1. Aphasia and remedial education: Texts / Ed. L. S. Tsvetkova, Zh. M. Glozman. M., 1983.
2. Bein E. S. Aphasia and ways to overcome it. L., 1964.
3. Burlakova M.K. Correctional and pedagogical work for aphasia. M., 1991.
4. Wiesel T. G. How to regain speech. M., 1998.
5. Wiesel T. G. Neuropsychological blitz examination: Tests for the study of higher mental functions. M., 2005.
6. Vinarskaya E. N. Dysarthria. M., 2005, p. 95–104.
7. Vinarskaya E. N. Clinical problems of aphasia. M., 1971.
8. Restoration of speech function in patients with in different forms aphasia: Met. rec. Part 1. M., 1985.
9. Speech therapy / Ed. L. S. Volkova, S. N. Shakhovskaya. M., 2003.
10. Speech therapy. Methodological heritage / Ed. L. S. Volkova: In 5 books. M., 2003. – Book 3.
11. Luria A. R. Basic problems of neurolinguistics. M., 1975.
12. Luria A. R. Writing and speech: Neurolinguistic studies. M., 2002.
13. Luria A. R. Traumatic aphasia. M., 1947.
14. Oppel V.V. Restoration of speech after a stroke. L., 1972.
15. Problems of aphasia and remedial learning / Ed. L. S. Tsvetkova. M., 1979.
16. Speech disorders in children and adolescents / Ed. S. S. Lyapidevsky. M., 1969, pp. 176 – 190.
17. Stolyarova L. G. Aphasia in cerebral stroke. M.: Med., 1973.
18. Reader on speech therapy / Ed. L. S. Volkova, V. I. Seliverstova. M., 1997. – T.2.
19. Tsvetkova L. S. Aphasia and rehabilitation training. M., 1988.
20. Tsvetkova L. S. Restorative training for local brain lesions. M., 1972,
21. Tsvetkova L. S. Neuropsychological rehabilitation of patients. M., 1985.
22. Shklovsky V. M., Vizel T. G. Restoration of speech function in patients with different forms of aphasia. M., 2000.
23. Shklovsky V. M., Vizel T. G., Nasonovskaya G. M. Neuropsychological diagnostics. M., 1992.
24. Shokhor-Trotskaya M.K. Speech therapy work for aphasia at the early stage of recovery. M., 2002.
25. Zaitsev I.S. Aphasia. Educational and methodological manual. –– Minsk: BGPU im. Maxima Tanka, 2006
in speech therapy
on the topic "Aphasia"
The work was carried out by student of group 407 Anishina E.V.
The work was checked by Ph.D. Rau E.Yu.
Moscow 2013
Speech disorders
Currently, speech therapy uses two classifications of speech disorders: clinical-pedagogical and psychological-pedagogical.
Clinical and pedagogical classification
Dislalia- violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.
Depending on the preservation of the anatomical structure of the speech apparatus, two types of dyslalia are distinguished:
Functional;
Mechanical.
Functional dyslalia occurs in childhood during the process of mastering the pronunciation system, mechanical dyslalia occurs at any age due to damage to the peripheral speech apparatus. In some cases, combined functional and mechanical defects occur.
Causes of functional dyslalia:
General physical weakness caused by frequent somatic diseases occurring during the period of the most intensive formation of speech function;
Insufficient development of phonemic hearing
Unfavorable speech conditions in which the child is raised;
Bilingualism in the family.
Causes of mechanical dyslalia:
Defects in the structure of the maxillodental system (defects in the structure of the dentition, defects in the structure of the jaws, shortened or too massive frenulum of the tongue)
Pathological changes in the size and shape of the tongue.
Irregular structure of the hard and soft palate.
Atypical lip structure.
Violations of sound pronunciation in the speech of a child with dyslalia can manifest themselves:
Lack of sound: ampa (lamp), aketa (rocket);
The sound is pronounced distorted, i.e. is replaced by a sound that is absent in the phonetic system of the Russian language: for example, instead of r it is pronounced “throat”; instead of c - interdental c;
The sound is replaced by a sound that is simpler in articulation (l → y).
Dysphonia (aphonia)- absence or disorder of phonation due to pathological changes in the vocal apparatus.
It manifests itself either in the absence of phonation (aphonia), or in a violation of the strength, pitch and timbre of the voice (dysphonia), can be caused by organic or functional disorders of the voice-forming mechanism of central or peripheral localization and occur at any stage of the child’s development. It can be isolated or part of a number of other speech disorders.
