OHP level 2: characteristics, features and difference from other diagnoses

Article:

The diagnosis of OHP is made no earlier than 3 years of age.
The violation is divided into 4 levels, depending on the severity. Children with group 2 OHP have a very poor vocabulary, it is difficult for them to pronounce sounds and words, they speak with errors. To ensure that the disorder does not worsen and lead to serious complications in the future, painstaking corrective work with a speech therapist is necessary. In the article we will talk about the signs of general underdevelopment of level 2 speech in a child, its causes, diagnosis and prevention.

Characteristics of OHP 2nd degree

The main feature is that children already speak common speech, but far from fully: they speak with errors, sound pronunciation suffers, but a grammatical connection between words begins to form.

Although the dictionary contains more words than at the first level of speech underdevelopment, it still remains meager. Children do not operate with such concepts as properties, shape, and fragments of objects.

At OHP level 2 of speech development, children always say certain words incorrectly and cannot combine objects into groups (dishes, animals, professions, seasons, clothes). Here are examples of grade 2 OHP: instead of the word “apple,” the baby always says “lyabako,” regardless of the context. And he names objects that are similar in characteristics in one word.

Another characteristic of a child with level 2 SEN is problems with sound pronunciation. The child pronounces many sounds incorrectly and replaces them with others.

However, it periodically changes simple words grammatically depending on their number. For example, he copes with words in which the emphasis is on the ending: “go” - “go.”

But he still does not coordinate the words with each other, does not use pronouns and prepositions: “mama pitya” - “mom came”, “ava bibi” - “the dog is riding”, “guay gokam” - “walked on the hill”.

If you ask a child with degree II ODD to compose a story based on a picture, he will already have a more or less coherent story. But the story will be primitive, with sentences consisting of two words, inconsistent with each other and pronounced with errors. For example: “Guai gokam. Videy seg. Or segik" (“Walked on a hill. Saw snow. Made a snowman”).

Another characteristic of group 2 OHP is a violation of the structure of syllables in words. The baby pronounces them incorrectly, replaces them, swaps them, or omits them. For example, instead of “boots” he says “bokiti”, “man” - “tevek”.

Corrective work

A visit to a speech therapist is necessary if the child does not develop speech by the age of three or four. In this case, the diagnosis, detailed characteristics and correction of OHP are formed by more than one specialist.

With the help of a neurologist, the cause is determined. If it is necessary to carry out treatment or prescribe vitamins, a specialist may prescribe special medications that will have a stimulating effect on the child’s speech centers and nervous system. Most often, it is recommended to undergo an MRI of the brain. In some cases, it will be enough for the doctor to conduct a conversation with the parents.

After a consultation with a neurologist has been carried out, it is necessary to visit a speech therapist. Most often, the specialist assigns the child to a special group, but under certain circumstances individual lessons can be used.

The main goal of correctional work is the development of active speech, improving its understanding, as well as the formation of phrases and their correct sound pronunciation. As reinforcement, some speech therapists turn to parents with a request for additional classes with the family, because two or three classes a week may not be enough.

An example is a simple exercise in which the child needs to chant certain words, and then the parents must answer him in the same way. This exercise will not only help get rid of speech impediments, but will also bring the family closer together.

Main directions of correctional work:

• improving the pronunciation of difficult words for a child in a drawling manner, for better sound of all letters and sounds;
• the need to distribute words into groups that are combined depending on the topic, for example, when showing a picture of pets, the child must clearly name everyone. This approach helps children organize;
• comparative forms of different forms that belong to the same part of speech, for example, we walked: in the park, in the field, in the garden, and so on;
• the same approach with a verb, for example, mom painted - mom draws - mom will draw;
• developing an understanding of the difference between singular and plural;
• improving the perception of the difference between voiceless and voiced sounds.

There is a huge difference in the way children communicate with adults and with their peers. And if a child may feel squeezed when talking with an adult, then when talking with a child he will be calmer and more open, especially if they have the same interests.

However, with a sufficiently large development of the defect, at the beginning of correctional work, individual classes are used, which over time flow into group classes, thereby slowly preparing the child for entry into society.

