Articulatory-phonetic dyslalia

This form includes defects in the sound design of speech caused by incorrectly formed articulatory positions. Sounds are pronounced abnormally, distorted for the phonetic system of a given language, which in a child with this form is fully formed, but phonemes are realized in unstandardized, unusual variants (allophones). Another type of distortion is also observed here, in which the sound is not recognized. In such cases they talk about omission, emission of sound, but this is a rather rare phenomenon. In the course of mastering pronunciation skills, the child, under the control of his hearing, gradually gropes for those articulatory positions that correspond to the normal acoustic effect. These positions are recorded in the child’s memory and later reproduced as needed. When finding the correct patterns, the child must learn to distinguish between patterns that are similar in the pronunciation of sounds, and develop a set of speech movements necessary to reproduce sounds.

Functional dyslalia. Her reasons

Functional dyslalia includes defects in the reproduction of speech sounds (phonemes) in the absence of organic disorders in the structure of the articulatory apparatus.

The causes are biological and social:

• · General physical weakness of the child due to somatic diseases, especially during the period of active speech formation;
• · Mental retardation (minimal brain dysfunction), delayed speech development, selective impairment of phonemic perception;
• · Incorrect education of the child’s speech in the family. Sometimes adults “babble” with the baby for a long time. As a result, the development of correct sound pronunciation may be delayed for a long time;
• · Functional dyslalia can occur by imitation. As a rule, constant communication with young children who have not yet formed the correct sound pronunciation is harmful for the child. Often a child imitates the distorted sound pronunciation of adult family members. The development of children's speech is also harmed by constant communication with people whose speech is unclear, too hasty, or with dialectal features;
• · Bilingualism in the family does not always have a good effect on the development of children’s speech. When speaking different languages, a child often transfers the pronunciation features of one language to another;
• · Pedagogical neglect, when adults do not pay attention to the child’s sound pronunciation and do not correct his mistakes;
• · Defects in sound pronunciation may be caused by underdevelopment of phonemic hearing. In this case, the child has difficulty in differentiating sounds that differ from each other by subtle acoustic features, for example, voiced and dull, soft and hard, whistling and hissing;
• · Another cause of functional dyslalia may be insufficient mobility of the organs of the articulatory apparatus: tongue, lips, lower jaw. It can also be caused by the child’s inability to hold the tongue in the desired position or quickly move from one movement to another;
• · Functional dyslalia can also be caused by hearing loss. Most often, there are difficulties in differentiating hissing and whistling sounds, voiced and voiceless consonants;
• · Another cause of functional dyslalia may be insufficient mental development of the child. In oligophrenic children, in half of the cases there is a violation of sound pronunciation.

The formation of the pronunciation side of speech is a complex process during which the child learns to perceive sounding speech addressed to him and control his speech organs to reproduce it. The pronunciation side, like all speech, is formed in the child in the process of communication, therefore, the limitation of verbal communication leads to the fact that pronunciation is formed with delays.

Speech sounds are special complex formations unique to humans. They are produced in a child for several years after birth. This process includes complex brain systems and the periphery (speech apparatus), which are controlled by the central nervous system. Harmfulness that weakens it negatively affects the development of pronunciation.

The pronunciation system is very complexly organized. Mastery of it can be carried out with deviations, at different times, with varying degrees of accuracy, correspondence, and approximation to the model that the child masters by adapting to the speech of those around him. On this path of adjustment, every child encounters difficulties, which most children gradually overcome. But for some, these difficulties remain. Often their consequence is a mismatch between the mechanisms of auditory control and reception, on the one hand, and the control of speech movements, on the other.

With normal speech development, the child does not immediately master standard pronunciation. “Initially,” writes N.I. Zhinkin, “the central control of the motor analyzer is not capable of delivering such a correct impulse to the speech organs that would cause articulation and sound corresponding to the norms of controlling hearing. The first attempts to control the speech organs will be inaccurate, rough, and undifferentiated. Auditory control will reject them. But control of the speech organs will never improve if they themselves do not report to the control center what they are doing when an erroneous sound that is not accepted by the ear is reproduced. Such a return sending of impulses from the speech organs occurs. Based on them central control can rebuild an erroneous message into a more accurate one that can be accepted by auditory control" (4, p. 63).

In early childhood, speech imperfections correspond to the mental and physical development of the child. In the future, due to speech deficiencies, difficulties arise in contact with others. Already from the age of 4 - 5 years, more developed children notice shortcomings in their speech and often experience them painfully. Preschool age is the best for overcoming speech deficiencies. This is facilitated by the following characteristics of a preschooler: high plasticity of the brain, the ability of children to turn everything into a game, which contributes to faster achievements in correctional work, the desire to master speech sounds and the fragility of erroneous speech skills. If at this time you do not pay due attention to eliminating violations of sound pronunciation, they will turn into a permanent defect.

How often have we seen children with speech disorders lately?

In modern science, there are two types of dyslalia:

• functional;
• mechanical (organic).

Functional dyslalia

The first type of dyslalia often develops in children at an early age and is caused by an incorrect process of learning the pronunciation of sounds. In other words, with this type of dyslalia there are no disturbances in the physiology of the articulatory apparatus. The main reason that influences the occurrence of functional dyslalia is the untimely correction of distorted pronunciation of phonemes in children.

Quite often, children imitate incorrect speech, and adults do not pay attention or do not record this fact in time, so the initial correction of the pronunciation error does not occur and a speech disorder develops.

