WO2016018180A2

WO2016018180A2 - Method for stimulating speech in speechless children

Info

Publication number: WO2016018180A2
Application number: PCT/RU2015/000478
Authority: WO
Inventors: Татьяна Вячеславовна ГРУЗИНОВА
Original assignee: Общество С Ограниченной Ответственностью "Территория Речи"
Priority date: 2014-07-30
Filing date: 2015-07-29
Publication date: 2016-02-04
Also published as: RU2557696C1

Description

METHOD FOR STIMULING SPEECH IN NON-SPEAKING CHILDREN

The invention relates to speech therapy and can be used in teaching speaking of non-speaking children with severe articulation difficulties and difficulties of phonemic discrimination.

Speech perception is an extremely complex phenomenon. Sound waves that carry information about various features of speech sounds are highly diverse and unstable. The characteristics of the same sound can vary depending on the timbre of the interlocutor’s voice, on his emotional state, on the position of the sound in the word (there is a certain sound at the beginning or end of the word). Currently, there are two main theories of speech perception. Each of them has its own strengths and weaknesses. The sensory theory assumes that the perceived acoustic signal is sequentially processed in the auditory analyzer and compared with the existing standard. When processing a signal, acoustic signs are transformed into auditory sensations, then phonetic signs are extracted from them and a perceptual image is created, including a description of many signs of the signal. But it turns out that the acoustic signs of speech sounds vary so widely that it is almost impossible to isolate them. However, a number of concepts have also been developed to explain the operation of the auditory analyzer. Some of them suggest the presence of an innate receptive ability, while others suggest the formation of this ability during ontogenesis based on linguistic experience. According to the motor theory of speech perception, the processing of an audio signal occurs in connection with the activation of motor articulations. The perception of the acoustic signal is associated with the automatic activation of motor pulses that reproduce the incoming signal. The recognition of an incoming acoustic stimulus is carried out on the basis of a comparison of these motor commands with the available standards. But this theory also meets its difficulties. Motor standards are based on speech practice. From motor theory it follows that a child who does not speak can not distinguish audible speech. But this is not so. Usually it is the understanding of speech that precedes the beginning of speech reproduction.

There is still no consensus on issues related to speech perception mechanisms. However, the generally accepted position is that both speech perception and reproduction depend on the occurrence and adequate joint functioning of motor and sensory centers. Normally, this relationship can form quite early. But, despite the availability of such an opportunity, it is far from always being realized. The delay in the appearance of speech in children is often explained precisely by blocking this connection.

Another common difficulty in mastering speech is lagging in the formation of a symbolic function in a child. On the basis of research on the development of infants, J. Piaget put forward the concept of a symbolic function as the ability to replace a real object with a sign of various modalities (motor, subject, visual, auditory). For the mastery of speech (at least in the initial stages), it is important not the intellectual development of the child as a whole, and the level of development of a symbolic function.

The process of stimulating speech in non-speaking children is preceded by a diagnostic process, when several aspects are evaluated, including how much the child understands the addressed speech, instructions.

If the child does not speak, then pay attention to the presence of arbitrary and involuntary vocalizations, as well as the ability to imitate sounds in situations of emotional involvement.

To implement the proposed method, it is also necessary to establish trusting bodily and emotional contact with the child. Since the process of stimulating speech also involves physical impact, including in the area of the face, the child may experience unpleasant emotions and feelings. It is important to maintain a good emotional-safe relationship: to encourage the child to do something, using his motivation, interests, and emotional infection.

A known method of teaching a child speech mainly by the imitation method, carried out by relying on real objects, which use the education of auditory concentration while listening to singing, the sound of musical toys and instruments. (L.P. Fedorenko, G.A. Fomicheva, V.K. Lotarev "Methodology for the development of speech of preschool children", M., 1977)

A known method of stimulating speech in non-speaking children with impaired intelligence, including conducting classes in a game mode, presenting visual information and speaking speech material in the form of words and sentences in the form of a dialogue in which the articulation of sound is first formed according to increasing complexity, words, simple sentences and corresponding to the meaning of the lexical structure of the video image. (RF patent N ° 2120314, application 95100985/14, 01.24.1995), adopted as a prototype.

The disadvantages of the known methods is their low efficiency, leading to an increase in the time of the process of mastering speech. The technical result from the use of the invention is to accelerate the evocation of sounds, the arbitrary pronunciation of sounds and increase the effectiveness of learning to pronounce words by a child.

The claimed result is achieved as follows.

A method of stimulating speech in non-speaking children involves sequentially carrying out 3 stages.

At the first stage carry out:

- calling and fixing the pronunciation of involuntary consonant sounds in a game situation, using the association on the movement of an object with a gesture for the possibility of their arbitrary play by the child, while the sound received during the game is accompanied by a gesture associated with the movement of the object, until a stable relationship between the specific sound and a concrete gesture with the subject, and the gesture and movement of the subject should indicate one sound;

- teaching the pronunciation of consonants that are absent in the child’s speech by forming an air jet blowing off with the help of articulating organs and fixing consonants in a game situation using the movement of an object and a gesture to pronounce sounds, and the gesture and movement of the object should indicate one sound.

At the second stage carry out:

- learning to complete the pronunciation of a word by using the effect of gravity of an unstressed syllable to an stressed and / or unstable note - to a stable and / or to completion of a rhythmically defined word structure;

- learning words from two or more open syllables and one closed syllable.

At the third stage, the pronunciation of the phrase is taught using at the same time its rhythmic and melodic structure, gestures, pictures and / or objects representing the whole word;

At the same time, devices that make sounds can be used as objects: children's toys, musical instruments, etc.

Spontaneous pronunciation of sound means the so-called sensorimotor reactions, when a child makes various sounds, “playing” with his articulating apparatus or emotionally accompanying his own actions, but cannot intentionally repeat these sounds after an adult. Free speech we will call the ability to repeat the sound of an adult or play a specific sound as you wish. Difficulties in arbitrary control of your articulation apparatus for pronouncing a series of sounds are a common cause of delayed speech development.

If the child’s arsenal of involuntary sounds doesn’t have any important consonant, we try to provoke it first through emotional play and imitation, and if it doesn’t work, then with mechanical help. At the same time, the presence of sound and the ability to reproduce it, rather than the purity of pronunciation, is essential. At certain stages in the development of speech, whistling and hissing consonants can be pronounced the same way, and there may not be any other complex sounds (for example, p or l).

Speech sounds have certain characteristics (intensity, tension, and duration) that can be reproduced through the movements of the whole body. Thus, the basis of phonetic rhythm according to the verbotonal method is to reproduce rhythmic movements with predetermined characteristics during the pronunciation of words, sentences, verses. That is, body movements with the characteristics of a particular sound help the child make this sound. Music and speech have similar characteristics: speech - rhythm, intonation, tension, pauses and intensity; and music - by rhythm, melody, sound extraction method (staccato-legato), tempo, dynamics. The proposed method differs from the model of the verbotonal method, since music is used not only as a method of stimulating speech development, but also as a support (an object that allows one to better stay in any process).

As rhythmic stimulation, rhythm malfunctions, pauses, syncopy are used on the example of already familiar material, giving the child space for sound inclusion. All verses and phrases are pronounced on an “emotional attack”, i.e. exaggerating emotion, directing it to the child.

Support is understood as an object or action of a person that helps the child better navigate and stay in the activity. A motivation involves an activating effect that will trigger certain responses of the nervous system. The support is a transitional means, over time its use is gradually minimized. The support item should be attractive to the child, this can increase the motivation to learn new activities.

In the proposed method, several types of supports are used: bearing on a gesture, on a musical phrase, on a rhythm, on a picture, on a letter, on an object. The gesture in many speech acquisition systems (makaton, sign language of the deaf, etc.) is a replacement or partial replacement for sounding speech. In the proposed method, the gesture does not replace the sound, but is a transitional link between the perceived sound and its motor reproduction. The peculiarity of this method is also that the gesture does not mean the whole word, but only the sound.