In some cases, the development of stage 2 OHP is observed in children who do not attend kindergarten, which is explained by a lack of communication. In such cases, it is recommended to enroll your child in various clubs, in which his social circle will not only increase, but his artistic perception of the world around him will also begin to develop, which will lead to improved speech.

OHP level 2: speech characteristics

Children begin to speak late - by the age of 3-4 years, or even later. Due to a limited vocabulary, they speak in short, simple sentences of a maximum of 4 words. Speech skills allow the baby to express his desire, identify household items and their actions.

In communication, he still uses non-verbal tools - facial expressions, gestures, amorphous words. Conjunctions, prepositions, cases - they throw it all out.

But children understand words addressed to them much better than in the first group of underdevelopment. Although they still don’t know the shapes, colors, names of body parts.

Phonemic hearing suffers: the baby cannot isolate an isolated sound, determine its position in a word, or select words with this sound. Confuses and speaks incorrectly almost all groups of sounds.

Outwardly, children with grade 2 ODD are clumsy, they have poor coordination of movements, underdeveloped fine motor skills, and often have neurological problems. They have worse memory and thought processes than their peers, they get tired quickly, get distracted, and cannot concentrate.

Features of speech development

In order to understand the severity of the defect, it is necessary to analyze its occurrence. A child with ODD will have his own developmental characteristics. He has poor ideas about the world around him and lacks life experience.

The preschooler has difficulty communicating and therefore avoids contact with adults and peers. Interaction with other people is an important tool for learning. Without it, thinking develops poorly.

In his work, a speech therapist not only teaches children to pronounce words correctly, but also to generalize objects and eliminate unnecessary ones. It helps form ideas about the world around us.

If speech development is abnormal, it is necessary to begin by working on its understanding. To do this, children are taught the names of various phenomena, objects, and events. Not only parents, but also educators are involved in this matter.

Over time, a connection appears between the word and the object. Children's auditory perception is poorly developed and therefore needs to be trained. They must be able to distinguish sounds from general noise well by ear.

To successfully overcome OSD, work on all components of speech is necessary. If work starts on time, the prognosis is favorable: more than 80% of children go to regular school.

Causes of stage II AHP

Various factors can lead to a violation. They can be divided into 2 groups:

1. Biological. These include: difficult pregnancy, bad habits of the mother during pregnancy, fetal hypoxia, Rh conflict between the fetus and the mother. This group also includes difficult births: traumatic, rapid or protracted, asphyxia. The listed factors can cause damage to the central nervous system and lead to delayed mental development, speech disorders and other problems;
2. Social. In families where parents lead an antisocial lifestyle, children suffer greatly. An unfavorable environment, indifferent or cruel treatment, beatings, improper upbringing or lack thereof, aggression from adults, lack of communication and developmental activities with parents - all this entails a whole range of mental and neurological disorders.

What happened to the baby in the first year of life is also important. Psycho-emotional and physical injuries, neuroinfections, frequent diseases of early childhood, traumatic brain injuries that occur in the pre-speech period can cause delayed speech development in the future.

Causes of OHP in children:

• infection or intoxication (early or late toxicosis) of the mother during pregnancy,
• incompatibility of the blood of mother and fetus due to Rh factor or group affiliation,
• pathology of the natal (birth) period (birth injuries and pathology during childbirth),
• diseases of the central nervous system and brain injuries in the first years of a child’s life
• unfavorable conditions of education and training, mental deprivation.

Manifestations and diagnosis of general speech underdevelopment.

Despite the fact that OSD can accompany various forms of speech pathologies, children have typical manifestations that indicate systemic disorders of speech activity:

• later onset of speech: the first words appear by 3–4, and sometimes by 5 years;
• speech is agrammatic and insufficiently phonetically designed;
• the child, understanding the speech addressed to him, cannot correctly voice his thoughts;
• The speech of children with general speech underdevelopment is difficult to understand.
• low speech activity;
• criticality to speech failure;
• uneven speech and mental development

All children with OHP always have a violation of sound pronunciation, underdevelopment of phonemic hearing, and a pronounced lag in the formation of vocabulary and grammatical structure of speech.

Diagnosis of OHP group 2

Diagnosis is approached in a comprehensive manner. It is attended by a pediatrician and specialized specialists - an otolaryngologist, a psychiatrist, a neurologist, and a speech therapist.