Also, factors that influence the occurrence of functional dyslalia include general malaise of the body due to various somatic diseases.

Delayed mental development and the presence of the slightest dysfunction in brain activity also affect the occurrence of dyslalia. In addition, this speech disorder is associated with selective inferiority of the speech motor or auditory analyzer and their low level of analytical-synthetic activity. An unfavorable speech environment and a child’s imitation of it gives rise to dyslalia from the very first days of his life.

Types of functional dyslalia

Within functional dyslalia, motor and sensory dyslalia are distinguished separately. This division is based on the location of the disorder in the analyzers: speech-motor and speech-auditory.

With motor dyslalia, undifferentiated movements of the lips are observed, subsequently resulting in phonetic defects.

With sensory dyslalia, children have problems with the acoustic distinction of sounds and this disorder is phonemic in nature.

Mechanical dyslalia

Mechanical or organic dyslalia occurs due to abnormalities of the speech apparatus, which are anatomical in nature. Depending on their location, a certain type of tongue-tied development develops.

Incorrect placement of the jaws, as well as pathologies of their development, abnormal placement of teeth, malocclusion, defects of the tongue and palate are the main reasons that provoke incorrect pronunciation of sounds. Mechanical dyslalia can occur not only in children, but also in individuals of any age who, for various reasons, have suffered injuries or damage to the respiratory, vocal or articulatory parts of the speech apparatus.

In long-term studies, scientists have established the fact that with functional dyslalia, disturbances of one or two sounds occur, while with mechanical dyslalia, a group of sounds occurs.

In addition, there are combined types of disorders that relate to both functional and mechanical dyslalia.

The speech defect may have a phonetic or phonemic basis

In connection with this division, it is customary to classify dyslalia into:

• acoustic-phonemic;
• articulatory-phonemic;
• articulatory-phonetic.

The immaturity of phonemic hearing is the cause of the first type of dyslalia. A child suffering from this disorder also has difficulty recognizing phonemes. In the form of acoustic-phonemic dyslalia, there are no auditory anomalies, but only a selective auditory inability to differentiate certain phonemes appears.

In articulatory-phonemic cases, the main cause of occurrence is identified: a violation of the process of phonemic selection in the flow of speech. Due to the immaturity of this function, the child can imitate and replace phonemes with sounds similar in articulatory characteristics. Most often these are affricates and sonorants.

Forms of articulatory-phonetic dyslalia include those types of disorders, the factors of which are articulatory positions that have not been formed correctly. Therefore, all sounds have a distorted pronunciation and are realized in incorrect versions.

Of course, such speech defects are recognized in the phonetic system of the child’s native language. Front-lingual non-plosive consonants make up the largest group of sounds in the pronunciation of which disturbances are observed.

System of terms

There is a system of terms that was created to mark functional changes in the pronunciation of sounds. All nominations have a Greek letter and suffix at their root -ism, and in case of replacing a sound with another, a prefix is ​​added to the word pair-: lambdacism, rhotocism, cappacism, gammacism, hitism, rhotacism, sigmatism (accordingly, these terms denote violations of the pronunciation of sounds [l], [lꞌ], [r], [рꞌ], [k], [kꞌ], [g] , [gꞌ], [x], [xꞌ], [th], as well as whistling and hissing).

In any case, only a specialist can determine why your baby has a speech impediment and eliminate it at an early stage, so do not delay and seek help at the first sign of impairment.

18.02.2014

Dyslalia is a disorder in the pronunciation of sounds. There are many different ones in total. Sounds in syllables can change places or even replace them with others. The type of speech deviation is determined by a speech therapist, and he also provides treatment. The main task of a specialist is to develop effective therapeutic tactics to eliminate pronunciation problems.

What is functional dyslalia

Functional dyslalia is considered a separate speech pathology. Another name is functional tongue-tiedness. Professor-phoniatrist M. Siman discovered this deviation for the first time. Modern speech therapy is opposed to functional. Mechanical disorders are caused by disturbances in the structure of the speech organs. Functional dyslalia in children is not accompanied by disturbances in the structure of the articular apparatus; phonemes are pronounced inaccurately due to incomplete maturation of the speech apparatus or due to improper upbringing.

Important! If the pathology is not treated on time, the child may subsequently have problems with writing and reading.

Types of functional dyslalia

The classification is based on the factors that caused the violations. There are two main types of impairment that determine the type of impairment: speech-auditory and speech-motor. Functional dyslalia is divided into 3 types:

1. Motor functional dyslalia.
2. Sensory.
3. Mixed.

This classification is based on psychophysiological articulatory mechanisms. Each type is characterized by certain characteristics.

Motor dyslalia develops if the child’s articulation organs are not ready to perform complex and precise movements. Functional motor dyslalia is caused by the fact that the child cannot hold the tongue and lips in the correct position or switch from one sound to another. Due to the inaccuracy of the movements of the speech organs, instead of the correct pronunciation, a distorted one is fixed.

Poor development of speech hearing is the main reason for the development of sensory dyslalia. The task of recognizing oppositional sounds becomes difficult. The phonemic system is not developed in the sensory form of tongue-tiedness.

Motor and sensory actions are connected with each other, so incorrect pronunciation can result from a combination of the above forms, mixed dyslalia is formed. Sensory deficiency leads to the appearance of sound kinesthesia, and inaccurate pronunciation negatively affects the development of auditory differentiation.

