Speech card of a preschooler form. Speech card (Individual speech therapy card)

speech card

(sample)

1. Surname, name

2. Age

ANAMNESIS.

1. What pregnancy is the child from

2. The nature of pregnancy (toxicosis, falls, chronic diseases, infectious diseases…)

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

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

5. When I screamed

6. Asphyxia (white, blue)

7. Rh factor (compatibility)

8. Weight at birth

9. Feeding:

a) when they brought food

b) how he took the breast

c) how to suck

d) whether regurgitation, choking were observed

10. On what day did you leave the hospital, if you were late, 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 temperature ....

7. speech history:

Cooing……../2 months/

Babble…../6 months/

First words…./by 12 months/

The first phrases .... / by 1.5-2 years /

Was speech development interrupted ... ..

Speech environment………

Has the child been involved with a speech therapist before ......

Attitude towards speech...

LOGOPEDIC EXAMINATION

1. Observation of behavior during the examination ...

2. State of auditory attention:

*show what toy sounded

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

3. Visual perception

* primary colors (quantity)

* tint colors

* selection of pictures for a color background ...

4. Orientation in space:

a) in your own body - right, left side

b) in space - right left side

c) up, down, front, back

5. Orientation in time:

*Morning afternoon Evening Night

*Yesterday, today, tomorrow, the day after tomorrow

*First, then, now

6. Distinguishing geometric shapes:

a) active

b) in liabilities

7. Account: straight

back

counting operations

8. Logical thinking

but) allocation of the 4th extra:

cat, dog, duck, mouse

cat, wolf, dog, cow.

b) classification of objects: say in one word:

Sweater, dress, shorts, skirt, sundress.

Boots, shoes, slippers, felt boots.

Saucer, frying pan, spoon, plate.

Wardrobe, table, armchair, nightstand.

Tit, crow, duck, sparrow.

Bus, train, tram, plane.

9. Gross motor skills:

Clumsy, clumsy...

Jumps on one, two legs, alternately, with support ...

EXAMINATION OF THE ARTICULATION DEVICE.

1. Lips:

Thin, thick, short, cleft.

Lip mobility (smile, tube, closure density, symmetry).

2. Teeth:

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

3. Hard palate:

High, narrow, flat, shortened, gothic.

4. Soft palate:

Shortened, forked, deviated to the side, not reduced enough, not reduced.

Bite:

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

6. Language:

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

b) mobility: stick forward, pull into the mouth, lick your lips ...

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

d) maintaining posture, symmetry.

e) the presence of synkinesis.

e) tremor.

g) salivation.

7. State of mimic muscles:

* close one eye in isolation (presence of synkinesis)

* evenly raise eyebrows

*furrow eyebrows

* smoothness of nasolabial folds.

8. General sound of speech:

* expressiveness (inexpressive, inexpressive ..)

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

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

* diction (fuzzy, blurred ...)

SURVEY OF CONNECTED SPEECH.

1. Colloquial and descriptive conversation:

What is your last name?

How old are you?

Where do you live?

How is your mother's name?

What's your father's name?

Do you have a brother, sister?

Who is older, younger?

What does mom and dad do?

Do you have friends?

2. Drawing up a story from a picture: ....

3. Drawing up a story based on a series of plot pictures ...

4. Retelling...

5. Story by presentation…

STATE OF VOCABULARY AND WORD PROCESSING SKILLS,

1. Dictionary state:

but) title various items, professions, transport, generalizing words, baby animals ...

b) explanation of the meanings of words:

fridge…

a vacuum cleaner…

airplane…

in) name of parts of objects:

Kettle

bottom

spout

Lid

Pen.

Clock

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) feature dictionary:

--selection of adjectives for nouns:

Lemon (what?)

Dress (what?)

Fox (what?)

-- selection of antonyms:

wide - …

straight - …

dry - …

tall - …

long - …

sick - …

happy - …

light coloured - …

cold - …

WORD FORMATION.

