General speech underdevelopment. General speech underdevelopment (GSD) General speech underdevelopment in children 2 years old

Another would be an examination when, along with identifying the nature of the speech disorder, the task is to differentiate the speech disorder itself from speech disorders caused by hearing loss or mental retardation, which is sometimes necessary in the process of selecting children for education in special schools. In this case, speech material can be used to examine hearing and intelligence. In addition, there is a need to use additional techniques to explore the intellectual capabilities of children. Depending on the purpose and specific practical tasks, one or another type of examination is used.

Chapter III. GENERAL SPEECH IMPORTANCE

CHARACTERISTICS OF GENERAL SPEECH UNDERDEVELOPMENT IN CHILDREN

General underdevelopment of speech in children with normal hearing and initially intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.

With general underdevelopment of speech, a late onset, a poor vocabulary, agrammatism, and defects in pronunciation and phoneme formation are noted.

Speech underdevelopment in children can be expressed to varying degrees: from a complete absence of speech or a babbling state to extensive speech, but with elements of phonetic and lexico-grammatical underdevelopment.

Conventionally, three levels of general speech underdevelopment can be distinguished, with the first two characterizing deep degrees of speech impairment, and at the third, higher level, children have only isolated gaps in the development of the sound side of speech, vocabulary and grammatical structure.

First level of speech development characterized by a complete or almost complete absence of verbal means of communication at an age when normally developing children have mostly developed speech. Children 5-6 years old, and sometimes older, have a meager active vocabulary consisting of onomatopoeia and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are incomprehensible to others. So, instead of the car went, the child says “bibi”, instead of the floor and ceiling - “li”, accompanying the speech with a pointing gesture, instead of grandfather - “de”, etc.

OHP level 2 is a clear violation of speech development in children with normal levels of intelligence and hearing, in which decreased abilities for verbal communication are observed.

The abbreviation OHP stands for . The preschooler speaks in single words and short phrases, making a lot of grammatical errors. Common sentences are not present in speech, the active vocabulary is extremely poor. Simultaneously with violations of the lexical structure, disorders of phonemic hearing and articulation are observed.

Professor of the Research Institute of Defectology R. E. Levina dealt with issues of ONR. Based on her scientific works, correctional programs for children with speech pathologies are being developed today.

Causes

The characteristics of level 2 OHP indicate the polyetiological nature of the speech defect. That is, physical, biological and social prerequisites become the culprit for the development of the disorder. The main provoking factors are:

fetal hypoxia;
Rh conflict between mother and child;
birth asphyxia;
head injuries received at birth and in the first year of life;
infections with neurotoxicosis;
perinatal encephalopathy;
pedagogical neglect;
communication deficit;
heredity
separation from home, or hospitalism syndrome.

Often, OHP is a consequence of a complex of causes. This is important to consider when diagnosing and correcting a speech defect.

Symptoms

General speech underdevelopment of level 2 is characterized by the following symptoms:

The child is diagnosed with (age-related speech development delay).

The first words appear by 2 years, the phrase after 3 years. By the age of 4, the baby constructs a sentence of 3-4 words, in most cases, without coordinating the grammatical forms of the lexemes with each other.

Pronouns, prepositions, and conjunctions are rarely used.
The accent is placed erroneously, most often on the last syllable.
It is easier for a preschooler to list the names of objects and phenomena than to compose a text from these words.
Numerous mistakes are made in the gender endings of verbs, nouns, and adjectives. The neuter gender is not perceived at all.
When answering questions, the preschooler uses the initial forms of verbs and nouns in the nominative case.
There are mixtures of numerical categories.
Up to 4-5 years of age, a child with level 2 OHP helps himself with gestures and amorphous words.
In complex words, the syllable structure is disrupted. The baby rearranges syllables and drops them. No word formation skills.
Sound pronunciation defects in words. In this case, the isolated phoneme is pronounced clearly.
In 70-80% of cases, kindergarteners with level 2 OHP have concomitant diseases: ADHD, mental retardation, paresis of articulatory muscles.

Numerous problems with extended speech lead to difficulties in understanding the baby’s statements. This can cause alienation, isolation, reluctance to take part in group games, or perform poetry at matinees in preschool educational institutions. That is, verbal, psycho-emotional contact with society is disrupted. Although there are no communication problems at home, parents understand the child’s speech and gestures.

