Diagnostic program comes. Scheme map of a comprehensive survey
Basic scientific principles formulated by the author based on the research:
- Multivariate features of disorders of early social, cognitive, speech, and motor development of children with cerebral palsy were identified during a comparative study of the main lines of development (social, cognitive, speech, motor). New experimental data have been obtained on the variability of disorders of the psychophysical development of children 1-3 years old, depending on the predominant disorder of one or another line of development or functional system.
- For the first time, the theoretical, methodological, organizational and technological foundations and model of early systemic comprehensive care have been developed, providing compensation for impairments, social and educational adaptation of young children with cerebral palsy.
- a multidimensional medical, psychological and pedagogical characteristics of various groups of children with cerebral palsy from one year to three years are given and a differentiated approach to correctional and developmental assistance to children with cerebral palsy is substantiated initial stages development.
- the role of the environmental factor in the compensation of complex polymorphic disorders, educational and social adaptation with cerebral palsy.
Monographs
1. Prikhodko O.G. Early assistance to children with cerebral palsy in the system of comprehensive rehabilitation - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2008 – 160 p. 10.0 p.l.
Educational and teaching aids
2. Prikhodko O.G. Special education of persons with musculoskeletal disorders / Special pedagogy // ed. N.M. Nazarova. – M.: Publishing Center “Academy”, 2000 – pp. 316-332. 1.0 p.l.
3. Levchenko I.Yu., Prikhodko O.G. Technologies for teaching and raising children with musculoskeletal disorders. – M.: Publishing Center “Academy”, 2001 – 192 p. – author’s share of participation 6 p.l. (50%).
4. Prikhodko O.G. Raising and teaching children of early and preschool age with musculoskeletal disorders / Special preschool pedagogy // ed. E.A. Strebeleva. – M.: Publishing Center “Academy”, 2001 – pp. 183-219. 2.3 p.l.
5. Prikhodko O.G., Moiseeva T.Yu. Children with motor disorders: Correctional work in the first year of life: Toolkit. – M.: Polygraph service, 2003. – 160 p. – author’s share of participation 5 p.l. (50%).
6. Prikhodko O.G. Correctional and pedagogical work with children with musculoskeletal disorders / Systems approach to the development of individual programs for the training and development of children of early and preschool age with disabilities: an appendix to a course of lectures // ed. E.A. Strebeleva, A.V. Zakrepina. – M.: 2006. – p. 41-43. 0.2 p.l.
7. Prikhodko O.G. Early help for children with motor pathology in the first years of life: Methodological manual. – St. Petersburg: KARO, 2006. – 112 p. 7.0 p.l.
8. Artobolevsky D.V., Gallyamova Yu.S., Prikhodko O.G. Restrictions and contraindications for activities in a dark sensory room / Sensory room - a magical world of health // Ed. V.L.Zhevnerova, Yu.S.Gallyamova. – St. Petersburg: HOKA, 2007. – Part 1. Dark sensory room. – p.56-61. – author’s share of participation 0.2 p.l. (30%).
9. Gallyamova Yu.S., Prikhodko O.G. Principles, directions and objectives of developmental, therapeutic and health-improving work in a dark sensory room / Sensory room - a magical world of health // Ed. V.L.Zhevnerova, Yu.S.Gallyamova. – St. Petersburg: HOKA, 2007. – Part 1. Dark sensory room. – p.61-76. – author’s participation share 0.5 p.l. (30%).
10. Levchenko I.Yu., Prikhodko O.G., Guseinova A.A. Cerebral palsy: Corrective and developmental work with preschoolers. – M.: Knigolyub, 2008. – 176 p. – author’s share of participation 3.7 p.l. (thirty%).
11. Levchenko I.Yu., Tkacheva V.V., Prikhodko O.G., Guseinova A.A. Cerebral palsy. Preschool age: Methodological manual. – M.: Publishing house. House “Education Plus”, 2008. – 198 p. – author’s share of participation 3.1 p.l. (25%).
12. Prikhodko O.G. Pedagogical systems of training and education of people with musculoskeletal disorders / Special pedagogy: in 3 volumes: textbook. aid for students higher textbook institutions // ed. N.M. Nazarova. – T.3: Pedagogical systems special education/ N.M. Nazarova, L.I. Aksenova, L.V. Andreeva and others - M.: Publishing Center "Academy", 2008. - 400 p. – author’s share of participation is 2.4 p.l. (10%).
13. Khudenko E.D., Prikhodko O.G., Dedyukhina G.V., Shakhovskaya S.N., Kirillova E.V., Marunova L.A. Innovative technologies personality development of a child in an orphanage. Collection No. 1 – M.: 2008. – 175 p. – author’s share of participation 1.8 p.l. (15%)
14. Kalyanov I.V., Khudenko E.D., Prikhodko O.G., Novikova T.N., Klimova E.I. Classification and diagnosis of speech disorders. Collection No. 2 – M.: 2008. – 162 p. – author’s participation share 2.0 p.l. (20%).
15. Prikhodko O.G. Speech therapy massage for the correction of dysarthric speech disorders in children of early and preschool age – St. Petersburg: KARO, 2008. – 160 p. 10.0 p.l.
Programs
16. Prikhodko O.G. Dysarthria (course program) / Programs of disciplines of psychological, pedagogical and subject training in specialty 031800 - “Speech therapy”. Collection // Ed. O.G. Prikhodko - M.: MGPU, 2005. - p. 13-18. 0.3 p.l.
17. Collection of programs for specialty 031800 – “Speech Therapy” // Ed. O.G. Prikhodko - M.: NANOO "MSGI", 2005. - 240 p. 15 p.l.
