Techniques for examining voluntary movements in preschool children. Examination of general voluntary motor skills. Examination of voluntary facial motor skills
The examination of general motor skills is carried out according to the following scheme:
- 1. Study of motor memory. The speech therapist shows movements for the hands and suggests repeating them:
- a) hands forward, up, to the sides, on the belt;
- b) repeat the movements after the teacher, with the exception of one predetermined “forbidden” movement.
- 2. Study of static coordination. The speech therapist shows the movements and suggests repeating them:
- a) stand with your eyes closed, place your feet on the same line so that the toe of one foot rests on the heel of the other, arms extended forward. Execution time: 5 seconds, 2 times for each leg;
- b) stand with your eyes closed, and then on your left leg, arms forward. Execution time 5 seconds.
- 3. Study of dynamic coordination. The speech therapist shows the movements and suggests repeating them:
- a) march, alternating steps and clapping hands. Cotton in between steps;
- b) perform 3-5 squats in a row, do not touch the floor with your heels, do them only on your toes.
- 4. Study of spatial organization. The speech therapist shows the movements and suggests repeating them:
- a) walking in a circle, in the opposite direction through the circle. Start walking from the center of the circle to the right, walk around the circle, return to the center on the left. Go through the office from the right corner through the center diagonally, go around the office and return to the right corner diagonally through the center from the opposite corner; turn around in place and move around the office in leaps, starting movements from the right;
- b) do the same on the left.
Maximum points:
for the first task - 2 points;
for the second task - 2 points;
for the third task - 2 points;
for the fourth task - 1 point;
for the fifth task - 2 points.
First level (low, less than 2 points). The child finds it difficult to perform movements. Doesn't know the sides of the body or the leading hand. Static and dynamic coordination is not formed. Paresis, paralysis, loss of coordination, and the presence of involuntary movements are observed.
Second level (below average, 4-3 points). The child finds it difficult to perform movements. Doesn't know the sides of the body or the leading hand. When performing exercises on static and dynamic coordination, he makes mistakes. Movements are characterized by insufficient accuracy, inconsistency of the motor reaction with the signal, violation of the sequence of movements and switching from one movement to another.
Third level (intermediate, 5-4 points). When performing tasks, the child is diagnosed with difficulties in performing movements. During the examination, a limitation in the range of movements, difficulties in changing the given position of the arms and legs, a decrease in muscle tone, and insufficient accuracy are recorded. When performing exercises on static and dynamic coordination, he makes mistakes. Doesn't know the sides of the body or the leading hand.
Fourth level (7-6 points). The child performs tasks correctly, the range of movements is full, but they are awkward and undifferentiated. Movements are characterized by insufficient coordination of activities. He marches well and performs squats quite accurately. Knows the sides of the body, the leading hand.
Fifth level (high, 9-8 points). The child completes all tasks correctly. Good quality and sequence of movements are noted, as well as clear switching from one movement to another. The child, standing with his eyes closed, freely holds the proposed poses. Marches clearly, performs squats smoothly and accurately. Knows the sides of the body, the leading hand.
INSPECTION OF GENERAL MOTOR SKILLS IS CARRIED OUT ACCORDING TO THE SCHEME:
- STUDY OF MOTOR MEMORY. THE Speech therapist SHOWS THE MOVEMENTS OF THE HANDS AND INVITES THE CHILDREN TO REPEAT: A) HANDS FORWARD, UP, TO THE BELT; B) YOU NEED TO REPEAT THE MOVEMENTS AFTER THE TEACHER WITH THE EXCEPTION OF ONE PREPARED IN ADVANCE<< ЗАПРЕТНОГО >> MOVEMENTS. IT IS NECESSARY TO NOTE THE QUALITY, CORRECTNESS OF MOVEMENTS, THE SEQUENCE OF THE MOVEMENTS PERFORMED AND THE FEATURE OF THE CHILD'S SWITCHING FROM ONE MOVEMENT TO ANOTHER.