BUT ). Formation of nouns with diminutive suffixes:

Table -

House -

Carpet -

Axe -

Mushroom -

Book -

Hand -

Notebook -

Cat -

Bucket -

Nest -

Window -

Cloud -

Sparrow -

Bread -

Feather -

B) The formation of verbs in a prefixed way:

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

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

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

C) Formation of adjectives from nouns (relative):

Bench made of wood (what?)

Leather bag

plastic handle

Glass beaker

Juice from cherries, apples, pears, plums, tomatoes

iron nail

D) Formation of possessive adjectives:

A hare has a hare tail, but a wolf?

Whose head?

Whose house?

Whose bag?

GRAMMATIC STRUCTURE OF SPEECH.

1. Grammar comprehension survey:

but) execution of instructions, like: show the notebook with a pen; show a pen with a notebook.

b) number comprehension:

show where the pencil is and where the pencils are;

Do children draw with a pencil or crayons?

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

in) gender understanding:

Where did Sasha fall? Where did Sasha fall?

Where did Zhenya cry? Where did Zhenya cry?

G) case understanding:

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

e) understanding of prepositions:

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

2. The presence of agrammatisms:

Inflection:

A) change of nouns by cases:

I have a pencil.

I have no…

I'm drawing …

I have a Grandmother.

Not home …

I'll give you a flower...

I'm going for a walk with...

I remember about...

B) prepositional case forms:

(according to the picture - the ball is on the cabinet, under the cabinet, behind the cabinet, in front of ..., I will get the ball from under ..., because of ...,)

C) conversion of nouns from units. numbers in plural:

Table - tables

Window - …

Eye - …

Wood - …

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 ...

E) the formation of forms of nouns Gender. and TV. and Proposition. case pl. numbers:

Tables - tables - tables - about tables,

Window - …

Chairs - …

Bucket - ...

The fish are…

Dolls - ...

Ears - …

E) agreement of adjectives with nouns:

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

The blue car is...

Blue dress - …

Red flag - ...

Red sun...

A red star - …

G) agreement of adjectives with nouns, including:

Blue ball - blue balls, (see above).

PRONUNCIATION.

1. Vowels:

2. Voiced and deaf consonants:

B-P

V-F

D-T

K-G

3. soft and hard consonants:

N-N

M-M

T-T

K-K

G-G

X-X.

4. Whistling:

ss

33

C

5. Sizzling:

SHJ

SC

6. Sonorants:

LL

PPb

Y

7. Differentiation of sounds in spontaneous speech:

S-Sh, S-Z, S-S, S-Ts.

Sh-S, Sh-Zh, Sh-Sch.

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

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

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

1. Repetition of 3 and 4 vowels:

Aoe, uio, ieu.

Aye, wow, wow.

2. Repetition of syllables with oppositional sounds:

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

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

Cat-cat-year, tom-house-tom.

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

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

4. Isolation by ear of the last sound in the word:

Fluff, cat, catfish, soup, window, cat, balls.

SURVEY OF SYLLING STRUCTURE:

1. Playback syllabic structure words:

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

2. Reflected pronunciation:

Construction, serpentine, rehearsal, watchmaker.

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

The children made a snowman out of the snow.

The plumber is fixing the plumbing.

The watchmaker fixes the watch.

The watchmaker, narrowing his eyes, repairs the watch for us.

The policeman rides a motorcycle.

The traffic controller regulates traffic.