18. Prikhodko O.G. Early comprehensive differentiated correctional and developmental assistance to children with motor pathology (special course program) / Collection of programs for disciplines of the specialization “Early comprehensive assistance to children with developmental disabilities” and special courses in specialty 031800 – “Speech therapy” // Ed. O.G.Prikhodko. – M.: MGPU, 2009. – p. 87-96. p.l.
19. Prikhodko O.G., Guseinova A.A.. Cognitive development of children in infancy and early age (course program) / Collection of programs for disciplines of the specialization “Early comprehensive assistance to children with developmental disabilities” and special courses in specialty 031800 – “Speech therapy” // Ed. O.G.Prikhodko. – M.: MGPU, 2009. – p. 24-33. p.l.
20. Prikhodko O.G., Paramonova G.V. Psychophysical development of infants and young children in ontogenesis (course program) / Collection of programs for disciplines of the specialization “Early comprehensive assistance to children with developmental disabilities” and special courses in specialty 031800 – “Speech therapy” // Ed. O.G.Prikhodko. – M.: MGPU, 2009. – p. 5-11. p.l.
21. Prikhodko O.G. Tasks, content and methods of early assistance to children with motor disorders // Defectology. – 2003 – No. 4. – p. 36-39. 0.5 p.l.
22. Prikhodko O.G. Correction of violations speech development young children with cerebral palsy // Izvestia Yuzhny federal university. Pedagogical sciences. – 2008 – No. 10. – p. 187-198. 0.7 p.l.
23. Prikhodko O.G. System of comprehensive pedagogical work for the correction of polymorphic developmental disorders of young children with cerebral palsy // News of the Southern Federal University. Pedagogical sciences. – 2008 – No. 12. – p. 204-212. 0.5 p.l.
24. Prikhodko O.G. Disturbances of early speech development of children with motor cerebral pathology // Defectology. – 2009 – No. 1. – p. 31-38. 0.8 p.l.
25. Prikhodko O.G. Features of cognitive development of young children with cerebral palsy // Bulletin of Kostroma state university them. N.A. Nekrasova. – 2009 – No. 1. – p. 23-29. 0.5 p.l.
26. Prikhodko O.G. Stimulation of speech development in young children with motor pathology // Preschool education. – 2009 – No. 2. – p. 92-100. 0.5 p.l.
27. Prikhodko O.G. Stimulation of cognitive and social development young children with cerebral palsy // Preschool education. – 2009 – No. 3. – p. 66-74. 0.5 p.l.
Science articles
28. Prikhodko O.G. Principles of organizing speech therapy work with young children suffering from neurological diseases // Development and correction. – 1998 – Issue. 3 – p. 65-76. 0.75 p.l.
29. Prikhodko O.G. Modern approaches to speech therapy work with children with cerebral palsy // Moscow Pedagogical Readings. Current problems of special pedagogy and special psychology (March 16-19, 1999). Abstracts of reports. – M.: MGPU, 1999 – pp. 141-143. 0.2 p.l.
30. Prikhodko O.G. Features of speech therapy work for dysarthria with children suffering from cerebral palsy and other types of neurological pathology // Development and correction. – 1999 – Issue 5. – p.51-57. 0.4 p.l.
31. Sologubov E.G., Kozhevnikova V.T., Ilyina Z.I., Prikhodko O.G. Experience of using a soft play room in the complex treatment of children with perinatal encephalopathy and cerebral palsy // Traditional and non-traditional methods of children's health. Abstracts of reports of the VII International Scientific and Practical Conference (June 16-19, 1998). – Smolensk: SGMA publishing house, 1998 – pp. 35-36. – author’s share of participation 0.1 p.l. (20%).
32. Prikhodko O.G. Early diagnosis of dysarthric disorders in young children // IV Tsarskoye Selo Readings. Scientific and theoretical interuniversity conference with international participation (April 25-26, 2000) Vol. III. – St. Petersburg: Leningrad State University, 2000. – 0.2 p.l.
33. Prikhodko O.G. Features of speech therapy examination of children with cerebral palsy // V Tsarskoye Selo Readings. Scientific and theoretical interuniversity conference with international participation (April 24-25, 2001). Volume V. – St. Petersburg, Leningrad State University, 2001 – pp. 159-161. 0.2 p.l.
34. Prikhodko O.G. Increasing the effectiveness of teaching students of pedagogical universities the peculiarities of correctional work with children with musculoskeletal disorders / “Problems of training personnel in special pedagogy and special psychology in Russia and Bulgaria at the turn of the century.” – Sofia-Moscow, 2001. – p. 172-192. 1.0 p.l.
35. Prikhodko O.G., Sologubov E.G., Kozhevnikova V.T., Ilyina Z.I. Experience of using the soft play room of the Rehab and Medical company in the complex treatment of children with perinatal encephalopathy and cerebral palsy / Collection of articles and methodological recommendations“Snoozlin Sensory Rooms.” – M., 2001. – author’s participation share 0.1 pp. (20%).
36. Prikhodko O.G. Complex structure of disorders in young children with cerebral palsy / “A.R. Luria and psychology of the 21st century.” 2nd international conference dedicated to the 100th anniversary of the birth of A.R. Luria. September 24-27, 2002 Abstracts of messages. – M., 2002. – p. 116. 0.1 p.l.
37. Prikhodko O.G. Correctional and pedagogical work with young children with cerebral palsy / Modernization of special education: problems of correction, rehabilitation, integration: Materials of the All-Russian scientific and practical conference with international participation. October 13-15, 2003 T. 2. – St. Petersburg: Publishing house. RGPU named after. A.I. Herzen, 2003. – p. 492-497. 0.4 p.l.
38. Prikhodko O.G. Early detection of speech motor disorders in children of the first years of life with cerebral palsy / Correctional pedagogy. Unified educational space: Sat. scientific method. works – St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2003. – p. 243-246. 0.25 p.l.
39. Prikhodko O.G. Early assistance to children with motor disorders: objectives, content and methods / “Early medical, psychological and psychological assistance to children with special needs and their families. Conference materials. Moscow, February 18-19, 2003 // Comp. Yu.A. Razenkova, E.B. Ayvazyan. – M.: Polygraph service, 2003. – p. 284-302. 1.0 p.l.
41. Prikhodko O.G. Specifics of early speech development of children with cerebral palsy / “Ontogenesis speech activity: norm and pathology". Materials of the All-Russian conference with international participation. December 21-23, 2004. – M.: 2004. – p. 111-115. 0.3 p.l.
42. Prikhodko O.G. Correctional and pedagogical work with young children with cerebral palsy / Collection scientific works Faculty of Special Pedagogy and Special Psychology, Moscow State Pedagogical University (issue 1). – M.: MGPU, 2005. – p. 84-88. 0.3 p.l.
43. Prikhodko O.G. Developmental disorders in children with perinatal lesions of the central nervous system in the first years of life / Modern technologies diagnosis, prevention and correction of developmental disorders: scientific and practical conference dedicated to the 10th anniversary of Moscow State Pedagogical University. T. 2. – M.: MGPU, 2005. – p. 189-192. 0.25 p.l.
44. Prikhodko O.G., Paramonova G.V. Features of cognitive development of young children with cerebral palsy / Modern technologies for diagnosis, prevention and correction of developmental disorders: scientific and practical conference dedicated to the 10th anniversary of Moscow State Pedagogical University. T. 4. – M.: MGPU, 2005. – p.188-191. – author’s share of participation 0.1 p.l. (50%).
45. Prikhodko O.G. Features of speech development of young children with cerebral palsy and ways of corrective intervention / Speech therapy of the 21st century: Materials of a symposium with international participation (April 20-21, 2006) - St. Petersburg: NOU "SOYUZ", 2006. - p. 253-258. 0.3 p.l.
46. Prikhodko O.G. Speech development of children with cerebral palsy and the system of correctional intervention // Speech therapist in kindergarten. – 2006 – No. 6. – p. 14-17. 0.25 p.l.
47. Prikhodko O.G., Paramonova G.V. Specificity of developmental disorders of cognitive activity of children with cerebral palsy in the first years of life / Collection of scientific papers dedicated to the 30th anniversary of the Faculty of Special Education, Minsk, BSPU, April 25, 2006 - Mn.: BSPU, 2006. - p. 262-267. – author’s participation share 0.2 p.l. (50%).
48. Levchenko I.Yu., Prikhodko O.G., Guseinova A.A. Contemporary issues organization of training and education of children with cerebral palsy // Correctional pedagogy: theory and practice. – 2007 – No. 3 (21). - With. 5-14. – author’s participation share 0.2 p.l. (thirty%).
49. Prikhodko O.G. Features of speech development of young children with motor pathology and ways of corrective intervention // Practical psychology and speech therapy. – 2007 – No. 4 (27). – 0.3 p.l.
50. Prikhodko O.G. Psychological and pedagogical study of young children with motor pathology / Materials of the Interregional scientific and practical conference “Modern multifunctional and interactive correctional and developmental environment” (September 12-14, 2007) - Astrakhan: OGOI DPO "AIPKP", 2007. - p. 32-39. 0.5 p.l.
51. Prikhodko O.G. Early speech development of children with cerebral palsy / Current issues in modern speech therapy. Materials of the scientific and practical conference dedicated to the 10th anniversary of MSGI. – M.: NANOO “MSGI”, 2007. – p.48-53. 0.3 p.l.
52. Prikhodko O.G. Prevention and correction of developmental disorders of children with severe speech impairments in a multifunctional environment of a sensory room / Correctional pedagogy: problems of theory and practice: a collection of scientific and methodological works with international participation. – St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2007. – p. 136-141. 0.4 p.l.
53. Prikhodko O.G., Belyakova Yu.Yu. Correctional and developmental work with children with motor pathology in a multifunctional environment of a sensory room / Materials of the Interregional Scientific and Practical Conference “Modern Multifunctional and Interactive Correctional and Developmental Environment” (September 12-14, 2007) (September 12-14, 2007) - Astrakhan: OGOU DPO "AIPKP", 2007. – p. 18-21. – author’s share of participation 0.1 p.l. (50%).
54. Prikhodko O.G., Belyakova Yu.Yu. Multifunctional environment of the sensory room as a means of correctional and developmental work with children with motor pathology // Speech therapist in kindergarten. – 2007 – No. 7. - With. 36-39. – author’s share of participation 0.15 p.l. (50%).
55. Prikhodko O.G., Guseinova A.A. Peculiarities modern system Medical, psychological and pedagogical assistance to children with motor pathology // Bulletin of the Moscow City Pedagogical University. Series “Pedagogy and Psychology”. – 2007 – No. 1 (16). - With. 98-104. – author’s participation share 0.2 p.l. (50%).
56. Prikhodko O.G. Current problems of training psychological and pedagogical personnel for early assistance to children with developmental disabilities / Conference of Moscow State Pedagogical University. December 9-11, 2008 – M.: MGPU, 2008. – p. . 0.25 p.l.
57. Prikhodko O.G. System of comprehensive differentiated pedagogical work with young children for the correction of developmental disorders / “Problems of early detection of developmental disorders and provision of correctional assistance to children in an educational institution.” Materials III International conference defectologists. November 28-29, 2007 Part I. – M.: 2008. – p. 6-12. 0.4 p.l.
