Stuttering is not a disease, but a manifestation of the disease, one of its symptoms. Accordingly, in order to talk about treatment tactics for stuttering, it is necessary to establish exactly what disorder it is a manifestation of...

Developed a large number of methods for getting rid of stuttering. It is difficult to say which technique is suitable in each specific case. Today we bring to your attention the technique described in V.M. Lykov’s book “Stuttering in Preschool Children” (M., 1978).

The essence of stuttering

Stuttering is a fairly common phenomenon. However, everyday observations show that adults do not have a clear idea of ​​stuttering, a clear understanding of the psychology of people who stutter, or knowledge of evidence-based ways of prevention and treatment.

Stuttering is not only a complex speech disorder, but also a disease of the entire body. And therefore, along with pedagogical measures, children who stutter need special restorative treatment.

Surveys of parents have shown that for the most part they understand stuttering as a kind of “mechanical breakdown” of sound pronunciation and do not associate it with complex mental processes. Hence the purely formal approach to the education and training of people who stutter.

How modern science interprets this phenomenon? Based on the teachings of I.P. Pavlov, stuttering is considered as private view neurosis - logoneurosis (speech neurosis), resulting from a functional disorder of higher nervous activity.

It is known that two interrelated and interdependent processes continuously occur in the cerebral cortex - excitation and inhibition. Normally, balancing each other, they create peace and well-being for the entire body, the so-called state of comfort. But when the mutual balance of these processes is disrupted, a phenomenon arises that I. P. Pavlov figuratively called a “collision.”

The diseased focus formed as a result of such a “collision” changes the interaction between the cortex and subcortex. Having escaped the control of the cortex, subcortical formations begin to send random impulses to the cortex, including the speech production zone, causing the appearance of convulsions in various parts of the speech apparatus (larynx, pharynx, tongue, lips). As a result, some of its components fire earlier, others later. The pace and smoothness of speech movements is disrupted - the vocal cords tightly close or open, the voice suddenly disappears, words are pronounced in a whisper and prolongated (elongated) - pp-field, bbb-be-birch, which is why the thought is expressed vaguely, is not brought to the end, becomes incomprehensible to those around you.

In this regard, the question arises: “What factors negatively affect the normal course of excitation and inhibition?”

There are several reasons. But the main one is weakness of the nervous system, most often caused by infectious diseases (complications after measles, encephalitis), sluggish chronic pathology - rheumatism, pneumonia, etc.

Sometimes children are born with a weakened nervous system, which is the result of an unfavorable pregnancy.

We have named a group of causes of a pathogenic nature, but there is also another group - defects in education. Abnormal household environment, quarrels between parents in the presence of the child, uneven attitude towards him (shouts, intimidation, punishment), and finally, different requirements in the family, they hurt the child’s psyche and lead to a speech disorder.

Many other factors are known to science and practice, for example, left-handedness, imitation, hesitations in speech, impaired sound pronunciation, speech underdevelopment, etc. By the way, it is undesirable to both lag and excessively rapid development of speech, encouraging children to master complex words and sentences . It also happens that a child, imitating the sloppy speech of those around him, tries to quickly express his thoughts, gets confused, gets confused in sounds and begins to stutter.

However, the listed factors are not enough for stuttering to occur. A kind of impetus, a trigger for stuttering, are irritants such as fear, conflict situations, and difficult emotional experiences. From here it becomes clear why children more often begin to stutter after illnesses: a weakened nervous system reacts sharply to strong stimuli, to a rude shout, etc.

Stuttering in most cases is associated with fear (animal attacks, car collisions, fires, drowning, rooster crowing, punishment, emotional stress). Indeed, about 70 percent of stuttering cases are associated with mental trauma.

They may object: “Many children get scared, but not all of them stutter.” What is true is true. To be or not to stutter depends entirely, as we have noticed, on a number of incidental circumstances - the state of the nervous system at the time of mental trauma, the strength of the traumatic stimulus, etc.

Stuttering usually develops in children between two and five years of age, i.e., during the most rapid period of speech development. In the system of other mental processes, speech is the most fragile and vulnerable due to its “youth”, and therefore loads on the nervous system directly or indirectly affect speech activity. Young children lack strong inhibitory reactions. Babies are easily excited, and excitement can lead to convulsions, including convulsions of the speech apparatus - stuttering. Stuttering occurs three times more often in boys than in girls. Scientists explain this phenomenon by the fact that boys, due to their more active lifestyle, are exposed to more frequent traumatic opportunities. Rural schoolchildren exhibit stuttering less frequently than urban students. In rural areas there are fewer traumatic factors, there is a calmer and more measured rhythm of life.

Symptoms of stuttering

Stuttering occurs in different ways, but identifying the disease is not difficult. It manifests itself either in the obsessive repetition of sounds and syllables, or in involuntary stops and delays, often accompanied by convulsions of the speech organs. The spasms affect the vocal cords, muscles of the pharynx, tongue, and lips. The presence of spasms in the speech stream is the main phenomenon of stuttering. They vary in frequency, location and duration. The severity of stuttering depends on the nature of the seizures. The tension in the organs of pronunciation does not allow a person who stutters to conduct a conversation accurately, clearly, and rhythmically. The voice also becomes upset - in people who stutter, it is uncertain, hoarse, and weak.

There is an opinion that the basis of stuttering is blocking (turning off) voice production. Indeed, a number of experiments confirm this idea. When a child stutters, he spends a lot of physical energy. When speaking, his face becomes covered with red spots and sticky cold sweat, and after speaking he often feels tired.

Individual sounds, syllables, words become so difficult that children avoid using them, as a result of which speech becomes impoverished, simplified, becomes inaccurate, and incomprehensible. Particularly great difficulties arise when reproducing coherent stories. And to make their situation easier, kids begin to use sounds, words or even whole phrases that have nothing to do with the subject of the statement. These "alien" sounds and words are called gimmicks. “A”, “e”, “here”, “well”, “and” are used as speech tricks.

In addition to speech, children who stutter also develop motor tricks: children clench their fists, step from foot to foot, wave their arms, shrug their shoulders, sniffle, etc. These auxiliary movements make it easier for the child to speak, and later, when they become established, they become an integral part of the speech. speech act. Extra movements disrupt coordinated motor skills and load the psyche with additional work.

Some preschoolers develop a fear of speaking. Even before starting a conversation, the child begins to worry that he will stutter, that he will not be understood, that he will be judged poorly. Uncertainty in speech, wariness, and suspiciousness appear.

Children are painfully aware of the difference between themselves and their peers. If, in addition, their comrades laugh at them, imitate them, and adults scold them for speaking incorrectly, stuttering children withdraw into themselves, become irritable, fearful, and they develop a feeling of inferiority, which further depresses the psyche and aggravates stuttering.

Psychological layers can be so pronounced that first of all one has to direct efforts to streamline behavior, and only then to fight stuttering.

People who stutter have poor coordination in their movements. Some have motor restlessness and disinhibition, others have angularity and stiffness. This is why people who stutter usually avoid crafts that require fine finger movements. But the signs of stuttering do not end there. People who stutter develop undesirable character traits - irritability, tearfulness, resentment, isolation, distrust, negativism, stubbornness and even aggressiveness.

Preschoolers who stutter are more susceptible to colds than ordinary children; their sleep and appetite are more often disturbed. If we talk about the dynamics of stuttering, it is striking in a number of characteristic features - the variability of the clinical picture, adaptability and variability. Often a more complex form of speech is pronounced more freely than a simplified one.

In the spring-summer period, stuttering smoothes out, in the autumn-winter period it intensifies. In an unfamiliar environment it manifests itself more strongly than in a familiar one. The severity of stuttering is also influenced by the situation in which the child finds himself. IN kindergarten it gets worse; the child feels freer in the circle of friends and family. In labor classes, speech is much more confident than in native language classes.

Stuttering gets worse as fatigue increases. At the beginning of the day the defect appears less grossly than at the end. Hence the conclusion that classes with stutterers should be conducted in the morning.

When a child is alone, he does not stutter. Children do not stutter when singing, reading poetry, or reciting memorized stories. From the foregoing, we can conclude that in order to correct the defect, it is necessary to influence not only the speech of the stutterer, but also the personality as a whole.

Overcoming stuttering

Before moving on to specific recommendations for overcoming stuttering, it would be useful to recall some general provisions. The first thing parents should do is consult with a psychoneurologist and speech therapist, together with them, based on the child’s personality characteristics, outline and implement a program of medical and pedagogical influence.

Currently, a comprehensive method of overcoming stuttering has become widespread, in which parents play a prominent role. What is its essence?

Structurally, it consists of two interconnected parts - therapeutic and health-improving and correctional and educational. Each of them, complementing each other, pursues its own goals and objectives: therapeutic and health-improving is aimed at normalizing neuropsychic processes, at improving the nervous system; correctional and educational - to develop and consolidate correct speech skills.

To improve the child’s health, various activities are carried out, sedatives, calcium supplements, and various vitamins are prescribed. Drug therapy is combined with physiotherapy and climatotherapy, sleep, etc.

It is extremely important for parents to create a favorable, calm environment for the baby, instill cheerfulness in him, and distract him from unpleasant thoughts. The speech of adults should be friendly, leisurely, and simple. Jerking, shouting, and punishment are not allowed.

Since the body of a stuttering child is weakened in most cases, he really needs a correct and solid daily routine, a rational alternation of work and rest. A measured rhythm of life helps to normalize the functioning of the body and, in particular, higher nervous activity. In this case, sleep plays an important role. Children who stutter should sleep 10-12 hours at night and 2-3 hours during the day.

The daily routine includes time for games and walks. Moreover, it is important to choose calm games for active children, and fun, active ones for inert ones.

Parents should pay close attention to the child’s nutrition - make it varied, sufficiently high in calories, well fortified with vitamins. People who stutter are recommended to eat four meals a day with regular meal times.

Hardening procedures—rubbing, dousing, bathing—have an exceptionally beneficial effect on a child’s health. Walking, sledding and skiing are required. We should not forget about morning exercises and physical exercises that contribute to the development of coordination of movements, improve the functioning of the cardiovascular and respiratory systems. The daily routine should also include elements of child labor: the child can bring dishes, remove spoons and pieces of bread from the table, tidy up the children's corner, and prepare items for play. The child is entrusted with caring for plants, etc.

Medical and health activities create a physiological foundation for conducting special speech classes. Corrective and educational measures are aimed at normalizing the tempo, smoothness and rhythm of speech, developing the ability to work purposefully, and activating verbal communication, as well as to eliminate defects in sound pronunciation.

The program of correctional and educational activities is implemented in the process of the child’s daily activities, and is as close as possible to his needs, interests, hobbies, in a word, speech correction should take place in natural conditions. Under no circumstances should you force a child to complete certain tasks. He must do everything without much coercion.

Speech classes

Speech classes are built in the form of conversations, viewing didactic materials, filmstrips, and working on crafts. During classes you should use books, toys, Board games. At the same time, parents should monitor their children’s speech, help them express their thoughts correctly, without focusing on the speech defect.

Speech classes should be conducted regularly and in accordance with the principle from simple to complex, from familiar to unfamiliar. From the simplest situational forms to a detailed statement - this is the way to overcome stuttering. This is a very difficult task, and success here accompanies those parents who are not stopped by the first failures.

Typically, overcoming stuttering in preschoolers at home takes 3-4 months. All this time you need to be close to the child and “live” with him all the stages of speech re-education. Never give up hope of improving your stuttering. Remember: stuttering is a removable disease.

The course of overcoming stuttering is conventionally divided into three periods: preparatory, training, consolidative.

Preparation period

This period includes medical, recreational and protective measures: visiting a doctor, speech therapist, organizing a work and rest regime. At this time, it is necessary to limit the speech communication of a stuttering child with other children. Family members should carefully ensure that their own speech is clear, expressive and unhurried. It is necessary to draw up a plan for working with your child every day and make notes on its implementation. They have casual conversations with the child about how together (with mom and dad) he will learn to speak correctly and beautifully, and tell interesting fairy tales or stories. At the same time, play a children's record for your child or let him listen to a tape recording of the fairy tales “Teremok”, “Kolobok”, “Three Bears” and others. Games, drawing, and modeling help to prepare him for the upcoming speech work. Practice correct speech while walking and playing outdoors.

During the preparatory period, simple speech classes are organized - three to four times a day, lasting 10-15 minutes each. It is better to start classes with speech exercises. The child is asked to count to five, to ten, and then, following his parents, say short phrases: "I'm learning to speak slowly." "I'm learning to speak loudly."

Excerpts from children's poems can serve as material for speech exercises. The purpose of speech exercises is to prepare the child for the upcoming lesson, to make him feel that he can speak correctly. It is important that during a conversation the child does not tense up, does not raise his shoulders, and breathes silently and calmly.

After exercise, speech classes begin, which consist of special exercises that normalize speech. Speech exercises are built in a certain sequence - from simple forms of speech to complex ones.

Conjugate speech is the easiest for children who stutter. The child and his parents simultaneously name the objects shown in the pictures, the letters of the alphabet, speak short phrases (based on the pictures), and recite poetry. The training method is quite simple. While looking at the picture, at the same time as your child, smoothly and leisurely say: “This is Mishka. Teddy Bear is bathing. Mishka has big paws.”

You can take any toy and tell what parts it consists of: “This is a Lena doll. Lena has eyes, a mouth, a nose. Lena has a new dress and white shoes.” Seeing objects in front of him, the child expresses his thoughts easier and more confidently.

The lesson can end with playing lotto with pictures or reading a poem. As soon as the child is fluent in conjugate speech, move on to the next form of speech.

Reflected speech is a more complex form that allows storytelling based on objects, pictures, toys. The parents say the phrase, the child repeats: “I have a pencil.” "I'm drawing". “Once upon a time there was a goat, and she had seven kids.” With children it is advisable to recite “Teremok”, “Kolobok”, M. Prishvin’s story “The Brave Hedgehog”, A. Barto’s poems “Bunny”, “Bear”. With older preschoolers you need to learn the alphabet, and you should also teach them to read and write using the ABCs.

During this period, exercises for coordinating words with movement are introduced. March in a circle with your child: “We learned to count: one, two, three, four, five.” And so three times. Or another exercise. Give your child a ball and count each time the ball is thrown on the floor. The lesson ends with a speech board game. For example, you can prepare any subject lotto. Show your child the picture and calmly say: “I have a squirrel.” Then you just show the picture and the child names it.

This is a schematic lesson plan for the education of the reflected form of speech, based on which you can create subsequent lessons yourself.

During this period, learn N. Naydenova’s poem “Spring” with your child. Use days of the week, months, seasons of the year as speech exercises. If your child reads, choose for him folk tales, interesting poems.

After two or three lessons, the child himself begins to be active and confidently repeats the text, willingly plays, throws the ball up, hits the floor or wall. The movement is accompanied by words. Counting rhymes, jokes, and riddles are especially convenient for such exercises (they can be found in the magazines “Funny Pictures” and “Murzilka”).

This concludes the preparatory period. Its duration may vary depending on the success of mastering the conjugate-reflective form of speech. Fluency in them provides the basis for the transition to the next period - training. There are often cases when, already at the initial stage, certain forms of stuttering (especially mild ones) are successfully overcome. For preventive purposes, classes should be continued. However, the daily routine and gentle regime should remain the same. After a month, the child can be taken to a regular kindergarten.

Training period

The training period is the main period in working to eliminate stuttering. Its goal is to master the most complex forms of speech based on the skills acquired in the preparatory period. The child felt that he could speak freely and confidently, and therefore subsequent classes would not seem overly difficult to him.

The training period begins with mastering the question-and-answer form of speech. Classes are structured in the form of conversation, games, and work activities. Pictures, toys, etc. serve as didactic material. The main thing for parents is to be able to pose the question correctly. In contrast to exercises with reflected speech, the child independently pronounces one word when answering a question. In the future, the answers become more complicated, and the child speaks 3-4 words independently.

Here is an example lesson for one day. Based on this composition, you can build similar activities for the following days.

