Psychological and pedagogical characteristics of a child with mental retardation

Speech therapy characteristics for a student with OHP level II

Speech therapy characterization of Igor Yu., a 2nd grade student

Date of Birth:

Speech therapy conclusion:

General speech underdevelopment of level III.

Igor has been attending speech therapy classes at Secondary School No. 1 since September 15, 2017 (second year of study).

Speech environment.

There are no speech disorders in close relatives. Igor has not missed a single speech therapy class in the current academic year; in the 2017–2020 academic year there were absences due to illness and on special days. The mother keeps in touch with the speech therapist, takes an interest in her child’s problems, and consults with a specialist. Igor does his homework together with his mother; he cannot do it on his own, since he has not yet learned to read.

General motor skills.

Delayed switching of movements, slowness, and motor awkwardness are noted. Has difficulty playing with a ball or riding a bike.

Articulatory apparatus

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There is an incorrect arrangement of teeth. Articulatory postures when pronouncing many sounds are distorted. The volume, accuracy of movements performed and switchability suffer. Synkinesis is observed when performing some articulation exercises.

General sound of speech

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Speech is slurred due to numerous violations of sound pronunciation, violation of the syllabic structure of the word, and agrammatisms. The statements are intonationally unexpressive. There is a slowdown in rhythm at the end of the phrase. There is no logical stress. The voice is weakly modulated, quiet.

The grammatical structure of speech.

Igor answers questions in monosyllables or in a phrase of 2-3 words.

Experiences difficulty constructing even simple sentences. Makes mistakes due to unformed lexical and grammatical aspects of speech. Agrammatisms are observed when forming adjectives from nouns (for example, “banana puree - banana puree”); in the agreement of an adjective and a noun (for example, “the girl has a blue pen”), in the agreement of nouns with the numerals 1,2,5 (for example, “5 ducklings”).

Phonemic perception, sound analysis and synthesis.

The sound-letter analysis is not formed, it confuses the concepts of “sound”, “letter”, “syllable”. It is difficult to isolate a sound from a word, for example, does not name the final vowel sound, the final consonant, does not form words from individual sounds. Igor does not determine the sequence and number of sounds in a word, or its place in the word. Makes mistakes when determining the position of a sound in the middle and at the end of a word. Phonemic representations are not formed.

Sound pronunciation.

During attendance at speech therapy classes, problematic sounds [Р], [Л], [Ль], [Ч], [Ш], [С] were identified, but they were not fixed in speech. The process of automating sounds drags on for months, since Igor has no desire to learn to speak beautifully and clearly, he does not try to say the word correctly.

Characteristics of children with mental retardation from one to three years of age

After a year, the stage of active exploration of the surrounding world begins. The baby begins to crawl and walk, absorbing a colossal amount of information per day. At one and a half years old, with normal development, he actively uses the simplest words, can convey his needs, and shows an emotional reaction.

Characteristics of two-year-old children with mental retardation:

By the age of two, the influence of the ZRD is already noticeable in other areas of development. The characteristics of children with developmental disorders at this age are already significantly different from those with normal development. Delayed speech development, characteristics of children 2-3 years old:

• physical activity is low. There are problems with coordination and balance;
• With normal development, by the age of three, a preschooler already has his own idea of ​​the surrounding objects, makes conclusions, and uses speech to express himself. Interest in the world and people is growing every day. This is a wonderful time of “why”. With mental retardation, there is no such interest; the baby does not strive to communicate with other people, even loved ones.
• prefers individual games;
• does not remember new words, the passive vocabulary does not correspond to the norm;
• There are no more than two dozen words in the active dictionary. Cannot name body parts or surrounding objects;
• does not use simple phrases;
• still uses babbling words;
• there are no neologisms in speech (made-up words formed by analogy with known ones);
• speech is slurred and incomprehensible to others;
• “Pinch” grip is not developed. It manifests itself in the fact that the preschooler takes a small object with the whole hand, and not with his fingers.

At this age, speech delays already noticeably affect verbal memory and memorization.

Characteristics of a primary school student with speech therapy problems

The student entered school No. 1st grade on 01.09. d. When entering school, the child did not know how to read, write, or count, but he really wanted to learn. The child’s period of adaptation to school was easy. The student enjoys going to school, listens attentively during lessons, and diligently completes assignments. Despite the fact that he does not succeed in everything, the boy tries to understand the material, understand and correct his mistakes. The student willingly stays for additional classes after school.

The boy had difficulty mastering the skill of reading, because... he has speech therapy problems, not very good memory and vision problems. Currently, the student reads slowly (sound + syllable), but understands what he read and answers questions about the content. He has difficulty retelling and can convey the content of the text he listened to based on the teacher’s basic questions. He remembers poetry well.

The student has mastered writing at the level of copying and copying, can perform individual grammatical tasks, but makes many mistakes in dictation, because suffers from dysgraphia. The child needs classes with a speech therapist, which his mother promised to provide for him.