The pediatrician’s task is to collect anamnesis, assess the patient’s general health, and give referrals to other doctors.

The task of the otolaryngologist is to assess hearing acuity, identify or exclude deafness and other hearing disorders.

The psychiatrist’s task is to assess the patient’s mental health and rule out mental disorders and diseases that are accompanied by speech disorders. These include, for example, autism, mental retardation.

The neurologist’s task is to assess the baby’s neurological status, since most often speech development disorders are associated precisely with damage to the central nervous system and speech centers of the brain. Therefore, the neurologist refers the patient to hardware diagnostics and only after that makes a diagnosis.

The task of a speech pathologist-defectologist is to determine the form and level of speech underdevelopment and draw up a correction program.

If necessary, drug therapy, massage, physiotherapy and speech therapy massage are included. The role of parents is also important - they should also work with their child at home.

In some cases (for example, with rhinolalia), consultation with a maxillofacial surgeon is necessary. Surgery may be required to correct the defect that prevents the baby from speaking.

Diagnosis by a speech therapist

A speech pathologist examines the medical history obtained as a result of examinations by other specialists. Asks parents to provide information about the course of pregnancy and childbirth, the baby’s speech activity, when he began to coo, said the first word - these data are very important for identifying the causes of underdevelopment.

The speech therapist evaluates the baby’s motor skills, especially fine motor skills, since there is a connection between motor and speech development.

Next, he evaluates the little patient’s oral speech - each of its components. This is necessary to determine speech underdevelopment and the degree of understanding of the baby’s native language. He evaluates this according to 4 criteria:

1. Connectivity. The speech therapist evaluates how coherently and competently the child speaks, the order of words in sentences, the consistency and logic of presentation. With general underdevelopment of second-level speech, children cannot consistently express their thoughts or tell something. To assess this characteristic of speech, the speech therapist gives the baby a picture that he must describe, or an audio recording that he must retell. Or simply asks questions that the baby must answer;
2. Lexico-grammatical processes. It is assessed how much the child understands the plural and singular numbers, cases, synonyms, antonyms, agreements, as well as generalizing categories, shapes, colors, properties. Children with general underdevelopment of speech at the second level have difficulty selecting the right words, use one word to denote several words that are close in meaning, and generally construct phrases with gross errors;
3. Syllable structure. Children with speech development group 2 simplify complex words, reduce them to 1 - 2 syllables, and also change syllables in places and skip them;
4. Sound pronunciation. In case of II degree OHP, it suffers. Kids can pronounce up to 20 sounds incorrectly - this is almost all groups. They cannot conduct a sound analysis due to phonemic hearing impairments.

Based on the data obtained, the specialist determines the form of speech pathology, the degree of its severity and draws up an individual correction program.

Diagnostics

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

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

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

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

Correctional program for level 2 OPD

Children diagnosed with general speech underdevelopment type 2 at the age of 3–4 years are enrolled in a speech therapy group in a kindergarten. They will spend 3 years there—that’s exactly how long it will take to bring the students’ verbal skills closer to the age norm.

The correction program has several goals:

1. Enrich your vocabulary and activate it. For this purpose, the speech therapist offers lexical topics in classes (for example, “Seasons”, “Clothing”, “Dishes”, “Pets”, “Wild Animals”, “Birds”, “Professions”). For each topic, they offer a list of words that children should learn. Then they do exercises: name objects, their properties, describe pictures;
2. Develop vocabulary and grammar. Young students develop the skills of forming words, teach numbers, cases, and genders. In three years, they will learn to use ordinal numbers and words in three cases (genitive, instrumental and dative) without errors, answer the questions “how many?”, “whose?”, “where?” and where?";
3. Form coherent and phrasal speech. Pupils are taught to correctly construct simple sentences, and then short stories. They offer the following exercises: compose a story based on a picture, memorize a couplet or nursery rhyme, give a detailed answer to a question, and also formulate questions independently and conduct dialogues;
4. Improve sound pronunciation. First, the speech therapist develops articulation and then practices isolated sounds. Then they make up syllables, and then words.

Classes with students with general speech underdevelopment type 2 are conducted in groups in the form of a game.