Diagnostics

A comprehensive examination of a preschooler with speech disorders is carried out. Conclusions from a speech therapist, neurologist, and child psychiatrist will be required. The OHP diagnostic route consists of several stages:

A conversation with parents to collect anamnesis and find out the possible cause of the speech defect.
Assessing the level of development of a child’s speaking skills.
Exclusion or confirmation of concomitant diseases, developmental delays.
Studying the structure of the speech apparatus to detect organic disorders.

The final diagnosis is made based on the conclusion of the consultation. To send a child to a speech therapy kindergarten, it is necessary to undergo a PMPK. The commission must submit a reference for a preschooler from a preschool educational institution or from a psychologist. They will have a conversation with the child and parents and give recommendations on subsequent education. The program of individual work in accordance with the requirements of the Federal State Educational Standard will be drawn up by a teacher of the educational institution.

Treatment of OHP is a labor-intensive process. You cannot rely only on preschool teachers; be sure to do extra work at home, talk to your child more and listen to his statements.

Correction

When drawing up a plan for correctional work for type 2 ODD, the speech therapist breaks it down into several blocks:

Development of the skill of understanding other people's speech
Vocabulary expansion
Composing words
Development of phonemic hearing
Developing the ability to compose simple and common sentences
Development of the skill of coherent statements on free topics

It is impossible to overcome speech defects with type 2 OSD without medical help. It is necessary to include narrow specialists in the work: a neurologist, a pediatrician, a rehabilitation specialist, a psychologist. A preschool student should receive medication and emotional support.

Let us dwell on each stage of pedagogical work separately. The given examples of exercises and tasks can be used with children aged 3-4 years and older.

Understanding other people's speech and expanding vocabulary

The two stages of speech defect correction are inextricably linked with each other. The more the baby knows words and understands their meaning, the better he understands the meaning of what the interlocutor said.

The main goal of classes to develop communication skills is to establish contact between the student and the teacher (speech pathologist, speech therapist), and expand the preschooler’s passive vocabulary. You can realize your planned goals faster if you use visual examples and situations that the child can understand. Be sure to include facial expressions and gestures with your words.

There is no need to devote special time to developing the skill of understanding someone else's speech. Use any pretext to speak to your child: ask for help, bring something, comment on routine moments.

Here are some examples of such situations:

Children going for a walk

The teacher turns to them and commands: “First we put on tights, then blouses...”. At first, you can show things and help with choosing an item from the box.

Requests

“Bring the ball”, “Pick up the cube”. Gradually, the requests become narrower: “Take the blue book on the top shelf,” “Show me where the doll in the red dress sits.”

Putting toys in their places

The bear will sit on the sofa, the bunny will lie in the crib, and the cubes will be on the table.

To distinguish word forms, use paired pictures:

Singular and plural verbs, nouns

The fish swim - the fish swims.

Verb tenses

Masha is eating soup, Masha will eat soup, Masha has eaten soup.

Case forms of nouns

The baby puts on a fur coat. The fur coat hangs in the closet.

Possessive pronouns, adjectives

My sock, daddy's sock. Here you can use requests: give me your pencil, give Mashin a pencil.

Spatial concepts

They help to attract the use of prepositions. The ball lies on the table, under the table, near the table. Use requests: place a book on your lap, under a chair, by the bed.

Replenish your vocabulary with the help of speech therapy lotto on different topics: “Animals”, “Seasons”, “ “, “ “, “Transport”. Learn not only the names of objects, but also the verbs associated with them.

For example, when discussing a topic about animals, ask your child: is it wild or domestic, what size is it, what color is it, what does it eat, etc.

Learning to form words

It is difficult for a preschooler with level 2 OHP to say words affectionately, that is, to add suffixes to them - enk-, -k-, -onok- and others. Let's do the following tasks:

Big small.

Watermelon-watermelon, hare-bunny.

Add a prefix.

He ate, ate, said and told. It is important to pay attention to changes in the lexical meaning of the word.

Games in pairs are effective for learning the composition of a word. For example, children should “argue”: I have a nose - and I have a nose, I have a house - and I have a house. The competitive element adds a touch of fun to the work process.

Development of phonemic hearing

An important component of speech therapy work to eliminate defects in stress placement and sound pronunciation. At the initial stage, you need to show children the variety of sounds in nature: rustle paper, squeak, listen to the howl of the wind, birdsong, the sound of water. Seek help from musical instruments (drums, violin, metallophone). The child must distinguish and name not only the source of the sound, but also feel its volume and melody. Hand out cards with pictures of instruments, children try to depict what it sounds like.

The next stage is distinguishing speech sounds:

What is the difference between the nouns mouth-cat, porridge-Masha?

The preschooler must name the sounds that do not match.

Similar word forms.

I’ll beat you and I’ll give you a roll.

Wrong echo.

The student must repeat the word after the teacher, changing 1-2 sounds. For example, I carry - I bake, daughter Masha - daughter Glasha.

Making proposals

Start your practice with simple phrases of 2 words: I came, I put on my fur coat, I like compote. Gradually teach your preschooler to compose sentences with 3 members. You can use the following type of tasks:

What is he doing?

Print out pictures of children playing sports, walking or harvesting. The preschooler's task is to tell what he sees, but come up with several actions for one character. For example, Masha stands on the stairs and collects pears. Vanya, Katya, Vova are walking. It is important to select homogeneous predicates or subjects.

We select complements to the predicate from the picture. For example, the Boy draws (what?) a house, a mushroom, a hedgehog.

I have.

Children are given objects (fruit, toys, books) 2-3 per hand. Everyone must tell what they have. “And I have a coloring book, pencils, paints. And I have a mouse, a doll and a mushroom.”

Restore the correct word order.

The speech therapist pronounces a set of words: sculpts, mouse, Masha. The students should be able to: Masha sculpts a mouse.

Detailed answers to questions.

What are you doing? What does mom like to do? What do you see outside the window?

I draw the sun, my mother loves to sing and dance, I see puddles and trees outside the window.

Be sure to spend time developing memory and attention. Use the games “Find the odd thing in the picture”, “Who can find the object faster” (hidden in a group or in the picture), “Find the mistake”. The last game is played like this:

The teacher says a sentence and deliberately makes a grammatical error in it.

For example, Masha and Vanya were picking pears from a tree.

Children must repeat the sentence and be able to find and correct the mistake.

When composing and pronouncing words and sentence phrases, pay attention to the emphasis and articulation of the student. Don’t be afraid to stop, correct, ask to pronounce the correct version.

We develop coherent speech, the ability to compose your own statement

Conduct classes on developing independent speech skills in the form of a friendly conversation. Offer students the following tasks:

Describe the picture.
What has changed outside the window?
Who wore what today?
Retelling the text you heard. You can ask leading questions and rely on illustrations.
Restore the sequence from the pictures.
Conjugate pronunciation.

Use stories in special moments. Children voice the process of dressing for the street: first I will put on my pants, then my boots, and tie my hat. At the same time, ask questions: what color are your socks? What kind of hat does Lena have (knitted, fur)? Do you have nice shoes?

For the first 3-4 months, it is recommended to conduct individual lessons, then children are grouped in groups of 2-3 people. When preschoolers make contact with a speech therapist and a speech pathologist and are not shy about speaking and answering questions, you can move on to mass games and frontal questioning. Reinforce interest in activities with praise, surprises, and games. The lesson should last no more than 15 minutes, since children with OHP are weakened and suffer from low performance.

Include dynamic breaks in your classes to relieve physical and emotional stress. This could be a warm-up of the torso. Author's rating
Anna Rovenskaya
Teacher of Russian language and literature, employee of the Educational Center for Early Development.

Lately, children have often experienced speech underdevelopment. It can occur in different ways and in different stages. In any case, correctional work with children is necessary, which consists of individual and group work with children. One of the most dangerous stages is level 2 OHP. How to recognize this disease in a child?
Symptoms
Grades 1 and 2 ONR are considered the most severe. In general, speech disorders manifest themselves in inconsistency of words, sometimes in the absence of sounds and meanings of speech. Subsequently, oral language deficiencies will manifest themselves in dysgraphia and dyslexia at school.
Speech underdevelopment of the 2nd degree is manifested by the following symptoms:
gestures, babble;
sometimes simple sentences appear;
poverty of vocabulary, and the words that the child knows are very similar in meaning;
difficulties with speech coherence, plurals and cases are often missing;
sound pronunciation is distorted, the child replaces sounds and pronounces them unclearly.

What can a child who is diagnosed with speech underdevelopment of the 2nd degree do?
pronounces simple words that are similar in meaning (fly, beetle, insects; tuffy shoes, sneakers, boots, etc.), i.e. one word combines several concepts;
has difficulty naming parts of the body, objects, dishes, words with a diminutive meaning (most often such words are absent or present in limited quantities);
has difficulty identifying the characteristics of an object (what it is made of, color, taste, smell);
composes a story or retells it only after leading questions from an adult;
statements are unclear, sounds are distorted.

The characteristics of OHP make us think about why such violations occur. The reasons, as a rule, lie in the physiological sphere and do not always depend on the mother or her child:
hypoxia during pregnancy or childbirth;
asphyxia;
Rhesus conflict;
head injuries.

The correctional work ahead of the speech therapist and the child’s parents is very painstaking. It is necessary to form a speech according to the model practically from scratch. How are correctional classes conducted?
Working with a speech therapist
If by the age of 3-4 years the child’s speech is not developing, it is necessary to visit a speech therapist and neurologist. Diagnosis and characterization of OHP is carried out by several specialists.
A neurologist will help determine the cause. If treatment or additional vitamin supplementation is needed, the doctor will prescribe medications to stimulate speech centers and the nervous system as a whole. To determine what medications your baby may need, you will need to do an MRI of the brain. However, such analysis is not always required. Sometimes, after a conversation with the mother, a neurologist becomes quite clear why speech is not developing and how the child and his family can be helped to cope with the illness.
After a visit to a neurologist, a consultation with a speech therapist is necessary. If possible, classes should be continued individually or in special speech correction groups. What will the teacher do with the baby?

The general direction will be to develop speech activity and its understanding, the formation of phrases, sound pronunciation, clarification of how words are pronounced, and the use of lexical and grammatical forms.
The speech therapist may need the help of the family, because several sessions a week may not be enough to develop speech. The speech therapist can demonstrate to the mother the direction of work in the family circle. For example, to correct sound pronunciation, you will need to constantly ask the child to pronounce the word in a chant, while everyone in the house should speak the same way.
In more detail, correctional work will consist of the following exercises:
Pronouncing difficult-to-pronounce words in a sing-song manner, drawlingly, so that the child hears all the sounds and can repeat them. It is advisable that everyone around the baby, and not just in class, speak in this manner. This will allow the child to better grasp the sound composition of words.
Learning words into thematic groups based on pictures. For example, a speech therapist shows the child pictures of pets and clearly names them, forcing the child to repeat the names. So the child gradually begins to systematize the phenomena and objects of the surrounding world.
Comparison of identical grammatical forms of different words belonging to the same part of speech. For example, we rode: on a sled, in a car, on a slide, etc.
The same is done with verb forms: Kolya wrote - Kolya writes - Kolya will write.
Practicing changes in nouns using numbers. The teacher shows images of objects in singular and plural, names them and asks the child to show them.
Separate work is carried out with prepositions. The speech therapist substitutes them into phrases that are similar in structure, for example: going to the forest, visiting, up the mountain, etc.
Work on distinguishing voiced and voiceless sounds, distinguishing them in speech.
Determining the sound in a word by ear for the development of phonemic awareness.

It is best if classes with children with stage 2 speech underdevelopment take place individually with a speech therapist. You should not deny children communication with other children, which is extremely important for them. In this communication, speech will be formed, the desire to construct a phrase and convey information to other children.
It is known that a child communicates completely differently with adults and with his peers. With the latter he feels freer, his interests coincide with them. If your child with OSD does not attend kindergarten, the reason for the underdevelopment of speech may lie, among other things, in a lack of communication. Try to enroll your child in a development group, a children's club, where they try to comprehensively develop children. A social circle will appear here, and an artistic perception of the world, songs, and physical activity will create an optimal environment for improving speech.
Forecast
It is very difficult to predict how a child’s speech will develop. Much depends on the degree of development of the disease and the cause that provoked it.
You need to start work as early as possible. Already at three years old, if the baby does not speak or makes inarticulate sounds, it should be clear to parents that they need to go to an appointment with a neurologist. Without a specific diagnosis and drug treatment, even intensive sessions with a speech therapist may be powerless.
If all the necessary measures have been taken and OHP is not running, there is hope that the child will begin to speak. However, his further education in a public school becomes impossible. Parents will either have to educate him at home or send him to a specialized educational institution for children with speech problems.
Much depends on the baby’s temperament and sociability. In many ways, they determine how well he will fit into the school community, find a common language with his peers, and how teachers will treat him.
Corrective work with children with speech underdevelopment of the 2nd degree should be carried out exclusively by a specialist. Parents do not need to intervene in the process or try to solve the problem themselves. It’s even more scary to let problems take their course. The baby needs qualified help, otherwise he will have problems with contacts in the future.

General speech underdevelopment level 2 is a severe form of speech impairment in children, which is characterized by low capabilities for independent speech production. The child expresses himself in simple phrases, but makes many verbal errors and agrammatisms. The vocabulary is poor, inflection and word formation skills are not developed, sound pronunciation and phonemic operations are severely impaired. The degree of OHP is determined using a psychological and speech therapy examination. The main priorities of correctional work: improving speech perception, expanding vocabulary, forming a common phrase, developing grammatical language skills.

ICD-10
F80.1 F80.2
General information
The doctrine of speech levels in children with speech pathology was put forward in 50-60. last century, professor of speech therapy R. E. Levina. She identified three levels of speech underdevelopment: 1 – speechlessness, 2 – the appearance of common speech, 3 – extensive phrasal speech with lexico-grammatical (LG) and phonetic-phonemic (FF) errors. Thus, the second level of speech development is distinguished by higher language abilities compared to level 1 OHP. However, a low degree of proficiency in speech means (grammatical, lexical, phonetic, phonemic) requires their further development by methods of special correctional training. Later, a 4th level of speech development was added to this classification, characterized by residual signs of FF and PH underdevelopment.

Causes of level 2 OHP
Severe speech defects have a polyetiological nature. The main role in their occurrence is played by biological factors: complications of pregnancy (preeclampsia, immunological conflict, intrauterine hypoxia), consequences of difficult childbirth (asphyxia of the newborn, birth injuries), diseases of early childhood (infections occurring with neurotoxicosis, TBI). Children with level 2 ODD are often seen by a neurologist for perinatal encephalopathy; at the age of 2-3 years they are diagnosed with delayed speech development. The speech therapy conclusion may sound like alalia, dysarthria, aphasia, rhinolalia.
In some cases, severe speech problems are not associated with early organic damage to the central nervous system. This group of poorly speaking children may exhibit educational deficiencies (communication deficit, pedagogical neglect), a hereditary predisposition to late speech development, hospitalism syndrome and other biosocial prerequisites. Often OCD becomes a consequence of a complex of various factors, when there are both cerebral disorders and unfavorable conditions for the child’s development.

Pathogenesis
With level 2 OHP, a low degree of formation of all language subsystems is noted. On the lexical level, an insufficient vocabulary base is revealed, which causes difficulties in expressing thoughts, building the syntactic structure of sentences and competent presentation. Phonetic-phonemic underdevelopment is expressed by distortion of the sound-syllable pattern of words, and the preschooler’s unpreparedness for sound analysis and synthesis. Specific mechanisms of speech underdevelopment depend on etiological factors. Thus, with perinatal organic brain lesions, speech deficit may be associated with misunderstanding of speech or the impossibility of its motor implementation. In the case of malformations of the peripheral speech organs, one’s own speech activity is primarily impaired, and phonemic processes are secondarily impaired.