Speech therapy conclusion: ______________________________________

Survey speech chart

non-speaking child

1. Surname, name of the child _____________________________

2. Date of birth, age _______________________________________________________________

3. Nationality (bilingualism) _____________________________________________________________ _

4. Home address ________________________________________________________________________

5. Where did you come from ________________________________________________________________________

6. Date of admission to the speech therapy group _______________

7. Conclusion of the PMPK dated ______________

8. Psychoneurological status _______________________________________________________________

9. Hearing condition _____________________________________________________________________________

10. State of vision _____________________________________________________________________________

11. Date of filling out the speech card ____________________________________________________________

Speech therapist ___________________________________

I . The study of non-verbal components of communication

Establishing contact with the child (productive, unproductive) __________________________________

Manifestation of motor and speech negativism _____________________________________________

Demonstration of the ability to imitate:

- “Do as I do” (instruction, negative gesture, etc.) _________________________________________________________

- “Fly like a bird”, “Jump like a bunny”, “Stomp like a bear” ___________________________

The manifestation of fixation of the gaze of the child (the eyes of the speaker, the organs of articulation, the picture) ______________________

________________________________________________________________________________________________

II . The study of auditory perception

Define e Decreasing the number of non-speech sounds _________________________________________________

Discrimination and reproduction by ear of a 2-complex rhythm ______________________________________

Determination of the direction of non-speech sound __________________________________________________

Distinguishing onomatopoeia by ear ____________________________________________________________

III . The study of motor development

1. The state of general motor skills:

(gait - confident, uncertain, with a waddle; walking on toes in straight lines; jumping on one or two legs)

coordination ____________________________________________________________________________

2. Fine motor skills:

(trials: repeat sequentially the poses “cam”, “roof”, “boat”, “goat”, “circle”, “glasses”; alternating two poses: “fist / palm”, “fist / goat”, “palms / boat", "glasses / fist; lacing)

accuracy of movements _____________________________________________________________________________

switching ___________________________________________________________________________

pace _________________________________________________________________________________

3. The state of mimic muscles:

Face (meaningful, the presence of facial expressions, indifferent, asymmetrical, nasolabial fold) ___________

_______________________________________________________________________________________

The ability to perform mimic movements to imitate (trials: raise eyebrows up (“surprise”),

frown ("get angry"), squint your eyes, puff out your cheeks ("fatty")) ____________________________________

__________________________________________________________________________________________________________

(shows negativity; visually perceives, tries to repeat, but unsuccessfully; tries to repeat, but the pose

does not hold; moves independently)

IV . Examination of the articulatory apparatus

1. The structure of the articulatory apparatus:

lips ____________________________ muscle tone of the lips _______________________________

teeth ____________________________________________________________________________________

bite _________________________________________________________________________________

tongue (shape; position, muscle tone at rest, condition of the hyoid ligament) _________________

_________________________________________________________________________________________

_________________________________________________________________________________________

solid sky ___________________________________________________________________________

2. The state of motor skills of the articulatory apparatus:

lips ______________________________________________________________________________

lower jaw __________________________________________________________________________

language ____________________________________________________________________________________

soft sky _____________________________________________________________________________

V . Exploring Impressive Speech:

1. State of the nominative dictionary

Correlation own name with personality

(knows his name, responds to it)

________________________________________________________________________________________

Correlation of objects with their name

Show where the doll, ball, watch, book, table

________________________________________________________________________________________

Show parts of the body (arm, nose, knee, elbow, forehead, fingers, neck)

________________________________________________________________________________________

Show parts of objects (house, car, plane, doll, watch)

________________________________________________________________________________________

Show animals (cat, dog, hare, wolf, fox, horse, goat)

________________________________________________________________________________________

Correlation of objects with their purpose (objects, pictures)

Show: what do you play with, what do you brush your teeth with, what do you eat, etc.

________________________________________________________________________________________

Understanding generalizing words

Show (take, give) dishes (clothing, etc.)

________________________________________________________________________________________

2. State of the predictive vocabulary

(plot pictures in which one object performs various actions)

Show where the girl is going (standing, running, eating, sleeping, playing, washing)

________________________________________________________________________________________

(plot pictures in which different objects perform different actions)

Show who is washing (standing, running, etc.)