In the morning

Speech exercises for coordinating words with movement. Stand opposite the child two meters away with the ball.

- Zhenya, what do I have in my hands?
- Ball.
- Catch! (Zhenya catches it).
- Zhenya, what did you do?
— I caught the ball.
- Throw it to me (Throws it).
- What did you do?
— I threw the ball.
- What ball is this?
— Rubber ball (round, small). (At the word “rubber” the child throws the ball). The next exercise is squatting and straightening with emphasis on your toes.
- What will you do?
- I will rise on my toes and squat down.
The exercise is performed as follows: On the count of times - squat.
- Zhenya, what did you do?
— I squatted down. On the count of two - straightening.
- Zhenya, what did you do?
— I stood on my tiptoes.
Answers to questions based on familiar pictures. Prepare a set of subject and plot pictures. Show them to your child one by one:
- Who is this?
- It's a girl.
- What is the girl doing?
— A girl plays with a doll. Next picture:
- Who is this?
- Boy.
-What is the boy holding in his hands?
— The boy has a fishing rod in his hands.
- What is the boy doing?
— The boy is fishing.
In this vein, go through a few more pictures with your child. Do not rush your child, make sure that he answers smoothly, without mistakes. If you have any difficulties, let him repeat after you.
From subject pictures, move on to working with subject pictures cut out from children's magazines. Children willingly study based on the painting by K. Uspenskaya “They didn’t take me fishing.”
First, the child carefully examines the picture, and then answers the questions:
— Zhenya, what is shown in the picture?
- In the picture there is a boy, a chicken, an uncle and another boy.
-Where does the boy live? In the city or in the village?
— The boy lives in the village.
“Where do you think your father and older brother went?”
— They went fishing.
-What do they have in their hands?
— There are fishing rods in my hands.
- Who else wanted to fish?
- This Boy.
- Did they take him or not?
“They didn’t take it, and he’s crying.”
- What is your sister doing?
- Smiles.
As the picture is analyzed, the questions become more complex.
For children 4-5 years of age, select pictures depicting animals and heroes of your favorite fairy tales. Finish the lesson by cutting out the letter “a”. Draw the letter “a” on a piece of paper and have your child cut it out. During the operation, ask:
- Zhenya, what are you doing?
— I cut out the letter "a."
Say “ah-ah-ah” out loud together.

V. M. Lykov

Article provided by the website Kindergarten.Ru

Comment on the article "Stuttering in Children. Part 1"

Stuttering in children. Part 2. Girls, if anyone has a textbook for 5th grade literature by Korovin, part 1 (my child only brought the second part from the library.) Please give me a print screen or hard copy of the fairy tale by A.T. Arsiria “The Parts of Speech Dispute.”

Discussion

Our children in the class all have a test. There are no failures, the class writes a sample again tomorrow - they practice.

Now I looked at the grades in my daughter’s class - 4 twos, 3 threes, 10 fours, 3 fives. But these are grades in the diary, and they were assessed pass/fail according to all criteria. It turns out that out of 20 people, 4 did not write - it looks like what you have. Mine is sitting, getting ready on her own, there is no hope for school.

Stuttering is a complex speech disorder associated with psychophysiology, in which the integrity and fluency of a person’s speech is disrupted. This manifests itself in the form of repetition or prolongation of sounds, syllables, or words. It can manifest itself in the form of frequent stops or hesitation in speech, as a result of which its rhythmic flow is disrupted. Causes: increased tone and periodically occurring convulsive readiness of the motor endings of the speech centers of the brain; consequences of acute and chronic stress...

Stuttering in children. Part 2. A child plays with a ball and reads S. Marshak’s poem “My cheerful ringing ball.” Having become the first word of our year... Russian language - terminology. The common part of related words is called ROOT.

Discussion

Pine, pine and to pine are the same word) And so on.

Different case forms are not related words. For example, pine and pine are just different cases.
1. Pine, pine, pine, pine
2. Window, small window, small window, window sill.
I think so.

If your baby has just started to stutter, there is no “maybe it will pass”!

Stuttering in children. Speech therapy. Pediatric medicine. Child health, illnesses and treatment, clinic, hospital, doctor, vaccinations. Stutters on the first syllables. I would also be grateful for your thoughts on where to go first - speech therapist? neurologist?

"What to do, what to do? Dry the crackers!" - film “Beware of the car” My child is a thief. Many adults go to extremes when realizing such a thought. They drink valerian in liters, discuss the problem with friends, grab their belts, and run to a consultation with a psychologist. It's scary to be the parents of a thief. However, instead of solving the problem, new difficulties appear. The child continues to steal, becomes uncontrollable and secretive. Why are the old “grandfather’s” methods, along with the advice of educational psychologists...

Discussion

Every mother wishes the best for her child and wants him to grow up to be a decent person. But the trouble is that we look at our children through the prism of our own worldview, completely not understanding that the child may be completely different from us. What stimulates us and is beneficial for us can be disastrous for a child. And the opportunity to understand the root causes of a child’s behavior is worth a lot - it allows you to eliminate possible pedagogical errors.

01/28/2012 21:09:26, YanaSobol

Gee-gee. I finished reading to “With the child of criminals - repeat offenders, everything is immediately clear - an innate attraction to crime”

There is no innate desire for violations. Tell this to the geneticists, they will laugh at you. There is no theft gene and no criminal gene. Conclusion: this does not apply to “innate”.

Stuttering or what? Speech. Child from 1 to 3. Raising a child from one to three years: hardening and development, nutrition and illness, daily routine and development of household skills. Sonya stuttered so much at my first >.

Discussion

Sonya stuttered so much on the first syllables - I really wanted to say a lot at once! It's probably been a couple of months. Neurologists offer a standard option - remove external stimuli, like TV, calm games to the maximum, and when speaking, ask not to rush and speak calmly...

Does the task ask questions about adjectives or definitions? [link-1]

I have trilingual children. The eldest (7 years old) seems to be right-handed, but somehow unconvincing, perhaps ambidextrous. She never stuttered, although at one time she spoke 4 languages ​​(her study of a fourth language was interrupted 3 years ago, and now she has forgotten everything). The youngest (4 years old) did not stutter, although at 2-3 years old, when he began to speak, he seemed to shut up on one word, repeated it many times and could not find the next one, sometimes in frustration he reported that he could not speak. We always listened to him very patiently, did not rush him, never interrupted or prompted him, gradually everything went away. Now he cheerfully speaks all three languages. I know many bi- and trilingual children, some of them left-handed - not a single one with a stutter. I have my doubts about 80%. IMHO in Russia there is generally a wary attitude towards multilingualism.

It seems to me that most likely this is just an individual characteristic of your child. Perhaps bilingualism had a negative impact in your situation, but now the child is already bilingual, so IMHO you need to continue to study. The progress may be small and not very noticeable to you. Have you asked the specialist where she notices progress? Unfortunately, I can’t give any advice on methods, but I believe in the power of systematic training.

1) switched to a whisper (with hugs and kisses),
2) sang,
3) they maintained speech calm (I also have chatter) - she explained why it was necessary to remain silent, that “the mouth is tired,” “you see, the tongue can’t handle it anymore.” It worked.

What helped us EXCEPT medical consultations (according to my personal observations).

1) adherence to the regime (sleep during the day mandatory, even if it seems that he will never sleep). I went to bed with him however I wanted, but I had to sleep during the day.
2) I removed all the exciting moments (they wrote it correctly for you below) - no circuses, attractions, TV was removed AT ALL, all visits to relatives and friends in doses, only the “essentials” - grandmothers who will be offended if the child is not taken for half a year.
3) Increased communication with water. Swimming for a long time, splashing, transfusion, etc., etc.
4) I did massage and physical contact (but I generally like to cuddle, sometimes I’m ready to howl).
5) We arrange an emotional release, for example, jumping on a gymnastic mat and squealing, or somersaulting, obviously a release after that :)))

We have been living in this mode for six months now, and progress is obvious. For me personally, this is VERY difficult - EVERYTHING is tailored to the child - the daily routine, all weekends, I have practically no personal time, I’m very tired, but I don’t see any other way out.....

stuttering. My son began to stutter at the age of 3. I would like to talk to parents who have gone through this and recovered, or vice versa. Don't be afraid that there will be an environment with children who stutter. Additional classes with specialists do wonders.

Discussion

Just in case, I would also have him examined by a neurologist: my younger brother’s stuttering was directly related to cerebral circulation disorders. First he was treated for his stuttering, then he was treated by a speech therapist. Ours cured stuttering in 2-3 months. I don’t remember the technique, it involves “singing” sounds, then words, sentences. Setting up "lower" breathing.

The main thing is to find a good speech therapist.
It is quite possible that you still have a “temporary” stutter.
I would advise you to try to get into a speech therapy kindergarten, in the appropriate group. Organizing such classes even with a visiting speech therapist is very expensive and difficult. And in the kindergarten, in addition to the speech therapist, there will be another adjusted program (there should be).
Don't be afraid that there will be an environment with children who stutter. Additional classes with specialists do wonders.
Another piece of advice is to learn to sing (develop proper breathing).
We have already lived through all this (my son is 16 years old). The defect is noticeable only to a knowledgeable specialist and after prolonged communication. Although this was achieved with great difficulty and the main work, it was at the age of 4-7 years

Hysteria, stuttering - what to do? Lately some kind of nightmare has been happening to us - I just don’t recognize my child. When a child cannot imagine himself without his mother, it is as if she is part of him. When I first left him for seven hours, I left, and he was with his grandmother, cat...

Discussion

A very similar situation. Our Toshka was also absolutely normal, and then very suddenly a progressive stuttering began... Plus, the child is very reactive, active, and easily excitable. In short, at one time the sky seemed like a sheepskin. We went through many specialists. As a result, the problem was solved in the following way. Firstly, they transferred the child to a speech therapy kindergarten, where, in addition to playing, a speech therapist worked with him every day. He taught me not only how to speak correctly, but also how to overcome stuttering itself. It turned out that there are a lot of effective methods. Secondly, we began to introduce a system of rituals in the evenings aimed at gradually calming the child and preparing him for sleep. All active games ended 2 hours before bedtime. Then there was dinner. Behind him are mandatory water procedures. Including soothing baths with herbal extracts. Then - the indispensable cocoa. (My son really loved Nesquik... :)) Then - the ritual of putting on pajamas and putting soft toys to bed. And then - a bedtime story. At first it was a little difficult, but after about three months my son got used to this ritual and the process, as they say, began. :)))

I, too (like Svetlana) noticed that my daughter has a time when she easily falls asleep and if she does, then it’s hard for her to fall asleep. I'm the same way, so I understand it. Well, making sure that it doesn’t go overboard is, of course, my concern. We had a difficult period after my birth - I left to give birth at night and returned 2.5 days later, and apparently my daughter still had a fear that her mother might disappear at night. She had a very difficult time falling asleep and waking up at night. It helped her that I sat and reclined next to her. It is very important to be patient and not scold or run away ahead of time. Improvement is not going so quickly, and every mother’s breakdown pushes her back again. It took us, it seems, about 2 months to return to a normal bedtime routine. We don't have rituals. You can really consider washing and brushing your teeth as a ritual. And I also kiss and hug her when she is already lying in bed, and she me.
I would give her the pacifier back. I heard that important changes for a child should be made no more than once every three months. She's already going through a stressful period. Well, you can pick up the pacifier a couple of months later.
Hysterics.. I wouldn’t stop her from doing what she wants. Well, if he wants to jump, let him jump. There are worse vices... :)). And at the same time she would explain that if she talks about it instead of shouting, it will be more pleasant for everyone. I would definitely explain all refusals in detail. Maybe you can take sick leave for a week? Good luck!

A comprehensive method of rehabilitation for people who stutter is recognized by domestic experts as the most effective. It can be divided into three main areas: speech therapy, psychotherapeutic and clinical. The idea of ​​a comprehensive rehabilitation method was first put forward a century ago by N.A. Sikorsky. This position is later developed by V.A. Gilyarovsky and his colleagues (N.A. Vlasova, E.F. Pay, E. Griner, etc.).

A comprehensive method of rehabilitation for people who stutter involves carrying out correctional work in the above three directions. This means that in addition to the general improvement of the body (regime, physical exercise, medication and physiotherapeutic treatment), targeted development of motor skills (coordination and rhythmization of movements, development of fine articulatory motor skills, etc.), speech breathing, self-regulation skills of muscle tone and emotional state (psychotherapy and, in particular, autogenic

training), great importance is attached to the education of the individual and the development of social relationships.

Within the framework of a comprehensive rehabilitation method, there are different systems of correctional work. In each of the systems, one of the areas of the complex method (speech therapy, psychotherapeutic or clinical) is dominant.

3.4.1. Comprehensive systems for stuttering rehabilitation in preschool children

One of the first comprehensive systems of correctional work with stuttering preschoolers in domestic speech therapy is the system proposed ON THE. Vlasova and E.F. Pay(1933, 1959, 1983), which has not lost its relevance to this day. The authors are the first to substantiate a number of principles of a comprehensive method of rehabilitation for people who stutter: 1) before starting correctional work, it is necessary to conduct a thorough medical, psychological and pedagogical examination; 2) corrective influences should be directed not only at the development of fluent speech skills, but at the entire body and personality of the stutterer as a whole; 3) speech therapy work on developing fluent speech skills should be preceded by a “protective speech regime”; 4) the development of fluent speech skills includes a gradual complication of the “degree of independence of speech”: conjugate, reflected, short answers to questions on a familiar picture, independent description of a familiar picture, retelling of a short story heard, a story based on a familiar picture and speech in a conversation (spontaneous).

The organization of the “protective speech regime” is presented in detail in paragraph 3.2.1.

The sequence of using different types of speech corresponds to the main stages of correctional work.

Special attention This comprehensive rehabilitation system focuses on the development of memory, attention, and mental operations. It is recommended to place special emphasis on these types of activities when working with children suffering from a neurosis-like form of stuttering.

In addition, the rehabilitation system includes the following sections: work on the development of general and fine motor skills, which is carried out in logarithmic classes, in manual labor and visual arts children, work on correcting sound pronunciation, work on developing children’s speech, its lexical content and grammatical design.

The main provisions of this system are still widely used by speech therapists in practical work with stutterers of different age groups. (For a more detailed description of the technique, see: Stuttering. Ed. N.A. Vlasova, K.P. Becker, 1983.)

An integrated approach to the rehabilitation of people who stutter mainly in outpatient and inpatient settings of medical institutions has been developed IN AND. Seliverstov (1968, 1994).

IN AND. Seliverstov especially emphasizes the need to individualize corrective action when developing tasks and timing of corrective action. His system places great importance on the active and conscious participation of children in the process of working on their speech and behavior.

This system of speech therapy classes provides for the regular and mandatory use of a tape recorder at all stages of working with children who stutter. This allows children to intensify their attention to “speech mistakes”, both their own and other children, to more correctly assess their achievements and shortcomings, etc. Parents become active assistants to the speech therapist in solving correctional and educational problems.

Speech therapy classes for people who stutter are structured depending on the speech capabilities of the individual, i.e. based on the level of intact, stutter-free speech. Speech exercises are offered in accordance with the degree of independence of speech, its preparedness, structural complexity, volume, and also taking into account speech situations.

The author divides the construction of a comprehensive rehabilitation effect into three stages:

1. Preparatory stage. Along with recreational activities and a gentle speech regime, during this period they begin work on the development of motor skills, expansion vocabulary. Speech therapy work is carried out only with the use of those types of speech in which speech spasms in a stutterer do not appear, i.e. A purely individual approach is taken.

2. Training stage. Along with motor skills, the targeted development of active attention, memory and other mental functions is carried out. Speech therapy classes include further formation of the lexical and grammatical aspects of speech. The process of speech therapy training gradually includes those types of speech in which the child previously had hesitations, i.e., “an attack on the sore areas of speech” is carried out. 3. Final stage. The complex psychological and pedagogical impact on the personality of the stutterer as a whole continues. At this stage, free speech skills are consolidated in everyday activities.