- STUDY OF CHILDREN'S STATISTICAL COORDINATION. THE Speech Therapist SHOWS THE MOVEMENTS TO THE CHILDREN AND NEEDS TO REPEAT THEM: A) YOU SHOULD STAND WITH YOUR EYES CLOSED, PLACE YOUR FEET ON THE SAME LINE SO THAT THE TOE OF ONE FOOT RESTS ON THE HEEL OF THE OTHER LEGS, YOUR HANDS SHOULD BE STRETCHED FORWARD. FIVE SECONDS ARE GIVEN TO PERFORM, TWO TIMES FOR EACH LEG; B) YOU NEED TO STAND WITH YOUR EYES CLOSED, THEN ON YOUR LEFT FOOT, WITH YOUR HANDS IN FRONT OF YOURSELF. FIVE SECONDS ARE ALLOWED TO COMPLETE. HERE THE CHILD'S STATIC COORDINATION IS NOTED: FREELY HOLDS POSITIONS OR STRESSES, SWINGS FROM SIDE TO SIDE, BALANCES WITH ARMS, TORSOL, HEAD, MOVES FROM PLACE OR MAKES A JERK IN DIFFERENT DIRECTIONS: IS HE TOUCHING LA WITH THE OTHER FOOT; SOMETIMES FALLS, OPENS EYES, OR REFUSES TO PERFORM THE TEST.
- STUDY OF DYNAMIC COORDINATION. THE Speech Therapist SHOWS THE MOVEMENTS AND SUGGESES YOU REPEAT: A) YOU NEED TO MARCH, ALTERNATING STEP AND CLAPPING YOUR PALM. COTTON SHOULD BE DONE IN THE SPACE BETWEEN STEPS; B) PERFORM THREE, FIVE Squats, DO NOT TOUCH THE FLOOR WITH YOUR HEELS, PERFORM MOVEMENTS ONLY ON YOUR TOES. THE Speech Therapist NOTES THE MARCHING: IT IS PERFORMED THE FIRST TIME OR THE SECOND, THIRD TIME, IT IS STRESSED, THE ALTERNATING STEP AND CLAPS IS NOT SUCCESSFUL. THE PERFORMANCE OF SQUATS IS NOTED: IS IT PERFORMED CORRECTLY; WITH TENSION, SWINGS, BALANCES WITH TORSO AND ARMS; STANDS ON YOUR WHOLE FOOT.
- STUDY OF VOLUNTARY BRAKING. THE Speech Therapist SHOWS THE MOVEMENTS TO THE CHILDREN AND INVITES THEM TO MARCH AND STOP SUDDENLY AT A SIGNAL. THE ACCURACY AND SMOOTHNESS OF MOVEMENTS OF BOTH LEGS AND THE COMPLIANCE OF THE MOTOR REACTION WITH THE SIGNAL IS NOTED.
- STUDY OF SPATIAL ORGANIZATION. THE Speech Pathologist SHOWS THE MOVEMENT AND SUGGESTS YOU REPEAT: A) WALKING IN A CIRCLE, IN THE REVERSE DIRECTION THROUGH THE CIRCLE. START WALKING FROM THE CENTER OF THE CIRCLE TO THE RIGHT, WALKING THE CIRCLE, RETURN TO THE CENTER LEFT. PASS THE ROOM FROM THE RIGHT CORNER THROUGH THE CENTER DIAGONALLY, WALK AROUND THE ROOM AND RETURN TO THE RIGHT CORNER DIAGONALLY THROUGH THE CENTER FROM THE OPPOSITE CORNER; TURN IN PLACE AROUND YOURSELF AND JUMP MOVE AROUND THE ROOM, STARTING YOUR MOVEMENT TO THE RIGHT; B) PERFORM THE SAME MOVEMENT ON THE LEFT; C) ACCORDING TO VERBAL INSTRUCTIONS, REPEAT THE SAME TASKS. ERRORS IN SPATIAL COORDINATION ARE NOTED: IGNORANCE OF THE SIDES OF THE BODY, LEADING HAND AND UNCERTAINTY OF EXECUTION.
BASED ON THE RESULTS OF THE SURVEY, THE LEVEL OF GENERAL MOTOR DEVELOPMENT IS DETERMINED. FOR A CORRECTLY COMPLETED TASK, THE CHILD WILL RECEIVE ONE POINT.