Bradylalia- pathologically slow speech rate.
It manifests itself in the slow implementation of the articulatory speech program, is centrally conditioned, and can be organic or functional. At a slower pace, speech turns out to be drawn out, sluggish and monotonous.
Tahilalia- pathologically accelerated rate of speech.
It manifests itself in the accelerated implementation of the articulatory speech program, is centrally conditioned, and can be organic or functional. At an accelerated pace, speech is pathologically hasty, rapid, and assertive.
Bradylalia and tachylalia are combined under the common name - disturbance of the tempo of speech. The consequence of an impaired speech rate is a violation of the smoothness of the speech process, rhythm and melodic-intonation expressiveness.
Stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. It is centrally determined, has an organic or functional nature, and occurs most often during the child’s speech development.
The symptoms of stuttering are characterized by physiological and psychological symptoms.
Physiological symptoms:
Convulsions, which are classified by form and location
Violation of the melodic-intonation side of speech;
The presence of involuntary movements of the body and face;
Violation of speech and general motor skills.
Psychological symptoms:
The presence of logophobia (fear of speech in certain situations, fear of pronouncing individual words, sounds);
The presence of protective techniques (tricks) - speech (pronouncing individual sounds, interjections, words, phrases) and motor, changing the style of speech;
Varying degrees of fixation on stuttering (zero, moderate, pronounced).
Rhinolalia manifests itself in a pathological change in the timbre of the voice, which turns out to be excessively nasalized due to the fact that the vocal-exhalatory stream passes during the pronunciation of all speech sounds into the nasal cavity and receives resonance in it. speech with rhinolalia is slurred and monotonous.
Rhinolalia closed- sound pronunciation disorder, which is expressed in a change in voice timbre; the cause is organic changes in the nasal or nasopharyngeal region or functional disorders of the nasopharyngeal seal.
Rhinolalia open- pathological change in voice timbre and distorted pronunciation of speech sounds, which occurs when the soft palate lags far behind when pronouncing speech sounds back wall throats.
Rhinolalia mixed.
Dysarthria- a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus.
The leading defect in dysarthria is a violation of the sound pronunciation and prosodic aspects of speech associated with organic damage to the central and peripheral nervous systems.
Sound pronunciation disorders in dysarthria manifest themselves to varying degrees and depend on the nature and severity of the lesion nervous system. In mild cases, there are individual distortions of sounds, “blurred speech”; in more severe cases, distortions, substitutions and omissions of sounds are observed, tempo, expressiveness, modulation suffer, and in general the pronunciation becomes slurred. With severe damage to the central nervous system, speech becomes impossible due to complete paralysis of speech motor muscles. Such disorders are called anarthria. Based on the localization of damage to the motor apparatus of speech, the following forms of dysarthria are distinguished: bulbar, pseudobulbar, extrapyramidal (or subcortical), cerebellar, cortical.
Alalia- absence or underdevelopment of speech in children with normal hearing and primarily intact intelligence.
The cause of alalia is damage to the speech areas of the cerebral hemispheres during childbirth, as well as brain diseases or injuries suffered by the child in the pre-speech period of life.
Motor alalia develops when the functions of the fronto-parietal areas of the cortex of the left hemisphere of the brain (Broca's center) are impaired and manifests itself in a violation of expressive speech with a fairly good understanding of addressed speech, late formation of phrasal speech (after 4 years) and poverty of pre-speech stages (frequent absence of babbling). Accompanied by a gross violation of grammatical structure. There is a pronounced poverty of vocabulary. In the mental state of children with a similar disorder, there are often manifestations of varying degrees of severity of psychoorganic syndrome in the form of motor disinhibition, attention and performance disorders in combination with disorders intellectual development.
Sensory alalia occurs when the temporal region of the left hemisphere is damaged (Wernicke's center) and is associated with disturbances in the acoustic-gnostic aspect of speech while hearing is intact. It manifests itself in insufficient understanding of addressed speech and a gross violation of its phonetic side with a lack of differentiation of sounds. Children do not understand the speech of others, due to which expressive speech is extremely limited, they distort words, mix sounds that are similar in pronunciation, do not listen to the speech of others, may not respond to a call, but at the same time react to abstract noises, are noted; auditory attention is sharply impaired, although the timbre of speech and intonation are not changed. In the mental state, there are signs of organic brain damage - often in combination with intellectual underdevelopment in a wide range (from mild partial developmental delays to mental retardation).
