Cards from a speech therapist for examining a child. Speech card (Individual speech therapy card)

Speech card

(sample)

1. Last name, first name

2. Age

ANAMNESIS.

1. Which pregnancy is the baby from?

2. Nature of pregnancy (toxicosis, falls, chronic diseases, infectious diseases...)

3. Childbirth (early, urgent, rapid, dehydrated...)

4. Stimulation (mechanical, chemical, electrical stimulation...)

5. When I screamed

6. Asphyxia (white, blue)

7. Rh factor (compatibility)

8. Birth weight

9. Feeding:

a) when they brought it to feed

b) how he took the breast

c) how he sucked

d) were there any regurgitation or choking?

10. On what day was he discharged from the maternity hospital, if delayed, why?

EARLY MENTAL DEVELOPMENT.

1. Holds his head with/1.5 months/

2. Sitting since /6 months/

3. Costs from /10 months/

4.Walks from /11-12 months/

5. First teeth/6-8 months/

6. Past diseases:

Up to a year...

After a year...

Infections...

Bruises, head injuries...

Convulsions at high temperatures...

7. speech history:

Humming……../2 months/

Babbling…../6 months/

First words…/by 12 months/

First phrases…/by 1.5-2 years/

Was speech development interrupted?...

Speech environment………

Has your child worked with a speech therapist before......

Attitude to your speech.....

Speech therapy examination

1. Observation of behavior during the examination...

2. State of auditory attention:

*show what toy sounded like

*following 2-3 step instructions (open your mouth and close your eyes,.....)

3. Visual perception

* primary colors (quantity)

* tint colors

* selection of pictures to match the background color...

4. Orientation in space:

a) in one’s own body – right, left side

b) in space – right left side

c) above, below, in front, behind

5. Time orientation:

*Morning afternoon Evening Night

*Yesterday, today, tomorrow, the day after tomorrow

*First, then, now

6. Distinguishing geometric shapes:

a) in the asset

b) in the passive

7. Counting: straight

back

counting operations

8. Logical thinking

A) highlighting the 4th extra:

cat, dog, duck, mouse

cat, wolf, dog, cow.

b) classification of objects: state it in one word:

Sweater, dress, shorts, skirt, sundress.

Boots, shoes, slippers, felt boots.

Saucer, frying pan, spoon, plate.

Wardrobe, table, chair, bedside table.

Tit, crow, duck, sparrow.

Bus, train, tram, plane.

9. Gross motor skills:

Clever, clumsy...

Jumping on one or two legs, alternately, with support...

EXAMINATION OF THE ARTICULATION APPARATUS.

1. Lips:

Thin, thick, short, cleft.

Lip mobility (smile, tube, tightness of closure, symmetry).

2. Teeth:

Rare, small, outside the jaw row, large incisors, no incisors.

3. Hard palate:

Tall, narrow, flat, short, gothic.

4. Soft palate:

Shortened, forked, deviates to the side, does not contract enough, does not contract.

Bite:

Prognathia, progenia, direct bite, anterior open bite, lateral open bite, oblique.

6. Language:

a) size: massive, small, short hypoglossal ligament.

b) mobility: stick out forward, pull into the oral cavity, lick your lips...

c) switchability: tube smile, pendulum, horse...

d) maintaining a pose, symmetry.

e) the presence of synkinesis.

e) tremor.

g) salivation.

7. State of facial muscles:

* close one eye in isolation (presence of synkinesis)

*raise eyebrows evenly

* frown eyebrows

* smoothness of nasolabial folds.

8. General sound of speech:

* expressiveness (inexpressive, inexpressive..)

* breathing (upper thoracic, diaphragmatic, short exhalation...)

* tempo and rhythm (slow, fast, uneven...)

*diction (fuzzy, blurry...)

EXAMINATION OF CONNECTED SPEECH.

1. Conversational and descriptive conversation:

What is your last name?

How old are you?

Where do you live?

How is your mother's name?

What name of your father?

Do you have a brother, sister?

Who is older, younger?

What does mom and dad do?

Do you have any friends?

2. Compiling a story based on the picture: ....

3. Compiling a story based on a series of plot pictures...

4. Retelling...

5. Story based on presentation...

STATE OF DICTIONARY AND WORD-FORMATION SKILLS,

1. Dictionary status:

A) Name various objects, professions, transport, general words, baby animals...

b) explanation of word meanings:

fridge…

vacuum cleaner…

airplane…

V) name of parts of objects:

Kettle

Donyshko

Spout

Lid

Pen.

Watch

Clock face

Numbers

Arrows

Strap

Chair

seat

Back

Legs.

d) Verb dictionary:

What is he doing:

Cook

Teacher

Doctor

Postman?