Symptoms of OHP level 2
Speech develops with a delay, the first independent phrases appear by 3-4 years or later. Sentences are short, simple, consist of 2-3 words, often denoting everyday objects and actions. Conjunctions, prepositions, and adjectives are rarely used when constructing statements. Along with the phrase, the child continues to use gestures and amorphous words. Speech understanding is significantly improved. The vocabulary is becoming more diverse, but still lags behind the age norm. With level 2 OHP, children do not know the names of body parts, colors, details of objects, or general concepts. The skills of word formation and inflection have not been developed, case forms are used incorrectly, there is no consistency between the members of the sentence, and the singular and plural are not differentiated.
The syllabic image of the word is disrupted: there is a rearrangement and shortening of syllables, and elision of consonants when they are combined. Lack of phonemic perception is manifested by the child’s inability to identify the desired sound and determine its position in a word, or select a word with a given sound. In spontaneous speech there are numerous sound pronunciation defects: confusion, distortion of phonemes, replacement of consonants (affricates, soft/hard, voiceless/voiced, hissing/whistles). The isolated sound can be pronounced normatively. Thus, with the second degree of OHP, the speech means used remain significantly distorted.
Children with speech underdevelopment, as a rule, have some deviations in the motor and mental spheres. They often exhibit unformed finger praxis, clumsiness of movements, and poor coordination. Disturbances in speech motor skills are possible due to undifferentiated articulatory postures and changes in the tone of the muscles of the speech organs. Features of the course of mental processes include a decrease in auditory-speech memory, weakness of attention, and insufficient development of verbal-logical thinking. Because of this, children are reluctant to get involved in play and learning activities, are often distracted, get tired quickly, and make a lot of mistakes when performing various kinds of tasks.

Complications
Without targeted training, children with level 2 SLD experience significant difficulties in mastering the school curriculum. Against the background of underdevelopment of language components, specific disorders of school skills are formed - agrammatic dysgraphia and dyslexia. Due to poor command of phrasal speech, the child cannot fully communicate with peers and establish himself in the children's team. Children with limited speech activity are aware of and have a hard time experiencing their defect, which negatively affects their personal and mental development. Despite the primary preservation of intelligence, in the absence of timely correction of OHP, borderline intellectual failure may occur.

Diagnostics
A speech therapy examination includes a study of medical history and assessment of the condition of all components of oral speech. At the first meeting with the child and parents, the speech therapist needs to find out the probable causes of speech underdevelopment, the child’s degree of understanding and proficiency in speech, and features of motor and mental development. Diagnostics of oral speech includes studying the level of formation:
Connected speech. The child is asked to retell the text he listened to, compose a story using visual aids, and answer questions. At the same time, semantic and syntactic errors, incorrect order and connection of words in a sentence, violation of the logic and sequence of presentation are identified. Even with the help of leading questions and tips from a speech therapist, the child is not able to accurately convey the content of the story.

Lexico-grammatical processes. When completing tasks, difficulties in selecting the right words, ignorance of geometric shapes, colors, general categories, synonyms and antonyms are noticeable. With the same amorphous word, a child can designate a whole series of objects that are similar in purpose or function. The phrase is constructed ungrammatically, with violations of agreement, incorrect changes in words in numbers and cases.

Syllabic structure and phonetic-phonemic processes. Words that are complex in sound and syllabic composition are pronounced distorted. The number of syllables is reduced to two or three. The statements are difficult to understand due to multiple defects in sound pronunciation. In children with level 2 OSD, up to 15-20 sounds of almost all groups may be impaired. Sound analysis and synthesis tasks are not available to the child.

The second level of speech development is differentiated from other degrees of speech impairment (ONR 1 and ONR 3 levels), as well as hearing loss, systemic underdevelopment of speech in mental retardation and mental retardation. When conducting diagnostics, it is important to understand what kind of speech pathology underlies the OSD - the forms and methods of the correction process will depend on this.

Level 2 OHP correction
Speech therapy work should be carried out in close contact with medical specialists: pediatrician, pediatric neurologist, maxillofacial surgeon, rehabilitation specialist. Due to the underlying neurological disorder, the child should receive courses of drug therapy, therapeutic massage, and physiotherapy. With open rhinolalia, surgical correction of facial deformities (“cleft palate”, “cleft lip”) is performed. From the age of 3-4, children are enrolled in the speech therapy group of a preschool educational institution for 3 years of study. During this time, the child’s speech should become grammatically and phonetically correct and approach the age norm. The contents of the work include:
Activation and expansion of vocabulary. In accordance with the program, lexical topics are studied, subject and role-playing games are conducted, and dramatizations are staged. The child is taught to name objects, signs and actions, understand general words, and spatial relationships between objects.

