hand, draw horizontal “eights” from the center to the left with the open palm and from the edge to the center with the closed palm.

3. "Fish". Two hands draw horizontal eights in one direction.

4. "Flower". Two hands simultaneously make divergent-outgoing hand movements on the horizontal eights.

Such hand movements have several advantages over other methods of holding the pace and rhythm of speech:

1. The smooth movements of the hands entail a smooth, continuous speech;

2. Harmonize and strengthen interhemispheric connections;

3. Help identify latent (retrained) left-handedness;

4. Since these are large motor movements, they are easily mastered even by children of preschool age;

5. Given the direct relationship between verbal and non-verbal means of communication, they make speech relaxed, rhythmic and natural.

6. Coordinate gestures and speech.

At the initial stage of speech recovery during stuttering, we must use all 4 hand movements in turn. In the future, as a rule, the leading hand is turned on and only to start speech, which is perceived by others as a normal gesture.

In children of preschool and primary school age, parents work together “hand in hand” until the children understand these movements and begin to clearly monitor the speech rhythm. As a rule, connecting the “eights” together with speech breathing and soft voice delivery allows people, even with the most complex form of stuttering, to immediately start talking freely and easily. In the future, the big "eights" are replaced by small and micro. For example, when reading at school, you can draw micro "eights" with your fingers on the desk, thereby setting the pace and rhythm.

The method includes the use of dynamic logo rhythms. These are speech rhythmic exercises with gestures on the steps. Short verses with a finished plot and action inside it are selected. The movements of the arms and body correspond to the plot and rhythm. Steps should be calm, smooth, walking. Dynamic logo rhythms become more complicated every day, not only due to a change in the movements of the arms and trunk, but also due to the lengthening of the speech flow. Dynamic logic rhythms are connected when diaphragmatic breathing and soft voice delivery are delivered. Every day adding one logorithmic to the very first one, we are as if weaving a “wreath” of verses with movements. A single flow of logorhythmics trains not only large muscle groups, but also forms speech attention, general and speech coordination, quick switchability from movement to movement of two hands, and this is the involvement of two hemispheres of the brain at once.

An example of dynamic logo rhythm.

Initially, all texts and hand movements are worked out statically in front of the mirror. Then we move on to the steps.

Logo "On the track." We walk from the right foot with claps in front of us.

Along the path along the pond

I walk sometimes.

But away from the water

That there was no trouble.

Reading as an automation technique for a new speech skill and arrangement of rhythmic stresses. When reading, all components of speech as a whole are automated.

Initially, phrases from 2, 3, one, two-syllable words are offered for reading. Before starting to read, grammar stresses are mandatory.

Speech rhythm implies a uniform alternation of stressed and unstressed vowels in the speech stream and includes both grammatical and rhythmic stresses. In fact, rhythmic stress is additional vowel sounds in a strong position in words of more than 2 complex structures.

In those cases when the 1st word in a phrase ends with an stressed syllable, and the second begins with it, the 1st stressed one is pronounced for a longer time so as not to interrupt the speech flow and is emphasized in the text.

For each emphasis, one turn of the arm is made. So, in the phrase “Chizhi sang,” the palm is open on the first word, and closed on the second. While the hand is turning, the vowel is chanted and connected to the next shock. Almost all stutters in precisely such grammatical constructions have stupor and stumble. They go astray, swallow unstressed ones, exaggerate consonants and pronounce all words separately, chopped.

For reading, up to 40 phrases from 2 words and 15-20 from 3 words are offered. The main task at this stage is to teach you to see and hear stressed vowels, to pronounce together two docking stressed syllables, to combine the speech rhythm with 4 movements of the hands.

Further short stories are made up of one, two-syllable words. When parsing texts, we pay attention to prepositions and conjunctions. They can be in both shock and unstressed positions. It depends on the place of grammatical stress in the dependent word. If in the word following the preposition (union), the stress falls on the first syllable, then it will be unstressed, if on the second, then stressed.

Long complex and complex sentences are divided into several semantic parts. With each air intake there is a change in hand movements (left, right, "fish", "flower"). Each phrase or part of a complex sentence is read together, on one exhale, highlighting the intonation pattern in the voice and clearly articulating the vowels.

For groups of preschool children, the reading stage is carried out only with parents. The main requirement is that when doing homework, read aloud at G8 in the presence of children, and if possible together with them, hand in hand. This is necessary so that the image of correct speech is formed in the cerebral cortex of the child and the tempo - rhythmic pattern of phrases is recorded in the body.

The presence and active participation of parents in the classroom is mandatory. For preschoolers, the main point is to teach the parents the new language skills, so that later they can consolidate the new speech model at home.

Given that stuttering entails a violation of the communicative function of speech - it is recommended that classes be held in small groups, up to 5 people.

The whole process of complete speech recovery takes from 3-4 months to 2-3 years and consists of 4 stages:

Stage 1: regulation of muscle tone, the formation of a feeling of relaxation in the speech apparatus, the production of speech breathing, the correct inclusion of the voice in work, the equalization of tempo and rhythm, cohesion and smoothness of speech, the inclusion of external "metronomes" of speech.

2nd stage: consolidation of a new speech skill and the ability to use it in various speech situations: reading, retelling, storytelling, dialogue, monologue; development of voice modulations.

Stage 3: overcoming psycho-traumatic speech situations: telephone call techniques, talking with strangers, speaking in public, etc.

4th stage: self-consolidation of new speech skills, maintaining speech diaries, attending preventive courses 1-2 times a month for 2 hours during the year.

The first three stages are combined into a basic intensive 50-hour course. Classes are held daily for 5 academic hours without days off for 10 calendar days.

Claims (13)

A way to eliminate stuttering using log rhythmics, characterized in that classes are held to relax the muscles of the face, while classes begin with muscle tension by clenching fists, grasping oneself over the shoulders, the head is tilted to the chest, the teeth are clenched, the eyes are squeezed, hold the position until pain is felt in the muscles with their subsequent relaxation; then perform articulatory gymnastics, including: - exercises to relax the lower jaw, - exercises for the lips, - exercises for the tongue; Facial gymnastics, including: - exercises for the lower and upper eyelids, - exercises for the forehead muscles, while the exercises are performed with rhythmic movements of the hands under the speech rhythm; carry out finger gymnastics; then conduct diaphragmatic speech breathing at the expense of a speech therapist or parent; then they make soft voices on vowels, singing vowels using hand gestures in 4 directions - up, down, sideways, forward; then conduct exercises to restore the rhythmic rhythmic speech using four movements of both hands, while the movements in the form of a "figure eight" are used as the movements of the hands; they fix tempo-rhythmic speech with exercises - dynamic logorhythmics, including speech rhythmic exercises with gestures at steps; To automate a new skill of speech and arrangement of rhythmic stresses, reading is used using rhythmic movements of the hands, with grammar and rhythmic stresses placed before reading.