Cat _______, dog ________, duck _________, frog __________,

Pig _______, cow ________, crow ________, sparrow __________.

e) dictionary of signs:

--selection of adjectives for nouns:

Lemon (which one?)

Dress (what kind?)

Fox (which one?)

-- selection of antonyms:

wide - …

straight - …

dry - …

high - …

long - …

sick - …

funny - …

light - …

cold - …

WORD FORMATION.

A ). Formation of nouns with diminutive suffixes:

Table -

House -

Carpet -

Axe -

Mushroom -

Book -

Hand -

Notebook -

Cat -

Bucket -

Nest -

Window -

Cloud -

Sparrow -

Bread -

Feather -

B) Formation of verbs in a prefixed way:

Walked (came, left, approached, reached...)

Walks (leaves, approaches, enters, crosses...)

Pours (waters, pours, pours, tops up...)

C) Formation of adjectives from nouns (relative):

Wooden bench (what kind?)

Leather bag

Plastic handle

Glass glass

Juice from cherries, apples, pears, plums, tomatoes

Iron nail

D) Formation of possessive adjectives:

A hare has a hare's tail, but a wolf?

Whose head?

Whose house?

Whose bag is it?

GRAMMARICAL STRUCTURE OF SPEECH.

1. Survey of understanding of grammatical structures:

A) execution of instructions, like: show the notebook with a pen; Show me your notebook and pen.

b) number understanding:

show where the pencil is and where the pencils are;

Do children draw with pencil or crayons?

show me where the car is and where the cars are?

V) understanding of gender:

Where did Sasha fall? Where did Sasha fall?

Where did Zhenya cry? Where did Zhenya cry?

G) case understanding:

show me where the mother dresses the girl? Where does the girl dress her mother?

d) understanding prepositions:

on, in, with, from under, from, for, because of, under, to.

2. Presence of agrammatisms:

Word change:

A) changing nouns by case:

I have a pencil.

I have no…

I'm drawing …

I have a Grandmother.

Not home …

I'll give you a flower...

I'll go for a walk with...

I remember...

B) prepositional case forms:

(according to the picture - the ball is on the closet, under the closet, behind the closet, in front of..., I’ll get the ball from under..., from behind...,)

C) transformation of nouns from units. numbers in plurals:

Table – tables

Window - …

Eye - …

Tree - …

Stump -…

Chair - …

Mouth - …

Sleeve -…

Sparrow - …

Ear - …

D) agreement of numerals 2 and 5 with nouns:

One cow – two... - five...

One house – two... - five...

One chair – two... - five...

D) formation of forms of nouns Gender. and TV. and Sent. plural case numbers:

Tables - tables - tables - about tables,

Window - …

Chairs - …

Buckets -…

Fishes -...

Dolls -…

Ears - …

E) agreement of adjectives with nouns:

Blue ball - blue ball - blue ball - about the blue ball.

Blue car -...

Blue dress -…

Red flag -...

Red sun - ...

A red star - …

G) agreement of adjectives with nouns in number:

Blue ball – blue balls (see above).

SOUND PRONUNCIATION.

1. Vowels:

2. Voiced and voiceless consonants:

B-P

V-F

D-T

K-G

3. soft and hard consonants:

N-N

M-Mh

T-T

K-K

G-G

H-H-H.

4. Whistling:

SS

33

C

5. Sizzling:

SHJ

SC

6. Sonorous:

LL

RRb

Y

7. Differentiation of sounds in spontaneous speech:

S-SH, S-W, S-S, S-C.

Sh-S, Sh-Zh, Sh-Shch.

Ch-Ts, Ch-Sch, Ch-T.

L-R, L-R, L-Y, L-Y...

INVESTIGATION OF PHONEMATIC PERCEPTION OF SOUNDS AND ELEMENTARY SOUND ANALYSIS SKILLS.

1. Repetition of 3 and 4 vowel sounds:

Aoe, uio, ieu.

Aeow, uioe, uaeu.

2. Repetition of syllables with oppositional sounds:

Pa-ba, go-ko, ha-ka, te-de.

Ta-ta-da, pa-ba-pa, ha-ga-ka, cha-cha-cha.

Cat-cat-year, Tom-House-Tom.

3. Isolating by ear the first stressed vowel sound in a word:

Alik, echo, windows, duck, Ira, aster, Olya, Anna, ears.

4. Isolating by ear the last sound in a word:

Pooh, cat, catfish, soup, window, cat, balls.

EXAMINATION OF SYLLABILITY STRUCTURE:

1. Reproduction of the syllabic structure of a word:

Name from the picture - frying pan, aquarium, tablecloth, policeman, bicycle, medicine, motorcycle, literature, excavator.

2. Reflected speaking:

Construction, serpentine, rehearsal, watchmaker.