58. Prikhodko O.G. Specifics of mental disorders in children with cerebral palsy in the first years of life / “Speech therapy technologies in correctional and developmental education: Collection of scientific and methodological works with international participation. – St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2008. – 0.3 pp.
59. Prikhodko O.G. Specificity of developmental disorders in children of the first years of life with motor cerebral pathology / Special education: traditions and innovations. Materials of the International scientific-practical conf., Minsk, April 10-11. 2008 – Minsk: BSPU, 2008. – pp. 268-271. 0.25 p.l.
60. Prikhodko O.G., Guseinova A.A. On the issue of integration of children with musculoskeletal disorders / Collection of scientific papers (international interuniversity issue). T.II // Comp. M.N. Rusetskaya, O.G. Prikhodko. – M.: MGPU, 2008. – p. 263-268. – author’s participation share 0.2 p.l. (50%).
61. Prikhodko O.G., Levchenko I.Yu. Current problems of continuous special education of children with cerebral palsy in modern stage/ Designing the “School of the Future” model for children in need of special attention. Materials of the city round table. – M., 2008. – p. 17-25. – author’s share of participation 0.1 p.l. (50%).
62. Prikhodko O.G. Speech therapy work on the correction of speech-motor disorders in children with cerebral palsy in the first years of life // Education and training of children with developmental disorders. – 2009. – No. 2. – p. . 0.5 p.l.
O.G.PRIKHODKO
EARLY HELP FOR CHILDREN WITH MOTOR PATHOLOGY.
Toolkit
Prikhodko O.G. Toolkit. St. Petersburg: Publishing house "KARO", 2006.The methodological manual contains data on the developmental features and complex correction of developmental disorders in children with motor pathology in the first years of life. The book analyzes the process of formation of motor functions, describes the stages of cognitive, pre-speech and speech development of a child in ontogenesis. The clinical manifestations of delayed motor and psycho-speech development were systematized, allowing the author to bring up for discussion various options for deviant development; Methods for correcting disorders of cognitive and speech development in young children are presented.
The manual is addressed to defectologists, speech therapists, psychologists and all specialists working in the rehabilitation system for young children, as well as parents.
© Prikhodko O.G., 2005
INTRODUCTION
1. COMPARATIVE CHARACTERISTICS OF MOTOR, COGNITIVE AND SPEECH DEVELOPMENT OF A CHILD IN THE FIRST YEARS OF LIFE WITH NORMAL AND DISTURBED PSYCHOPHYSICAL DEVELOPMENT.
1.1. CHILDREN'S DEVELOPMENT IN THE FIRST YEAR OF LIFE
1.2. development of children with motor pathology at an early age (from one to three years).
2. PSYCHOLOGICAL AND PEDAGOGICAL STUDY OF EARLY CHILDREN WITH MOTOR PATHOLOGY.
3. correctional and developmental pedagogical work with children with motor impairments in the first years of life.
CONCLUSION
INTRODUCTION
In recent decades, in correctional pedagogy there has been growing interest in the problem of early comprehensive assistance to children with developmental disabilities (E.F. Arkhipova, E.R. Baenskaya, I.A. Vyrodova, O.E. Gromova, N.N. Malofeev, Yu A. Razenkova, E. A. Strebeleva, N. D. Shmatko, etc.). Infancy and early age (from birth to 3 years) in a child’s life is the most responsible (sensitive) for the development of motor functions, cognitive activity and speech.
In recent years, there has been an increase in the number of children born with signs of perinatal central nervous system lesions. nervous system. Perinatal lesions of the central nervous system combine various pathological conditions caused by exposure of the fetus to harmful factors in the prenatal period, during childbirth and in the early stages after birth. The leading place in perinatal pathology of the central nervous system is occupied by asphyxia and intracranial birth injury, which most often affect the nervous system of an abnormally developing fetus. According to various authors, PEP occurs in up to 83.3% of cases.
Early brain damage almost always later manifests itself as impaired development to one degree or another. PEP is a risk factor for the development of motor pathology in a child. Despite the equal probability of damage to all parts of the nervous system, when pathogenic factors act on the developing brain, it is the motor analyzer that suffers first and most severely. Due to the fact that the immature brain suffers, further rates of its maturation slow down. The order of inclusion of brain structures as they mature into functional systems is disrupted.
In children with perinatal cerebral pathology, gradually, as the brain matures, signs of damage or disturbances in the development of various parts of the motor analyzer, as well as mental, pre-speech and speech development, are revealed. With age, in the absence of adequate therapeutic and pedagogical assistance, a more complex pathology gradually develops, developmental disorders are consolidated, which often leads to the outcome of the disease in cerebral palsy (CP).
The bulk of children with motor pathology are children with cerebral palsy (89%). However, in the first year of life the diagnosis "cerebral palsy" It is given only to those children who have severe movement disorders: impaired muscle tone, limitation of their mobility, pathological tonic reflexes, involuntary violent movements (hyperkinesis and tremor), impaired coordination of movements, etc. The remaining children with cerebral pathology are diagnosed “perinatal encephalopathy; cerebral palsy syndrome (or movement disorder syndrome)."
In children with movement disorder syndromes and cerebral palsy, mastery of all motor functions is delayed and to one degree or another impaired: the function of holding the head, the skills of independent sitting, standing, walking, and manipulative activities are formed with difficulty and delay. Motor disorders, in turn, have an adverse effect on the formation of mental and speech functions. That is why it is so important to identify disorders in the child’s motor sphere as early as possible. The severity of movement disorders varies over a wide range, with severe movement disorders at one extreme and minimal ones at the other. Speech and mental disorders, as well as motor disorders, vary widely, and a whole range of different combinations can be observed. For example, with severe movement disorders, mental and speech disorders may be minimal, but with mild movement disorders, severe mental and speech disorders are often encountered.