MAXIMUM NUMBER OF POINTS:
- ASSIGNMENT - 2 POINTS
- ASSIGNMENT - 2 POINTS
- ASSIGNMENT - 2 POINTS
- ASSIGNMENT - 1 POINT
- ASSIGNMENT - 2 POINTS
FIRST LEVEL (LOW, LESS THAN TWO POINTS). THE CHILD HAS DIFFICULTY IN PERFORMING MOVEMENTS. DOESN'T KNOW THE SIDES OF HIS BODY OR HIS LEADING HAND. WHEN PERFORMING DYNAMIC AND STATIC COORDINATION EXERCISES, HE MAKES ERRORS. THE MOVEMENTS ARE CHARACTERIZED BY LACK OF PRECISION, INCONSISTENCY OF THE MOTOR REACTION TO THE SIGNAL, VIOLATION OF THE SEQUENCE OF MOVEMENTS AND SWITCHING FROM ONE MOVEMENT TO ANOTHER. THIRD LEVEL (AVERAGE FIVE, FOUR POINTS). WHEN PERFORMING TASKS, A CHILD IS DIAGNOSED WITH DIFFICULTIES IN PERFORMING MOVEMENTS. DURING THE EXAMINATION, A LIMITATION IN THE VOLUME OF MOVEMENT, DIFFICULTY IN CHANGING THE SET POSITION OF THE ARMS, LEGS AND A REDUCED MUSCULAR TONE, AND THEIR INSUFFICIENT ACCURACY ARE FIXED. WHEN PERFORMING EXERCISES ON DYNAMIC AND STATIC COORDINATION, ERRORS ARE ALLOWED. DOESN'T KNOW THE SIDE OF THE BODY OR THE LEADING HAND. FOURTH LEVEL (SEVEN, SIX POINTS). THE CHILD PERFORMS TASKS CORRECTLY, HIS RANGE OF MOVEMENTS IS COMPLETE, BUT THEY ARE NOT DEXTERIZED, AND ARE NOT DIFFERENTIATED. MOVEMENTS ARE CHARACTERIZED BY LACK OF COORDINATION OF ACTIVITY. MARCHES WELL, PERFORMS SQUATS QUITE ACCURATELY. KNOWS THE SIDES OF THE BODY AND THE LEADING HAND. FIFTH LEVEL (HIGH, NINE, EIGHT POINTS). PERFORM ALL TASKS CORRECTLY. GOOD QUALITY AND CONSISTENCY OF MOVEMENTS, CLEAR SWITCHING FROM ONE MOVEMENT TO ANOTHER. STANDING WITH EYES CLOSED, FREELY MAINTAIN THE SUGGESTED POSITIONS BY THE Speech Therapist. PERFORMS SQUTS SMOOTHLY AND ACCURATELY AND MARCHES CLEARLY. THE CHILD KNOWS THE SIDES OF THE BODY AND THE LEADING HAND.
As is known, correctional work with people who stutter is based on data from medical and pedagogical examinations carried out by specialists of various profiles.
Due to the fact that a number of deviations have been identified in the state of motor skills during stuttering, we considered it necessary to describe the methods and techniques for its examination in preschool children.
The examination is necessary to establish the nature of the violations of voluntary motor skills, as well as to identify the degree of delay or lag in motor development. These data serve as additional material for the differential diagnosis of neurotic and neurosis-like stuttering. They help to determine the means of differentiated correctional influence in the process of logorhythmic classes and choose methods of individual work.
It is best to conduct the examination in three stages
, reflecting the dynamics of the state of the motor sphere:
- at first,
- in the middle,
- at the end of correctional classes.
- speech development from birth to three years,
- features of the development of locomotor-static functions and manipulative activities,
- the nature of the gaming activity,
- availability of self-care skills (in relation to age standards).
- examination of voluntary facial motor skills (quality and volume of movements of the muscles of the forehead, eyes, cheeks);
- speech motor skills (strength, accuracy, volume, switchability of movements of the lips, tongue, cheeks);
- states of individual components of general voluntary motor skills: static and dynamic coordination, simultaneity, clarity of movements;
- examination of fine motor skills of the fingers (quality and degree of differentiation of movements, ability to operate with objects).
Examination of voluntary facial motor skills
- Raise your eyebrows (“Surprise”).
- Lightly close your eyelids.
- Squint your eyes (“Bright Sun”).
- Close your eyelids tightly (“It has become dark”).
- Purse your lips.
- Give your lips the position required to play a wind instrument.
- Extend your lips as if to pronounce the sound “o”.
- Puff out your cheeks.
- Bare your teeth (“Fence”).
- Extend your lips as if to whistle.
- The tasks are repeated 3 times in a row.
It is advisable to conduct the examination in a playful way.
- complete, accurate implementation is assessed 1 point;
- partial, fuzzy execution - 2 points;
- failure to complete more than 7 tasks - 3 points.
Speech motor examination
- Opening and closing the mouth.
- