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Section 3. Other fields of Education
Ilina Elena Nikollaevna, speech therapist,
Center for Speech Pathology and Neurorehabilitation,
Moscow City, Russia E-mail: ilinacprn@yandex.ru Prokhorova Elena Olegovna, speech therapist,
Center for Speech Pathology and Neurorehabilitation,
Moscow City, Russia E-mail: proxroman@yandex.ru Borovik Marina Ivanovna, speech therapist,
Center for Speech Pathology and Neurorehabilitation,
Moscow City, Russia E-mail: marusiaborovik@yandex.ru
FEATURES OF LOGORHYTHMIC CLASSES IN THE SET OF REHABILITATION MEASURES WITH STUTTERING PRESCHOOLERS
Abstract. The article deals with the features of correctional methods at logorhythmic classes in the set of rehabilitation measures with stuttering preschoolers, taking into account the tasks and stages of speech therapy, as well as the child's level of rhythmic ability formation.
Keywords: Stuttering preschoolers, rehabilitation, logorhythmic classes, iterative rhythm, cortical right-brain rhythm, cortical rhythm of prosaic speech.
Speech therapy work, covering all components Stuttering is characterized by a complicated
of the speech system, can be carried out most effec- complex of symptoms. G. A. Volkova notes in her
tively in preschool age, because "during this period researches that various motor disorders are mani-
it is easier to overcome the defects of development" fested in a significant number of stuttering children
[5, P. 4]. Comprehensive rehabilitation of preschool- [3, P. 154]. Among preschool age patients with stut-
age patients with stutter, carried out taking into ac- tering of the Center for Speech Pathology and Neu-
count factors affecting the occurrence of speech dis- rorehabilitation, there is also a significant number
orders, could reduce the number of return calls for of children with disorders of gross and fine motor
help in the future. skills, mimic and oral praxis. They are revealed with
the general motor strain, difficulty of set-shifting, disinhibition or retardation, constrained and chaotic movements.
Since there is interdependence between gross and speech motor skills, the development of the motor sphere of children should be included in the set of rehabilitation measures on stutter overcoming. E. M. Mastukova emphasized the principle of motor-kinesthetic stimulation as a major in speech therapy work with children, in particular, suffering from stuttering, as it developmentally, anatomically and functionally connected with motor functional system [6, P. 21]. In the set of measures on stutter overcoming, the development of the motor sphere is carried out at logorhythmic classes. At logorhyth-mics classes remedial work includes the areas that contribute to the recovery of the tempo and rhythm of common and speech movements, their coordination, spatial orientation, and regulation of muscle tone [1, P. 10; 3, P. 30]. V. M. Bekhterev determined the achievement of equilibrium in the nervous system of the child as one of the goals of rhythmic education: "to calm down hyper excitable children and disinhibit inhibited children, regulate wrong and unnecessary movements" [3, P. 27].
N. A. Bernstein's researches on dynamic physiology and physiology of activity showed a hierarchical level system of motor functions regulation, including speech [3, P. 30]. T. G. Vizel notes that hierarchically organized speech operations make up the rhythmic function of speech as a whole, affect the ability to master flowing speech and its use. Rhythmic and logorhythmic examination allows to identify the level of iterative hemispheric cortical right-brain rhythms completeness and cortical rhythm of prosaic speech (T. G. Vizel, T. A. Solov'eva, I. V. Gunther). Considering the above, the Center for Speech Pathology and Neu-rorehabilitationa has developed the variant of the rhythmic and logorhythmic diagnosis of examination of preschool age patients with stammer, in the following areas:
- examination of the subcortical state of iterative rhythm (N. A. Bernstein), basic for the syllabic rhythm formation;
- examination of the periodic rhythm state (cortical right-brain rhythm (temporal lobe)), responsible for the formation of the musical rhythm and poetic speech rhythm;
- examination of the level of reciprocal coordination formation;
- examination of the motor skills state (gross and fine);
- examination of facial expressions state;
- examination of the ability to rhythmic-semantic coordination, coordination of speech and movement (cortical rhythm of prosaic speech, formed with the help of the frontal lobe of the left-brain and affecting the ability to subordinate the periodic rhythm of semantic speech program) [2, P. 20]).
Determining the directions and organization of the sequence of stages of corrective action, taking into account the specific form of speech flow disorders, as well as for the choice of differentiated methods of influence, it is important to take into account the results of the survey of the level of rhythmic ability formation in stuttering child. At logorhythmic classes, it is important to monitor the dynamics of the skills' formation in the process of remedial work.