There is also another classification, which is based on the leading defect.

Acoustic-phonemic dyslalia is based on the inability to distinguish similar-sounding combinations by ear. In pronunciation, a defect is manifested by the absence of a sound or its replacement. In this case, all sounds are pronounced correctly, there are no distortions.

With articulatory-phonemic dyslalia, the child’s normal speech base is not formed, which is why he replaces complex sounds with simple or close-sounding ones. In similar phonemes, children replace them with each other or mix them up.

The articulatory-phonetic form of dyslalia is caused by deviations at the phonetic level of speech, despite the fact that the phonemics are completely preserved. Sound distortions appear in speech - incorrect sound options are used. Usually all sounds are pronounced.

Diagnostics

The disorder can be diagnosed by examination by a speech therapist. There are a number of common signs for various forms of tongue-tiedness, but each individual form has its own manifestations. Unformed speech skills are expressed by the child replacing some sounds with others that are easier to pronounce. Sometimes there is mixing or distortion of sounds, as well as complete absence.

With dyslalia, only consonant sounds are affected, and the pronunciation of vowels remains normal. Violations can affect both individual sounds and entire groups (sonorant, whistling, hissing). Pronunciation is impaired regardless of the hardness or softness of the sound.

If a child has acoustic-phonemic dyslalia, then he perceives sounds incorrectly, which is why the meaning of the word is violated. For example, a child perceives the word “daughter” instead of “dot”. Mixing and replacement of phonemes occurs.

Articulatory-phonemic dyslalia can manifest itself in different ways. Firstly, due to insufficient formation of speech patterns, the child has to use simpler sounds. The second option is that despite the fact that the child has mastered all the articulatory positions, he cannot remember them and confuses the position of the lips and tongue. Therefore, sometimes his pronunciation is correct, sometimes defective. Replacement or mixing can occur with sounds similar in location. For example, hissing and whistling (“hat” - “sapka”), hard and soft sounds (“val” - “vyal”), etc.

If a child has articulatory-phonetic dyslalia, then he develops various variants of incorrect pronunciation of sounds. Despite the fact that the sound is pronounced incorrectly, it is quite close in sound to the correct one, which is why it is easily recognized. Distorted pronunciation is fixed in the child’s memory, but this is not reflected in writing.

The complex of diagnostic measures includes examination of sound pronunciation and articulatory base. The doctor checks the condition of the facial and chewing muscles, examines the mobility of the speech organs. The speech therapist also examines speech breathing.

Treatment

Speech therapy work for functional dyslalia consists of developing the ability to correctly pronounce sounds. To reproduce phonemes correctly, a child must, firstly, not mix them up and perceive them correctly. Secondly, distinguish the correct sound from the defective one. The speech therapist should teach the child to keep his tongue and lips in a normal position and use sound only in the correct way.

Correction classes with a speech therapist should be held at least three times a week and regularly.

Note! Parents should also devote up to 20 minutes of their time to speech therapy exercises, which should be done 3 times a day.

The timing of recovery from speech defects is influenced by several factors:

1. Defect complexity.
2. Individual characteristics of the child.
3. Age.
4. Regularity of classes.
5. Help from parents.

It is much easier for preschool children, therefore, if deficiencies are discovered, correction should be started immediately.

Tongue-tied correction is stepwise. The stages of overcoming functional dyslalia in children touch on different aspects of the problem.

the main task first preparatory stage– develop a trusting relationship with the child, develop his auditory attention and memory, restore phonemic perception. Using special techniques, the doctor forms the child’s articulatory base.

With the help of exercises, a speech therapist eliminates anatomical disorders that are associated with the structure of the speech apparatus. One of the most important events is. Exercises for developing fine motor skills are very useful.

The second stage is aimed at consolidating primary skills. The speech therapist achieves the correct production of individual sounds. Ideally, correct articulation should occur automatically. The child must learn to differentiate sounds.

Target third and final stage– consolidation of acquired pronunciation and development of communication skills. The child must pronounce all sounds correctly, regardless of the speech situation.

Prevention

In order to consolidate the results of speech therapy practices and prevent the development of disorders in the future, it is necessary to regularly carry out specific preventive measures.

The pregnancy period is very important for the health of the child, so monitoring its progress is very important. A visit to an obstetrician-gynecologist is mandatory.

Anatomical defects must be identified and treated immediately. It is important to surround the child with correct and competent speech that he can reproduce. Communication with parents is essential for mental development and speech development. Examination by a pediatrician should be carried out regularly.

Conclusion

Dyslalia is treatable in most cases, but it is important to begin correction in time and work with the child regularly.