3. Playing sentences (2-3 times in a row)

Children made a snowman out of snow.

A plumber fixes a water pipe.

A watchmaker repairs a watch.

The watchmaker, squinting his eye, is fixing the watch for us.

A policeman rides a motorcycle.

The traffic controller controls the traffic.

Speech therapy conclusion:_______________________________________________

SPEECH CARD

(SAMPLE COMPLETION FOR A CHILD WITH FFN)

1. 
   Last name, first name, age
2. 
   School Class 1
3. 
   Home address
4. 
   18.09
5. 
   Academic performance(at the time of examination) Beginning of the school year
6. 
   Complaints teachers And parents: According to the teacher: he pronounces several sounds incorrectly. According to the mother (options): 1) pronounces sounds incorrectly, is embarrassed to talk to strangers: 2) mother does not notice incorrectly pronounced sounds.
7. 
   Psychiatrist's opinion: on a child with FFN is not required.
8. 
   State hearing: data from the medical record is reproduced; checked if necessary.
9. 
   Data on the progress of speech development:According to the mother: words - With 1 year (1.5 years): phrasal speech - from 1.5-2 years.
10. 
    (structure, mobility): The structure and mobility of the articulatory apparatus without pathology.
11. 
    ^ General characteristics of speech (recording of a conversation, independent coherent statements): My mother Nadezhda Ivanovna. Works as a nurse in a clinic. My dad's name is Ivan Petrovich, he works as an engineer. I'll tell you about summer. I was at the dacha in the summer. In the summer I helped my grandfather build a well. I helped my grandmother at the dacha in Wowkind. And then I cleaned the house and fed the dog. I was swinging on a swing with my sister. The path leads to the swing.. There are roses growing there. Then my mother and I went to the city (mixes and replaces sounds;r-l, g-z, s-t).

B) Grammar structure:
presence of agrammatism. Give examples. Within the age norm.

IN) ^

1. 
   pronunciation of sounds: absence, distortion, replacement and confusion of individual sounds, p - throat, r-l, s-t, z-t (zha-knife - zhanoza, shasha-shasa, lalek-ralek) ;
2. 
   distinguishing oppositional sounds: ra-la-la (laZ) ta-da-ta + ka-ka-ga + sa-sa-sha (shaZ) la-ra-la (laZ) da-da-ta + ga - ga - ka + sha - sha-sa (shaZ) sa-sa-za (sa-sya-sya) pa-pa-b a + for-zha-za (for-za-zha) for-for-sa (zya-sya-sya) ba-pa-ba + zha-zha-za (zhaZ);
3. 
   reproduction of words with different sound-syllable composition; give examples: motorcyclist, policeman, cosmonaut; railway, transport, motorcyclist on a motorcycle; orange juice

D) rate and intelligibility of speech:

12. ^ Level of development of analysis and synthesis skills
sound composition of the word:

cotton wool - what is the 1st star? - V; 2nd?* - A; 3rd? - T;

4th? - A.

Drying - name the 1st star - s, 3rd star - With.

Cloak - name 2 - th sound? - ah, the last one - ?

Book - how many syllables? - 2; name the 1st syllable - books;

2nd - ? - ha.

How many sounds are there in the 1st syllable? - 2; name them - k, n.

13. Letter: the presence and nature of specific errors (mixing and replacing consonants, agrammatism, etc.) in students’ written works - dictations, presentations, essays performed during the initial examination and in the process of remedial education (written works are attached to speech map). Options:

1. 
   reproduces individual printed letters (A, N, P, I...), syllables (PA, NA...), words (MOM, DAD, CAT...);
2. 
   reproduces only individual printed letters.

a) level of mastery of reading technique

1. 
   names and shows individual letters (A, O, N, P, T, M...);
2. 
   names letters A, O, N, U, I, P, K, T I, G, L, R, but doesn't read;
3. 
   reads syllables (AP, TA...), one-syllable words like “cat” and two-syllable words like “cotton wool”;

c) reading comprehension:understands the text read by the speech therapist.

^ 15. Manifestation of stuttering:

A) reason; severity of stuttering; situations that determine its manifestation (answers on the board And etc.):

B) formation of linguistic means:

C) features of general speech development (organization, sociability, isolation, impulsiveness):

D) adaptation to communication conditions:

1. 
   ^ Brief description of the child based on pedagogical observations (organization, independence, stability of attention, efficiency, observation, attitude To to their defect, cognitive activity in the field of linguistic phenomena): unstable attention, critical of his own defect.
2. 
   Conclusion speech therapist:FFN (this conclusion reflects the level of formation of oral speech).

Speech therapy center

at secondary school No.

^ SPEECH CARD

(SAMPLE COMPLETION FOR A CHILD WITH OSD)

1. 
   Last name, first name, age:Vanya Petrov, 7 years old
2. 
   School№ 1 Class 1
3. 
   House. address
4. 
   Date of enrollment in speech therapy center18.09
5. 
   Academic performance in native language(at the time of examination) Start of school of the year.
6. 
   Complaints from teachers or parents: According to the teacher: on inactive in lessons, shy to speak. According to his mother: he speaks indistinctly, distorts words, does not remember poetry.
7. 
   Psychiatrist's report(to be filled in as needed): from the medical record indicating the date of examination and the name of the doctor.

1. 
   Hearing condition checked if necessary.
2. 
   Data on the progress of speech development: The words mothers: words appeared by 2-2.5 years, phrases- by 4-5 years. Speech is incomprehensible to others.

1. 
   ^ State of the articulatory apparatus (structure, mobility): Structure- N. Mobility- has difficulty maintaining a given position and has difficulty switching from one articulatory position to another.
2. 
   ^ General characteristics of speech (recording of conversation, independence of coherent statements): In a conversation about the family, the child’s answers may be the following: “Vanya,” “Mom’s name is Zoya,” “I don’t know” (patronymic), “Daddy’s name is Petya,” “I don’t know” (patronymic), “Sister name is Lyuda”, “At work” (about mom), “Cashier” (to the question- who does he work for?), “I don’t know” (about dad).

The dictionary is limited by the realities of everyday life: an insufficient number of generalized words and words related to adjectives, verbs, etc. Qualitative characteristics (answers to the given tasks): lampshade (lamp), hose (water), decanter (bottle), driver (instead of the driver), watchmaker, crane operator (does not know), postman (instead of the postman), glazier (glazier), car (instead of the word transport), boots (instead of shoes), etc.; brave- weak, lying- does not lie, the crow is on the gate, etc.

Grammar structure: types of sentences used,

Presence of agrammatism. Give examples (see entry

Conversations and coherent statements):

^ The pencil pulled out from behind the book. The boy jumped into a puddle.

The first leaves appeared on the trees.

Mn. h., im. P.- trees, eyes, wings...

Mn. h., Rod. P.- notebooks, gates, donkey... jam yab-

pubic; orange water; stuffed bear.

^ Pronunciation and distinction of sounds:

1. 
   pronunciation of sounds: absence, distortion, replacement And mixing of individual sounds R- uvular; in the flow of speech L = R (ralek - stall); Sh= F (lower); W = S; AND- 3;
2. 
   distinguishing oppositional sounds tisovchik (watchmaker), goloshina (pea), yaselsa (lizard), pa-ba-ba (N), da-da-da (N), ha-ka-ka (N), for-for-for (zha-zha-za), cha-cha-cha (cha-cha-cha), cha-cha-cha (cha-cha-cha), ra-ra-ra (ra-la -ra), for-for-for (za-zha-za), cha-cha-cha (cha-cha-cha), sha-cha-cha (sha-cha-cha), la-la-la (la -ra-ra);
3. 
   reproduction of words with different sound-syllable composition (give examples): ligulivat (regulates); tlansp, stamps (transport); green-green... (railroad), philistine (policeman), pisiny (orange).

^ 12. Level of development of analysis and synthesis skills

Sound composition of the word cloak: How many sounds are there?- "2". 1st sound?- "P". 2nd sound? - "A". 3rd sound?- "A". Name the last sound.- "A". Name the 1st sound.- "T". Name the 3rd sound.- "A".

1. 
   Letter: presence and nature of specific errors (confusion And replacement of consonants, agrammatism, etc.) in students’ written works - dictations, presentations, essays, performed by them during the initial examination and in the process of remedial education. (Written works are attached to the speech card.) Options; 1) reproduce individual printed letters: A, P, M; 2) prints individual words like MAC, MAMA.
2. 
   Reading:

1. 
   knows individual letters: A, P, M, T;
2. 
   knows all the letters, but does not read;
3. 
   reads syllables and monosyllabic words;
4. 
   reads syllables, slowly, monotonously; misses vowels, does not finish reading words; distorts the syllabic structure of a word; confuses some letters;

c) reading comprehension. Options:

1. 
   has difficulty understanding what the speech therapist read, retells it only with the help of questions;
2. 
   understands the main content of the story, but has difficulty understanding the hidden meaning;
3. 
   is experiencing some difficulties.

A) probable cause; severity of stuttering; situations in which it manifests itself (answers at the board, etc.);

B) the formation of linguistic means;

C) features of general and speech development (organization,
sociability, isolation, impulsiveness);

D) adaptation to communication conditions.

Brief description of the child based on pedagogical observations (organization, independence, stability of attention, efficiency, observation, attitude towards his defect): unstable attention, decreased performance, difficulty switching from one type of activity to another; low level of self-control and independence.

Speech therapist's report. ^ Options: 1) NVONR; 2) ONR II- IIIur. (these conclusions reflect the level of development of oral speech).

The results of speech correction (marked on the card by the time students leave the speech therapy center).

(for children with special needs who study in a speech center for two years of study,
highlighted font - second year of study)

1. Last name, first name. Age

2. Home address.

_________________________________________________________________________________

3. Date of enrollment.

4. Full name parents, place of work, position.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5. History. Speech development of the child (features of speech development).

Buzz ______________________________________________________________________________

Babbling ________________________________________________________________________________

First words _____________________________________________________________________

Phrasal speech ___________________________________________________________________

6. Hearing.

8. Intelligence.

9. General sound of speech.

10. Examination of the articulatory apparatus.

Bite (normal, open anterior, open lateral, progenia, prognathia).

Palate structure (normal, high, low, ___________________________________________)

Condition of the hyoid frenulum (normal, short, long,

incremented.,______________________________________________________________________________)

Lips (normal, thick, narrow, sedentary, _______________________________________)

Tongue mobility (movable, sedentary, ________________________________________)

11. State of general motor skills.

Coordination of movements - ___________________________________________________

Fine motor skills - ______________________________________________________________

Prefers to work with right/left hand.

12. Sound pronunciation.

S____________S____Z____________Zz__________C__________

W____________F____________Sh____________H___________

L____________L____________P____________Pry___________

K_____________G_____________X____________Yot____________

T_____________D_____________N____________ ______________

______________ ______________ _____________ ______________

13. Phonemic hearing.

14. Pronunciation of words with complex syllabic composition

Repeat: The pharmacist prepared the medicine.

The guide conducts the excursion.

15. Analysis of the sound composition of a word.

a) highlighting the first sound in a word.

b) highlighting the last sound in a word.

c) determining the sequence of sounds in a word.

b) level of generalization:
sweater, dress, shorts, skirt, tights
saucer, frying pan, spoon, plate
tomato, turnip, carrot, cabbage
apple, peach, pear, lemon
cow, dog, wolf, hedgehog

sparrow, duck, pigeon, turkey
bus, train, trolleybus, plane
trees, shrubs, flowers, grass
bread, sausage, cheese, cookies
bee, fly, ant, beetle

Dictionary of signs:

a) selection of adjectives for nouns:
fox (which one?) -
dress (what?) -

b) selection of antonyms:

Verb dictionary:
a) what are they doing?

b) formation of a diminutive form:

c) agreement of adjectives with nouns:

d) formation of adjectives from nouns:

e) formation of possessive adjectives:

f) agreement of nouns with numerals:
(one table, two tables, five tables)

g) use of prepositions:

18. Coherent speech. Retelling. "Bathing bear cubs"
The hunter was walking along the bank of a forest river and suddenly heard a loud cracking of branches. He got scared and climbed a tree. A big bear and two cheerful cubs came ashore from the forest.
The bear grabbed one bear cub by the collar with her teeth and let's dip it into the river. Another bear cub was frightened by the cold bath and started to run away into the forest. The bear caught up with him, slapped him, and then - into the water, like the first. The water refreshed them well. After swimming, the bears disappeared into the forest again, and the hunter climbed down from the tree and went home.

compiling a story based on a series of plot paintings “The Bunny and the Carrot”.

19. Reading:
Letters - knows, doesn't know.
Reads - letter by letter, by syllable, by word.

_________________________________________________________________________________

20. Speech therapy conclusion:

_________________________________________________________________________________

_________________________________________________________________________________

Dear speech therapists, you can copy the page into Microsoft Office Word and correct the page margins!

Last name, first name:

Class:

Date of birth, age:

Home address, telephone:

Date of enrollment:

Date of Birth:

Complaints from teachers and parents: cannot pronounce the sound [r], unclear speech, does not want to learn to read, and does not learn poetry well.

Have you previously contacted a speech therapist, the effectiveness of the session?tiy: attended speech therapy classes at the clinic (sounds [s], [z], [ts] were introduced; I didn’t get into the speech therapy group because I was sick).

Real performance in the Russian language (by the timeexaminations): unsatisfactory (2nd grade).

Anamnesis: child from the 2nd pregnancy, at term (40 weeks), toxicosis of the first half, the mother was preserved, cesarean section, asphyxia, cried after 2 minutes, Apgar 8-9 points, gr. healthy

School logging station: organization and content of work

5. Data on the progress of speech development: delayed speech development:

babble - in 6 months; first words - to 2 years; phrasal speech - after 3 years; speech environment - satisfactory.

Hearing status: fine.

State of vision: fine.

Psychiatrist's opinion: delayed speech development.

State of general motor skills: motor awkwardness, slowness, impaired coordination of movement, sense of rhythm.

State of fine motor skills: hand movements are inaccurate, Heda almost does not perform tests, the tone of the hands is reduced, the lines in the drawings are uneven and intermittent.

Leading hand: right.

State of the articulatory apparatus (structure and mobility):

lips - large size, does not fully perform lip movements;

teeth - large, uneven, replaceable, large upper incisors that overlap the lower ones;

bite - prognathia;

language - massive, unclear movements, incomplete range of movements (limited upward movement), impaired switchability of movements. In a static position, there is a slight tremor of the tip of the tongue, deviation of the tongue to the left, hypersalivation;

hypoglossal ligament - shortened;

solid sky - tall, gothic in shape;

soft sky - movable.

12. Characteristics of speech.

Speech understanding: understands spoken speech and performs tasks according to verbal instructions.

General characteristics of speech (recording of conversation): names the names of his mother and father, does not know his patronymic and the patronymic of his parents. Home address: “102 - 7” (doesn’t know the name of the street or city). Finds it difficult to talk about home and his home activities. He talks with interest about types of transport and car brands. The answers are monosyllabic and the topic is not developed independently. Shows no interest in conversation.

Vocabulary (quantitative and qualitative haCharacteristics): vocabulary size does not match

Library of the magazine "Speech therapist"

age level (reduced). Names simple generalizing concepts, does not know the concepts of “wild and domestic animals, birds, tools, insects, shoes, hats, furniture, professions.” Lists seasons and days of the week mechanically. Does not answer questions about the calendar structure of the year. Insufficiently uses adjectives, verbs, adverbs in speech, and uses pronouns inadequately. He doesn’t compose a story based on a plot picture; he laid out a series of plot pictures correctly; he composes a story only with the help of a speech therapist.

Grammatical structure of speech: insufficiently formed.

Type of sentences used: simple, uncommon.

Number of words in a sentence: 2-3.

Presence of agrammatisms: errors in the use of plural nouns (“windows” - windows, "soma" - catfish, "ears", "ears" - ears, ears, “belts, belts” - belts, etc.). Violation of agreement between numerals and nouns; errors in the case endings of singular and plural nouns and adjectives, and in the use of prepositions.

Characteristics of sound pronunciation: violation of sound pronunciation of a polymorphic nature - rhotacism (velar [r], [r"], hissing sigmatism [w], [zh] with a lower position of the tongue), unclear pronunciation of affricates ([h], [h]), confusion [ s] - [w], [h] - [g].

12.9. Phonemic hearing: insufficiently formed. Mixture of whistlers - sizzling, hard - soft sounds. Errors in repeating a series of syllables: sa-sa-za - “sa-sa-sa”, sa-sa-sha - “ussha-sha-sha”, pa-ba-pa - “pa-pa-pa”, da-da-ta-ta - “ta-ta-da " etc. Errors in the use of catch-paronyms.

Level of development of sound-letter skillsth analysis and synthesis: short. Selects only the first vowel sound in words, the first consonant - names the entire first syllable; does not analyze the sound-letter composition of simple words like SGS, SG-SG.

Reproduction of words of a complex sound-syllable withstava: with mistakes. When repeating words that are complex in structurere, reduces the number of sounds, syllables, rearranges syllables;a similarity is noted:“akvurum”, “skovoda”, “peel” - aquarium, frying pan, propeller.

School logging station: organization andThe content of the work

Speech rate: delayed.

Speech intelligibility: illegible, pronounces sounds unclearly.

Breathing characteristics: breathing is chest type, shallow. When increasing speech tempo, there is a discordination of speech and breathing.

Manifestation of stuttering: doesn't stutter. Sometimes repeats the first syllable in words that are complex in structure or semantics.

Letter (presence and nature of specific errorsside) - 2nd grade: omission, rearrangement and assimilation of letters andsyllables: t(r)ava, d(e)vochka, from the box, m(a)tire, went out, spelling two words together above, at the edge of the forest, smemaking labialized vowels: air(y)x, Le(yu)sia, on the pu-(o)lu, spring(e)vy, mixing of voiced-voiceless consonants: usad(t)y, but(d)et, t(d)ctor, in gazed(t)e, on shkav(f), skav(f)andr, mixing sounds (letters) according to articulatory-acousticstical similarity:"birds" - - birds, "zvet" - - color, optically and kinetically similar letters: d(b)olyioy, grit(p), hedge(s), sto(l), bathe(s). Grammatical errors: at the dacha(s), at the factory(s), at the mountain ash(s) etc.

Reading (level of development of reading skills):1 class - does not read; Grade 2 - reading method letter-syllabic, emphasis - with mistakes.

Reading pace - short; reading comprehension - incomplete.