Aphasia- complete or partial loss of speech caused by local brain lesions.
A child loses speech as a result of traumatic brain injury, neuroinfection, or brain tumors after speech has been formed. Depending on the area of brain damage, six forms of aphasia are distinguished.
Dyslexia- partial specific violation of the reading process.
Manifests itself in difficulties in identifying and recognizing letters; in difficulties merging letters into syllables and syllables into words, which leads to incorrect reproduction of the sound form of the word; in agrammatism and distorted reading comprehension.
Phonemic dyslexia is caused by a violation of the formation of phonemic perception and phonemic analysis and synthesis. It manifests itself in the replacement of phonetically similar sounds when reading, in difficulties in mastering letters denoting acoustically and articulatory similar sounds, possibly also letter-by-letter reading, and distortion of the sound-syllable structure of a word.
Agrammatic dyslexia manifests itself in agrammatisms when reading. During the reading process, the child incorrectly pronounces endings, prefixes, and suffixes, changing the grammatical forms of words.
Semantic dyslexia manifests itself in a violation of the understanding of what is being read during technically correct reading. Semantic dyslexia can manifest itself both at the word level and when reading sentences and text.
Optical dyslexia manifests itself in substitutions and mixtures of graphically similar letters when reading. With this type of dyslexia, mirror reading can also be observed.
Mnestic dyslexia manifests itself in a violation of the assimilation of letters, in difficulties in establishing associations between sounds and letters. The child does not remember which letter corresponds to which sound.
Dysgraphia- partial specific violation of the writing process.
It manifests itself in the instability of the optical-spatial image of the letter, in confusion or omission of letters, in distortions of the sound-syllable composition of the word and the structure of sentences.
Articulatory-acoustic dysgraphia manifests itself in mixtures, substitutions, and omissions of letters, which correspond to mixtures, substitutions, and absence of sounds in oral speech.
Acoustic dysgraphia manifests itself in substitutions of letters denoting phonetically similar sounds, in violation of the designation of soft consonants in writing meh.
Dysgraphia due to impairment of language analysis and synthesis manifests itself in continuous writing words, especially prepositions; in the separate spelling of words, especially prefixes and roots.
Agrammatic dysgraphia manifests itself in agrammatisms in writing and is due to the immaturity of the lexico-grammatical structure of speech. Agrammatisms are noted at the level of words, phrases, sentences and text.
Optical dysgraphia with optical dysgraphia, the following types of writing disorders are observed: distorted reproduction of letters in writing, replacement and mixing of graphically similar letters. One of the manifestations of optical dysgraphia is mirror writing: mirror writing of letters, writing from left to right, which can be observed in left-handed people with organic brain damage.
30. Tsvetkova L.S.(ed.). Problems of aphasia and remedial learning. M.: Moscow State University Publishing House, 1975 and 1979.
31. Tsvetkova L.S. Aphasia and remedial learning. M.: Education, 1988.
32. Tsvetkova L.S. Neuropsychology and remedial learning. M.: Moscow State University Publishing House, 1990.
33. Elkonin D.P. Speech development in preschool age. M.: Publishing house of the Academy of Sciences of the RSFSR, 1956.
34. Drieman G.H.L. Differences Between Written and Spoken Language // Acta psi-cologica. 1962. No. t-2.
35. Rodari G. Grammatica della fantasia. Introduzione all arte di inventore storie. Torino, 1973.
In me, the word precedes the sound. (In me prins est vcr-bum, posterior vox).
Saint Augustine
Speech created humanity, literacy created civilization.
D.R. Olson
Part III READING: DISRUPTION AND RESTORATION
Chapter 7. BACKGROUND
Reading is one of the main forms speech activity, performing the most important social functions. “If there were no language or writing, the experience of many generations of people would be irretrievably lost, and each new generation would be forced to begin the most difficult process of studying the world anew.” (FOOTNOTE: Afanasyev V.T. Fundamentals of philosophical knowledge. M., 1968). Reading is one of the complex and significant forms of human mental activity, which performs psychological and social functions. Here it is necessary, first of all, to note the importance of reading in the formation and moral education personality, in enriching a person with knowledge.