Functional dyslalia - (Greek dysfunction - disorder + Greek Lalia - speech) a violation of sound pronunciation in the absence of organic disorders in the structure of the articulatory apparatus. Causes of functional dyslalia:

Incorrect education of a child’s speech in the family. Sometimes adults “babble” with the baby for a long time. As a result, the development of correct sound pronunciation may be delayed for a long time;

Functional dyslalia can occur by imitation. Usually,

Constant communication with young children who have not yet developed correct sound pronunciation is harmful for the child. Often a child imitates the distorted sound pronunciation of adult family members. The development of children's speech is also harmed by constant communication with people whose speech is unclear, too hasty, or with dialectal features;

Bilingualism in the family does not always have a good effect on the development of children’s speech. When speaking different languages, a child often transfers the pronunciation features of one language to another;

Pedagogical neglect, when adults do not pay attention to the child’s sound pronunciation and do not correct his mistakes;

Sound pronunciation defects can be caused by underdevelopment of phonemic hearing. At the same time, the child has difficulty in differentiating sounds that differ from each other by subtle acoustic features, for example, voiced and dull, soft and hard whistling and hissing;

Another cause of functional dyslalia may be insufficient mobility of the organs of the articulatory apparatus: tongue, lips, lower jaw. It can also be caused by the child’s inability to hold the tongue in the desired position or quickly move from one movement to another;

Functional dyslalia can also be caused by hearing loss. Most often, difficulties are observed in differentiating hissing and whistling sounds, voiced and voiceless consonants;

Another cause of functional dyslalia may be insufficient mental development of the child. In children who are oligophrenic, in half of the cases there is a violation of sound pronunciation.

Rhinolalia.
Rhinolalia - (Greek rhinoceroses - nose + Greek Lalia - speech) a violation of the timbre of the voice and sound pronunciation, caused by anatomical and physiological defects of the speech apparatus. Synonyms: nasality (obsolete), palatolalia. Rhinolalia is sometimes considered as a type of organic (mechanical) dyslalia, but more often it is distinguished as an independent speech disorder due to the pronounced nasal (that is, nasal, from the Latin chir - nose) timbre of the voice.

With rhinolalia, the articulation of sounds and phonation differ significantly from the norm.
With normal phonation, in addition to nasal sounds, a person experiences separation of the nasopharyngeal and nasal cavities from the pharyngeal and oral cavities. These cavities are separated by the palatopharyngeal closure. During speech, the soft palate continuously lowers and rises to different heights depending on the sounds being spoken. During normal pronunciation of the nasal sounds “m” - “m”, “n” - “n”, the air stream freely penetrates into the space of the nasal resonator. When the function of velopharyngeal closure is impaired, a nasal tone of speech appears, specific to rhinolalia. Depending on the nature of the dysfunction of the velopharyngeal closure, various forms of rhinolalia are distinguished: open rhinolalia, in which a change in timbre and distortion of pronunciation is explained by insufficient rise of the soft palate, which leads to the entry of a significant part of the air into the nasal cavity, and closed rhinolalia, in which the timbre of the voice changes due to decreased physiological nasal resonance. When a combination of nasal obstruction with insufficiency of velopharyngeal closure is observed, the so-called mixed form of rhinolalia dysarthria is distinguished.

Dysarthria (from the Greek words: dis - negation and arthgoo - to pronounce articulately) is a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus. It occurs when the tongue, lips, palate, vocal cords, and diaphragm cannot move fully. The cause of immobility is paresis (Greek paresis is a decrease in the strength or amplitude of movements caused by a violation of the innervation of the muscles of the articulatory apparatus. Thus, dysarthria is a symptom of organic damage to the central nervous system of the brain, those parts of it that make up the speech motor zone. This is a severe disorder of all speech activity. First of all, speech motor skills suffer, all components of the speech motor act. With dysarthria, not only sound pronunciation is disrupted (almost all groups of sounds), but the entire prosodic organization of the speech act suffers, the so-called speech prosody, including voice, intonation, tempo, rhythm, and also intonation - rhythmic side and emotional coloring of speech.Common manifestations of disorders in dysarthria are:

Pseudobulbar syndrome, expressed in impaired breathing, swallowing, voice formation, limited mobility of the entire articulatory apparatus, especially the tongue and lips;

Dystonia - unstable, changing tone;

Synkinesis, i.e. additional, involuntary movements joining voluntary ones, in particular, oral synkinesis.

There are bulbar, pseudobulbar, subcortical (extrapyramidal,

hyperkinetic), cortical, cerebellar and so-called “erased” forms of dysarthria.

Anarthria: Speech impairment in the most severe lesions of the central nervous system, when speech becomes almost impossible due to complete paralysis of the speech motor muscles, is called anarthria. When classifying dysarthria according to the degree of intelligibility of speech for others (1st degree, in which speech disturbances can only be identified by a specialist, 2-a, in which speech is understandable to others, but disturbances in sound pronunciation are also noticeable to everyone, 3-a, when speech is understandable only to loved ones child and partially to others), anarthria belongs to the fourth, most severe degree and in turn can be divided into a severe form of anarthria, when speech and voice are completely absent, moderate, in which some sound reactions may be present, and mild, in the presence of a certain sound - syllable activity.

Tongue-tied: Previously, a now obsolete term was used to denote dysarthria and (only) the outwardly similar dyslalia: tongue-tiedness.

Dysarthria - neurological diagnosis. A speech therapist deals with the correction of impaired speech functions, and drug treatment is prescribed by a neuropsychiatrist.
Treatment of dysarthria is possible only by using a complex method that combines different types of therapeutic effects:

Medicines.

Physiotherapy, exercise therapy, acupuncture to normalize muscle tone and increase the range of motion of the articulation organs.

General supportive and hardening treatment to strengthen the body.

Treatment of concomitant diseases.

Speech therapy work on the development and correction of speech.

In all types of treatment for a child with dysarthria, parents play an extremely important role. First of all, this applies to speech therapy classes. Parents should know why certain exercises are done and understand their content.
and present expected results.