The system of speech therapy classes also provides for a gradual increase in the complexity of speech situations. In this system, speech therapy classes include methodological material, which strictly takes into account the age characteristics of children and the objectives of the kindergarten education program.

The course of outpatient classes is designed for 3-4 months (32-36 classes). Preparation period takes about 7-8 lessons. At this time, at home, parents provide a gentle regime, which includes a calm environment, a firm daily routine and, if possible, limiting verbal communication with others. During speech therapy classes during this period, several problems are solved: the speech therapist stimulates the child to actively work on his speech and convinces him of the positive outcome of special classes.

In addition, children memorize special psychotherapeutic texts for morning and evening (before bed) speaking, which are compiled by a speech therapist in accordance with the child’s age. During classes, the child’s attention is fixed on the concepts of “beautiful and correct speech.” These concepts include sonority, expressiveness, leisurely tempo and smoothness. Attention is drawn to the child’s calm, relaxed and free behavior when communicating.

Speech tasks include speech “exercises”, i.e. pronouncing vowel sounds and their combinations with consonants; poetic texts combined with movements; pronouncing automated series (counting, days of the week, months, etc.); exercises on conjugate-reflective speech, answers to specific questions, silent articulation, whispered and rhythmic speech.

Children's speech training is carried out taking into account different conditions: in different positions of the child (sitting, standing, in motion, etc.), during different types of activities (modeling, drawing, etc.), in various didactic games.

Training period(20-22 lessons). During this period, children practice those types of speech and situations that are difficult for them. This involves a gradual transition from answering questions to spontaneous speech, from quiet to loud speech, from quiet activities to emotional ones, etc. Accordingly, at this stage, outdoor games, role-playing and creative games are introduced. Consolidation of acquired speech skills is transferred from office conditions to real-life situations (shop, museum, walk). Consolidation of acquired skills is carried out thanks to the active assistance of parents.

During the consolidation period of speech (6-9 lessons), the child’s smooth speech is consolidated in more difficult conditions. In speech therapy classes, forms of speech such as conversations, stories, etc. are used. Role-playing and creative games are actively used. The speech therapy course ends with a concert in which all children participate.

At all stages of the correctional work proposed by V.I. Seliverstov, attaches great importance to the work of a speech therapist with parents. Thus, during the preparatory period, the speech therapist conducts conversations with parents about the essence of stuttering, the meaning and goals of speech therapy classes and determines the role of parents in the treatment and pedagogical process, so that parents become active assistants to the speech therapist from the very first day. Such conversations are conducted both collectively and individually. Parents regularly attend open speech therapy classes at all stages of correctional work.

One of the areas of correctional pedagogical work with children who stutter is associated with the psychological school R.E. Levina. A galaxy of scientists educated by this school is developing a holistic system of influence on stuttering preschoolers and schoolchildren (N.A. Cheveyaeva, A.V. Yastrebova, S.A. Mironova, O.S. Bot, L.F. Spirova). These researchers proceed from the idea that

Children who stutter, as a rule, have a sufficient vocabulary, sometimes exceeding the age norm, at the same time, they do not adequately use the vocabulary, formulate thoughts vaguely, and do not sufficiently maintain the logical sequence of speech.

In accordance with this, for normal speech communication, children suffering from stuttering need to correct not only speech hesitations, but also mental activity (attention, memory, thinking), as well as develop the planning function of speech.

The systems of rehabilitation influence developed by these authors combine training and education, the content of which corresponds to the programs of preschool and school institutions, with speech therapy work on the development of coherent speech in people who stutter and re-education of the characteristics of mental processes. To correct speech in people who stutter, the laws of speech ontogenesis are used, i.e. development of speech from situational to contextual.

ON THE. Cheveleva (1976), when working with stuttering preschoolers, includes 5 periods of development of coherent speech.

1st period - propaedeutic;

2nd period - accompanying or establishing speech;

3rd period - final or speech following visual representations;

4th period - planning speech or speech without visual support;

Period 5 - consolidation of coherent speech skills.

During the propaedeutic period, children are taught the skills of organized behavior. A regime for restricting children's speech is being introduced.

During the period of accompanying speech, children’s own speech is allowed only in the situation of actions they perform in speech therapy classes.

During the final speech Children use speech that accompanies their actions and descriptive speech in relation to the action performed.

In the next pre-speech period Along with the forms of speech that were used earlier, the child develops the ability to plan out loud the upcoming work.

At the final stage of speech development, the previously acquired skills of independent, detailed, specific speech are consolidated.

Based on the “Program of education and training in kindergarten” for middle, senior and preparatory groups S.A. Mironova(1975, 1979) proposed a system of education and training, where both programmatic and correctional tasks are set. For correctional purposes, rearrangement of the types of program tasks is used and the time for children to master more difficult speech program material is increased. In addition, at the beginning of the school year, children repeat speech material from the previous age group.

In correctional tasks first quarter includes expanding the vocabulary, clarifying the meaning of words, and activating passive vocabulary. All these tasks are implemented using the simplest types situational speech in all classes conducted by both speech therapist and educators.

In the second quarter, children who stutter are taught how to construct a simple and common phrase, the grammatical design of a phrase, the construction of complex constructions, and the ability to compose a coherent story. This quarter reinforces the skills of using situational speech. There is a transition to elementary contextual speech.

In the third quarter, the tasks of speech development for stutterers become identical to the tasks of a mass kindergarten. People who stutter learn to compose stories By

visual support, speech therapist questions, retelling and independent storytelling.

In the final fourth quarter work continues to enrich the lexico-grammatical structure of speech. Corrective tasks are aimed at the ability to build logical sequence of the transmitted plot.

For stuttering children of preschool age, 2-4 years old, the system of correctional and pedagogical influences has its own specifics. Features of speech therapy work in children of this age are presented L.M. Krapivina (1992).

Speech therapy classes for children aged 2-4 years are carried out in conditions nursery group kindergarten. The number of children in speech therapy classes should be no more than 3-5 people. The rehabilitation effect is complex and includes speech therapy classes, logorhythmic, music, physical education classes and teaching children the elements of muscle relaxation.

The main objectives of correctional intervention are: development of general, fine and articulatory motor skills, phonation breathing, intonation side of speech, development and clarification of vocabulary and grammatical structures, development of dialogic speech. Corrective pedagogical influence on children is carried out differentiated, depending on the clinical form of stuttering.

Thus, in children with a neurosis-like form of stuttering (they, as a rule, are 3.5-4 years old), a lot of time is devoted to normalizing the sound-pronunciation side of speech and developing vocabulary. In the case of a neurotic form of stuttering in children, attention is paid to the normalization of the parents’ relationship with the child, the general improvement of the child’s body (especially his nervous system), special importance is given to psychotherapeutic influence as part of speech therapy work.

The authors of the first domestic method of speech therapy work with stuttering children of preschool and preschool age N. A. Vlasova and E. F. Pay build an increase in complications speech exercises depending on the varying degrees of speech independence of children.

N. A. Vlasova distinguishes 7 types of speech, which, in order of gradualness, must be used in classes with preschool children: 1) conjugate speech, 2) reflected speech, 3) answers to questions about a familiar picture, 4) independent description of familiar pictures, 5 ) retelling a short story heard, 6) spontaneous speech (story based on unfamiliar pictures), 7) normal speech (conversation, requests, etc.).

E.F. Pay sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All classes on speech re-education for stuttering children are divided into 3 stages according to the degree of increasing complexity.

At the first stage, exercises are offered in joint and reflected speech, in the pronunciation of memorized phrases and poems. Recitation is widely used. At the second stage, children practice verbally describing pictures based on questions, composing an independent story based on a series of pictures or on a given topic, and retelling the content of a story or fairy tale read by a speech therapist. At the third and final stage, children are given the opportunity to consolidate their acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, activities, conversations and other moments in a child’s life.

The methods of N.A. Vlasova and E.F. Pay are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence of speech exercises in working with young children, and developed instructions for individual stages of the speech correction system for stuttering preschoolers. For many years, the proposed method has been one of the most popular in practical work with children who stutter. Currently, speech therapists use many of its elements.

A unique system of correctional work with stuttering preschoolers in the process of manual activity was proposed by N. A. Cheveleva. The author proceeds from the psychological concept that the development of a child’s coherent speech is carried out through a transition from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, associated with past events, with missing objects, with future actions), and then, throughout the preschool period, contextual and situational forms of speech coexist (S. L. Rubinshtein, A. M. Leushina). Therefore, the sequence of speech exercises with children who stutter is seen in a gradual transition from visual, facilitated forms of speech to abstract, contextual statements and includes the following forms: accompanying, final, preparatory.

The system of consistent complication of speech also provides for the gradual complication of the object of activity through an increase in the number of individual elements of work, into which the entire labor process in the manufacture of crafts is divided.

This system for overcoming stuttering in children includes 5 periods:

Propaedeutic. The main goal is to instill in children the skills of organized behavior, teach them to hear the laconic but logically clear speech of a speech therapist, its normal rhythm, and temporarily limit the speech of the children themselves.

Accompanying speech. During this period, children’s own speech is allowed regarding the actions they simultaneously perform. The greatest situationality of speech is provided by constant visual support. At the same time, it becomes more complicated due to the change in the nature of the speech therapist’s questions and the corresponding selection of crafts.

Closing speech - children describe the work already completed or part of it. By regulating (gradually increasing) the intervals between the child’s activity and his response to what he has done, varying complexity of the final speech is achieved. With a gradual decrease in visual support for the work performed, a consistent transition to contextual speech occurs.

Pre-talk - children talk about what they intend to do. They develop the ability to use speech without visual support, plan their work, name and explain in advance the action that they still have to do. Phrasal speech becomes more complex: children pronounce several phrases related in meaning, use phrases of complex construction, and construct a story independently. During this period, they are taught to think logically, express their thoughts consistently and grammatically correctly, and use words in their exact meaning.

Consolidating independent speech skills involves children telling stories about the entire process of making a particular craft, their questions and answers about their activities, statements of their own free will, etc.

The method of N. A. Cheveleva implements the principle of successively complicating speech exercises in the process of manual activity based on one of the sections of the “Program for the upbringing and training of children in kindergarten.”

S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program for the middle, senior and preparatory groups of kindergarten in the sections: “Acquaintance with the surrounding nature”, “Speech development”, “Development of elementary mathematical representations", "Drawing, modeling, appliqué, design."

When going through a mass kindergarten program with children who stutter, some changes are proposed that are related to the children’s speech abilities: using material from the previous age group at the beginning of the school year, rearranging some lesson topics, extending the time frame for studying more difficult topics, etc.

The correctional tasks of the first quarter consist of teaching the skills of using the simplest situational speech in all classes. Vocabulary work occupies a significant place: expanding the vocabulary, clarifying the meanings of words, activating passive vocabulary. The speech therapist himself is expected to be particularly demanding of the speech: the questions are specific, the speech consists of short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.

The correctional tasks of the second quarter consist of consolidating the skills of using situational speech, a gradual transition to elementary contextual speech in teaching storytelling based on questions from a speech therapist and without questions. Great place It involves working on a phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children are introduced to the same objects, then in the second quarter, the objects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.

The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: based on visual support, on questions from a speech therapist, and on an independent story. Children's practice in contextual speech increases. In the third quarter, the need for slow learning of the program, characteristic of the first stages of education, disappears, and classes approach the level of mass kindergarten.

The correctional tasks of the fourth quarter are aimed at strengthening the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, the accumulation of vocabulary and the improvement of phrases begun at the previous stages of training continue. In speech, children rely on the questions of the speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. Corrective training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.

The methods of N. A. Cheveleva and S. A. Mironova are based on teaching children who stutter to gradually master the skills of free speech: from its simplest situational form to contextual (the idea belongs to R. E. Levina). Only N.A. Cheveleva does this in the process of developing children’s manual activities, and S.A. Mironova does this when going through different sections of the kindergarten program. The very principle of the necessary combination of tasks of correctional and educational work with children who stutter should be considered correct and necessary in speech therapy practice.

V.I. Seliverstov’s technique is primarily designed for working with children in medical institutions (in outpatient and inpatient settings) and involves the modification and simultaneous use of various (known and new) methods of speech therapy work with them. The author believes that the work of a speech therapist should always be creative and therefore, in each specific case, a different approach to children is necessary in finding the most effective methods for overcoming stuttering.

In the scheme proposed by the author for successively complicated speech therapy classes with children, 3 periods are distinguished (preparatory, training, consolidative), during which speech exercises become more complicated depending, on the one hand, on the degree of independence of speech, its preparedness, volume and rhythm, structure, and on the other hand the other - from the varying complexity of speech situations: from the situation and social environment, from the types of activities of the child, during which his speech communication occurs.

Depending on the level (threshold) of free speech and the characteristics of the manifestation of stuttering in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with a group of children.

A prerequisite for speech therapy classes is their connection with all sections of the “Program for raising and teaching children in kindergarten” and, above all, with play as the main activity of a preschool child.

The significance of differentiated psychological and pedagogical methods of education and training is revealed in the methodology of G. A. Volkova.

The system of comprehensive work with children aged 2-7 years who stutter consists of the following sections: 1) methodology of play activities (system of games), 2) logorhythmic classes, 3) educational classes, 4) impact on the microsocial environment of children.

The system of games, which constitutes the actual content of speech therapy classes, includes the following types of games: didactic, games with singing, movement, with rules, dramatization games based on poetic and prose text, table tennis games, finger theater, creative games at the suggestion of the speech therapist and according to children's plans. In classes with children, the principle of play activity is primarily implemented.

Conventionally, the following stages are distinguished: examination, restriction of children’s speech, conjugate-reflected pronunciation, question-and-answer speech, independent communication of children in a variety of situations (various creative games, in the classroom, in the family, kindergarten program material (with a change in the sequence of topics) and is aimed at achieving corrective, developmental and educational goals.The lesson is structured in a single plot in such a way that all its parts reflect the program content.

The focus of the methodology under consideration in relation to stuttering children from 2 to 4 years old and children from 4 to 7 years old is different. In the first case, the tasks are not so much correctional as developmental education and upbringing of children. At this age, speech therapy work is preventive in nature. In working with stuttering children from 4 to 7 years old, the corrective focus of speech therapy influence takes on leading importance, since the personal characteristics formed in the process of individual development influence the nature of the speech activity of the stutterer and determine the structure of the defect.

The methodology of gaming activity is aimed at educating the individual and, on this basis, eliminating the defect.

In the practice of speech therapy work with children who stutter (methodology by I. G. Vygodskaya, E. L. Pellinger, L. P. Uspensky), games and play techniques are used to conduct relaxation exercises in accordance with the stages of speech therapy: a regime of relative silence; education of correct speech breathing; communicating in short phrases; activation of an expanded phrase (individual phrases, story, retelling); re-enactments; free speech communication.

Thus, the improvement of speech therapy work to eliminate stuttering in preschool children led to the 80s of the 20th century. development of various techniques. The speech material of speech therapy classes is acquired by preschoolers in the conditions of step-by-step speech education: from conjugate pronunciation to independent statements when naming and describing familiar pictures, retelling a short story heard, reciting poems, answering questions about a familiar picture, independently telling about episodes from a child’s life, about a holiday etc.; in the conditions of gradual education of speech from the regime of silence to creative statements with the help of play activities, differentially used in working with children from 2 to 7 years old; in conditions of education of independent speech (situational and contextual) with the help of manual activities.

The speech therapist is obliged to creatively structure speech therapy classes, using known techniques in accordance with the population of children who stutter and their individual psychological characteristics. These methods of speech therapy intervention for stuttering preschoolers were developed in accordance with the “Program for the upbringing and training of children in kindergartens,” which is a mandatory document for both mass kindergartens and special speech kindergartens and speech groups at mass kindergartens. The methods are aimed at organizing speech therapy work within the framework of the “Program for raising children in kindergarten”, since ultimately, children who stutter, having mastered the skills of correct speech and knowledge defined by the program, are further trained and brought up in the conditions of normally speaking peers. Speech therapy, aimed at the speech disorder itself and associated deviations in behavior, the formation of mental functions, etc., helps a stuttering child to socially adapt among correctly speaking peers and adults.