Reading is now viewed "... as a purposeful activity that can change attitudes, deepen understanding, recreate experiences, stimulate intellectual and emotional growth, change behavior and through all of this contribute to the development of a rich and resilient personality." (FOOTNOTE: Gray W.S. Hay Well do Adults Read. Chicago, 1956, p. 33). Goldschneider and others). Many researchers in the past and in our time have studied reading from its different aspects - structure and functions, its role in the teaching and upbringing of children at school, the formation of their personality and behavior.
Tsvetkova Lyubov Semenovna (March 21, 1929 - June 16, 2016) - professor, doctor psychological sciences, student of A.R. Luria was one of the leading neuropsychologists, aphasiologists and rehabilitation specialists in our country, a world-famous scientist.
Graduated from the Department of Psychology, Faculty of Philosophy, Moscow State University. M.V. Lomonosov. Laureate of the Lomonosov Prize of Moscow State University in 1973 for the monograph “Rehabilitation training for local brain lesions.”
Field of scientific research: neuropsychology. The candidate's dissertation was carried out under the supervision of Professor A.R. Luria on the topic: “Psychological analysis of the restoration of speech functions after local brain lesions.” Doctoral dissertation: “Rehabilitation training for local brain lesions.”
She gave lectures at Moscow State University, at the defectology faculty of Moscow State Pedagogical University, as well as at a number of foreign universities (Poland, Finland, Hungary, Belgium, East Germany, Denmark, Czechoslovakia, Bulgaria, Mexico) in the disciplines: “Neuropsychology”, “Restoration of higher mental functions in local lesions” brain”, etc. Under her leadership, 25 Ph.D. theses were defended.
The total number of scientific publications is more than 220, of which 16 monographs and textbooks were published abroad (France, Spain, USA, Germany, Finland, Cuba, etc.).
Books (10)
Methods of neuropsychological diagnostics of children
The proposed method aims to help children with normal mental development, but who have some problems with this development, as well as children with abnormal development in their difficulties in learning at school, in particular to help them learn writing, reading, counting and other skills.
How to make a qualified neuropsychological diagnosis is the beginning of all the correct and efficient work with a child in need of qualified adult help, conduct a qualitative syndromic analysis of the defect, find the area of underdevelopment of the brain and, at the same time, identify ways to overcome the disorders? All this is written in the neuropsychological methodology offered to the reader. It is part of a general comprehensive methodology for diagnostic examination of children with mental retardation.
Current problems in childhood neuropsychology
In this textbook the development of the scientific foundations of NDV is presented, the role of the conceptual apparatus in the practice of working with children is shown, the role of scientific foundations in diagnostic, preventive and rehabilitation work with children with learning problems in secondary school and, possibly, in the development of mental activity.
The paper presents experimental data from studies of the question of the immaturity of certain groups of higher mental functions in older children preschool age, its causes, ways and methods of overcoming deviations in mental development in children and methods of preparing for school.
Aphasia and remedial learning
The book by a well-known specialist in neuropsychology, aphasiology and neuropsychological rehabilitation reveals the concept of neuropsychological rehabilitation of neurological and neurosurgical patients, its tasks and methods.
The ways of restoring higher mental functions and methods of restorative training for patients with speech (aphasia), writing and reading disorders that arise from local brain lesions are described, and new achievements in this area of neuropsychology are reflected.
Introduction to Neuropsychology and Restorative Education
The book is devoted to the problems of theoretical and practical neuropsychology and the restoration of higher mental functions that are impaired due to local brain lesions of various etiologies: strokes, traumatic brain injuries, brain tumors, etc., which often lead to impaired speech and thinking, memory and attention, and reading in patients and letters, etc. This contingent of patients also needs special rehabilitation training, the scientific foundations and methods of which are briefly described in this manual.
The book draws attention to the need for a connection between theory and practice and reflects the general psychological significance of neuropsychology.
Methodological manual for working with children in need of socio-psychological assistance
Materials may be useful to managers educational institutions, class teachers, psychologists, social educators and other employees of secondary schools.
Modality
Features of the reading process junior schoolchildren With different types perception. Mathematical skills of auditory, visual and kinesthetic learners of primary school age.
Brain and intelligence
Disturbance and restoration of intellectual activity.
How will the intellectual activity of a person who has suffered a traumatic brain injury, brain surgery or stroke be impaired?
What methods can be used to make an accurate neuropsychological diagnosis of a disorder? With what areas of the brain and how is the defect in intellectual activity related? How to find the mechanism (cause) of the violation? And finally, how to overcome the defect and restore intellectual activity in a person who has suffered brain damage? The reader will find the answer to these and a number of other questions by reading this book.