Speech therapy for dysarthria is aimed at developing the organs of articulation. It includes:

Massage of articulation organs;

Articulation gymnastics;

Correction of pronunciation of speech sounds;

Work on the expressiveness of speech.

Speech therapy work for dysarthria is very labor-intensive, multifaceted and requires

systematic exercises with professionals and home exercises with parents.

General speech underdevelopment (GSD) and speech development delay (SDD)
(Differential diagnosis)

The issues of distinguishing general speech underdevelopment (GSD) from temporary reversible conditions, usually interpreted as delayed speech development (SDSD), are resolved differently by different researchers. Some authors, understanding by ONR the insufficient formation of all language systems, include more reversible states in this concept. But a dialectical approach to the problems of speech disorders in children makes it necessary to distinguish between various speech development disorders depending on the dynamics of their manifestation and overcoming. Some children who at a certain age have immaturity in all aspects of speech, with systematic speech therapy classes, can completely overcome their speech defect and subsequently study in a public school. The other part of children with similar speech disorders, even after systematic sessions with a speech therapist, in some cases are unable to completely overcome their speech impairment, subsequently study in special schools for children with speech disorders and continue to have severe speech impairments. It follows from this that, both in practical and theoretical terms, it is advisable to separate more reversible conditions into a special group of speech disorders.

First of all, it is necessary to distinguish between the general underdevelopment of speech and the delay in the rate of its formation. So, the development of a child’s speech with delayed speech development differs from normal only in its pace. In addition, children with delayed speech development are capable of independently mastering language generalizations (for example, a child understands that a coat, a hat is clothing, a cup, a plate are utensils, etc.), which is inaccessible to children with SLD (children with SLD master language generalizations mainly only in the process of speech therapy sessions).
General speech underdevelopment (GSD) and delayed speech development in children with hearing impairment (differential diagnosis)

The exclusive role of hearing in the development of children's speech determines the need to differentiate general speech underdevelopment from speech disorders caused by

hearing impairment (formerly called hearing loss).

Disturbances in speech development caused by hearing impairment are largely associated with the time of hearing loss, as well as with the nature of the hearing defect. Based on the time of occurrence, all hearing impairments are divided into three groups:

Congenital,

Occurred during childbirth,

Acquired after birth.

The latter are divided into periods:

Up to 3 years, when hearing defects that arise disrupt the formation of speech or completely stop its development,

After 3 years, when speech function may decline due to hearing defects.

Insufficiency of the auditory analyzer function leads to a disruption in the development of all aspects of speech - phonetic, lexical, grammatical, semantic, and in some cases to a complete absence of speech. The degree of speech impairment depends not only on the severity of the hearing defect, but also on the time of its appearance and on the conditions of the child’s development.

Currently, methods have been developed for objective assessment of hearing status, starting from the neonatal period, using electrocortical audiometry. An important criterion for the risk of hearing impairment in children is medical history. It is known that rubella, measles, influenza, herpes virus in the mother in the first trimester of pregnancy and other viral and infectious diseases of the mother during pregnancy adversely affect the child’s hearing system. Hearing impairment is more common in prematurity. The cause of hearing impairment may also be maternal alcoholism during pregnancy, incompatibility of the blood of mother and fetus according to the Rh factor, incompatibility of the blood group of mother and fetus, causing jaundice in the newborn or neurological disorders, clinically designated as bilirubin encephalopathy. In addition, the risk group for hearing impairment includes children with various otolaryngological diseases (adenoids, otitis media, etc.), as well as children with various chromosomal and hereditary diseases. The risk group also includes children who have parents or relatives with congenital hearing impairments. Attention should also be paid to frequent inflammatory diseases of the middle ear - recurring otitis media that occur during critical periods of development of the auditory and speech systems.

Alalia

Alalia(from the Greek: “a” - negation and “lalio” - I say, speech; translated as absence of speech) - absence or underdevelopment of speech resulting from organic damage to the central nervous system. The causes of alalia are most often birth injuries, as well as injuries and brain disease in children under 1.5 years of age, leading to damage to the speech areas of the cerebral cortex. Depending on which speech centers were affected, motor alalia (expressive), characterized by persistent underdevelopment of speech with partially preserved understanding of someone else's speech, is distinguished, and sensory alalia (impressive), in which speech understanding is primarily impaired. Alalia is a systemic underdevelopment of speech, in which all its components are disrupted: the phonetic-phonemic side, the lexical-grammatical structure.

In a child with alalia, speech does not develop at all or develops with gross deviations. With sensory alalia, children do not understand someone else's speech well, and they do not recognize the sounds of speech: they hear that a person is saying something, but do not understand what exactly. Likewise, we do not understand those who speak a foreign language unknown to us. With motor alalia, the child cannot master the language (its sounds, words, grammar). Speech impairment that combines motor and sensory symptoms

alalia is called sensorimotor alalia.

The essence of speech therapy work is not to teach alalik the rules of grammar, writing, reading, but to instead of the disturbed channels of speech activity, include those that have been preserved, make them work harder, perform double or even triple the workload. Such a complex task requires frequent use of various pre-language skills. These are gestures, rhythmic movements, drawing, imitation of non-speech sounds, for example, the howling of the wind, the voices of animals. As these skills are mastered, the child is introduced to speech-like sounds and words that gradually become more complex in meaning. Techniques for such work are available only to highly qualified specialists, and parents can only help speech therapists here, but not replace them. Speech therapy work for alalia should begin early, as soon as a child’s lag in speech development is noticed, because Speech cannot be formed independently and without the help of a speech therapist. In any case, the absence of speech by the age of 2 is already an alarming signal.