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• Introduction
• 1.1 The essence of stuttering
• 1.2 Forms of stuttering
• 1.3 Course of stuttering
• Conclusions to Chapter 1
• 2.2 Methodology N.A. Cheveleva
• 2.3 Methodology V.M. Shklovsky
• 2.5 Methodology S.A. Mironova
• 2.6 Methodology G.A. Volkova
• Conclusions to Chapter 2
• Conclusion
• Bibliography

Introduction

The problem of stuttering can be considered one of the oldest in the history of the development of the doctrine of speech disorders. In the literature of the past, there were very diverse interpretations of the mechanisms of stuttering. This is explained by both the level of development of science and the positions from which different authors have approached and are approaching the study of this speech disorder.

Stuttering is one of the most severe speech defects. It is difficult to eliminate, traumatizes the child’s psyche, slows down the correct course of his upbringing, interferes with verbal communication, and complicates relationships with others, especially in children’s groups.

Stuttering is a widespread speech disorder. It occurs in young children during the period of the most active formation of their speech and personality and even at the end of the 19th century. our domestic psychiatrist I.A. Sikorsky first established that in most cases this occurs between the ages of 2 and 5 years.

But, according to most scientists, stuttering is not only a disorder of speech function. In the manifestations of stuttering, attention is drawn to disorders of the nervous system of stutterers, their physical health, general motor skills, actual speech function, presence psychological characteristics. The listed deviations in the psychophysical state of children who stutter manifest themselves differently in different cases, but, nevertheless, one is closely connected with the other, feeds each other, the complication of one inevitably aggravates the other. Guided by Pavlov's teaching on higher nervous activity in humans, stuttering is called a disease of the central nervous system as a whole.

It is now generally accepted that stuttering should be eliminated as soon as it occurs. The more time passes from the moment stuttering begins, the more often it turns into a severe, persistent defect and entails changes in the child’s psyche. In addition, stuttering deprives the child of normal communication conditions and often prevents him from successful studies. Therefore, it is important to eliminate this defect before the child enters school. But it is necessary to influence the speech of a stutterer, but also his personality and motor skills in general. Impact on different sides the body, speech and personality of a stutterer and by various means has received in our country the name of a comprehensive method of overcoming stuttering.

Speech therapy work with preschoolers with stuttering is presented in the methodological recommendations of N.A. Vlasova and E.F. Pay ("Speech therapy work with stuttering preschoolers." - M., 1959), S.A. Mironova ("Training and education of stutterers" preschool institutions". - M., 1983), G. A. Volkova ("Game activity in eliminating stuttering in preschoolers." - M., 1983).

The basis of the system for overcoming stuttering proposed by S.A. Mironova, the child’s activities are organized into sections: “Acquaintance with the surrounding nature”, “Development of speech”, “Development of elementary mathematical concepts”, “Drawing, modeling, application, design”.

The speech therapist is assigned programmatic and correctional tasks, which are solved during four stages of successively more complex work.

In the method of G.A. Volkova presents a system of comprehensive work with children who stutter, which consists of sections: methods of play activities, logorhythmic activities, educational activities, impact on the microsocial environment of children.

ON THE. Vlasov and E.F. Pay offer to work on a child’s speech, moving from its simple forms to complex ones: from conjugate speech, through reflected and question-answer speech, to describing familiar pictures, retelling a listened text, to spontaneous and emotional speech.

The choice of methods for overcoming stuttering in preschoolers depends on the type of institution in which the children live (speech therapy group in a kindergarten or hospital setting). However, all authors indicate that overcoming stuttering in preschool children is possible only with complex intervention, one of the components of which is speech therapy rhythm.

The topic of my course work is “Methods of speech therapy work with preschoolers who stutter.” This topic is very relevant, since speech disorders are diverse, and the methods for their correction are also diverse.

The purpose of this course work is to study the methodology of speech therapy work with children of senior preschool age to correct stuttering.

The main tasks, I believe, are to consider the main stages, directions, study methods of speech therapy work to correct the symptoms of stuttering in children of senior preschool age.

Chapter 1. Theoretical aspects of stuttering

1.1 The essence of stuttering

Stuttering is a painful, severe speech disorder. It is difficult to eliminate, disorganizes the child’s personality, slows down the correct course of education and training, and complicates the normal inclusion of a preschooler in the children’s team Ya.M. Gorelik. A psychological method for overcoming stuttering. .

That is why educators should seriously think about ways to eliminate this deficiency in their students. It is necessary to understand the nature of stuttering, study the personality of the person who stutters and master the available special skills. pedagogical methods. Under such conditions, the teacher can often help the child even more than a speech therapist, due to more intimate and prolonged contact with his pupil and his family.

Stuttering is a functional speech disorder, externally expressed in muscle spasms of certain speech organs at the time of sound pronunciation (lips, tongue, soft palate, larynx, pectoral muscles, diaphragm, abdominal muscles). Speech is interrupted due to a delay in certain sounds and words (Appendix 1).

The problem of stuttering can be considered one of the most ancient in the history of the development of the doctrine of speech disorders. Different understandings of its essence are due to the level of development of science and the positions from which the authors approached and are approaching the study of this speech disorder.

At the turn of the XVII-XVIII centuries. They tried to explain stuttering as a consequence of imperfections in the peripheral speech apparatus. For example, Santorini believed that stuttering occurs when there is a hole in the hard palate through which mucus supposedly leaks onto the tongue and makes speech difficult. Wutzer explained this by an abnormal depression in the lower jaw, in which the tip of the tongue hides when it moves. Other researchers have associated stuttering with disturbances in the functioning of the speech organs: convulsive closure of the glottis (Arnot, Schulthess); excessively rapid exhalation (Becquerel); spasmodic contraction of the muscles that hold the tongue in the mouth (Itard, Lee, Dieffenbach); inconsistency between the processes of thinking and speech (Blume); imperfection of the human will, affecting the strength of the muscles of the speech-motor mechanism (Merkel), etc.

Some researchers have associated stuttering with disturbances in the course of mental processes. For example, Blume believed that stuttering arises from the fact that a person either thinks quickly, so that the speech organs do not keep up and therefore stumble, or, on the contrary, speech movements “leave ahead of the thinking process.” And then, due to the intense desire to equalize this discrepancy, the muscles of the speech apparatus come into a “convulsive state.”

By the beginning of the 20th century. all the diversity of understanding the mechanisms of stuttering can be reduced to three theoretical directions:

1) Stuttering as a spastic neurosis of coordination, resulting from irritable weakness of speech centers (syllable coordination apparatus). This was clearly formulated in the works of G. Gutzman, I.A. Kussmaul, and then in the works of I.A. Sikorsky, who wrote: “Stuttering is sudden disturbance continuity of articulation caused by a spasm that occurred in one of the sections of the speech apparatus as a physiological whole." Proponents of this theory initially emphasized the innate irritable weakness of the apparatus that controls syllabic coordination. Later they explained stuttering in the light of neuroticism: stuttering is convulsive spasms.

2) Stuttering as an associative disorder of a psychological nature. This direction was put forward by T. Gepfner and E. Frechels. Supporters were A. Liebmann, G.D. Netkachev, Yu.A. Florenskaya. The psychological approach to understanding the mechanisms of stuttering has received further development.

3) Stuttering as a subconscious manifestation that develops on the basis of mental trauma, various conflicts with environment. Proponents of this theory were A. Adler, Schneider, who believed that stuttering, on the one hand, manifests the individual’s desire to avoid any possibility of contact with others, and on the other, to arouse the sympathy of others through such demonstrative suffering.

By the 30s and in the subsequent 50-60s of the XX century. the mechanism of stuttering began to be considered based on the teachings of I.P. Pavlova about the higher nervous activity of man and, in particular, about the mechanism of neurosis. At the same time, some researchers considered stuttering as a symptom of neurosis (Yu.A. Florenskaya, Yu.A. Povorinsky, etc.), others as a special form of it (V.A. Gilyarovsky, M.E. Khvattsev, I. II. Tyapugin, M.S. Lebedinsky, S.S. Lyapidevsky, A.I. Povarnin, N.I. Zhinkin, V.S. Kochergina, etc.). But in both cases, these complex and diverse mechanisms for the development of stuttering are identical to the mechanisms for the development of neuroses in general. Stuttering, like other neuroses, occurs due to various reasons that cause overstrain of the processes of excitation and inhibition and the formation of a pathological conditioned reflex. Stuttering is not a symptom or a syndrome, but a disease of the central nervous system as a whole (V.S. Kochergina, 1962). In the occurrence of stuttering, a primary role is played by disrupted relationships between nervous processes (overstrain of their strength and mobility) in the cerebral cortex. A nervous breakdown in the activity of the cerebral cortex may be due, on the one hand, to the state of the nervous system, its readiness for deviations from the norm. On the other hand, a nervous breakdown may be caused by unfavorable exogenous factors, the importance of which in the genesis of stuttering was pointed out by V.A. Gilyarovsky. A reflection of a nervous breakdown is a disorder in a particularly vulnerable and vulnerable area of ​​higher nervous activity in a child - speech, which manifests itself in impaired coordination of speech movements with the phenomena of arrhythmia and convulsions. Violation of cortical activity is primary and leads to a distortion of the inductive relationship between the cortex and subcortex and a disruption of those conditioned reflex mechanisms that regulate the activity of subcortical formations. Due to the created conditions under which the normal regulation of the cortex is distorted, negative shifts occur in the activity of the striopallidal system. Its role in the stuttering mechanism is quite important, since normally this system is responsible for the rate and rhythm of breathing, and the tone of the articulatory muscles. Stuttering does not occur due to organic changes in the striopallidum, but due to dynamic deviations of its functions. These views reflect an understanding of the mechanism of neurotic stuttering as a peculiar violation of cortical-subcortical relations (M. Zeeman, N.I. Zhinkin, S.S. Lyapidevsky, R. Luchsinger and G. Arnold, E. Richter and many others).

In young children, according to some authors, it is advisable to explain the mechanism of stuttering from the standpoint of reactive neurosis and developmental neurosis (V.N. Myasishchev, 1960). Reactive developmental neurosis is understood as an acute disorder of higher nervous activity. Stuttering occurs at an early age against the background of delayed physiological tongue-tiedness during the transition to complex forms of speech, to speech in phrases. Sometimes it is the result of speech underdevelopment of various origins (R.M. Boskis, R.E. Levina, B. Mesoni). So, R.M. Boskis calls stuttering a disease, “which is based on speech difficulties associated with the formulation of more or less complex statements that require phrases for their expression.” Speech difficulties can be caused by delays in speech development, transition to another language, cases of pathological personality development with underdevelopment of the emotional-volitional sphere, the need to express a complex thought, etc.

R.E. Levina, considering stuttering as a speech underdevelopment, sees its essence in the primary violation of the communicative function of speech. The problem of organic stuttering remains unresolved to this day. Some researchers believe that stuttering as a whole is included in the category of organic diseases of the central nervous system and disorders of the brain substrate directly affect the speech areas of the brain or systems associated with them (V. Love, 1947; E. Gard "1957; S. Skmoil and V. Ledezich , 1967). Others consider stuttering as a predominantly neurotic disorder, regarding the organic disorders themselves as the “soil” for disruption of higher nervous activity and speech function (R. Luchsinger and G. Landold, 1951; M. Zeeman, 1952; M. Sova K, 1957; M.E. Khvattsev, 1959; S.S. Lyapidevsky and V.P. Baranova, 1963, and many others).

Most authors who have studied the pathogenesis of stuttering note various autonomic changes in stutterers. For example, Zeeman believes that 84% of people who stutter have autonomic dystonia. According to Szondi, out of 100 people who stutter, 20% have increased intracranial pressure and extrapyramidal disorders. He believes that people who stutter are born vasoneurotic. Gerdner objectively showed a change in the neurovegetative reaction in people who stutter during attacks: in 100% of cases they have dilated pupils (mydriosis), in normal talking people The width of the pupils does not change during speech or some narrowing occurs (miosis).

IN severe cases disorders of the autonomic nervous system, stuttering itself recedes into the background, fears, worries, anxiety, suspiciousness, general tension, a tendency to trembling, sweating, and blushing predominate. In childhood, people who stutter experience sleep disturbances: shuddering before falling asleep, tiring, restless shallow dreams, night terrors. Older stutterers try to associate all these unpleasant experiences with speech impairment. The thought of her disorder becomes persistent in accordance with her constantly disturbed state of health. Against the background of general excitability, exhaustion, instability and constant doubts, speech usually can be improved only for a short time. In classes, people who stutter often lack determination and perseverance. They underestimate their own results, since improvement in speech does little to improve their overall well-being.

In the 70s, clinical criteria were proposed in psychiatry for distinguishing between neurotic and neurosis-like disorders and there was a tendency to distinguish stuttering into neurotic and neurosis-like forms (N.M. Asatiani, B.3. Drapkin, V.G. Kazakov, L. I. Belyakova and others).

Until now, researchers have been trying to consider the mechanism of stuttering not only from clinical and physiological, but also from neurophysiological, psychological, and psycholinguistic positions.

Of interest are neurophysiological studies of stuttering in the organization of speech activity (I.V. Danilov, I.M. Cherepanov, 1970). These studies show that in people who stutter during speech, the dominant (left) hemisphere cannot consistently perform its leading role in relation to the right hemisphere.

Studies of the organization of visual function in people who stutter (V. Suvorova et al., 1984) have shown that they are characterized by atypical lateralization of speech and visual functions. The identified anomalies can be considered as a consequence of deficiencies in the bilateral regulation of visual processes and deviations in interhemispheric relationships.

The development of the problem of stuttering in psychological aspect to reveal its genesis, to understand the behavior of people who stutter in the process of communication, to identify their individual psychological characteristics. A study of attention, memory, thinking, and psychomotor skills in people who stutter showed that the structure of their mental activity and its self-regulation were altered. They perform worse in those activities that require a high level of automation (and, accordingly, rapid inclusion in the activity), but the differences in productivity between people who stutter and those who are healthy disappear as soon as the activity can be performed at a voluntary level. The exception is psychomotor activity: if in healthy children psychomotor acts are performed largely automatically and do not require voluntary regulation, then for those who stutter, regulation is a complex task that requires voluntary control.

Some researchers believe that people who stutter are characterized by greater inertia of mental processes than normal speakers; they are characterized by the phenomenon of perseveration associated with the mobility of the nervous system.

It is promising to study the personal characteristics of people who stutter both through clinical observations and using experimental psychological techniques. With their help, an anxious and suspicious character, suspicion, and phobic states were identified; uncertainty, isolation, tendency to depression; passive-defensive and defensive-aggressive reactions to a defect.

It is worthy of attention to consider the mechanisms of stuttering from the perspective of psycholinguistics. This aspect of the study involves finding out at what stage of the generation of speech utterances convulsions occur in the speech of a stutterer. The following phases of speech communication are distinguished:

1) the presence of a need for speech, or communicative intention;

2) the birth of the idea of ​​an utterance in inner speech;

3) sound realization of the utterance.

In different structures of speech activity, these phases differ in their completeness and duration of occurrence and do not always clearly follow from one another. But there is a constant comparison between what was planned and what was implemented. I.Yu. Abeleva believes that stuttering occurs at the moment of readiness to speak when the speaker has a communicative intention, a speech program and the fundamental ability to speak normally. In the three-term model of speech generation, the author proposes to include the phase of readiness for speech, during which the entire pronunciation mechanism, all its systems: generator, resonator and energy, “break down” in the stutterer. Convulsions occur, which then clearly appear in the fourth, final phase.