Forecast TNR ONR level 2

If you start correction at the age of 3-4 years, then the prognosis is very good. Children who study in a speech therapy group gradually increase their vocabulary and become more active verbally. All this leads to a gradual improvement in their speech skills.

In general, by the first grade, most of them manage to overcome all difficulties, although they are still somewhat behind their peers without level 2 OHP. Therefore, it is necessary to continue classes with the school speech therapist.

Parents need to understand that there is still a risk. Such students have more difficulty with writing and reading skills, and therefore may have difficulties with learning. That is why it is necessary to continue studying until they fully meet the age norm of their daughter or son.

If you don’t take care of your child at all or don’t complete the correction to the bitter end, this can lead to serious complications: it will be difficult for the little person to establish contact with other people and make friends. It will be difficult for him to remember and concentrate on educational and other processes. It will be difficult to study in a regular school, so such students are enrolled in special schools.

Speech disorders also provoke mental retardation. Therefore, such a child will feel inferior and self-esteem will decrease. As a result, this will lead to behavioral disorders, isolation, aggression, and apathy.

Prevention of speech underdevelopment

Here are some recommendations for preventing pathology.

Firstly, regularly show your child to a pediatrician, regularly to a neurologist, and at 3 years old to a speech therapist. It’s better to “keep your finger on the pulse” than to miss the moment and waste time. Especially if your child has neurological problems, your pregnancy or childbirth was difficult, there was fetal hypoxia and other provoking factors.

Secondly, protect your child from injury and illness, especially in the first year of life. If your daughter or son hit his head hard during a fall, for example, it is better to show him to a neurologist and do an ultrasound as indicated.

Thirdly, work with your child and develop him. Talk, show, explain, read books and fairy tales, learn rhymes, develop fine motor skills, play - all this is necessary to master speech.

Correction

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

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

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

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

Understanding other people's speech and expanding vocabulary

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

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

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

Here are some examples of such situations:

• Children going for a walk

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

• Requests

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

• Putting toys in their places

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

To distinguish word forms, use paired pictures:

• Singular and plural verbs, nouns

The fish swim - the fish swims.

• Verb tenses

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

• Case forms of nouns

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

• Possessive pronouns, adjectives

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

• Spatial concepts

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

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

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

Learning to form words

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

• Big small.

Watermelon-watermelon, hare-rabbit.

• Add a prefix.

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

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

Development of phonemic hearing

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

The next stage is distinguishing speech sounds:

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

The preschooler must name the sounds that do not match.

• Similar word forms.

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

• Wrong echo.

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

Making proposals

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

• What is he doing?

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

• What?

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

• I have.

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

• Restore the correct word order.

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

• Detailed answers to questions.

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

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

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

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

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

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

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

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

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

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

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

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

Include dynamic breaks in your classes to relieve physical and emotional stress. This could be finger exercises, warming up the torso.

Levels of speech development

Criteria for compiling a level characteristic of speech underdevelopment. State of phonetic and phonemic operations. Lexico-semantic representations. Word formation skills. Morphological and syntactic characteristics of speech. State of coherent speech.

The first level of speech underdevelopment.

The state of impressive and expressive speech. Characteristics of the pronunciation of children with the first level of speech underdevelopment. State of semantic representations. Polysemantics. Prerequisites for the emergence of a one-word sentence.

Linguistic, paralinguistic and extralinguistic communication systems.

The second level of speech underdevelopment.

Quantitative and qualitative changes in the system of semantic representations. Specifics of the formation of phrasal speech. Development of the meaning of a word, features of the grammatical design of a speech utterance. The state of phonemic representations and the development of pronunciation.

Specific characteristics of speech utterances of children with levels III and IV of speech underdevelopment.

State of phonemic operations. Phonetic, phonetic-phonemic disorders. Lack of semantic representations. Specifics of age-related development of word meaning. The state of operations of grammatical formatting of a speech utterance. Regularities of functioning of the morphological system of language in speech activity. Typology of syntactic models in the expressive speech of children with speech underdevelopment.

Characteristics of coherent speech. Integrity and coherence as criteria for the analysis of a coherent speech utterance. Features of semantic programming of an utterance and its deployment in external speech.