In the set of rehabilitation measures on stutter overcoming the areas of work in the classes for logo-pedic rhythmics are implemented in accordance with the objectives of speech therapy [4, P. 26].
At the logorhythmic classes of the initial stage of remedial work, exercises and games aimed at the development of facial expressions, oral praxis, auditory and visual attention, orientation in space, imitation, as well as the development of subcortical rhythm without speech are more often included. As pointed out N. A. Bernstein, basic non-verbal rhythm is basic for the syllabic rhythm formation. Patients with an insufficient level of iterative rhythm formation have difficulties in marching, tapping a simple duple time. Since the disorders of the sense of elementary
rhythm, as well as syllabic rhythm are quite often manifested in stuttering children of preschool age, material for its development shall be included for classes. It is used the metronome and mechanical toys, musical exercises with verbal reinforcements of accented beats using musical instruments (tambourine, maraca, drum sticks) are included. Reciprocal coordination of movements is practiced at classes (walking, marching, jumps on the right and left legs alternately, light running, imitation of swimming, "bike") [2, P. 10].
At the stage of work with conjugated and reflected speech at logorhythmic classes are introduced games with singing, circle dances, dramatizations of songs, training of mobile games without objects, games for the development of motor skills of hands, wrist, fingers [3, P. 177]. At classes speech therapist communicates with patients using conjugated or reflected speech. The exercises on the division ofwords into syllables and then phrases using motor, tactile, auditory, visual support (walking, clapping, and beating out the time) are included. It is important to keep quite "soft" time with a smooth transition from one syllable to another.
The exercises at the stage of more difficult question-answer form of the speech at logorhytmic classes with stuttering children of preschool age are conducted in the form of dialogues between group participants in singing melodic idioms, counting exercises, songs, dramatizations with music [3, P. 178]. Also, continues the work on improving the iterative rhythm in non-verbal movements, syllabic pronouncement of words and phrases, as well as the exercises for periodic rhythm development, specific to poetic speech are included. The material is used to stimulate perception, memorization and reproduction of the elementary and then complex, like dance, rhythmic groups. It is included the work on poetic speech, the content and structure of which gradually becomes more difficult.
At the final stage of rehabilitation activities in speech therapy classes are included exercises aimed
at using the improved speech skill with the prepared material of retelling and storytelling. During this period at the logorhythmic classes are many speech tasks, games without musical accompaniment, as well as exercises on musical and rhythmic education (dance compositions, motor improvisation to music) [3, P. 178]. Also, it is carried out the work on pronunciation of the phrase with the voice of its main and secondary fragments, firstly using an external support (walking, trampling, clapping with different strength and frequency, drumsticks), and then without it. The accomplishment of those tasks first conjugated, then reflected and further independently, promotes the coordination of breathing, voice and articulation [2, P. 21].
During functional training, speech therapy and logarithmical classes are aimed at the skill consolidation of the improved speech performing before parents, communicating with experts and patients in the ward. Such classes contribute to the application of improved speech skills in everyday life.
Consolidation of the flowing speech skill is easier if the child felt and learned to reproduce the rhythms of different levels: "syllabic, verbal, its combination with the logical center of the syntagmas, as well the subordination of syntagmas that make up the phrase to its main logical center," notes T. G. Wizel [2, P. 21]. These skills are practiced and improved in stuttering children of preschool age, including logopedic rhythmics classes. In addition, logorhythmic specialists actively work with patients' parents. Center for Speech Pathology and Neurore-habilitation has developed a checklist, covering the main objectives and tasks of speech therapist work at logorhythmic classes, and recommendations for consolidation of the formed skills.
Logorhythmic exercises contribute to the development of subcortical and cortical (right-brain and prosaic speech) rhythms, gross motor skills, coordination of movements, orientation in space, regulation of muscle tone, the development of a sense of musical tempo and rhythm, singing abilities. As
a result of the course of logorhythmic classes, the from one its type to another. The inclusion of logopositive dynamics is observed, which manifests itself rhythmics in the set of rehabilitation measures on in improving of the state of the neurodynamic com- overcoming stutter in preschool children contributes ponent of mental activity. Patients have improved to the correction of psychomotor system that posi-control over voluntary activity, the ability to switch tively affects the quality of speech.
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