1.2 Forms of stuttering

Stuttering is a violation of speech rhythm, often associated with an imperfect rhythm of movements of the whole body (clumsiness, clumsiness in movements). Sometimes the spasms are repeated rhythmically: pe-pe-pe - rooster or p-p-p-rooster; A-a-a-anya. This form of stuttering is typical of young children. It's called a clontescope. Sometimes, due to a cramp, a child is completely unable to utter the desired sound or lingers on it for a long time, painfully overcoming the cramp: p-----rooster, L... (draws out the sound a for a long time) - Anya. This form of stuttering is called tonic. Usually the first sounds of words and phrases are pronounced with such difficulties. The easier, clonic form of stuttering often turns into a more difficult form of stuttering, called tonic, over time. It happens that a person who stutters, before pronouncing a word, convulsively, with a whistle, exhales almost all the air and then, choking, says: xxx (exhale) xya very sick - I’m very sick.

Convulsions manifest themselves primarily in the respiratory apparatus of speech, then in the vocal, then in the articulatory apparatus. For many, stuttering is accompanied by convulsive or habitual movements of the arms, legs, and head.

People who stutter often also have tongue-tiedness.

Simultaneously with convulsive manifestations, a stutterer experiences, mainly at an older age, a variety of painful phenomena. In a conversation, he is worried, afraid in advance that he will not be able to say well. Some people who stutter focus their attention on sounds that are “difficult” to pronounce. Some, usually more developed, are embarrassed, experience a feeling of acute shame in front of others because of their defect, unsuccessfully try to hide their defect from them (avoid conversations, limit themselves to laconic speech and short answers, speak quietly, through clenched teeth, blush, turn pale, cover up). Then).

Such experiences have a bad effect on the child’s psyche and spoil his character (often he becomes irritable, suspicious, painfully touchy, unsociable, and sometimes embittered). They consolidate and intensify stuttering, therefore, the teacher’s close attention to such children is necessary.

Children stutter only in the presence of other people - children and adults, but when alone they speak normally (for example, with toys). They also sing without stuttering. In one situation or in a conversation with certain people, the child does not stutter, but in other circumstances and people he stutters. Much depends on his current attitude towards his interlocutor and the situation.

1.3 Course of stuttering

Stuttering occurs either suddenly, sometimes after a certain period of muteness (from several hours to several days), or gradually, gradually intensifying. The latter occurs most often as a result of diseases that deplete the nervous system and its intoxication.

Under favorable conditions of life and development of the child’s body, it can gradually disappear. But if others in the presence of a child begin to pay intense attention to the speech defect, talk a lot about this “misfortune”, grieve, groan, if the child has a fear of being funny when talking with others, if the nervous system is weakened, then stuttering, on the contrary, intensifies . Stuttering periodically weakens and intensifies, which is generally characteristic of nervous diseases, and depends on changes in external and internal stimuli falling on the child’s brain.

1.4 Causes and mechanisms of stuttering

Stuttering most often occurs between the ages of 2 and 5 years, when the nervous system, auditory motor and speech systems of the brain are not yet strong, so their function is easily disrupted by unfavorable conditions (excessive or too complex stimuli), and then at 7 years (entry to school). ) V.I. Seliverstov. Stuttering - M., 1979. .

Favorable conditions for the occurrence of stuttering are the painful state of the child’s nervous system, due to a number of circumstances: unfavourable conditions pregnancy, difficult childbirth, childhood illnesses, especially whooping cough, which causes convulsions in the speech organs, difficult living conditions in the family, etc. As a result, children often turn out to be capricious, restless, irritable, with troubled sleep, and poor appetite.

These are remote, predisposing causes of stuttering that do not always necessarily cause stuttering. But with such a painful state of the nervous system, for the appearance of stuttering, sometimes the action of even not very strong, but unusual, unexpected or prolonged stimuli, which are excessive for a weak nervous system, is sufficient. The closest producing causes of stuttering:

Fright, a sudden change in the situation, fear, even in a dream, fear of darkness, loneliness, expected punishment or the arrival of a scary uncle, with which nannies intimidate a child who cannot sleep, etc.

For example, one child began to stutter after seeing Santa Claus take off his mask and turn into his own dad before his eyes.

Katya, a six-year-old girl, was afraid to be photographed. She was forcibly photographed and began to stutter.

Children may also stutter due to slow speech development or poor pronunciation of certain sounds. In this case, some kind of deficiency in the speech motor systems of the brain causes stuttering. Stuttering in children, especially nervous ones, at an older age can occur due to painful self-hypnosis (pathological fixation), often “with the help” of others and as a result of failures in speech (distortion of sound, difficulty expressing one’s thoughts in words, etc.). Random stops and hesitations make such children confident that this will happen again in the future. For some preschoolers, this happens from extremely fast speech: the child is in a hurry, imitating the fast speech of those around him and trying, due to his increased excitability, to quickly express his thought, stumbles over some sounds - and begins to stutter. This is where the overstrain of nervous processes occurs when quickly following dynamic stereotypes (sounds, syllables, words) and fixing failures.

Children of a weak nervous type, in particular those with unstable cortical speech mechanisms, cannot withstand speech loads that are beyond their strength. It is harmful for them to be overstimulated and forced to talk or recite a lot on any occasion to various people, to listen from morning to night to stories, fairy tales, reading, sometimes with content and language that is difficult for the child.

There may be cases of stuttering occurring during the paradoxical phase of speech reflexes, when self-hypnosis easily arises. This condition is observed with fatigue (exhaustion) of the nervous system, with fear, embarrassment, confusion, cowardice, timidity, etc. In this state, any hesitation in speech can easily and firmly take hold and turn into stuttering.

Physical injuries (head injuries, falls from a height) often also cause impairment of brain function, even in children with strong nerves. And here the effect of nervous trauma is obvious. Often stuttering is caused by infectious diseases: whooping cough, which impairs breathing and causes fear of a seizure; worms that deplete the child, irritate the nervous system and poison the brain with toxins (poisons), etc. There are cases of stuttering by imitation: nervous, mentally unstable children, listening to the speech of people who stutter or imitating them, involuntarily, due to the imitation reflex, begin to stutter themselves. It happens that left-handers, when they are forcibly retrained to use right hand, they begin to stutter: the coordination and connection of speech movements already established in the brain with the movements of the hand and the whole body are disrupted.

In most cases, stuttering can be considered a speech neurosis, i.e. disruption, disruption of normal activity as a result of excessive irritants of the nervous system. Such overstrain of nervous activity also includes “errors” of two opposing basic processes of the brain - excitation and inhibition. Stuttering sometimes appears as a result of the simultaneous action of stimuli of an opposite nature. For example, dad invites the child to take a walk around the kindergarten, but mom forbids: “Don’t you dare go to kindergarten - you’ll get covered in dirt again.” As a result, an unbalanced child may experience a nervous breakdown (hysteria) and stutter.

These breakdowns are characteristic of an unbalanced type of nervous system, predominantly weak, and depend not only on its type, but also on many other reasons: the general environment (situation), the nature of the child’s speech and environment, past experience, state of health, mood, age, etc. .P.

Nervous breakdowns under certain conditions cause painful obsessive states: in the cerebral cortex, according to Pavlov, a “sick spot” (persistent pathological connections) is formed. During normal activity of the rest of the brain, stagnation and inertia of the irritative process occurs at this point - as a result, either persistent irritation or inhibition occurs in response to the stimulus coming here. A child who has previously stuttered experiences fear of stuttering again. I.P. Pavlov defines fear as “various degrees of passive defensive reflex.” It arises on the basis of overly sensitive, exaggerated inhibition in the cells of the cortex that were already pathologically weakened by strong irritants.

Often, stuttering under these conditions of brain activity is caused by long-term unpleasant emotional states (anticipation of punishment, jealousy of a child). Occurs according to A.D. Zarubashvili, “pathological anxiety” and painful overstrain of the dynamic capabilities of the second signaling system. The child is unable to properly analyze the complex and difficult situation of verbal communication created around him and begins to stutter. For example, a gourmet child broke a jar of jam in the buffet in the absence of his parents. A day passes, two, three. The mother does not detect “misfortune,” but the child is nervous, sleeps poorly, and answers inappropriately. On the fourth day, the parents notice that their son has begun to stutter. Sometimes stuttering can also occur due to the jealousy of the firstborn in relation to the new brother or sister.

You should refrain from teaching a foreign language to a person who stutters early - stuttering may worsen (especially with strict requirements from the teacher).

However, it is known that such stimuli do not always cause a child to stutter. Many children get scared, fall from a height, drown, etc., but after that they do not stutter. It all depends on the state of the child’s nervous system. If he is nervously healthy, then in the event of such influences he quickly returns to normal. With nervous weakness, the resulting shock leaves behind indelible traces in the form of a disorder of activity in the speech areas of the brain, which is expressed in stuttering.

Is stuttering hereditary? Many people still think so, but this opinion is wrong. In this case, only inferiority of the nervous system can be inherited. This is why parents who stutter do not always have children who stutter. Moreover, some of them stutter not because of the inherited nervous system, but as a result of imitating the speech of their parents. The fact that stuttering is not hereditary, but an acquired speech disorder, makes it easier to combat it.

So, stuttering is closely related to the state of the nervous system, to the child’s entire personality and his relationships with others. From this situation flow the means to combat it.

Conclusions to Chapter 1

Stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus.

The following types of stuttering are distinguished: articulatory, wave-like, vocal, respiratory, fixed, initial, induced, inspiratory, clonic, neurosis-like, neurotic, organic, constant, respiratory, recurrent, mixed, tonic, functional, expiratory.

The main external symptom of stuttering is convulsions during speech.

There are three degrees of stuttering:

Mild - they stutter only in an excited state and when trying to speak quickly. In this case, delays are easily overcome.

Average - in a calm state and in a familiar environment, they speak easily and stutter little; In an emotional state, severe stuttering appears.

Severe - they stutter throughout the entire speech, constantly, with accompanying movements.

The following types of stuttering are distinguished:

Constant - stuttering, having arisen, manifests itself relatively constantly in various forms of speech, situations, etc.

Wavy - stuttering intensifies and weakens, but does not completely disappear.

Recurrent - having disappeared, stuttering appears again, i.e. a relapse occurs, the return of stuttering after quite long periods of free, hesitating speech.

IN late XIX- early 20th century The opinion that stuttering is a complex psychophysical disorder is becoming more and more definite. But some believe that it is based on physiological disorders, and psychological manifestations are secondary (A. Gutzman, 1879; A. Kussmaul, 1878; I.A. Sikorsky, 1889, etc.). Others considered psychological characteristics to be primary, and physiological manifestations as a consequence of these psychological shortcomings (Chr. Laguzen, 1838; A. Cohen, 1878; Gr. Kamenka, 1900; G.D. Netkachev, 1913, etc.). Attempts have been made to consider stuttering as an expectation neurosis, a fear neurosis, an inferiority neurosis, an obsessive neurosis, etc.

Chapter 2. Methods of speech therapy sessions with stuttering preschoolers

2.1 Didactic foundations of speech therapy classes with children who stutter

Didactic foundations of children's speech therapy. The system of correctional education and training of children with impaired speech activity is built on the basis of the general theory of education (didactics), the object of study of which is patterns and principles, methods, organizational forms and means.

In modern pedagogy, it is customary to highlight the following basic didactic principles: individualization and collectivity, systematicity and consistency, conscious activity/visibility, strength, etc. The combination of these principles and the uniqueness of their implementation in relation to children who stutter determine all aspects of correctional education - content, methods and organizational forms.

The variety of currently existing methods of speech therapy work, depending on the form of speech disorder, from of different ages children, from the conditions of speech therapy work, emphasizes the need to develop a fundamental theory of their correctional education. Mutually enriching relationship between the general theory of learning and specific speech therapy techniques unconditional. They are built using the general principles of didactics, and the general theory of learning uses the results of particular methods as material for generalization.

Thus, the basic didactic principles and principles applied to children with impaired speech activity are fundamental. Knowledge of these basics predetermines the success (in general and in particular) of correctional pedagogical work with children who stutter.

Individual approach to children who stutter. Group, collective speech therapy sessions with people who stutter have proven themselves over many years of practice.

Group activities create conditions for active work of all children. The requirement for an individual approach does not mean opposing the individual to the collective. Only knowing well the capabilities of each child can you organize collective work.

An individual approach in speech therapy work is expressed, first of all, in a thorough study of each person who stutters before and during speech therapy work, in the choice of means of correctional and pedagogical work, depending on his psychological characteristics and speech capabilities. The age of people who stutter determines the selection of didactic material and form of work. The psychophysical characteristics of preschoolers, schoolchildren, adolescents and adults require the speech therapist in one case to focus on the “Program of Education and Training in Kindergarten” and play activities; in another - on school curriculum And educational activities, in the third - on different types labor activity (Appendix 2).

The recruitment of speech therapy groups is carried out taking into account the age of people who stutter. Different ages make it necessary to use unique methods of speech therapy work, changing the intensity of individual components of the treatment and pedagogical approach to overcoming stuttering as a whole.

For preschoolers, for example, the main place is occupied by speech classes in a playful form, educational activities, and less by medical ones. In adolescents and adults, on the contrary, the main importance is given to medical means and psychotherapy (including its suggestive methods), and less to pedagogical ones.

In implementing the principle of an individual approach in speech therapy work with people who stutter, the primary and dynamic (during the course of classes) study of the child is of great importance. Linguistic, psychological and pedagogical observations are important for a speech therapist. They allow you to select the necessary forms of correctional influence on a stutterer and predict the effectiveness of speech therapy work with him.

2.2 Methodology N.A. Cheveleva

In speech therapy classes with stuttering schoolchildren, currently, mainly the methodological recommendations proposed for working with preschool children (for younger schoolchildren) or with adolescents and adults (for older schoolchildren) are used. For example, N.A. Cheveleva in her manual offers a system for correcting speech for stuttering schoolchildren in grades 1-4 in the process of manual activity. Fundamentally, it differs little from the previously proposed system of speech therapy classes for preschool children who stutter. What changes here is mainly the choice and complexity of crafts that are offered for working with schoolchildren. According to the academic quarters, the author identifies four periods of consecutive speech therapy classes:

1) accompanying speech;

2) closing speech,

3) preliminary speech,

4) strengthening independent speech skills.

Classes to correct the speech of stuttering children in the process of manual labor N.A. Cheveleva considers it possible to conduct it at school and outpatient speech therapy centers. In special schools, it is advisable to use manual labor lessons. The author considers it necessary, when correcting stuttering, to work with the child’s parents, his teacher, and have a therapeutic, medical effect on his nervous system.

Children’s ability to use speech without visual support develops. Children learn to plan their work, name and explain in advance each action that they still have to do. Phrasal speech becomes more complex: children learn to pronounce several phrases related in meaning, use phrases of complex construction, and construct a story independently. During this period, they are required to be able to think logically, express their thoughts consistently and grammatically correctly, and use words in their exact meaning.

5) Consolidation of independent speech skills (5 lessons). During this period, it is planned to consolidate the previously acquired skills of independent, detailed, specific speech. Children talk about the process of making this or that craft, ask questions, answer questions, speak out of their own free will, etc.

Thus, in the methodology proposed by N.A. Cheveleva, the principle of consistent complication of speech exercises in the process of one of the types of activities of a preschool child is implemented. The author methodologically substantiates and describes the stages of this sequential work. It clearly shows the possibilities of how, in one section of the “Program of Education and Training in Kindergarten” (namely, in the process of manual activities), correctional work can be carried out to overcome stuttering in children.

On the other hand, the system of consistent complication of speech here follows the line of “gradual complication of objects of activity” through the complication of the number of “individual elements of work into which the entire labor process in the manufacture of a given craft is divided.”

This system for overcoming stuttering in children includes 5 periods.

1) Propaedeutic (4 lessons). The main goal is to instill in children the skills of organized behavior. At the same time, children learn to hear the speech therapist’s laconic but logically clear speech and its normal rhythm. The children themselves have temporary speech restrictions.

2) Accompanying speech (16 lessons). During this period, children’s own active speech is allowed, but only in relation to the actions they simultaneously perform. Constant visual support ensures the greatest situationality of speech. At the same time, there is a constant complication of children’s speech due to a change in the nature of the speech therapist’s questions and the corresponding selection of crafts (identical, repeatedly spoken answers, variant answers for children; monosyllabic, short and complete, detailed answers).