_______________________________________________________________________________________________

3. The state of the attribute dictionary

Understanding the names of the attributes of objects

Show me where big table? where is the little one? (thick/thin stick, long/short ribbon, high/low house) ____________________________________________________________________

Show which cube is bigger? which cube is smaller? (pencil longer/shorter, pyramid higher/lower) _____________________________________________________________________________

Show where is the red (yellow, blue) ball? _______________________________________________

________________________________________________________________________________________

4. The state of the grammatical structure of speech:

Understanding the forms of the singular and plural noun

Where is the doll? where are the dolls? (pyramid/pyramids, car/cars, book/books)

________________________________________________________________________________________

Understanding the meanings of prepositions reflecting spatial relationships

Put the toy in the box (on the box, behind the box, under the box, in front of the box)

________________________________________________________________________________________

Understanding nouns with diminutive suffixes

Show me where the table is. where is the table? (book / little book, doll / doll, box / box) ________________________________________________________________________________________

Understanding the prepositional case construction (2-complex instruction)

Take a bear and put it on a chair; come to the table and take a pencil; take the cubes from the table and take them to the box

________________________________________________________________________________________

Understanding the content of a text told from a series of plot pictures

________________________________________________________________________________________

VI . Learning Expressive Speech

1. General sound of speech

Breath (volume, expiratory duration, smoothness) _____________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Pace (bradilalia, takhilalia, moderate) ___________________________________________________

legibility (give reason) __________________________________________________________

2. The state of speech activity

Sound unconditioned reflex reactions ( grunting, smacking, squealing, whimpering,

shouts of joy, laughter, crying, shouting) _______________________________________________

______________________________

Possibilities of pronunciation of words (babbling, onomatopoeia, amorphous words, separate words, preservation of the syllabic structure) __________________________________________________________ ________________________________________________________________________________________

Phrase options (nature of pronunciation: conjugated, reflected, arbitrary; phrase structure, the presence of agrammatisms) ________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________

Possibilities of pronunciation and differentiation of individual sounds

(sound pronunciation)

(differentiation of sounds)

VII . Study of nonverbal mental functions

1. Thinking:

Séguin board ownership __________________________________________________________________

Pyramid folding _________________________________________________________________

Classification _________________________________________________________________________

Selection of 4-odd ____________________________________________________________________

2. Account:

Direct mechanical count: ______________________________________________________________

Correlation of the number with the number of objects (“give 2 pencils, 3 cubes, 5 pictures”) _________

_______________________________________________________________________________________ _

Naming numbers ____________________________________________________________

3. Optical-spatial gnosis:

Distinguish between top/bottom, right/left, front/rear ___________________________________

________________________________________________________________________________________

4. Optical-spatial praxis:

Folding split pictures from 2 - Z - 4 parts _______________________________________

________________________________________________________________________________________

Folding figures from sticks according to the pattern (3-6 sticks) ______________________________________

________________________________________________________________________________________

Logopedic conclusion: _______________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Lena Berdyugina
Logopedic examination of preschool children. Speech card for beginner speech therapists

At the core speech therapy examination must lie general principles and methods of pedagogical surveys: it must be complex, holistic and dynamic, but at the same time it must have its own specific content aimed at analysis speech disorder.

Complexity, integrity and dynamism surveys are provided by that all aspects of speech and all its components are studied, moreover, against the background of the whole personality examined, taking into account the data of its development - both general and speech - from an early age.

Logopedic examination includes the following points:

1. Name, surname, age, nationality.

2. Complaints of parents, educators, teachers.

3. Data of early development: a) general (briefly); b) speech(detailed, by periods).

4. a brief description of child at present.

6. Vision.

7. The reaction of the child to his speech difficulties.

8. Intelligence.

9. The structure of the organs of articulation, their mobility.

10. Speech: a) impressive; b) expressive - from the point of view of phonetics, vocabulary, grammatical structure; whether he owns a detailed speech; c) writing - reading and writing.

11. Conclusion.

Every speech therapist starts your work with diagnostics. She reveals speech this child has problems. The speech therapist can, based on diagnostic data, draw up a conclusion and form individual route for this child.