Aphasia

Aphasia (from the Greek: “a” - denial and “phasis” - speech) is a complete or partial loss of speech caused by damage to the cortex of the dominant cerebral hemisphere in the absence of disorders of the articulatory apparatus and hearing.

The causes of aphasia are cerebral circulation disorders, trauma, tumors, and infectious diseases of the brain. Aphasia of vascular origin most often occurs in adults. Aphasia is one of the most severe consequences of brain damage, in which all types of speech activity are systematically impaired. The complexity of the speech disorder in aphasia depends on the location of the lesion, the size of the lesion, and the characteristics of the residual and functionally preserved elements of speech activity.

The following forms of aphasia are distinguished (P.A. Luria):

Acoustic-gnostic aphasia

Afferent motor aphasia

Efferent motor aphasia

Acoustic-mnestic aphasia

Semantic aphasia

Dynamic aphasia

The basis of any form of aphasia is one or another primarily impaired neurophysiological and neuropsychological prerequisite. For example, a violation of dynamic or constructive praxis, phonemic hearing, apraxia of the articulatory apparatus, etc., which leads to a specific systemic violation of the understanding of speech, writing, reading, and counting. With aphasia, the implementation of different levels, aspects, types of speech activity (oral speech, speech memory, phonemic hearing, speech understanding, written speech, reading, counting, etc.) is specifically systematically impaired.

If a child is diagnosed with dyslalia, he does not have problems with the speech apparatus and hearing. However, there are difficulties with pronouncing sounds. Up to 5 years of age, the presence of speech disorders is observed in all children. If the problem persists at an older age, it is necessary to examine the child.

Now let's look at this in more detail.

What is dyslalia?

Dyslalia is a disorder of sound pronunciation in children with normal articulation and preserved hearing. In oral speech, this manifests itself as replacement, distortion or displacement of sounds. Previously, the disease was called tongue-tied. Now doctors have completely abandoned this term.

If a person is diagnosed with a pathology, speech therapy work is mandatory. Its essence is to study and study the child’s speech apparatus, the mechanism of his articulatory motor skills, as well as the state of phonetic processes and sound pronunciation. If the defects cannot be corrected, in addition to a speech therapy examination, it is necessary to consult an otolaryngologist, dentist and neurologist.

Pathology in speech therapy practice occurs quite often. According to statistics, the disorder is observed in every third schoolchild. During primary school, pathology is present in every 5 children. At a later age, the disorder persists in 1 percent of children.

Types of dyslalia

The correction methods used to combat pathology directly depend on its classification. The division is carried out taking into account violations of the pronunciation of sounds. Doctors distinguish two main types of dyslalia: mechanical and functional. The first is due to an anatomical defect of the articular apparatus. 2 develops as a result of the influence of social factors. All types of pathology and their characteristics directly depend on the physical condition of the child.

Functional dyslalia is in turn divided into sensory and motor. In the first case, neurodynamic changes are observed in speech and the auditory analyzer. Motor dyslalia is usually an age-related disorder of the speech motor analyzer. With pathology, the movement of the child’s tongue and lips becomes inaccurate. At the same time, auditory perception continues to remain normal. Often, types of pathology are combined, forming a combined form.

Depending on exactly how many sounds are distorted, speech defects, in turn, are divided into simple and complex. Sometimes they are called monomorphic and polymorphic. The first category includes disorders in which a person pronounces only one sound incorrectly. In the case of complex dyslalia, the list of violations is longer. The pathology often occurs in preschool children.

There are several types of violation. Depending on them, the symptoms and features of the fight against pathology change.

Articulatory dyslalia

Articulatory dyslalia is one of the functional types of the disease. Pathology, in turn, is divided into 2 more groups - articulatory phonetic and articulatory pneumatic. The first variant of the disease is caused by incorrect location of the organs of articulation. The person talking to the child understands what sound he wants to make. However, the patient’s pronunciation is very different from the norm.

A distinctive feature of the second group of the disease is the replacement of a difficult sound with a simpler one. The child involuntarily selects this sound, which is easier for him to pronounce.

Mechanical dyslalia

Mechanical dyslalia is characterized by defective pronunciation associated with abnormalities of the peripheral speech organs. As a result, distorted pronunciation of sounds is observed. The child may have rhotacism, whistling and hissing sigmatism, lambdacism and other phenomena. Sometimes there is an elision of sounds. Sometimes phonemic processes and written language suffer. The presence of the disease is detected during speech therapy diagnostics. It includes a mandatory examination of the articulation organs and assessment of the child’s speech. If a disease is detected, the sounds of the performance defect are corrected. The action is performed using speech therapy. Additionally, you may need to undergo treatment with a dentist, orthodontist, and maxillofacial surgeon.

Polymorphic dyslalia

One type of dyslalia is called polymorphic pronunciation disorder. In common parlance, this phenomenon is called burr. The disease is manifested by a disorder in the pronunciation of several sound groups at once. The diagnosis is made in children over 5 years of age. At the same time, the child’s intelligence, innervation and integrity of the articulation organs are preserved. This type of pathology is one of the most common. About 53% of preschool children experience dyslalia. As children grow older, the value of the indicator decreases.