In terms of the degree of manifestation of the speech defect, the group of children with general speech underdevelopment also turned out to be extremely heterogeneous, so there was an urgent need to divide this group.

R.E. Levina and co-workers (1969) developed a periodization of manifestations of general speech underdevelopment: from the complete absence of speech means of communication to developed forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

Nominated by R.E. Levi's approach made it possible to move away from writing off only individual manifestations of speech impairment and to present a picture of the child's abnormal development along a number of parameters reflecting the state of linguistic means and communicative processes. Based on a step-by-step structural-dynamic study of abnormal speech development, even specific patterns that determine the transition from a low level of development to a higher one have been revealed.

Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components dependent on it. The transition from one level to another is determined by the emergence of new language capabilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory background.

The individual rate of progress of the child is determined by the severity of the primary defect and its shape.

There are three levels of speech development, reflecting the typical state of language components in preschool and school-age children with general speech underdevelopment.

Level 1 OHP , characterized as the absence of commonly used speech. Verbal means of communication are extremely limited. Children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes. Pointing gestures and facial expressions are widely used. In independent communication, a whole range of verbal means are used: individual sounds and some of their combinations - sound complexes and onomatopoeia, snatches of babbling words, for example, “sina” - car.

Children’s speech may contain a large number of so-called diffuse words that have no analogues in their native language: for example, “kia” - jacket, sweater. A characteristic feature of children with the first level of speech development is the possibility of multi-purpose use of the language resources they have. Thus, onomatopoeia and words can denote the names of objects, and, at the same time, some of their characteristics, actions performed with them: for example, “bika”, pronounced with different intonation, can mean “car”, and “is riding”, and “ beeps."

Children do not use morphological elements to convey grammatical relations. Their speech is dominated by root words, devoid of inflections. The “phrase” consists of babbling elements that consistently reproduce the situation they denote with the use of explanatory gestures. Each word used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation. As a result of poor vocabulary, the child is forced to resort to the active use of non-linguistic means - gestures, facial expressions, intonation.

Children of the first level show a clearly expressed deficiency in the formation of the impressive side of speech. It is difficult for them to understand both some simple prepositions (“in”, “on”, “under”, etc.), as well as grammatical categories of singular and plural, masculine and feminine, past and present tense of verbs, etc. A distinctive feature of speech development at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

Low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the life around them.

So, the speech of children at the first level of speech development is difficult to understand for others and has a strict situational attachment.

The 2nd level of speech development is characterized by the beginnings of common speech. At this stage, children try to use many parts of speech. Pronunciation capabilities, reproduction of words of different syllable structure and sound content are improved.

In addition to gestures and babbling words, although distorted, fairly constant commonly used words appear.

Children know how to use a simple phrase and have (both passively and actively) a large vocabulary. They can differentiate the names of objects, actions, and individual features. At this level, it is possible to use, albeit elementary, pronouns, sometimes conjunctions, and simple prepositions. Children can answer questions, talk based on a picture, talk about their family, and well-known events in their surrounding life. The vocabulary is below the age norm, there is a lack of knowledge of words denoting parts of the body, animals, clothing, furniture, and professions.

There are difficulties in using words that denote not only objects, but also actions, signs (children do not know the names of the object, its shape, size, etc.), they often replace words that are similar in meaning, and do not have word formation skills.

They make gross grammatical errors:

1) case forms are confused;

2) use nouns in the nominative case, and verbs in the infinitive or third person singular and plural form of the present tense;

3) do not agree the number and gender of the verb with the number and gender of the noun;

4) do not agree adjectives and numerals with the number and gender of nouns.

The use of prepositional constructions also causes difficulties for children: prepositions are omitted, and nouns are used in their original form, and cases of substitution of prepositions, conjunctions and particles in speech are rare.

The phonetic side of speech also lags behind the age norm: children have impaired pronunciation of soft and hard sounds, hissing, whistling, voiced and unvoiced sonors; the transmission of the syllabic composition of a word is usually manifested in a reduction in the number of syllables.

Often, a child, reproducing the outline of words, violates their sound content: rearranges syllables and sounds, replaces and likens syllables, shortens sounds when consonants coincide.

A special examination of such children usually reveals an insufficient development of their perception, their unpreparedness to master sound analysis and synthesis.

Level 3 of speech development – ​​children have extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

For this level of speech development, it is typical for children to use simple common sentences, as well as some types of complex sentences, but their structure may be disrupted. So, for example, a violation of the structure of a sentence can change due to the absence of main or minor members of the sentence.

Children of this level have an increased ability to use prepositional constructions with the inclusion of simple prepositions in some cases, and in independent speech the number of errors associated with changing words according to the grammatical categories of gender, number, case, person, and tense decreases compared to the previous level. etc.

However, specially targeted tasks make it possible to identify difficulties in the use of neuter nouns, verbs of the future tense, in the agreement of nouns with adjectives and numerals in indirect cases, and the understanding and use of complex prepositions, which are either completely omitted or replaced with simple ones, still remains insufficient .

So, a child with general underdevelopment of speech at the third level understands and can independently form new words according to some of the most common word-formation models. Along with this, there is a difficulty in choosing the correct productive basis (for example, “a person who builds houses” - “homemaker”), uses inadequate affixal elements (for example, instead of “washer” - “moichik”; instead of “fox” - “foxer” ").

Typical for these children is an inaccurate understanding and use of general concepts, words with abstract and abstract meaning, as well as words with figurative meaning. Vocabulary that seems sufficient within the framework of everyday everyday situations may turn out to be insufficient during a more detailed examination: for example, children may be revealed to be unfamiliar with such parts of the body as the elbow, bridge of the nose, nostrils, eyelids.

A detailed analysis of children's speech capabilities allows us to determine difficulties in reproducing words and phrases of complex syllable structure. Along with a noticeable improvement in sound pronunciation, there is insufficient differentiation of sounds by ear: children have difficulty completing tasks to identify the first and last sound in a word, or select pictures whose names contain a given sound.

Thus, in a child with the third level of speech development, the sound operations of syllabic analysis and synthesis turn out to be insufficiently formed, and this, in turn, will serve as an obstacle to mastering reading and writing. There are violations of logical-temporal connections in the narrative, as evidenced by samples of coherent speech: children can rearrange parts of the story, skip important elements of the plot and impoverish its content. Gaps in the development of phonetics, vocabulary and grammatical structure in school-age children appear more clearly when studying at school, creating great difficulties in mastering writing, reading and educational material.

T.B. Filicheva was identified as the fourth level of speech development, which is defined as a mildly expressed underdevelopment of speech.

In the speech of children, there are isolated violations of the syllabic structure of words and sound content. Eliminations predominate, mainly in the reduction of sounds, and only in isolated cases - omission of syllables. Paraphasias are also observed, more often - rearrangements of sounds, less often of syllables; a small percentage is perseveration and addition of syllables and sounds.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of general blurred speech. The incompleteness of the formation of the sound-syllable structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the process of phoneme formation that has not yet completed.

Along with deficiencies of a phonetic-phonemic nature, individual violations of the semantic aspect of speech were also found in these children. Thus, despite a fairly diverse subject dictionary, there are no words denoting some animals and birds (penguin, ostrich), plants (cactus, loach), people of different professions (photographer, telephone operator, librarian), and parts of the body (chin, eyelids, feet). When answering, generic and specific concepts are mixed (crow, goose - bird, trees - fir trees, forest - birch trees).

When denoting the actions and characteristics of objects, some children use typical names and names of approximate meaning: oval - round; rewrote - wrote. The nature of lexical errors is manifested in the replacement of words that are similar in situation (uncle paints a fence with a brush - instead of “uncle paints a fence with a brush”; a cat rolls a ball - instead of “ball”), in a mixture of signs (high fence - long; brave boy - fast; grandfather old - adult).

Having a certain stock of words denoting different professions, children experience great difficulty in differentiated designations for masculine and feminine persons: some children call them the same (pilot - instead of “pilotitsa”), others offer their own form of word formation, which is not characteristic of the Russian language (lechika - instead of a pilot, a hanger - a scout, a trainer - a trainer, a storeroom - a storekeeper, a drummer - a drummer).

Forming words with the help of augmentative suffixes also causes significant difficulties: children either repeat the word named by the speech therapist (boot - a huge boot), or name an arbitrary shape (knives, nogoshchi - instead of "knife", "boot" - boot, kulashchitsa - kulachishche).