3) Closing speech (12 lessons). In all classes of this period, children use accompanying and final speech (in the latter case, they describe the work already completed or part of it). By adjusting (gradually increasing) the intervals between the child’s activity and his response to what he has done, varying complexity of the final speech is achieved. At the same time, by gradually reducing visual support for the work performed, it becomes possible to make a gradual transition to contextual speech.

4) Preliminary speech (8 lessons). Here, along with accompanying and final speech, a more complex form of speech is activated - preliminary, when the child says that a unique system of correctional work with stuttering preschoolers in the process of manual activity was once proposed by N.A. Cheveleva. The author proceeds from the psychological concept that the development of a child’s connected speech proceeds from situational speech (directly related to practical activities, with a visual situation) to contextual speech (generalized, related to past events, to missing objects, to future actions).

Therefore, the sequence of speech exercises is seen in a gradual transition from visual, lightweight forms of speech to abstract, contextual statements. This transition is achieved in the child, according to the author, in a sequence that provides for a different relationship of the child’s speech to his activity over time.

Hence, the “main line of increasing complexity of independent speech” includes the following forms: accompanying, final, and preceding.

2.3 Methodology V.M. Shklovsky

In developed by V.M. Shklovsky’s comprehensive system for overcoming stuttering combines speech therapy sessions and active psychotherapy, combining the use of various variants of suggestive forms with work on restructuring disturbed personal relationships. All work is carried out in close contact with a speech therapist, psychotherapist and neurologist.

The course of stuttering treatment (2.5-3 months) is divided by the author into five stages: preparatory (diagnostic); restructuring of pathological speech skills and disrupted personality relationships; consolidation of achieved results; medical examination and prevention; Spa treatment.

The preparatory (diagnostic) stage lasts 10-15 days. At this time, the patient is studied by a neuropathologist, defectologist and psychotherapist; Anamnestic and clinical data are studied, psychotherapeutic and speech therapy measures are planned, and drug treatment is prescribed.

At the stage of restructuring pathological speech skills and disturbed personality relationships (from 1 to 1.5 months), speech therapy classes are conducted to normalize respiratory and vocal functions, develop speech “standards”, etc. At the same time, autogenic training and rational psychotherapy begin. Then (after 15-20 days) a session of suggestion is carried out in a waking state. After the session, active speech therapy work begins. At the same time, sessions of hypnotherapy, self-hypnosis and rational psychotherapy aimed at consolidating the achieved results are of great importance.

Considering the complex impact on people who stutter as a combination of speech therapy and psychotherapeutic work, V.M. Shklovsky at this stage divides speech therapy work into two parts: preparatory and active training of smooth and continuous speech. The first part includes:

1) correction of breathing, register and timbre of voice;

2) developing the correct rhythm and tempo of speech;

3) mastery of “standards”, “formulas” of speech;

4) identifying the potential speech abilities of people who stutter. Normalization of the patient's speech breathing and voice, rate of speech, mastery of “standards” - all this is the basis for subsequent suggestive and rational psychotherapy.

In the second part of speech therapy work (in the active training of smooth and continuous speech), the skills of continuous speech are consolidated before its automation; People who stutter learn various techniques to help them cope with emerging speech difficulties, and their confidence in their abilities is strengthened. Smooth, coherent speech is achieved by practicing pronouncing a number of vowel sounds, then numbers, individual phrases, etc. In cases where it is not possible to achieve complete normalization of speech, exercises in conjugate and reflected speech, etc. are introduced. Speech therapy work is carried out along with active suggestive psychotherapy.

In total, at least 3-4 hours should be devoted to speech classes during the day (each lesson is 10-15 minutes of speech training).

Psychotherapeutic work at the stage of restructuring pathological speech skills and disturbed personal relationships is important and comes in various forms. Rational psychotherapy is expressed in the form of individual and collective conversations. It helps explain to the patient the causes of stuttering, reveals the importance and necessity of an active attitude and determination for the successful treatment of stuttering.

Hypnotherapy begins 3-4 days after the start of active speech training. It is carried out initially three times a week, and then once every 7-10 days: During suggestion, in addition to general calming formulas, attention is paid to the normalization of the emotional-volitional sphere and the activity of the articulatory-voice and respiratory apparatus. In some cases, hypnotherapy is a good preparation for conducting a suggestion session while awake.

Suggestion in the waking state is a psychotherapeutic session during which many techniques can be used: conversations conducted under strong emotional stress of patients, ending with imperative suggestion; imperative suggestion in the waking state with the inclusion of demonstrative moments. The session is carried out with a group of 6-8 people, it is scheduled in advance for a certain day, which is especially anticipated by patients, because it is a turning point in treatment.

Self-hypnosis is not a passive recitation of formulas, but an active desire to imagine oneself speaking well. It is carried out 2-3 times a day. The patient should be able to create in himself the idea of ​​how he speaks well, without stuttering: at home, in educational institution, at work and in other situations. A self-hypnosis session before bed is especially important.

At the stage of consolidating the achieved results (it lasts a month), speech training is carried out in the patient’s usual living environment. Overcoming speech difficulties in Everyday life, education of speech activity and strengthening in the mind of faith in the ability to independently cope with speech difficulties in the most difficult situations - constitute the main content of the third, final, stage of stuttering treatment.

V.M. Shklovsky, along with the main stages of logopsychotherapeutic work with stutterers, draws attention to the need for clinical examination and prevention as very important sections of work, without which the problem of treating stuttering cannot be solved. Clinical examination and prevention create the prerequisites for reducing the incidence of stuttering and help prevent relapses.

For stutterers with deep neurotic disorders and pronounced vegetative dystonia, it is advisable to organize sanatorium-resort treatment using climatic and balneological influences, exercise therapy and physiotherapeutic measures. In combination with logopsychotherapy, this has a good effect in overcoming stuttering.

In conclusion, it can be noted that all modern systems of speech therapy classes with stuttering adolescents and adults are united by the presence in them (in addition to progressively more complex speech exercises) of various forms of psychotherapy. They differ from each other mainly in the importance and place the authors assign to individual types of psychotherapy (accordingly, they are developed in more detail by the author). For example, a session of imperative suggestion in the waking state in logopsychotherapeutic work with stutterers (L.Z. Andronova, M.I. Merlis, Yu.B. Nekrasova, V.M. Shklovsky), its different place in the course of treatment (with Yu.B. Nekrasova - in the beginning, in V.M. Shklovsky - in the middle); autogenic training and self-hypnosis (A.I. Lubenskaya, SM. Lyubinskaya); rational psychotherapy (L.Z. Andronova).

Speech exercises in systems of logopsychotherapeutic sessions with people who stutter are based on those generally accepted in children's speech therapy, but taking into account the age characteristics of patients.

In addition, and with some features: L.Z. Andronova builds speech exercises based on syllable speech (full form of speech); V.M. Shklovsky and others - for varying degrees of independent speech; Yu.B. Nekrasova attaches particular importance to the development of elements of stage speech, etc.

2.4 Methodology N.A. Vlasova and E.F. Rau

The authors of the first domestic method of speech therapy work with stuttering children of preschool and preschool age are N.A. Vlasov and E.F. Rau built an increase in the complexity of speech exercises depending on the varying degrees of speech independence of children. Hence the sequence they recommend:

1) reflected speech;

2) memorized phrases;

3) retelling based on the picture;

4) answers to questions;

5) spontaneous speech.

At the same time, the authors recommend mandatory rhythmic and musical classes with children and conducting explanatory work with parents.

ON THE. Vlasova distinguishes 7 “types of speech”, which, in order of gradualness, must be used in classes with preschool children:

1) conjugate speech;

2) reflected speech;

3) answers to questions based on a familiar picture;

4) independent description of familiar pictures;

5) retelling a short story heard;

6) spontaneous speech (story based on unfamiliar pictures);

7) normal speech (conversation, requests), etc.

E.F. Pay sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All classes on speech re-education for stuttering children are divided into 3 stages according to the degree of increasing complexity.

The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases and rhymes. Recitation is widely used.

The second stage - exercises are carried out in the oral description of pictures in questions and answers, in composing an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale that was read by a speech therapist.

The third stage is the final stage, children are given the opportunity to consolidate the acquired skills of fluent speech in everyday conversation with surrounding children and adults, during games, activities, conversations and at other moments in a child’s life.

Methods of N.A. Vlasova and E.F. Pay are characterized by a certain similarity - they are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence of speech exercises in working with young children, and developed instructions for the individual stages of a sequential system for correcting the speech of stuttering preschoolers.

For many years, the proposed technique was one of the most popular in practical work with children who stutter. And currently, many of its elements and modifications are used by speech therapists.

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Main directions of correctional pedagogical work

An analysis of existing methods for overcoming stuttering in the special pedagogical literature allows us to determine a model for conducting speech therapy work in the following areas:

I. Creation of a protective speech regime.
II. Regulation of emotional and muscular state (relieving muscle and emotional tension). Training in relaxation skills, formulas for inducing a state of relaxation.
III. Development of motor functions. Development of word coordination and rhythmic movement.
IV. Formation of phonation (speech) breathing.
V. Work on fluency of speech in its various forms. Development of intonation characteristics of speech.
VI. Personality education for a child who stutters.

Let us consider in more detail each component of the impact complex.

I. Creation of a protective speech regime.

Limiting speech communication and organizing a gentle speech regime. This mode is introduced at the very beginning of correctional work and helps create conditions for the attenuation of incorrect speech habits and prepare the child’s nervous system for the formation of a new speech skill.

The educational and daily life of people who stutter is organized in such a way as to reduce children's speech to a minimum. During classes, teachers limit themselves to communicating any material and do not require oral answers. During this period, games are organized so that children talk less (drawing, nodding, appliqué, etc.). A gentle speech regime is created by protecting the child from being in conflict situations, by the example of calm, clear speech of adults and their manifestation of subtle pedagogical tact, by excluding the participation of children in emotionally significant events, by organizing a daily routine, etc.

The child’s verbal communication during this period should be elementary in form (use of conjugate and reflected forms of speech) and contain one-word answers. To do this, adult questions must have a keyword for the answer or require a short answer (“Do you want an apple or a banana?” “Banana”; “Do you want an apple?” “No”). Parents must adhere to the speech rules recommended by the speech therapist.

The duration of the speech restriction regime varies; as a rule, it covers a week to a week and a half from the start of correctional work. The child’s activity gradually increases, but a gentle speech regime is maintained.

The organization of a speech restriction regime and a gentle speech regime is most fully presented in the works of V. I. Seliverstov (2001, 1994), I. G. Vygodskaya et al. (1993), the creation of a protective regime at home - in the work of L. M. Krapivina (1993), I. G. Vygodskoy, E. L. Pellinger, L. P. Uspenskoy (1995). It offers game situations, “silent games”, for which a special album is prepared. For example, the conditions of the game are given in the form of a fairy tale: “...The good giant worked a lot for people, sowed fields, built beautiful cities. He fell asleep. Therefore, people throughout the city remain silent, no one talks, cars drive without signaling. So don’t wake him up, play silently with your toys, build a city out of cubes. Get busy with the constructor. Draw this kind giant in your album as you imagine him, or draw a city...” As an encouragement, the child can be awarded the title of “Honorary Guard”, and in the evening he is allowed to perform some “small magic” (blowing soap bubbles, etc.).

II. Regulation of emotional and muscular state (relieving muscle and emotional tension). Training in relaxation skills, formulas for inducing a state of relaxation.

Teaching relaxation skills begins with exercises that allow the child to feel the difference between tension and relaxation. It is easier to feel the tension of the muscles in the arms and legs, so before relaxing children are asked to strongly and briefly clench their hands into a fist, tense the muscles of the legs, etc. Such exercises are given in the following sequence: for the muscles of the arms, legs, the entire torso, then for the upper shoulder girdle and neck, articulatory apparatus.

Complex relaxation gymnastics (for individual muscle groups)

Fists
Sitting. Place your hands loosely on your knees, legs slightly apart. Clench your fingers tightly into a fist and hold for a few seconds. Then straighten your fingers and calmly place them on your knees.
Clench your palm into a fist,
Knock with your fists.
Now, girls and boys,
Your fingers will rest.

Lock
Standing. Legs apart, arms down, fingers intertwined. Raise your hands with intertwined fingers and place them behind your head, tense up, and after reading the last lines of the poem by the speech therapist, sharply lower your hands while simultaneously relaxing.
Ay Lyuli, Ay Lyuli!
We intertwined our hands.
We raised them higher
It turned out beautiful!
It turned out not simple,
Golden Gate.

Icicle
Standing. Imagine that an “icicle is hanging”, raise your arms up and, standing on your tiptoes, try to stretch out as much as possible, tensing your whole body. After the speech therapist says “the sun will rise and the nail will fall,” lower your hands, relaxing them.
Under our roof
A white nail hangs
The sun will rise,
The nail will fall.

Leaves
Standing. Imagine that “leaves are growing,” stretch your arms upward with tension. After the words of the speech therapist, “And in the fall they fall,” throw your hands down and shake with relaxed hands.
They grow in summer
And in the fall they fall.

Watch
Standing. The legs are slightly apart, both feet touch the floor, but the body weight is transferred to one of the legs. Transfer the weight of the body from one leg to the other.
Tick-tock, tick-tock
The clock goes like this:
Left, right,
Left, right.

Rain
Sitting. Raise your head and pull your neck up. The neck muscles are tense. Maintain this position while reading the entire riddle. Then lower your head down and relax your neck muscles.
Look, look -
Threads came from the sky!
This thin thread
He wants to sew the earth and the sky together.

Nut
Sitting. Clench your teeth and lips. The jaws are tense. Imagine how a strong nut is squeezed and cracked. After the words of the speech therapist, “I came under a hammer...” relax your jaw muscles, open your mouth slightly, part your teeth, part your lips.
Round, mature, tanned
Got caught by the teeth.
Got caught in the teeth
I couldn't break it all,
And I fell under the hammer,
It crunched once and the side cracked.

Speech therapists working with children suffering from a neurosis-like form of speech pathology must remember that complete regulation of muscle tone in this group of stutterers is not achieved. It is important to ensure that such exercises do not increase the amount of convulsive stuttering. In cases where the speech therapist notes that during exercises related to muscle relaxation, the child develops a feeling of irritation and begins to speak worse, such exercises should be abandoned.

Detailed sets of relaxation exercises are given in the methods of I. G. Vygodskaya, E. L. Pellinger, L. P. Uspenskaya (1995); L. I. Belyakova, E. A. Dyakova (1998). Etudes for muscle relaxation with musical accompaniment were proposed by M. I. Chistyakova (1995).

After completing the exercises, the speech therapist introduces the “relaxation suggestion formula” at the initial stage: We calm down. We rest. Eyes closed. There is a pleasant warmth throughout the body. Arms are tired, relaxed, resting. Legs are tired, relaxed, resting. Okay, have a nice rest. It's nice to feel relaxed. The whole body: legs, arms, back, neck are warm and relaxed. During relaxation, it is possible to pat each child on the back. Each sentence of the formula is repeated 2 times. The intonation and voice of the speech therapist are important: soft and calm. This exercise is the first stage of autogenic training, therefore, against the background of relaxation, the “formula of correct speech” is introduced. “We speak slowly and calmly.” Such formulas can also be given in poetic form (I. G. Vygodskaya et al., 1993). They should be pronounced by a speech therapist in a fairly loud voice, with confident intonation and in compliance with all speech rules.

III. Development of motor functions. Development of word coordination and rhythmic movement.

Within the framework of this direction, work is carried out on the development of general, fine and articulatory motor skills; on the development of tempo-rhythmic characteristics of movements. To successfully implement correctional tasks, it is necessary to take into account the structure of speech and motor disorders (the form and severity of stuttering, the level of general speech and psychomotor development, etc.).