Author's diagnostics a large number of. Let's take the diagnosis of N. V. Nishcheva. It comes with a detailed description of all the techniques and methods, indicating the symptoms. speech disorders. There is a wonderful diagnostic manual edited by Professor GV Chirkina. In it, the diagnosis is shown from an early age and for each speech violation individually. You can consider another work by G. V. Chirkina Methods speech examinations of children”, but it is more suitable for children with phonetic-phonemic speech disorders. But how to immediately determine speech disorder? This requires an average type of diagnostics. Everyone has it speech therapist own diagnostic map, which he uses in practical work, which he develops himself.

speech card

1. Name of the child ___ 2. Date of birth ___ + 3. Home address ___ 4. Date examinations___

Expert opinion

Otolaryngologist___ Oculist___ Neurologist___

Primary speech history

The decision of the medical and pedagogical commission

Logopedic examination

Anatomical structure of the articulatory apparatus: 1. Language___2. Lips___3. Teeth ___ 4. Jaws ___ 5. Soft palate ___ 6. Mimic muscles ___ 7. Dynamic organization of movements art. apparatus ___ 8. General motor skills ___ 9. Fine motor skills ___ 10. General sounding of speech ___

phonetic hearing

Rat-roof duck-fishing rod mouse-bowl grass-firewood T-shirt-bunny wheelbarrow-cottage cancer-lacquer bow-hatch

Phonemic perception

1. Ta-da ta-da-ta pa-ba pa-ba-pa

2. Distinguishing a vowel from others vowels "U" A-s-u-o-s-a-o-u...

3. Distinguishing a consonant from others consonants: Raise your hand when you hear the sound "T". 4. Isolation and distinction of sound among syllables ___ _ 5. Isolation and distinction of sound among syllables___

6. Highlight the first stressed vowel sound: Alik, Yura, Olya, Yasha, Hoop, Wasps, Alla ... 7. Select the last consonant sound: Poppy, steam, com, cat, mustache, beetle, cheese. Nose…

Word and sentence structure

Medicine TV frying pan electricity Children made a snowman. The bird made its nest in the bushes.

Eyebrow bridge of the nose elbow nostrils eyelids watering can basket spider

Generalization

Onions, turnips, carrots ___ Wardrobe, chair. Table, sofa___ Dishes___ Clothes___ Transport___

Find out by description

Iron, with two handles and a lid ___ Red, cunning, lives in the forest, steals chickens ___

Verb comprehension (m. and f. kind)

Zhenya fell Zhenya fell Valya cried Valya cried

Perfect and imperfect verbs

Misha makes a wheelbarrow. Misha made a wheelbarrow. Katya draws a butterfly. Katya drew a butterfly.

Antonyms

Wide- Tall- White- Old- Cheerful- Hot- Thin-

Synonyms

Cheerful - Big - Beautiful -

Grammar

Who is the cat catching?___

What do they cut wood with?___

Names of actions of people and animals

Painter___ Postman___ Violinist___ Builder___ Dog___ Cat___

Convert singular to plural

Castle book cat beetle letter fly wagon scythe cap belt

Education n. genus. pad. units and many others. numbers

N-R: I have a pencil, do you? (ruler, pen, book, violin, sweets.) R- to: What about me? ___ Formation of compound words

Leaves are falling ___ Samkatit ___ Snow is falling ___ Samvarit ___ Walking ___ Flying ___

retelling

Use pretexts

Formation of diminutive forms

Doll hare ball house window ring

Agreement of nouns with numerals

Formation of adjectives from nouns

Table made of wood, fur coat, glass of glass woman of snow

Drafting simple sentence on picture

Composing a story for a series pictures

Features of thinking

1. Make a whole out of parts___

2. Exception___

3. Spatio-temporal concepts:

Up-down far-close high-low middle part of the day days of the week seasons

4. Color:

5. Shape:

6. Accounting operations: How many eyes does a dog have? How many wheels does the car have?

Clarification speech diagnosis

During the school year

Teacher- speech therapist ___