Errors in use remain persistent:

1. Diminutive nouns (coat - coat, platenka - dress, skvorchik, skorechnik - skvorushka, remenchik - strap, etc.);

2. Nouns with singularity suffixes (pea, gorokhovka - pea; puff, cannon - fluff; raisin, raisin - raisin; sand, sand, sandbox - grain of sand, etc.);

3. Adjectives formed from nouns with different meanings of correlation (pukhnoy - downy; cranberry - cranberry; pine - pine);

4. Adjectives with suffixes characterizing the emotional-volitional and physical state of objects (boastful - boastful; ulybkiny - smiling);

5. Possessive adjectives (volkin - wolf, fox - fox).

Against the background of the use of many complex words that are often encountered in speech practice (leaf fall, snowfall, airplane, helicopter, etc.), persistent difficulties are noted in the formation of unfamiliar compound words (instead of bibliophile - scribe, icebreaker - legopad, legotnik, dalekol; beekeeper - bees, beekeeper, beekeeper; steelmaker - steel, capital),

The peculiarity of the limited vocabulary is most clearly revealed when compared with the norm.

A significant number of errors occur in the formation of nouns with suffixes of emotional evaluation, singularity, and doer.

When assessing the formed lexical means of a language, it is established how children express “systemic connections and relationships that exist within lexical groups.” Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial opposition (far - close), and evaluative characteristics (bad - good). Difficulties are manifested in expressing the antonymic relationships of the following words: running - walking, running, walking, not running; greed is not greed, politeness; politeness - evil, kindness, not politeness.

The correctness of naming antonyms largely depends on the degree of abstraction of the proposed pairs of words. Thus, the task of selecting words with opposite meanings is completely inaccessible: youth, light, ruddy face, front door, various toys. In the children’s answers, initial words with the particle “not-” are more common (not ruddy face, not young, not bright, not different), in some cases variants that are not characteristic of the Russian language are named (front door - back door - back door - not apron).

The insufficient level of lexical means of the language is especially clearly evident in these children in the understanding and use of words, phrases, and proverbs with a figurative meaning. For example: “as ruddy as an apple” is interpreted by the child as “he ate a lot of apples”; “collided nose to nose” - “hit noses”; “hot heart” - “you can get burned”; “don’t spit in the well - you’ll need to drink some water” - “spitting is bad, you’ll have nothing to drink”; “prepare the sleigh in the summer” - “in the summer they took the sleigh from the balcony.”

The insufficient development of lexico-grammatical forms of the language is heterogeneous. Some children show a small number of errors, and they are inconsistent in nature, and if children are asked to compare the correct and incorrect answer options, the choice is made correctly.

This indicates that in this case the formation of grammatical structure is at a level approaching the norm.

Other children have more persistent difficulties. Even when choosing the correct sample, after some time in independent speech, they still use erroneous wording. The peculiarity of the speech development of these children slows down the pace of their intellectual development.

At the fourth level, there are no errors in the use of simple prepositions, and there are minor difficulties in agreeing adjectives with nouns. However, difficulties remain in using complex prepositions and in coordinating numerals with nouns. These features appear most clearly in comparison with the norm.

A distinctive feature of children at the fourth level is the uniqueness of their coherent speech.

1. In a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted;

2. When talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.

Difficulties remain in planning your statements and selecting appropriate linguistic means.

How to recognize stage 2 OHP

General underdevelopment of level 2 speech in a child can only be determined by a speech therapist.
But parents need to know its signs in order to contact a specialist in a timely manner. This diagnosis is made at the age of 3–4 years. Stage 2 of OHP is a serious enough violation for parents to notice it themselves. Children with this diagnosis have only recently developed phrasal speech. They construct simple phrases of 2–3 words. Conjunctions, prepositions and adjectives are rarely used. Many mistakes are made in speech. For example, they do not know how to change words by cases and tenses, that is, use grammar.

As a rule, there are multiple defects in the pronunciation of sounds, the replacement of complex sounds, and sometimes syllables, with simpler ones. In simpler cases, the child confuses sounds and syllables only within a word, and if you ask him to pronounce the sound separately, he copes with the task.