For stuttering children with a neurotic form of stuttering, the main focus is on developing accuracy, switchability, and completeness of movements. A special place is given to exercises to normalize muscle tone and the use for this purpose of changing musical material, varied in tempo and rhythm, and motor exercises. Work on the development of articulatory motor skills begins with evoking vowel sounds by imitation, while the speech therapist tries to relieve excessive tension in the child’s labial muscles and cause freely flowing vowel sounds in him. When pronouncing consonant sounds in a syllable, the child’s attention is focused on the vowel sound. Classes with stuttering children with a neurotic form of speech pathology should not be long in time.

Stuttering children with a neurosis-like form of stuttering need long-term training of motor reactions with a gradual transition after complete assimilation of the proposed material to another type of exercise. In training, it is necessary to use visual demonstration of motor tasks as widely as possible; repeating instructions until complete understanding. You should start with the simplest rhythms and exercises, bringing them to perfection; Gradually move on to exercises with a change in tempo and rhythm.

The development of articulatory motor skills begins with the development of clear articulatory poses. Attention is fixed on the work of facial muscles. At the same time (if necessary), sound pronunciation can be corrected. The production of sounds is carried out by attracting the child’s active attention to the process of pronouncing and perceiving his speech, including visual and kinesthetic control. Automation of delivered sounds can be carried out by working on a smooth, continuous sound of the voice in syllable combinations, words, etc.

Work on articulatory motor skills for the correct production of sounds can be carried out according to the method of teaching children correct pronunciation by M. F. Fomicheva (1985).

The development of tempo-rhythmic characteristics of motor skills in general (general, fine, articulatory) is successfully achieved with musical accompaniment, i.e. in the process of speech therapy rhythm. Speech therapy rhythm is a necessary component in a complex correctional intervention in overcoming stuttering.

Differentiated conduct of logorhythmic classes and methods of presenting material are widely presented in the works of N. A. Rychkova (1985, 1997, 1998).

To achieve optimal results of logorhythmic exercises, they are carried out according to the following scheme:

• rhythmic warm-up. Its objectives are to instill discipline and organization, develop coordination of arms and legs, develop correct posture and movement skills in a team, spatial orientation, and the ability to change the pace and rhythm of movement. For this purpose, introductory walking, light running, alternating walking and running, jumping, elements of physical education and dance movements are used;
• exercises that regulate muscle tone. The purpose of these exercises is to eliminate tension and stiffness in the muscles. Special tasks are used to change tension and relaxation, consisting of a series of sequential movements. Depending on the sound of sounds of different strengths, muscle tone changes;
• listening to music. Closely related to exercises that regulate muscle tone. Musical works of varied nature are selected, taking into account their emotional impact on creating the desired background mood;
• exercises to develop coordination of speech and movement. Motor exercises are used to music while simultaneously speaking aloud gradually more complex speech tasks (syllables, words, phrases, poetic and prose texts);
• singing. Rhythmic and melodic songs are selected, the singing of which normalizes the tempo of speech and speech breathing;
• a game. Outdoor play serves to consolidate skills. received in class. Also, such games develop dexterity, intelligence, speed of motor reactions, and spatial orientation. The final walk is carried out at a calm pace and rhythm.

Of great importance for normalizing the tempo and rhythm of speech is performing special exercises using auditory control and rhythmic movements (walking, clapping, stamping, jumping). It is allowed to tap rhythms with your feet, clap with your hands or one hand on some object, and conduct accompanied by pronunciation. A stressed syllable (word) should be accompanied by a louder clap or a kick on the floor, an unstressed one - a quiet one. Exercises must be performed with clear articulation, even distribution of exhalation, maintaining a moderate and slow pace, synchronizing pronunciation and movement. Initially, the syllable rhythm is trained at a slow pace. As you master the skill, the pace of speech accelerates.

Exercise 1
Walking in place and in circles at a slow pace. Pronounce sounds, syllable sequences, then words (counting, days of the week) and phrases (pure sayings, proverbs) together. For each step-syllable:
a-u-a-u-a-u;
up-up-up-up;
pa-pa-pa-pa;
ta-ta-ta-ta, etc.
From the clatter of hooves, dust flies across the field.
Greek rode across the river. The cancer sees the Greek in the river. The Greek stuck his hand into the river. Cancer by the hand of the Greek DAC.

Exercise 2
Jumping to the right - to the left on the right and left leg. Say as you exhale:
upa-opa-ipa-apa;
pa-po-pu-py;
puff-puff-puff-puff;
hop-hop-hop-hop, etc.

Exercise 3
Slow clapping of a rhythmic pattern highlighting the stressed syllable with a loud clap or voice:
Ta-tat-tat-tat-tat-tat.

Exercise 4
Continuous pronunciation of words and conducting in time with the pronunciation. At the same time, the hand moves towards each word from itself and towards itself continuously and smoothly in the process of pronunciation:
August-stork-atom-yakhont-skiff-pit-clever-street-prisoner.

Exercise 5
Clapping the rhythm of words and sentences while pronouncing them at the same time. Each stroke of the palm falls on a vowel sound:
legs-leg, satin-satin.
hands-hand, lock-lock.
mountains-mountain, pies-pies.
goats-goats, carnations-carnations,
owls, owls, mugs, mugs.

I'm running, running, running,
I sing, I sing, I sing.

Exercise 6
Rhythmic pronunciation of names, names of trees, animals accompanied by clapping.

Exercise 7
Reproducing the rhythm of a counting rhyme with conducting to the beat. Perform at a slow and moderate pace.
Aty-baty - the soldiers were walking. Aty-baty - to the market.
Aty-baty - what did you buy? Aty-bati - samovar.
Aty-baty - how much did they give? Aty-baty - three rubles.
Aty-baty - show me. Aty-baty - I don’t want to.
Aty-baty - I want to sleep!

Exercise 8
Read the text of the poem melodiously and expressively to the sound of a melody (melody recitation).

Exercise 9

Reproduce the rhythm of the poem by playing with the ball.
My Cheerful, Sounding Ball,
Where did you gallop to? Yellow, Red, Blue,
Can't keep up
Behind you!
(S. Marshak)

Exercise 10
Voice the motive of the song in different keys, combine singing with hand movements, walking, and marching on the spot.
(Techniques for rhythmizing the speech of people who stutter are widely covered in the works of L. I. Belyakova, E. A. Dyakova, L. I. Bogomolova, L. Z. Andronova, V. M. Shklovsky. Methods and techniques of logorhythmic classes for stutterers were developed by E. V. Oganesyan, N. A. Rychkova, G. A. Volkova, in which musical accompaniment is used.)

In the process of speech development, rhythm becomes the “skeleton” of the word and plays an important role in the process of vocabulary acquisition. Poems with a classical meter are selected, they are more sing-song, while speech is slowed down while maintaining the usual stresses, words are connected using vowels. These verses can be conducted. It is good to use poems from the reading program material. For example: The white birch tree under my window / Covered with snow, as if with silver... It is necessary to give children examples of correct, good-sounding speech. You can offer to listen to records with fairy tales and poems performed by artists. When listening to fairy tales, children pay attention to the fact that the speech is clear, clear, expressive due to the fact that all syllables are clearly pronounced in it, it is drawn-out, sing-song, especially in Russian folk tales.

IV. Formation of phonation (speech) breathing.

In the symptoms of stuttering, a significant place is occupied by disturbances in speech breathing: increased breathing during speech, shallow convulsive inhalations, shortened speech exhalation, impaired coordination between breathing, phonation and articulation.

Correct speech breathing is the basis of sounding speech. It ensures normal voice and sound formation, maintains fluency of speech, and creates the opportunity, depending on the content of the utterance, to change the strength and pitch of the voice. Also, the formation of speech exhalation is of fundamental importance for the organization of smooth speech.

Speech breathing is voluntary and differs significantly from breathing at rest - physiological breathing outside of speech. The most favorable conditions for the functioning of the vocal apparatus are created with lower costal breathing, when inhalation and exhalation are performed with the participation of the diaphragm. Your own palm will help you control correct speech breathing if you place it on the area of ​​the diaphragm, that is, between the chest and abdomen. When you inhale, the abdominal wall rises and the lower part of the chest expands. When you exhale, the abdominal and chest muscles contract. Diaphragmatic breathing is established against the background of muscle relaxation. Exercises begin in a lying position. In the future, it is advisable to train the diaphragmatic type of breathing when performing physical exercises (walking, bending the body, etc.). The paradoxical approach is used quite successfully in working with people who stutter. breathing exercises A. N. Strelnikova, where attention is paid to a short breath. At the same time, when working with people who stutter on speech breathing, their main attention and instructions should concern exhalation.

The set of exercises included the following main types of work on the development of speech breathing:

• general breathing exercises;
• setting up diaphragmatic breathing;
• differentiation of oral and nasal breathing, formation of prolonged exhalation through the mouth;
• the formation of a long phonation and then speech exhalation.

It is necessary to teach children to inhale without tension, without raising their shoulders, so that the inhalation is soft and short, but deep enough, and the exhalation is long and smooth, without fixating attention on these processes. At the same time, children should be constantly reminded that they need to speak only while exhaling. Of particular importance for preschool children is the use of all kinds of games and gaming techniques, poetic texts that arouse interest in classes and make the nature of the exercises involuntary.

The process of voice formation is inextricably linked with breathing. Improper breathing during speech is a common cause of poor-sounding voices. The soft beginning of the voice, the skills of rational vocal delivery and voice guidance are practiced. The main tasks for voice development include: developing the strength and dynamic range of the voice, developing the skills of rational vocal delivery and voice guidance, developing the melodic characteristics of the voice (timbre, pitch, etc.). In addition, voice disorders and melodic-intonation disorders are characteristic of people who stutter. Most often, children who stutter have insufficient voice strength (the voice is weak, quiet, and dries up in the process). speech utterance); disturbances in voice timbre (dull, hoarse, monotonous, strangled, less often nosalized); the voice may be tense, forced, intermittent and characterized by weak vocal modulations (the child cannot voluntarily change the pitch of the voice). Exercises for the development of voice characteristics are proposed in Appendix No. 1. Lips, tongue, soft palate, lower jaw - organs of the articulatory apparatus - take part in voice formation. Good diction depends on how quickly, clearly and consistently this device works. Correct articulation is the key to good diction and sonority of the voice. Work on the development of articulatory motor skills is carried out according to traditional methods in speech therapy (M. F. Fomicheva, A. I. Bogomolova, etc.).

V. Work on fluency of speech in its various forms. Development of intonation characteristics of speech.

Work on fluency of speech begins with the formation in children of the concept of vowels as the basis of our speech. The speech therapist explains to the children that the fullness of the voice, the smoothness and pace of speech depend on the correct pronunciation of all vowel sounds. Air is spent mainly on vowel sounds, they are pronounced widely and loudly, and a stressed vowel is always emphasized in each word.

Fluency of speech is first practiced in elementary speech forms:

• on the pronunciation of individual vowel sounds;
• on combinations of vowel sounds (two, three, four, five);
• on syllabic combinations of consonants with vowels;
• on pronouncing one-word phrases;
• on pronouncing short phrases;
• on pronouncing long phrases with a logical pause.

At the same time, work is being done to develop the intonation-expressive side of speech (prolonged pronunciation of vowel sounds, raising and lowering the voice at the end of a phrase). The speech therapist offers children his speech samples, visual and illustrative material, and a specific situation is used. The main types of exercises are: pronouncing speech material together with a speech therapist, following him, naming objects and actions based on a picture or in a specific situation. In all these exercises, the most important element of smooth speech is practiced - unity. This means that all sounds should seem to flow into one another and the entire combination should be pronounced as one long sound.

When performing tasks for combining vowel sounds, it is important to ensure that when moving from one sound to another, the voice sounds continuously, and only the position of the lips and tongue changes. When pronouncing combinations of vowel sounds with consonants, first of all, it is necessary to comply with all the requirements for pronouncing vowels. Then consonant sounds will be freely pronounced along with them. So that these sounds do not cause difficulties, you need to pronounce them easily and without tension (close your lips slightly, lightly touch your teeth with the tip of your tongue, etc.).

When working on phrases, the following speech rules are observed: short sentences are pronounced in one breath; long sentences are divided into semantic segments (3-4 words), between which there is a pause and a new breath is taken; words within a short sentence are pronounced together. The speech therapist should explain to children the importance of pauses and show their meaning using accessible examples.

Then the reading of memorized poetic texts is practiced. Due to the fact that in the poems there is a strict alternation of stressed and unstressed syllables, that they are very rhythmic, that the endings of the lines rhyme and each line in the poems more often coincides with a semantic segment, they are convenient for reinforcing all the elements of correct speech: orderly breathing, leisurely pace, unity , highlighting grammatical and logical stress, dividing into semantic segments.

Only then do they move on to retelling short texts divided into semantic and logical segments. Work on retelling a listened text is made easier by the fact that there is reliance on ready-made language material and the plot of the sequence of events is determined. For preparatory work and in cases of difficulties for children, leading questions, supporting words, and object pictures are used.

Work on retelling the text you listened to includes:

• retelling the text based on visual material;
• retelling the text according to plan;
• retelling the listened text without support;
• retelling of the text with plot-role content.

The next stage of work on fluency of speech is a transitional step to independent speech and covers the following types of work:

• work on the question-and-answer form of speech;
• answers to questions about the picture;
• answers to questions based on the text;
• drawing up questions for the picture;
• composing questions to the text.

Then fluency of speech is formed in more complex types of monologue speech - independent composing of stories:

• according to the subject picture using a diagram;
• a series of plot paintings (from three to eight);
• according to the plot picture;
• according to the description of the landscape painting.

This type of work is facilitated by relying on visual material, but there is no language material and a plot of the sequence of events. If children have difficulty composing stories, they can be offered a sample story from a speech therapist based on a picture or a separate part of it; leading questions, and then a preliminary outline of the story; compiling a story based on fragments of a picture; collective writing of a story.

Constructing a story involves composing it within the framework of a known beginning or end, or both, composing it according to a series of supporting words.

Performing these types of work often causes difficulties for children. To facilitate the completion of these tasks, preparatory work is carried out to update vocabulary; on the formation of stable phrases characteristic of the selected themes of the stories. For students who have difficulty composing stories based on known beginnings and endings or reference words, you can offer subject or plot pictures.

The final stage in correctional work with people who stutter is to consolidate the acquired fluent speech skills. They independently compose stories on a given topic about simple incidents from their own lives, by analogy with those they have read, about events at home, compose creative stories and performances on a given topic.

In the process of developing fluency in speech in various forms, the speech therapist introduces children to the rules of speech. They contain rules of conduct during a conversation with an interlocutor, the basics of proper speech breathing in the process of pronouncing words and phrases.

The speech therapist explains and shows children by example how to behave with an interlocutor: during a conversation, look into the face of the person listening, do not lower your head and stay straight and confident, do not make unnecessary movements, do not rush to answer and say it first to yourself. Speak only as you exhale and highlight the stressed vowel sound in each word, pronounce vowels broadly and drawn out, pronounce short sentences in one exhalation, and divide long phrases into meaningful segments, between which there is a pause and a new breath is taken. Speak loudly, clearly, expressively.

The rules of speech are constantly reminded to children or learned by heart.

Corrective work on speech development should be differentiated depending on the degree of deviation from the norm.

The specificity of working with children who have different levels of speech development lies in the advantage of certain areas of work, the degree of independence of children, and the differentiated selection of speech material.

Those children who speech development conditionally approaches the norm, they can work more intensively on fluency of speech. But since some difficulties are discovered in constructing a coherent speech utterance, additional speech therapy classes are conducted with them to develop oral coherent speech.

For children whose speech is characterized by mildly expressed underdevelopment, speech therapy classes on speech development include special tasks and exercises to correct violations of individual components of speech.

Children whose speech shows all the signs of its general underdevelopment require significant individualization of classes, careful selection of material depending on the speech capabilities of these children, and inclusion of the development of all aspects of speech in speech therapy work.