Long-term studies have shown that in the case of early detection in the first months of life and the organization of adequate corrective work, significant success can be achieved in overcoming perinatal pathology. Research by K.A. Semenova, L.O. Badalyan, E.M. Mastyukova shows that, subject to early diagnosis - no later than 4-6 months of age of the child - and early start With adequate systematic medical and pedagogical influence, practical recovery and normalization of various functions can be achieved in 60-70% of cases by 2-3 years of age. In the case of late detection of children with perinatal pathology and the lack of adequate correctional work, the occurrence of severe motor, mental and speech disorders is more likely.
Currently there are effective methods clinical diagnosis of PEP in the first year of life. When identifying mental disorders motor development, indicating brain damage, it is necessary to organize work to overcome them. The leading role in this case is played by a neurologist. He prescribes rehabilitation treatment and gives recommendations on the regimen. But important role also belongs to the exercise therapy instructor, speech pathologist, speech therapist and, of course, parents.
1. COMPARATIVE CHARACTERISTICS OF MOTOR, COGNITIVE AND SPEECH DEVELOPMENT OF A CHILD IN THE FIRST YEARS OF LIFE WITH NORMAL AND DISTURBED PSYCHOPHYSICAL DEVELOPMENT.
1.1. CHILDREN'S DEVELOPMENT IN THE FIRST YEAR OF LIFE
The development of a child in the first year can be divided into 5 main stages:
I - neonatal period; II - 1-3 months; III - 3-6 months; IV - 6-9 months; V - 9-12 months. At each age stage, specific functions are formed that serve as indicators of age-related development and determine its sequential course. To identify disorders of psychomotor development in the first year of life, first of all, it is necessary to know the main stages of development of a healthy child.
I. Newborn period.
Motor development.
A newborn baby is characterized by a flexing posture. The arms are bent at all joints, brought to chest, hands clenched into fists, thumb brought to the palm. The legs are slightly bent at all joints. Spontaneous motor activity manifests itself in the form of chaotic uncoordinated movements. In a child, it is normally possible to evoke reflexes of congenital automatism: protective, grasping, Moro, support, automatic walking, crawling, Galanta. By the 3rd week, the baby, in a prone position, makes an attempt to raise his head. By the end of the first month of life, the child develops a labyrinthine righting reflex to the head (in the position on the stomach or on the back, the child raises and holds his head).
At motor development disorder During the neonatal period, children may experience various types of disorders muscle tone. Muscle hypertonicity (increased muscle tone) is expressed in general stiffness: during all manipulations the child maintains a flexed posture. The arms are bent and brought towards the body. With muscular hypotonia, on the contrary, the child lies with the limbs extended in all joints. Muscular hypotonia in newborns is more common and can be a symptom of many neurological diseases. The range of passive movements has been significantly increased. Spontaneous motor activity is reduced. Unconditioned reflexes are often suppressed. By the end of the first month of life, the child does not develop a labyrinthine righting reflex to the head.
Cognitive development.
During the newborn period, with normal development, visual and auditory orienting reactions are formed: at the age of 10 days, the child holds a moving object in his field of vision (step tracking), at the age of 20 days, a stationary object (adult’s face). Crying baby falls silent and listens when there is a strong sound stimulus. At the age of 1 month, visual concentration and smooth tracking of a moving object are noted; prolonged auditory concentration (listens to the sound of a toy, the voice of an adult). In response to the affectionate treatment of an adult, the child develops a positive emotional reaction in the form of “oral attention” and a smile.
in children with motor pathology it manifests itself in the fact that even by the end of the newborn period they often do not have visual and auditory concentration, “oral attention”, or tracking a moving object. Optical and auditory stimuli cause defensive reactions in the form of flinching, blinking of eyelids, and crying. The indicative reactions that some children have are of a weakly expressed cognitive nature. The period of wakefulness is short, and negative reactions arise against its background. Children often scream a lot for no reason or, conversely, are sleepy. Children's emotional communication with others is weak (they do not smile).
Pre-speech development.
The first period of pre-speech development is unconditional reflex, when unconditioned food and protective reflexes are of leading importance for the life of the body. Vocal reactions are sounds pronounced by a newborn and inseparable from his vital physiological functions. In addition to screaming, vocal reactions of a newborn include coughing, sneezing, sucking sounds, and yawning. The cry is normally loud, clear, medium or low in tone, with a short inhalation and a long exhalation ( wa-a-a-), lasting at least 1-2 seconds, without intonation expressiveness. At times the child makes individual guttural sounds, between A And uh.
Children exhibit the following unconditioned food and defensive reflexes, which, with normal development, appear from birth, and then gradually weaken and fade away:
Palmar-mouth-cephalic reflex (Babkina). Caused by pressure on the palm in the area of elevation thumb, while the mouth opens and the head bends. It weakens by the end of the 1st month of life and disappears by the 3rd month.
Lip reflex. When patting one of the corners of the half-open mouth, an involuntary movement of the lips occurs, closing the mouth - preparing for sucking. After 6 weeks the reflex gradually fades away.
Proboscis reflex. Irritation in the middle area upper lip causes a reflex movement of the lips forward, they extend into a “proboscis” (reflex of preparation for sucking). Fades away after 6 weeks.
Search reflex. Irritation of the cheek in the area of the corner of the mouth causes the lips to move towards the stimulus (preparatory sucking reflex). Fades away after 6 weeks.
Sucking reflex. With tactile irritation of the lips, the front surface of the tongue and the hard palate, sucking movements occur. Gentle movement of the stimulus (pacifier or finger) accelerates and intensifies the activity of sucking movements. The reflex disappears between the ages of 4 months and 1 year.