Phonemic dyslalia

Phonemic dyslalia in a child develops as a result of the actions of the child’s adult environment. If during the infancy period and in the process of developing speech skills the child does not hear normal human speech, pathology may develop. Children who are coddled with often suffer from the disease. In such patients, there is a disruption in the connection between the perception of the image and the analysis of its verbal expression. At the moment of speaking, the child repeats the words of the adults. If it is not corrected, the development of the skill will slow down.

In practice, most parents are touched by the funny speeches of a small child. They encourage babbling. Sometimes a violent joyful reaction is heard from parents to incorrectly spoken words. The consequences of such behavior on the part of adult family members leads to the need to visit a speech therapist for many months.

Functional dyslalia

Functional dyslalia occurs due to dysfunction of the cortical parts of the speech-motor and speech-auditory analyzers. Pathology can be caused by improper speech education. The disease is manifested by motor or sensory inaccuracy of pronunciation. In the first case, distortion of sounds is observed. With sensory functional dyslalia, the child replaces them or performs displacement.

A speech therapist can identify the presence of pathology.

Causes and prevention of dyslalia

There are many reasons leading to the development of dyslalia in a child. Doctors divide them into two categories - organic and socio-biological. The first of them includes pronunciation disorders that arise due to anomalies in the structure of the articulatory apparatus. Problems with pronouncing sounds can arise as a result of pathologies:

• teeth;
• jaws;
• palate;
• language.

Problems may be congenital or acquired. Thus, speech can be distorted by the absence of teeth, a high arch of the palate, the presence of an incorrect bite or a shortened hyoid ligament. Any of the above anomalies is reflected in the child’s speech.

Socio-biological reasons also quite often lead to the development of pathology. In the process of speech development, the child imitates adults.

Separately, experts identify a category of reasons that lead to the development of dyslalia in children due to age. In this case, the speech defect is a physiological norm. It does not require specific correction and will subsequently disappear on its own if parents devote enough time to working with the child. It must be taken into account that it is in preschool age that the development of further communication capabilities occurs. It is they who subsequently play an important role in interaction with the outside world.

Dyslalia can be prevented by taking preventive measures to prevent the development of speech disorders. To do this you need:

• monitor the child’s health;
• during pregnancy you need to regularly visit an obstetrician-gynecologist;
• parents must provide the child with comprehensive care, and also take measures for his full physical and mental development;
• the adults surrounding the child must have correct, competent and complete speech;
• It is necessary to undergo a timely examination in order to promptly identify the presence of anatomical disorders in the structure or functioning of the speech organs.

Correction of dyslalia with exercises

The process of combating pathology consists of several stages. To get rid of dyslalia, preparatory measures must be taken, then the phase of formation of primary pronunciation skills must be overcome. The final goal of working with a child is the creation of communication abilities. At the preparatory stage, the following actions are carried out:

• violations associated with the structure of the article wbjyyjuj of the apparatus are eliminated;
• improvement of fine motor skills;
• the process of development of processing the pronunciation of sounds occurs;
• development of phonemic processes, if there is a functional speech disorder;
• speech therapy massage and articulation gymnastics, if the child has a motor form of functional dyslalia.

During the phase of formation of primary pronunciation skills, individual sounds are produced and their pronunciation in a word is automated. The child learns to compose correct sentences and texts. The specialist takes measures to develop the ability to differentiate sounds.

At the last stage, acquired skills are consolidated. The child learns to use sounds accurately, regardless of the communication situation. It is very important to work with a speech therapist regularly. Classes must take place at least 3 times a week. At the same time, home therapy is carried out. The essence is to perform special exercises and tasks given by the doctor. Additionally, articulation gymnastics is performed. The duration of treatment ranges from 1 month to six months. The exact period and result of treatment directly depends on the form of the disease and the degree of neglect of the pathology.

Exercises to eliminate dyslalia are quite varied. They largely depend on the type of pathology. So, if a mechanical type of pathology is observed, it is worth doing the following exercises:

• sequentially close your teeth first and then your lips;
• open and close your mouth;
• bite the upper lip with the lower teeth, and then vice versa;
• move the upper incisors along the lower lip, performing the action vigorously.

There are also exercises to improve sound articulation. In this case, it is recommended to fold your lips into a tube, pull them forward and hold them in this state for 10 seconds. Another exercise is smiling. To perform it, the patient must smile and clench his teeth. You need to stay in this position for 10 seconds or more.

Another method is the “snorting horse” exercise. The patient should relax his lips and then exhale, trying to imitate the sound that horses make. It is recommended to perform this action at least 10 times.

The “funnel” exercise can also help in the fight against pathology. To perform it, the patient must open his teeth on a count of 1 and stretch his lips forward with a tube. On the count of 2, the lips are pulled inward and tucked behind the teeth. It is recommended to perform the exercise more than 10 times.

Dyslalia is a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.

Among the violations of the pronunciation side of speech, the most common are selective violations in its sound design with the normal functioning of all other operations of utterance.

These disorders manifest themselves in defects in the reproduction of speech sounds: distorted (abnormal) pronunciation, replacement of some sounds with others, mixing of sounds and, less often, their omission.

Classification D.

There are two main forms of D: functional and mechanical(organic).

Functional Dyslalia – violationsound pronunciation, when there are no organic disorders, peripherally or centrally caused.

Mechanical Dyslalia – with deviations in the structure of the peripheral speech apparatus (teeth, jaws, tongue, palate).