The student shows a special interest in learning mathematics. He calculates quickly and well orally, solves examples within 20, simple problems. He is interested in tasks on intelligence and logic, although he does not always succeed in them.

Particularly successful in aesthetic subjects (technology, fine arts).

The student is a friendly, friendly child. He quickly got used to his classmates and made friends in the class. The boy participates in general games and is not aggressive. In lessons he works well in pairs and groups. She enjoys performing at class celebrations.

When communicating with teachers, he is polite, obedient, and responds adequately to comments.

A child from a large family.
Mom is not present at parent-teacher meetings; she receives information from the teacher over the phone. The school provides textbooks and aids for the child’s lessons. The child is always dressed cleanly and neatly. The student and other children are brought to school by their older brother or sister. The child is very attached to his family and helps his sister, who studies in the same class with him, in everything. For the full text of the material Characteristics of a primary school student with speech therapy problems, see the downloadable file
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An example of writing a speech therapy profile

Speech therapy characteristics of Daniil M.,

student at the speech therapy center of Municipal Educational Institution Secondary School No. 1

Date of Birth:

08/24/2009

Danil has been attending speech therapy classes at Secondary School No. 1 since 09/15/16.

Speech therapy diagnosis:

Phonetic-phonemic speech disorder. Pseudobulbar dysarthria. Hissing sigmatism. Whistling sigmatism. Lambdacism. Rotacism.

Anamnesis. Speech environment.

The pregnancy proceeded with complications - the possibility of termination from 12 weeks due to the threat of miscarriage. Urgent birth at 36 weeks. Danil’s first words, according to his mother, appeared after a year, the phrase - after two years. Danil is brought up in a complete, prosperous, large family; he has two older sisters. There are no speech disorders in close relatives; the middle sister attended speech therapy classes in the first grade regarding a violation of the pronunciation of the sound “L” (the violation was eliminated very quickly). Danil regularly attends speech therapy classes and has no absences without good reason. The mother keeps in touch with the speech therapist, takes an interest in her child’s problems, and consults with a specialist. Danil does his homework together with his mother.

Structure and mobility of the articulatory apparatus

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There are no gross violations in the structure of the articulatory apparatus. Articulatory postures when pronouncing many sounds are distorted. Danil has trouble articulating the sounds of different groups. The volume, accuracy of movements performed and switchability suffer. Synkinesis is observed when performing some articulation exercises, and hypertonicity of the tongue muscles.

General sound of speech

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Speech is slurred due to numerous violations of sound pronunciation; speaks in monosyllables and does not use complex sentences. Has difficulty constructing sentences. Makes mistakes due to unformed lexical and grammatical aspects of speech. The voice is weakly modulated, quiet.

Lexicon.

Vocabulary below age norm. Doesn’t know all generalizing words (for example, in the task “Name in one word: a sofa, a bed, a chair is...” - Danil says that these are “objects” or “household things”). The speech contains few adjectives, adverbs, and complex prepositions.

The grammatical structure of speech.

Agrammatisms are observed when forming adjectives from nouns; in agreement between adjective and noun; in agreement of nouns with numerals 1,2,5 (for example, “5 chickens”, “5 ducklings”). Danil answers adult questions in monosyllables or with a phrase of 2-3 words.

Phonemic perception, sound analysis and synthesis.

The sound-letter analysis is not formed; it confuses the concepts of “sound” and “letter”. It is difficult to isolate a sound from a word, for example, does not name the final vowel sound, the final consonant, does not form words from individual sounds. Danil does not determine the sequence and number of sounds in a word, or its place in the word. Makes mistakes when identifying sounds in the middle and at the end of a word. Phonemic representations are not formed.

Sound pronunciation.

During attendance at speech therapy classes, problematic sounds [L], [SH], [Zh], [S], [Z] were identified, but they were not fixed in speech. Work has also begun on staging the [P] sound. The process of automating sounds drags on for months, since Danil has not developed phonemic processes, he does not differentiate between “hissing” and “whistling” sounds. Danil does not notice the speech defect, he is partially aware of it. The boy does not “hear” the incorrect sound of his sounds, and does not correct himself if he says a word incorrectly. Violations of the sound-syllable structure of some complex words are also noted.

General information.

Before school, Danil attended speech therapy classes in kindergarten for one year. Danil's spatial orientation skills have not been developed. Finds it difficult to correctly define the concepts “right” and “left”, follows instructions incorrectly: “Touch your left ear with your right hand,” etc. Temporal representations are not fully formed (he confuses the names of the months, finds it difficult to name the seasons in order). He knows and perceives colors and shades correctly. Visual attention is better developed than auditory attention. So, when playing “Guess which picture has disappeared,” he very quickly and accurately guesses the desired picture, but names the words with speech errors. He memorizes poems and tongue twisters, but does not always recite them accurately.

Danil is active in speech therapy classes and attends them with pleasure. The boy is sociable and friendly.

During Danil's attendance at speech therapy classes, he showed very little improvement in the correction of oral speech disorders.