The sound received during the game is accompanied by a certain gesture, also related to the game situation in which the sound was called. For example, they launch a ball and show a gesture indicating both the flight of the ball and the sound w. In the future, they constantly use this gesture when pronouncing this sound in words, poems and songs, and gradually encourage the child to repeat this gesture. After some time, a stable relationship is formed between a particular sound and a specific gesture. When a child demonstrates a gesture, he utters a corresponding sound.

Similarly, they rely on a musical phrase, on a rhythm, on a picture, on a letter, on an object.

Reliance on the musical phrase. The teacher sings the same tune several times: "Give me a cow." After the melody is already familiar to the child, the teacher sings it and stops on the penultimate note: “give me the key ...” and pauses, while at the same time prompting the sound “B”.

Reliance on the rhythm. The teacher pronounces a rhythmic phrase several times: “I left my grandmother, I left my grandfather, and I’ll also leave you, hare!” After a few repetitions, the teacher stops at the penultimate syllable and shows a gesture to the sound “D”: “And from you, fox, also go away ... "

Reliance on the subject. The child already has the sounds “P” associated with the cork, and “K” with the cube. Several times the teacher plays with the child in two games: he spits traffic jams, while the child must command: “pa”, and pushes the cubes with the exclamation “ka” from the table with his fist. Then the teacher puts a series of alternating corks and cubes. Moving a finger along the row encourages the child to pronounce syllables one at a time: “pa-ka-pa-ka-pa-ka” at the end of the row, the teacher waves his hand and says holistically: “bye”, prompting the child to repeat.

Reliance on the picture. Suppose a child can already pronounce words separately, but has not yet reached the level of the phrase. We show him a photograph of a mother drinking juice. Below under the photograph we lay out three small cards: mom, drinks (pictogram), juice. By dragging a finger across each of the small cards, we encourage the child to name them sequentially, preferably singing to unite them with the integrity of “mom drinks juice.” In the third stage, the support is both the musical rhythmic structure, the gesture denoting the whole word (verb), and the subject, in the case of phrases with the verb in the imperative mood. Example: the teacher sings “Tanya, throw the ball!” In this case, the teacher points to his face (Tanya) with a proactive gesture in front of each word, makes a “throw” gesture (symbolically swing his hand), points to the ball (ball). After the phrase is sung by the child, the teacher throws the ball.

In the case of a narrative sentence, musical-rhythmic support and reliance on pictures are used simultaneously. Example: a teacher shows a child a photograph of a mother drinking juice. Below, under the photograph, the teacher puts out three small cards: mom, drinks (pictogram), juice. By dragging a finger across each of the small cards, the teacher encourages the child to name them sequentially, singing to unite them with the integrity of "mom drinks juice."

After certain stimulations, the speech of a non-speaking child begins to develop rapidly and this development cannot be attributed to the efforts of parents or the increased intensity of classes. There is a kind of “launch” of speech, although if the child initially had serious difficulties, for example, of a communicative nature (autism) or organic lesions, the process may be slower and require additional training by related specialists.

Claims

CLAIM

1. A method of stimulating speech in non-speaking children, including sequentially carrying out 3 stages, and in the first stage they carry out:

- teaching pronunciation of consonants that are absent in the child’s speech by forming an air jet blowing with the help of articulating organs and fixing consonants in a game situation, using the movement of an object and a gesture to pronounce sounds, and the gesture and movement of the object should indicate one sound;

in the second stage carry out:

- learning words from two or more open syllables and one closed syllable; in the third stage,

learning to pronounce a phrase using at the same time its rhythmic and melodic structure, gestures, pictures and / or objects representing the whole word;

2. The method according to claim 1, in which devices that make sounds can be used as objects: children's toys, musical instruments, etc.