Swallowing reflex. Caused by tactile stimulation of the root of the tongue, palate, and posterior wall of the pharynx. Swallowing usually follows sucking activity. But during the newborn period, swallowing precedes the sucking reflex. Changes in swallowing and sucking patterns begin at 12 weeks.
Mouth opening reflex. It is caused by visual stimulation - when seeing a breast or a bottle of milk, a reflexive opening of the mouth occurs (conditioned sucking reflex). It appears at 4 months and begins to fade away at 6 months.
The chewing reflex appears from 7 months and is caused by tactile stimulation of the gums or teeth.
manifests itself in the fact that various pathological conditions can lead to difficulty or impossibility of carrying out even primitive vocal reactions. Violations of the tone of the articulatory and respiratory muscles make the child's cry weak, short, and high-pitched. When screaming, there may be no predominance of the second phase ( wow instead of wow). Sometimes the sound side of the scream also changes. It can be shrill, sharp, or very quiet, in the form of individual sobs or cries, which the child usually makes while inhaling. The cry can be so quiet that only by facial reactions (a grimace on the face) can one guess that the child is crying. In severe cases, there may be no cry at all (aphonia). Sometimes there is whimpering, which is unusual for healthy newborns. A child with weakness of the respiratory muscles has a weakened or absent cough impulse, and he sneezes poorly.
The vocal responses of a newborn with motor disorders may be poor or absent altogether due to depression of the central nervous system. In this case, the child does not even pronounce individual guttural sounds.
In the first weeks and months of life, in children with motor pathology, the reflexes of oral automatism are most often weakened, suppressed or not manifested at all, which makes feeding difficult for children and prevents the development of vocal reactions.
II period (1-3 months.)
Motor development.
The flexion posture is still preserved, but is less pronounced. There is an increase in the range of movements in the limbs, the hands are especially activated. The child can bring them to his mouth. By the end of the period he may a short time hold a toy placed in your hand; makes active turns of the head to the sides, especially to a sound stimulus. In the third month, lying on his back, the baby tries to raise his head.
By the third month, in a prone position, raising his head, the child rests on his forearms, his arms are semi-extended at the elbow joints. At the beginning of the period, unconditioned reflexes are clearly expressed, but towards the end they begin to fade away.
In case of motor development disorder the tone of the flexor muscles remains elevated or even increases. The range of active movements may be reduced, especially the activation of the arms is absent; the hands remain clenched into fists. Pathological signs are a persistent decrease in muscle tone and dystonia (changing muscle tone). A flexion position is maintained on the stomach (arms are placed under the chest, legs are bent at the hips and knees, the pelvis is raised). With muscle hypotonia, the posture remains prostrate, legs straightened. There is practically no support on the hands.
With hypertonicity, the asymmetric cervical tonic reflex (ASTR) is activated, which causes asymmetry in muscle tone and posture. ASHT manifests itself in the fact that when the head is turned to the side, the limbs in the direction of which the head is turned are extended; the child assumes the “fencer’s pose.” Straightening reactions are absent or insufficiently developed. In the position on the stomach, the child does not raise his head well and does not hold it, does not move his arms forward, and does not lean on his forearms. That's why he doesn't like to lie on his stomach.
There is an activation of reflexes of congenital automatism, instead of their gradual extinction.
Cognitive development.
With normal development in the second period, in response to positive emotional communication with an adult, the child exhibits a “revival complex” - a combination of a smile and the initial sounds of humming with general facial animation and motor activity. The child has prolonged visual concentration and tracking of an object (in all directions). A search reaction occurs: searching turns of the head during a prolonged sound. The child begins to distinguish the intonations of an adult’s voice (reacts differently to a gentle and angry voice).
By the end of the second period, the majority is normal unconditioned reflexes significantly weakens, which is expressed in their inconstancy, rapid depletion with repeated stimulation, and fragmentation. Children begin to move their hand towards an object.
Cognitive development disorder during this period it manifests itself in the following. In children with motor pathology, negative emotional reactions most often predominate; their expressiveness and differentiation are not observed. A smile is absent or difficult to produce after repeated stimulation and a long latent period. The “revival complex” is usually not formed. There is no eye-to-eye reaction with an adult.
Visual and auditory orienting reactions are incomplete or absent. The child does not fixate his gaze on an object well, the tracking reaction is fragmentary, and quickly depletes. Sometimes there is increased sensitivity to any auditory stimulus, which is expressed in defensive reactions in the form of flinching and blinking.
The range of active movements in the hands is reduced. There is no movement of the hand towards the object.
Pre-speech development.
The second period of pre-speech development is characterized by a new, qualitative enrichment - the appearance of intonational expressiveness in a cry, initial humming and laughter.
At the 3rd month, crying as an expression negative emotions acquires different character depending on what caused it. The nature of the cry can determine the condition of the child. The child in different ways, with certain intonations in the cry, signals to others about the feeling of hunger, pain, discomfort due to wet diapers. In the intonation of the scream, against the background of displeasure, notes of demand slip through (in the face - facial expressions of anger, “protesting” movements of the arms and legs).
Gradually, the frequency of the scream decreases, and instead of it an initial hum (hooking) appears against the background of a positive emotional state(repeatedly pronounces various vowels and glottal consonants). At the same time, the first laughter and joyful squeals appear.
Pre-speech development disorder in children with motor pathology, it manifests itself in the fact that the cry remains monotonous, short-lived, quiet, poorly modulated, often with a nasal tint. The intonation expressiveness of the cry does not develop: there are no differentiated intonations expressing shades of joy, dissatisfaction, and demand. Screaming is not a means of expressing the child’s state and his desires, that is, it cannot serve as a means of communication with others. Even by the end of the stage, the initial hum is absent.