VI. Personality education for a child who stutters.

The goal of this area of ​​correctional pedagogical work with people who stutter is to develop an adequate attitude towards oneself, others and relationships with them. One of the main methods in this work is psychotherapeutic influence. For children who stutter, general psychotherapy is of great importance - creating a special positive emotional background in the environment (family and teachers).

An important point is that, in fact, every speech therapy session has a psychotherapeutic focus and includes elements of psychotherapy (psychotherapeutic conversations at the beginning of the session as an organizational point, elements of suggestive psychotherapy - suggestions). So, for example, in the process of muscular and emotional relaxation, “suggestion formulas” can be introduced, which are pronounced by a speech therapist at the beginning of the course of classes, then he only gives instructions and the children carry out self-hypnosis (an element of autogenic training), for example: every day, with every lesson, my speech is getting better and better. I speak smoothly, confidently and beautifully. There will be no anxiety during speech. Always and everywhere my speech will be smooth, confident and beautiful. I like to speak rhythmically and evenly. I like to speak well. I don't worry at all when I speak. I am calm, completely calm and confident. I am calm and confident in my speech.

The correct speech skills acquired by children need to be put together and the rules drawn up in a certain sequence. For example, teaching and introducing the rules of natural speech into speech can begin as follows:
“So, we begin the Journey along the River of Consistent Pronunciation with an introductory speech and a conversation about sailors and travel, about what qualities a sailor should have. A real sailor: attentive, collected, knows how to make the right decision so that the ship stays on course and does not run aground "Besides, the sailor is a man of few words."
The children are given the task of keeping a notebook, which will be called “The Logbook,” and as the voyage progresses, the children enter all the rules and their designations in the form of nautical symbols, bringing the laws of natural speech into the system. The motto when preparing for a lesson is: “Say less - think more”, in accordance with it the first law: Think first, speak later.

It will be better remembered if you learn the quatrain:
You have a lot to say
Calmly think first
But there is no need to rush with this.
Then start talking.

The speech therapist gives an example of correct smooth reading of the quatrain, helping himself by conducting and drawing the children’s attention to the fact that if it was read quickly and quickly, they would not understand anything, therefore, the second law: Speak at a calm pace.

And here's how it sounds in rhymed lines:
Who speaks very quickly
He's in a hurry to say without thinking,
And suddenly he loses lines,
Say: Take your time, don't rush,
And our speech will become beautiful,
And clear and unhurried.

In their “Logbook”, children independently draw symbols of smooth speech (this could be a ship sailing on the waves or just waves).

The speech therapist explains that the ship moves slowly and calmly through the waves and asks: “What moves it, what inflates the sails?” "Wind, air." The speech therapist continues:
“And in order to speak, we need air.” (The speech therapist demonstrates speech inhalation through a slightly open mouth, paying attention to the fact that when inhaling, the shoulders are motionless, and the abdominal wall moves forward a little) “Put your palm on your stomach: Inhale-exhale . What movement does the hand make? She's like a wave. During the pause, relaxation occurs and preparation for the next inhalation occurs.” The speech therapist draws on the board, and the children draw waves of speech rhythm in their “magazines.” Therefore, the third law: Always speak while exhaling.
We learn the poem at a slow pace:

We always say when we exhale,
It’s as if we are inflating a sail with our mouth.

We draw the symbol of the third law - a sail. In the still vast ocean of speech there is an island.

The speech therapist hangs on the board a picture of an island on which a castle rises, with a castle hanging on its gate, and asks to compare these two words:
Words are written the same way, they have the same letters, but when pronounced, different sounds sound in them longer and this changes the meaning of the word. Fourth Law: Emphasize long vowel sounds in words. In order not to get into trouble and not to drown in the ocean of speech, you need a lifebuoy - a symbol of the fourth law, which is easy to remember by learning the following lines:
At sea, support is a life preserver,
If trouble happens,
Also in the word is our long sound
Always serves as a support.

Now let’s relax and play with words. When playing, we pronounce words abruptly because they are not connected in meaning. If they are connected in meaning, then this is a sentence, and here is our fifth law: Pronounce the words in a sentence together.
Speech flows smoothly, smoothly,
This is how water can flow.

A sentence is a complete picture, the word in it is a separate stroke, but a brush stroke in isolation is chaos, in order to make a picture out of a separate chaos of strokes, you need to connect them (children paint a picture of the sea with paints) - the finished picture is a symbol of smooth speech.

On a long voyage, sailors receive letters from home, sometimes they are written, and sometimes they are drawn (give children cards with plot pictures and a task: compose from the pictures short story from 2-3 sentences). Our sixth law: Pause at the end of every sentence.

Talk and relax
Drop the anchor from the ship,
Don't forget the anchor pause
Rest and hit the road again.
The symbol of the sixth law is an anchor.

We need a stop to rest; during the rest we will go fishing (give children cut-out pictures depicting different breeds of fish of different shapes and colors; children select, highlighting the distinctive features). Everyone needs to write a short descriptive story about their fish. For example: “This is a perch fish, it lives in the river, it has stripes on its body. The tail and fins are orange." If you want to talk about something in more detail, you must maintain pauses within a long sentence, and divide long sentences into meaningful segments. Seventh law: After a semantic segment, pause:
Do you want to lengthen the sentence?
Know how to divide a phrase.
Say two or three words clearly,
Take a calm breath again.

Retelling training short stories. Pay attention to the fact that the sentences are not always read by children in the same way, for example: The sailor is a brave man // The sailor is a brave man // The sailor is a brave man. Depending on which word is highlighted, it is considered the main one and the meaning changes from this. Let's try to say without logical emphasis it turns out boring, monotonous. In order for our speech to be understandable and expressive, we need to make logical accents. And so we deduced our next, eighth law: In each sentence, highlight the words that are important in meaning - make logical accents.
Let's find the main word.
In every sentence.
We will emphasize any thought,
By emphasizing.

The symbol of this law is a compass.
We practice composing sentences and highlighting the main meaning of a word.

So we have derived the basic laws of correct speech. Have you noticed that rules help you speak calmly? The sailor is not afraid of any storm. He always looks forward confidently and calmly. Likewise, when talking, you need to calmly look at the person you are talking to. Our last ninth law: When talking, calmly look at the interlocutor:
The sailor looks confidently
In the face of any storm.
And to the one we're talking to,
We're not afraid to look
You, like a sailor, look forward,
When communicating, don’t look away!

By learning to use these rules, children will become more confident in their abilities and capabilities.

An integrated approach to overcoming stuttering requires the speech therapist to use in his work the achievements of other specialists in this area.

Currently, the direct involvement of speech therapists in some areas of medicine has increased significantly. Thus, speech therapists are increasingly using some psychotherapeutic techniques, logorhythmic exercises, massage techniques, etc. in speech therapy sessions with people who stutter. All this is of great importance for people who stutter, as it gives a good therapeutic effect.

Psychotherapy occupies one of the main places in the treatment of stuttering. Each speech therapy session, regardless of the age of the stutterer and the method of work, should be maximally saturated with psychotherapeutic influence, give a charge of positive emotions, and instill faith in one’s strengths and capabilities. In this regard, not only the first meeting with a specialist is of great importance, when the stutterer needs to be shown that he can speak well, but also all subsequent classes in which it is necessary to ensure that the child practically does not stutter. Therefore, it is necessary to activate the child’s accessible and preserved speech structures, as well as use various options for muscle relaxation, auto-training, self-hypnosis, and emotional, suggestive, and rational techniques available to the speech therapist.

In modern psychotherapy, there are two main types of word influence:
1) rational (according to Dubois) or explanatory (according to V. M. Bekhterev) psychotherapy;
2) suggestive therapy, which distinguishes between suggestion while awake, during sleep (hypnosis) and self-hypnosis (autogenic training).

In the treatment of stuttering in children, indirect and rational psychotherapy plays a predominant role.

All types of psychotherapy for stuttering are mainly aimed, on the one hand, at eliminating psychogenic disorders in people who stutter (fear of speech, feelings of infringement and depression, obsessive fixation on one’s speech disorder, various experiences in connection with this, etc.), on the other hand, at restructuring in a stuttering child, social contact with others has changed under the influence of defective speech.

Based on the collected anamnesis and its careful analysis, individual and collective psychotherapeutic conversations are subsequently built, which represent a logical system of explanations, beliefs and training.

The purpose of psychotherapeutic conversations with children who stutter is to explain to them in an accessible, imaginative and convincing form the essence of stuttering, its reversibility, the child’s role in overcoming it, and to critically examine the characteristics of the behavior of stutterers. In this case, excerpts from the diaries of those who have already successfully completed the course of treatment and tape recordings can be used. You can also organize free speech demonstrations for previously stuttering children and much more. Through the power of logical persuasion and example, the psychotherapist strives to help the stutterer in restructuring the wrong forms of behavior that aggravate stuttering, inspires confidence in one’s own strength, in the ability to overcome the painful condition. All this requires a specialist to have a wide range of knowledge, external persuasiveness and skillful use of words as a healing factor.

It should be emphasized that for preschoolers, rational psychotherapy is used in the form of a variety of play techniques using toys, colorful and funny didactic material, work, music, rhythm, etc.

It is mandatory for all people who stutter to master the skills of muscle relaxation and work on breathing and voice.

Breathing work occupies a significant place in most psychotherapeutic systems. In addition to speech therapy techniques for the development of speech breathing, “paradoxical” breathing exercises (author A.F. Strelnikova) are used, during which lower diaphragmatic breathing is automated and persistent pathological respiratory speech stereotypes are destroyed. In addition, “paradoxical” gymnastics has a powerful emotional and positive effect on people who stutter, as well as a general strengthening and health-improving effect, and promotes the rehabilitation of the nasopharynx. During the exercises, vocal capabilities are increased and speech on a held breath is automated (this is natural for healthy speech, excluding speech on a fixed, exaggerated exhalation).

When working on the voice, the goal is to free the laryngeal muscles from “clamps.” People who stutter become familiar with the structure of resonators, their role, and work on voluntarily strengthening and weakening their voice. This work includes the use of syllabic sequences and poetic speech. Particular attention is paid to sonority, timbre richness, melodiousness and other aspects of speech. Speech work includes elements of suggestion and self-hypnosis. For example, phrases are used: “I am strong, brave, confident,” “I can do anything,” etc., which are pronounced in a sing-song rhythm, with the voice rising and falling. Voice exercises are combined with simple movements of the arms, legs, bends, and turns.

Any exercise involves muscle relaxation. Relaxation options are practiced not only at rest, but also while walking and running with alternate relaxation of various muscle groups, especially the neck ones.

Recently, specialists are increasingly using reflexology to treat stuttering. By influencing certain acupuncture points, it is possible to relieve the increased excitability of speech centers and restore impaired nervous regulation of speech. Massage improves the functional state of the central nervous system, activates the brain and its compensatory capabilities (see Appendix No. 2). In practice, acupressure is used as one of the components of the complex treatment of stuttering. Massage of biologically active points is carried out during the period of speech restriction, simultaneously with teaching children to relax and working on their voice.

Speech therapy classes are the main form of speech therapy work, as they most fully express the direct correctional and educational impact of a speech therapist on a person who stutters. The following forms of correctional classes are used:

• frontal classes (7-8 people in a group). These are classes in the main areas of corrective action for stuttering;
• individual lessons (also conducted in microgroups, taking into account the characteristics of speech and psychomotor development identified during the examination, and the personality of the stuttering child). This could be classes on correcting sound pronunciation, psychotherapeutic conversations, etc.;
• reinforcing activities (classes with a teacher speech therapy group or special educational institution). The material worked out by the speech therapist is fixed on them.

Developing fluent speech skills requires long-term and constant training, not limited to speech therapy classes, but taking place in the process of the child’s daily verbal communication with others. Speech therapy classes should be conducted against the background of the correct attitude of others towards a stuttering child and the system of his upbringing. And all this must be combined with the necessary health and therapeutic measures.

The following requirements are imposed on conducting speech therapy classes with children who stutter (according to V.I. Seliverstov, 2001):

1. Speech therapy classes should reflect the main objectives of the correctional and educational impact on the speech and personality of a stuttering child.
2. Speech therapy classes should be structured taking into account the basic didactic principles:
• the principle of systematicity and consistency. The logical arrangement of the content of speech therapy classes, the communication of certain knowledge and the development of correct speech skills in people who stutter in a strictly systematic and sequential order, gradually taking into account their speech capabilities. Learning from simple to complex, from known to unknown, from easy to difficult, learning new things based on previous material;
• the principle of consciousness and activity. Conscious and purposeful overcoming by stutterers of the shortcomings of their speech and behavior, their awareness of the important role in eliminating stuttering of systematic training in correct speech. Developing self-control and objective self-assessment skills, knowledge and ability to use speech therapy techniques and knowledge in everyday activities;
• the principle of an individual approach in group work with people who stutter. A thorough dynamic study of each stutterer and the choice of means of correctional and educational work depending on his mental and speech capabilities;
• the principle of visibility and use of TSO tools (visual aids, board games, filmstrips, tape recordings, computer technology, specific TSO - the “Echo” apparatus).
3. Speech therapy classes must be consistent with the requirements of programs for the education and training of children of preschool or school age (primarily with teaching their native language). Connecting speech exercises with general education classes will prepare them for how to speak correctly in different conditions, will make it easier for them to gradually transfer new speech skills into their activities.
4. Speech therapy classes should provide for the need to train correct speech and behavior in children who stutter in a variety of conditions: in the speech therapy room and outside it, in different life situations, in the presence of familiar and unfamiliar people, etc. For this purpose, didactic, active, role-playing and creative games, excursions, etc.
5. In speech therapy classes, the child must learn to always speak without stuttering. During speech classes, the child must constantly make sure that he can speak well. It is necessary to select speech exercises for him so that they are available for free pronunciation. To do this, the speech therapist needs to know very well the child’s speech capabilities and, in general, the system of consistent, gradual complication of classes.
6. At speech therapy classes with people who stutter, there should always be samples of correct speech: the speech therapist himself, children successfully studying, tape recordings of masters of artistic speech, demonstration performances of those who have previously completed a course of speech therapy classes, etc.

The quality of formation of fluent speech in people who stutter is largely determined by the form of structure of speech therapy classes. Let us consider the structure and features of the content of speech therapy classes with children who stutter at different stages of correctional intervention.

A speech therapy lesson consists of the following structural parts: preparatory, main and final. The preparatory part contains exercises that include elements of organizing a children's team, conversations of a psychotherapeutic nature, speech exercises, repetition and consolidation of the speech material covered in the previous lesson. The main part of the lesson contains some new type of speech exercises or new conditions in which they are carried out. At the end of the lesson, the speech therapist gives training exercises to consolidate new material, and also sums up the children’s work in the lesson, draws attention to their achievements and progress in this lesson, gives advice and tasks for consolidating these achievements outside of speech therapy classes.

Scheme speech therapy session with children who stutter.

I. Topic and purpose of the lesson.

II. Equipment (visual and illustrative, didactic, handouts, speech material).

III. Plan.
1. Organizational moment.
2. Relieving muscle and emotional tension. Relaxation exercises.
3. Development of phonation (speech) breathing. Breathing and voice exercises. Development of intonation characteristics of speech (pitch, volume, etc.).
4. Work on fluency of speech:
a) in its elementary forms (exercises on pronouncing individual vowel sounds - 2, 3, 4, 5; phrases from one word; short sentences, long phrases with a logical pause);
b) in more complex forms (reading poetry and short prose texts, retelling, story, dialogue, monologue).
5. Development of coordination of words and rhythmic movement. Logorhythmic exercises.
6. Exercises aimed at developing speech in general: phonetic-phonemic aspects, lexical-grammatical structure, coherent speech (included in the lesson for children who, along with stuttering, have a mild general underdevelopment of speech).
7. Summary.
8. Homework.

IV. Progress of the lesson (description of the speech therapist’s instructions, basic techniques, speech material).

Based on materials from the book “Psychological and pedagogical correction of stuttering in preschool children” (Leonova S. V.)