Presence of specific errors: reading is mechanical. Does not answer questions in the text, cannot find the right word in the text. When reading, omissions of letters and syllables, truncation of words, guessing of endings, mixing of optically similar letters, and agrammatisms are noted.

13. Brief psychological and pedagogical characteristics of the teacherrunning: available to contact.

Emotions adequate to the situation, critical; visual perception not broken; auditory perception not in full; attention unstable; auditory memory capacity reduced. Level of development of mental operations average; fresh stockideas about the surrounding reality below age level; performance low.

14. Speech therapist's report.

Library magazine "Speech therapist"

class: dysarthria (minimal manifestations), general notadvanced speech development (IIIur.).

class: reading and writing impairment caused bysignificant underdevelopment of speech (IIIur.) in a child with dysarthria(minimal manifestations).

Date of examination Signature

Appendix 4

The number of students in groups of students with impairments in the development of oral and written speech

Note: The minimum group size is 3 students.

Appendix 5

Approximate thematic planning of speech therapy classes

Continuation of the table.

Continuation of the table.

Continuation of the table.

End of table.

Appendix 6

Consultations and methodological work

As you know, speech cards usually contain all the tasks and a place to record the results of the examination - on several pages. At our workplace, the flow of people examined is several times greater than in educational institutions, and funding for stationery is not important. Therefore, a directive was received from management: reduce paper consumption. The search began. However, the speech therapy sheets that came into view did not fully meet the functionality and content of the speech cards. I was faced with a task: to contain all the necessary information on the speech examination on one sheet. I succeeded! When using this speech card form, you need a clear knowledge of all the tasks in a particular block, or better yet, the presence of well-selected visual materials for all tasks by age and your impeccable orientation in them. Based on the speech map of Nishcheva N.V. With the addition of tasks from cards of other authors, I made materials and schemes for examining children’s speech separately by age. Within the framework of my work, this is much more convenient than the materials presented in the literature, where, in order to find pictures for the next task, you need to constantly flip through pictures in the album for other ages. The results of the examination of the speech of children from 4 to 15 years old are entered in the appropriate columns. If, by age, the skill should not yet be formed, the column is not filled in. Based on the results of the examination, a descriptive speech therapy report form is filled out, which indicates the same sequence of components of the speech examination as in the speech card.

Within the educational institution, in addition to the card form, you will need a medical history sheet.

I assure you that in this form it is more convenient to store documentation and more convenient to use it!

Speech card

Last name, first name of the child ______________________age _______group/class__________

Hearing________________________________vision__________________________________________

Articulatory______________________________________________________________ apparatus__________________________________________________________________________

Oral praxis______________________________________________________________

Breathing (outside speech and speech)__________________________________________________________

Rhythm, tempo, intonation__________________________________________________________

Stuttering______________________________________________________________________

Sound pronunciation ___________________speech intelligibility___________________________

A O U Y E I E Y Y I E B B P P P D D D T T Y G G K K K X HH V

V F F M M N N Y S S Z Z Z Z Z F H H S H L R R R

Sound-syllable structure of words and phrases : simple _____multi-link ____complex______

Phonemic representations: _______________________________________________

Phonemic awareness : auditory-visual differentiation of words________________

auditory-pronounces. differentiation of oppositional sounds in syllables ____in words______

Sound-syllable analysis and synthesis : _________________________________________________

Impressive speech :

Passive dictionary: volume, quality_______________________________________________

_____________________________________________________________________________

Discrimination: surrounding objects____________ parts of objects____________

actions ______________ characteristics____________ generalizations________________________

Understanding the meanings of grammar. changes: verbs committed. type__________________

units – pl. numbers of nouns ______________ singular–plural. number of verbs__________________

reduce-caress form of noun_____________ prefixed verbs____________

Understanding logical-grammatical structures: addressed speech ___________________

instructions: simple social and everyday ________ multi-link ________ complex _________

prepositional case constructions: simple_______________ complex________________

simple comparison________ complex comparison ___________inversion_______________

constructions expressing the relationship of persons and objects with each other (in TV.p.)_______

simple questions_____________________ complex questions___________________________

similar in structure of sentences_______________________________________________

text___________understanding the hidden meaning________ figurative meaning________

Expressive speech :

Active Dictionary: volume, quality_______________________________________________

_____________________________________________________________________________

Grammatical processes :

Education: adj-x from noun-x_________________ verbs perfect. type______________

noun-x Im. p.m. part __________________________ prefix. verbs _______________

noun-x plural in space n. or R.p._________________ refers. attached ________________

noun in diminutive form. form _______________ possessive. attached _______________

baby animals have _______________________ qualities. attached-x_________________

agreement (in gender, number and case):

adjectives with nouns _________________________verbs with nouns___________________

nouns with numbers___________________________ nouns with prepositions_________________