Development of lexical and grammatical means. Within the framework of the direction, work is being done to develop skills in word formation, inflection, and mastery of such grammatical categories as number, case, gender. By the end of training, the child should accurately use ordinal numbers, words in the genitive, dative and instrumental cases, and answer the questions “where?”, “where?”, “whose?”, “how many?” grammatically correctly. and etc.

Formation of phrasal and connected speech. The skills of constructing simple sentences are consolidated, and the skills of writing short stories are developed. The child learns nursery rhymes and couplets. He is taught to adequately and completely answer the questions posed and formulate them independently.

Improving pronunciation skills. At the initial stage, work is carried out on distinguishing non-speech and speech sounds and developing articulation. For dysarthria and rhinolalia, speech therapy massage is indicated. After clarifying the correct pronunciation of preserved phonemes, work begins on the production of sounds in the sequence in which they appear in ontogenesis. Automation and differentiation are carried out according to generally accepted rules.

Prognosis and prevention
In most cases, the speech prognosis for level 2 OSD is favorable. In the process of correctional training, there is a gradual expansion of verbal activity and an increase in the level of speech development. When moving to primary school, children should continue to study at the school speech center, since they constitute a risk group for the development of writing and reading disorders. Primary prevention of ONR is to prevent early damage to speech centers and organs, leading to severe speech pathology. In order to prevent learning difficulties and lag in cognitive development, it is necessary to timely identify severe speech defects and their correction.

The state of general speech underdevelopment (GSD) is characterized by a violation of all aspects of the formation of speech skills. Its main distinguishing feature is the presence of problems both with the sound side (pronunciation), and with lexical and grammatical aspects.
At the same time, children with general speech underdevelopment do not have hearing or intellectual impairments.

Distinctive features of OHP:

The presence of problems both with the pronunciation of sounds and with the skills of coherent expressive speech, mastering the rules of grammatical structure and a poor active vocabulary.

Hearing is not impaired. A specialist check is required.

Primary intelligence is normal. That is, a child at birth does not have a diagnosis of “mental retardation,” etc. However, it is worth keeping in mind that long-term uncorrected mental retardation can also lead to mental retardation.

It is possible to talk about the presence of general speech underdevelopment in a child only after 3-4 years. Until this time, children develop differently and “have the right” to some deviations from average norms. Everyone has their own pace of speech formation. But after 3, it’s worth paying attention to how the child speaks. It is quite possible that he needs the help of a speech therapist.

The manifestation of OHP in children is expressed differently based on their depth of impairment.

General speech underdevelopment level 1

A violation of this degree means an almost complete absence of speech in the child. Problems are visible to what is called the “naked eye.”

What does it show:

A child's active vocabulary is very poor. To communicate, he uses mainly babbling words, the first syllables of words, and onomatopoeia. At the same time, he is not at all averse to communicating, but in “his” language. A cat means “meow”, “beep” can mean a car, a train, or the process of driving itself.

Gestures and facial expressions are widely used. They are always appropriate, carry a specific meaning and, in general, help the child communicate.

Simple sentences either simply do not exist in the child’s speech, or may consist of two amorphous words combined in meaning. “Meow bee bee” during the game will mean that the cat drove the car. “Woof di” means both the dog is walking and the dog is running.

At the same time, the passive vocabulary significantly exceeds the active one. The child understands spoken speech to a much greater extent than he can say himself.

Compound words (consisting of several syllables) are abbreviated. For example, bus sounds like "abas" or "atobu". This indicates that phonemic hearing is unformed, that is, the child does not distinguish individual sounds well.

General speech underdevelopment level 2

The main striking difference from level 1 is the constant presence in the child’s speech of a certain number of commonly used words, although not yet pronounced very correctly. At the same time, the beginnings of the formation of a grammatical connection between words are noticeable, although not yet permanent.

What to pay attention to:

The child always uses the same word, denoting a specific object or action in a distorted form. For example, apple will always sound like “lyabako” in any context.

The active dictionary is quite poor. The child does not know words denoting the characteristics of an object (shape, its individual parts).

There is no skill in combining objects into groups (a spoon, plate, pan are utensils). Objects that are similar in some way can be called in one word.

Sound pronunciation is also far behind. The child pronounces many sounds poorly.