FD occurs in childhood during the process of mastering the pronunciation system, and MD occurs at any age due to damage to the peripheral speech apparatus. In FD, the reproduction of one or several sounds may be impaired; in MD, a group of sounds is usually affected. In some cases, combined functional and mechanical defects occur.

How long does it take to produce sounds and how can I do it faster?

Functional Dyslalia.

With FD, the specific speech skills to voluntarily take the positions of the articulatory organs necessary for pronouncing sounds are unformed. This may be due to the fact that the child has not developed acoustic or articulatory patterns of individual sounds. In these cases, one of the features of a given sound is not learned. Phonemes do not differ in their sound, which leads to replacing sounds. The articulatory base turns out to be incomplete, because not all auditory motor formations (sounds) necessary for speech have been formed. Depending on which of the signs of sounds - acoustic or articulatory - turned out to be unformed, sound replacements may be different.

In other cases, the child has formed all articulatory positions, but does not have the ability to distinguish some positions, i.e. make the right choice of sounds. As a result, phonemes are mixed, the same word takes on a different sound form. This phenomenon is called mixing or interchanges sounds (phonemes).

Cases of abnormal sound reproduction due to incorrectly formed individual articulatory positions are often observed. The sound is pronounced as unusual in the phonetic system of the native language in its acoustic effect. This phenomenon is called distortion of sounds.

To indicate distorted pronunciation of sounds, international terms derived from the names of the letters of the Greek alphabet are used:

Rotacism– pronunciation defect R Ry

Lambdacism– L L

Sigmatism – S S S Z Z Ts Sh Shch Zh

Yotacism – Y

Kappacism – K K

Gammacism – G G

Hitism– X X

In cases where a sound replacement is noted, the prefix is ​​added to the name of the defect pair-: pararotacism, paralambdacism and etc.

Levels of impaired pronunciation.

In a number of cases, children correctly use sound in isolation, in syllables, but do not use it in independent speech. The fact is that children’s pronunciation skills correlate with the degree of complexity of the type of speech activity.

O.V. Pravdina identifies 3 levels of impaired pronunciation:

inability to correctly pronounce a sound or group of sounds;

incorrect pronunciation of them in speech when correctly pronounced in isolation or in light words;

mixing two sounds that are similar in sound or articulation with the ability to correctly pronounce both sounds.

These data indicate that a child with impaired pronunciation goes through the same stages of sound acquisition as a normal child, but at some stage he may be delayed or stop.

Mechanical dyslalia – impaired sound pronunciation caused by anatomical defects of the peripheral speech apparatus. It is sometimes called organic. The most common pronunciation defects are caused by: 1) anomalies of the dental system: diastema between the front teeth; 2) absence of incisors or their anomalies; 3) incorrect position of the upper or lower incisors or the relationship between the upper and lower jaw (bite defects). These abnormalities may be due to developmental defects or acquired due to injury, dental disease or age-related changes. In some cases, they are caused by the abnormal structure of the hard palate (high vault).

In such cases, the most frequently observed defects are whistling and hissing sounds, labial-dental, anterior-lingual, plosive, and less commonly P and Pb. Quite often, the pronunciation of vowel sounds is also disrupted, which become inaudible due to excessive noise in consonants and insufficient acoustic opposition of vowels.

The second most common group consists of sound pronunciation disorders caused by pathological changes language: tongue too large or small, shortened hyoid ligament.

With such anomalies, the pronunciation of sibilants and vibrants suffers, and lateral sigmatism is also observed. In some cases, speech intelligibility suffers.

Pronunciation disorders caused by labial anomalies, because birth defects (various deformities) are overcome surgically at an early age.

In this case, the pronunciation of labial sounds is mainly impaired due to incomplete closure of the lips, as well as labiodental sounds. Sometimes there are defects in the pronunciation of labialized vowels (O, U).

However, anomalies of the organs of articulation do not always lead to pronunciation defects. This indicates the compensatory capabilities of a person: the same acoustic effect can be obtained in different ways.

Mechanical dyslalia can be combined with functional phonemic dyslalia.

In all cases of mechanical dyslalia, consultation (and in some cases treatment) of a surgeon and orthodontist is necessary.

Simple and complex dyslalia.

Depending on how many sounds are pronounced defectively, dyslalia is divided into simple and complex. Simple (monomorphic) include disorders in which one sound or sounds of homogeneous articulation are pronounced defectively; complex (polymorphic) include disorders in which sounds of different groups are defectively pronounced (for example, whistling and sonorants).

(“Speech therapy” edited by Volkova L.S.)

Age-related (physiological) dyslalia.

At 3 years old The labial-labial (P, P', M, M', B, B'), labio-dental (V, V', F, F'), back-lingual (K, K', G, G', X, X'), and anterior-lingual ( T, Ть, Д, Дь, Н, Нь) and, of course, vowels.

By 4 years whistling ones appear (S, S', Z, Z', Ts)

By 5 years– hissing (Sh, Shch, Zh, Ch)

By 6 years– sonors (P, Rb, L, L, J)

Until this time, the absence of sounds is considered a physiological state and is called "age-related dyslalia" which means that the child is developing correctly and these deficiencies should go away on their own. But this only applies to the absence of sounds or to the replacement of complex sounds with simpler ones. In case of distortion of sounds (throat, side, interdental, any other) any age the help of a speech therapist is needed.