Connected speech:

Phrase _______________________________________________________________________

Spontaneous speech_______________________________________________________________

Dialogue speech______________________________________________________________

Automated speech: poetry_______count_______days of the week_______months_______

Disautomated speech: counting_______ days of the week_______ months_______

Conjugate speech_______________________________________________________________

Reflected speech_______________________________________________________________

Nominative speech______________________________________________________________

Compiling a phrase: a) based on the picture________________________________________________

b) with the given word ________________________________________________________________

Monologue speech:

Identification of cause-and-effect relationships:

State of general and fine motor skills ____________________________________________

Optical-spatial gnosis and praxis ______________________________________

Letter: type of lateralization, pace, copying, independent writing, dictation _______________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Reading : words, sentences, text; pace; silent reading; understanding the meaning; retelling ______________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Conclusion :__________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Speech therapist:_____________________________________________Date:____________________

Below you can download a sample speech card form

(font 12, 2 pages, A4 size).

Speech therapy conclusion.

During the speech therapy examination________________________________________(____________birthday)

the following was revealed:

According to experts:

In the structure of the articulatory apparatus:

In a state of oral praxis:

In the state of prosody and dynamic aspects of speech:

In the state of sound pronunciation:

In the state of sound-syllable structure of words and phrases:

In the phonemic awareness state:

In the state of sound-syllable analysis and synthesis:

In a state of impressive speech:

* passive dictionary

* understanding changes in grammatical meanings of words

* understanding of logical-grammatical structures

In a state of expressive speech:

* active dictionary:

* grammatical processes:

Word formation:

Coordination:

* phrase

*monologue speech:

In general and fine motor skills:

In a state of optical-spatial gnosis and praxis:

In writing condition:

Reading state:

Conclusion :

Speech therapist:

Date of:

Below you can download the speech therapy report form in A4 format (font 12).

Anamnesis

1. Last name, first name of the child_________________________________________________________________

2. Date of birth__________________________________________Age______________________

3. Institution visited, group, class__________________________________________________________

4. Mother’s full name, age, place of work, position_____________________________________________

5. Father’s full name, age, place of work, position__________________________________________

6. Nationality, native language, what language is spoken in the family______________________

_______________________________________________________________________________

7. Data on the presence of neuropsychic, somatic disorders in parents and relatives

diseases, speech disorders, especially dyslexia and dysgraphia_____________________

_______________________________________________________________________________

8. Progress of pregnancy. (Detect whether there were any injuries, Rh conflict, exposure to

chemical, physical - especially radiation - factors, infectious diseases -

especially rubella, influenza, etc., - toxoplasmosis, cardiovascular diseases,

liver disease, kidney disease, toxicosis in the 1st and 2nd half of pregnancy, symptoms

threatening miscarriage.) 1st half_____________________________________________

2nd half__________________________________________________________________________

9. Progress of labor (on time, early: at 8, 7 months; normal, protracted,

rapid, dehydrated, etc.; the use of stimulation during childbirth, its nature;

duration of labor)______________________________________________________________

________________________________________________________________________________

10. The condition of the child at the time of birth. Presence of trauma during childbirth: fractures,

hemorrhages, tumors, asphyxia (blue, white)___________________________

when he screamed (immediately, after a few seconds, after a few minutes)__________________________________________________________________________

________________________________________________________________________________

presence of congenital defects______________________________________________________________

Weight and height of the child at birth__________________________________________________________

When they brought it in to feed, how it sucked (well, sluggishly) ________________________________________________________________________________

11. Data on the somatic, neuropsychic and psychomotor development of the child

(extract from the medical record). Holds head with ________________

sits with ________________ walks with __________________

Previous illnesses up to one year ________________________________________________________________ ________________________________________________________________________________

________________________________________________________________________________

Previous illnesses from one year to 3 years_________________________________________________

_________________________________________________________________________________

Past illnesses after 3 years_______________________________________________ _______________________________________________________________________________

12. Data on the development of a child’s speech: time of appearance of humming__________ babbling__________

nature of babble______________ time of appearance of words_______ phrasal speech__________________

did the child have any violations of the syllabic structure of words_______________________________________ agrammatisms_____________________________________ what sounds were pronounced incorrectly for a long time______________________________________________________________________

nature of incorrect pronunciation of sounds (distortion, replacement, absence of sounds)

up to 4 years _______________________________after 4 years ________________________________

whether correction of sound pronunciation disorders and other speech disorders was carried out,

during what period, its result________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

characteristic features of understanding the speech of others _________________________________________________________________________________

_________________________________________________________________________________

13. Data from examinations of specialist doctors ________________________________________________________________________________ Share with a colleague!