A characteristic feature of level 2 OHP is the appearance in speech of the rudiments of a grammatical change in spoken words depending on the number. However, the child can only cope with simple words even if the ending is stressed (go - goUt). Moreover, this process is unstable and does not always manifest itself.

Simple sentences are actively used in speech, but the words in them are not consistent with each other. For example, “papa pitya” - dad came, “guyai gokam” - walked on the hill, etc.

Prepositions in speech may be completely missed or used incorrectly.

A coherent story - based on a picture or with the help of an adult's questions - is already obtained, in contrast to the state at level 1 OHP, but it is very limited. Basically, the child uses two-syllable, inconsistent sentences consisting of a subject and a predicate. “Guyai gokam. Videy seg. Ipiy segika." (Walked on a hill, saw snow, made a snowman).

The syllabic structure of polysyllabic words is disrupted. As a rule, syllables are not only distorted due to incorrect pronunciation, but also rearranged and simply thrown out. (Boots are “bokiti”, people are “tevek”).

General speech underdevelopment level 3

This stage is characterized mainly by a lag in terms of grammatical and phonemic development of speech. Expressive speech is quite active, the child constructs detailed phrases and uses a large vocabulary.

Problem points:

Communication with others is mainly in the presence of parents, who act as assistant translators.

Unstable pronunciation of sounds that the child has learned to pronounce separately. In independent speech they still sound unclear.

Sounds that are difficult to pronounce are replaced by others. Whistling, hissing, sonorant and affricates are more difficult to master. One sound can replace several at once. For example, the soft “s” often plays different roles (“syanki” - sledge, “syuba” - “fur coat”, “syapina” - “scratch”).

The active vocabulary is noticeably expanding. However, the child does not yet know the little-used vocabulary. It is noticeable that in his speech he uses mainly words of everyday meaning, which he often hears around.

The grammatical connection of words in sentences, as they say, leaves much to be desired, but at the same time the child confidently approaches the construction of complex and complex constructions. (“Papa wrote and pyinesya Mise padaik, how Misya haase behave yourself” - Dad came and brought Misha a gift, BECAUSE Misha behaved well. As we see, a complex construction is already “asking for the tongue”, but the grammatical agreement of words is not yet given ).

From such incorrectly formed sentences, the child can already compose a story. Sentences will still only describe a specific sequence of actions, but there will no longer be a problem with constructing phrases.

A characteristic feature is the inconsistency of grammatical errors. That is, in one case, a child can correctly coordinate words with each other, but in another, use the wrong form.

There are difficulties in correctly agreeing nouns with numerals. For example, “three catsAM” - three cats, “many sparrows” - many sparrows.

The lag in the formation of phonemic abilities is manifested in errors when pronouncing “difficult” words (“gynasts” - gymnasts), in the presence of problems in analysis and synthesis (the child finds it difficult to find words starting with a specific letter). This, among other things, delays the child’s readiness to succeed in school.

General speech underdevelopment level 4

This level of OHP is characterized only by isolated difficulties and errors. However, when taken together, these disorders prevent the child from mastering reading and writing skills. Therefore, it is important not to miss this condition and contact a speech therapist to correct errors.

Characteristic features:

There is no problem of incorrect sound pronunciation, the sounds are “delivered”, but the speech is somewhat slurred, inexpressive and has unclear articulation.

Periodically, there are violations of the syllabic structure of a word, elision (omission of syllables - for example, “skein” instead of “hammer”), replacement of one sound with another, rearrangement of them.

Another typical mistake is the incorrect use of words denoting a feature of an object. The child does not very clearly understand the meaning of such words. For example, “the house is long” instead of “tall”, “the boy is short” instead of “short”, etc.).

Formation of new words using suffixes also causes difficulties. (“hare” instead of “hare”, “platenko” instead of “dress”).

Agrammatisms occur, but not very often. Mainly, difficulties can arise when agreeing nouns with adjectives (“I write with a blue pen”) or when using nouns in the plural of the nominative or genitive case (“We saw bears and birds at the zoo”).

It is important to note that all the disorders that distinguish level 4 OHP are not common in children. Moreover, if a child is offered two answer options, he will choose the correct one, that is, there is criticality towards speech, and the formation of a grammatical structure approaches the necessary norms.