There is often a delay in extinction and even an increase in reflexes of oral automatism. For example, if at stage I the sucking reflex was weakened, then at stage II the sucking movements may be intensified and the child is not able to slow them down in pauses between feedings, i.e. sucking remains a purely reflex act and does not include elements of voluntary regulation.
In children with motor pathology in the first months of life, a relationship is revealed between the development of motor and vocal activity. When motor disorders are severe, the development of voluntary vocal reactions is delayed, screaming does not acquire intonational expressiveness and has extremely limited significance in the development of communication between a child and an adult.
With. 1
Severe speech disorders (SSD) are persistent specific deviations in the formation of components of the speech system (lexical and grammatical structure of speech, phonemic processes, sound pronunciation, prosodic organization of sound flow), observed in children with intact hearing and normal intelligence. Severe speech disorders include alalia (motor and sensory), severe dysarthria, rhinolalia and stuttering, childhood aphasia, etc. 6
In children with SSD: Strict limitation of active vocabulary, persistent agrammatisms, immaturity of coherent speech skills, severe impairment of general speech intelligibility; difficulties in the formation of not only oral, but also writing. The need for communication is reduced, forms of communication (dialogue and monologue speech) are not formed. Optical-spatial gnosis is at a lower level of development. Spatial impairments cause pronounced and persistent disorders of written speech (dyslexia, dysgraphia), and counting disorders (acalculia). The level of voluntary attention, auditory memory, and memorization productivity are reduced. The possibilities of semantic and logical memorization are relatively preserved. Specific features of verbal thinking, which, in their psycho-speech mechanism, are primarily associated with the underdevelopment of all components of speech, and not with a violation of (non-verbal) thinking itself. 7
The psychological and pedagogical classification includes two groups of speech disorders: 1) impairment of means of communication: phonetic-phonemic underdevelopment (FFN) and general speech underdevelopment (GSD); 2) violation in the use of means of communication (stuttering and a combination of stuttering with general underdevelopment of speech). Reading and writing disorders are considered in the structure of ONR and FFN as their systemic, delayed consequences, due to the immaturity of phonemic and morphological generalizations. 8
Clinical and pedagogical classification of speech disorders. Disorders of oral and written speech are distinguished. I.Violations oral speech are divided into two types: Violations of the phonation (external) design of the statement (dysphonia / aphonia /, bradilalia, tachylalia, stuttering, dyslalia, rhinolalia, dysarthria), Violations of the structural-semantic (internal) design of the statement (alalia, aphasia). II. Written language disorders are divided into two types: dyslexia and dysgraphia. 9
For most children with SLD, it is almost impossible to receive a full-fledged education without timely special speech therapy assistance, as well as the necessary medical, psychological and pedagogical support. Traditionally, children with severe speech impairments were provided with comprehensive psychological and pedagogical assistance in the special education system (in special correctional preschool and school educational institutions of the V type). In special (correctional) institutions, systematic speech therapy assistance is provided, the curriculum is modified, and special teaching aids and textbooks developed in accordance with the abilities and educational needs of children with SLI. 10
The educational activity of children with SLD is characterized by a slower pace of perception educational information, reduced performance, difficulties in establishing associative connections between the visual, auditory and speech motor analyzers; difficulties in organizing voluntary activities, low levels of self-control and motivation, possible weakening of memory, deviations in spatial orientation and constructive activity, disorders fine motor skills, visual-motor and auditory-motor coordination. Imperfect oral speech prevents the full assimilation of program material in the Russian language, which creates unfavourable conditions for the formation of written speech. The situation of failure in mastering the native language, which is so significant for the social environment, leads to a sharp decrease in motivation to overcome not only speech underdevelopment, but also the entire learning process as a whole. The lack of development of speech, language and communication skills in students with speech and language development disorders causes problems in their learning, negatively affects the formation of self-esteem and behavior of children, and leads to school maladjustment. eleven
Special educational needs of children with SLI: The need for training in various forms of communication (verbal and non-verbal), especially in children with a low level of speech development (motor alalia); in the formation of social competence. Development of all components of speech, speech and language competence. Difficulties in mastering lexical and grammatical categories create the need for the development of understanding of complex prepositional-case constructions, the purposeful formation of a language program for oral utterance, skills of lexical content and grammatical construction, coherent dialogical and monologue speech; children with SLI need special training in the basics of language analysis and synthesis, phonemic processes and sound pronunciation, prosody. Formation of reading and writing skills. Development of spatial orientation skills. Students with special needs require a special individually differentiated approach to the development of educational skills. 12
Special educational conditions training, education and development of children with SSD: early identification of children with speech pathology and organization of speech therapy assistance at the stage of detecting signs of deviant psycho-speech development; systematic correctional and speech therapy assistance in accordance with identified disorders in early or preschool age; receiving mandatory systematic speech therapy assistance in a mass or special type institution; interaction and coordination of pedagogical, psychological and medical means of influence in close cooperation speech therapist teacher, teacher-defectologist, educational psychologist, teachers and doctors of various specialties; availability of necessary medical services to help overcome and smooth out the primary defect; 13
Possibility of modification and adaptation of the curriculum when studying philological and linguistic courses, variability: interchangeability/reduction/increase in academic and socially significant components of training, individual thematic sections, teaching hours; the use of individually oriented specific techniques and methods of speech therapy correction for various forms of speech pathology; choosing an individual pace of learning, with a possible change in the timing of advancement in the educational space; special organization diagnostic, testing and control and evaluation tools: reducing the volume of control tasks, targeted step-by-step tasks, with more detailed instructions; Objective assessment results of students mastering OOP; gentle, health-saving, comfortable mode of training and workload; 14
Psychological and pedagogical support of the family with the aim of its active involvement in correctional and developmental work with the child; availability of adapted educational program for children with severe speech impairments, which will determine the content and organization of the educational process at each level general education; inclusion in the educational process in educational institutions of special subjects of a correctional linguistic course (part of specially designed programs that are aimed at overcoming the deficiencies of oral and written speech of students with severe speech impairments; flexible variation of two components - academic and life competence in the learning process by expansion/reduction of the content of individual thematic sections, changes in the number of training hours and the use of appropriate methods and technologies; 15
Implementation of an individual differentiated approach to teaching a child with SSD (taking into account the structure of speech impairment, the child’s speech and communication capabilities, his individual pace of learning and advancement in the educational space, etc.); the need for a concentric approach to studying educational material, for repeated repetition of the studied material; organization for students with severe speech impairments in general education organizations, patronage special services assistance and support (PMPC, PMPK, advisory centers, PMS centers, speech therapy centers); creation of a barrier-free environment, including physical and psychological components. Organization of educational work using the resources of the additional education system; constant monitoring of the effectiveness of the academic component of education and the development of students’ life competence. 16
A speech therapist is a specialist who deals with the identification and correction of speech development and communication disorders in children with disabilities. The goal of a speech therapist teacher is to create conditions that facilitate the identification and overcoming of speech development disorders, as well as the further development of oral and written speech, and the improvement of communication among students with disabilities for the successful mastery of the academic component of the educational program. To Contents professional activity The teacher-speech therapist includes diagnostic, correctional and developmental, organizational and methodological, advisory, educational and preventive work. 17
A speech therapist teacher must have fundamental scientific, theoretical and methodological knowledge in the field of speech therapy. It is necessary to take into account new educational trends in the practice of correctional institutions for children with speech disorders. The issue of methodological preparation is acute. 18
The development of modern theoretical and practical speech therapy is impossible without the integration of knowledge from various scientific fields: fundamental (medicine, psychology, pedagogy) and highly specialized (neuropsychology, linguistics, cognitive psychology, psycholinguistics). This is reflected in various approaches to the diagnosis of speech disorders and, as a consequence, the structure and content of speech therapy documentation. 19
Protocol for examining children's speech Individual speech cards Examination journal Long-term and daily plans for speech therapy work Class schedule. Based on these documents, conclusions are drawn about the level of qualifications of the speech therapist. Objective: maximum standardization and unification of speech therapy documentation. 20
23
Each manifestation of speech pathology needs a clear and precise formulation. Serious contradictions - in assessment and recording various forms speech pathology in the form of a speech therapy report. Different ideas about their essence and relationships. Task: standardization and uniformity of the speech therapy report. 24
25
Options for speech therapy conclusion Motor alalia (I level of speech development). Phonetic-phonemic underdevelopment of speech in erased dysarthria. General underdevelopment speech (II level of speech development) with dysarthria. General speech underdevelopment ( Level III speech development) with rhinolalia. Systemic underdevelopment of speech (II level of speech development) in a child with mental retardation. Systemic underdevelopment of speech (I level of speech development) with mental retardation. 26
Disciplines taught
“Early diagnosis of disorders of cognitive, speech and motor development”, “Correctional and developmental work with infants and young children”, “Speech therapy (impaired pronunciation of speech - dysarthria)”, “Differentiated speech therapy massage in the correction of dysarthric speech disorders”, “Speech therapy work with children with motor disorders”, “Comprehensive rehabilitation of children with cerebral motor pathology (cerebral palsy)”.
Holds the title of Honorary Worker of the Higher vocational education RF; Veteran of labour. He has a medal in memory of the 850th anniversary of Moscow and the Order of “Professional of Russia”. Laureate of Moscow Grants in the field of humanities in 2001, 2004, 2005, 2010.
Certificates of honor from the Ministry of Education and Science of Russia and the Department of Education of Moscow, diploma from the Ministry of Education of the Russian Federation.
About MeGraduated from the Moscow State Pedagogical Institute in 1986. IN AND. Lenin, specializing in oligophrenopedagogy.
Full member of the Academy of Medical and Technical Sciences, expert of the State Duma of the Russian Federation on the problems of early assistance and prevention of childhood disabilities, expert of the coordination council of the Moscow mayor's office for the disabled, public expert on the development of preschool educational services for children with disabilities of the Moscow Department of Education, member of the National Association of Experts on Cerebral Palsy and Related Diseases, Association of Preschool educational institutions, educational and methodological association in the field of special (defectological) education.
He is a leading specialist in such areas as the system of early assistance for children with developmental disabilities and comprehensive rehabilitation (medical-social and psychological-pedagogical) of children with cerebral palsy; the specifics of social, cognitive, speech and motor development in children of early and preschool age with developmental disabilities ; overcoming speech motor disorders in children with cerebral palsy, development of components of the motor sphere (articulation, fine manual and gross motor skills) in early and preschool children with speech disorders; correction of dysarthria in children with neurological symptoms.
Oksana Georgievna is the author of the unique practical methodology “Differentiated speech therapy massage”, as well as a number of fundamental scientific and educational works on the problems of complex rehabilitation and specialties. education of children with disabilities.
Based on the obtained theoretical, methodological and practical results, it was developed and implemented into educational process a number of original academic disciplines, on which, as part of her scientific and pedagogical activities, she gives original lecture courses.
Since 2011 under the leadership of O.G. Prikhodko and with her direct participation in the Moscow State Pedagogical University, a bachelor’s training program in the profile “Preschool Defectology” was opened, as well as a master’s training program in “Early comprehensive assistance to children with developmental disabilities.”
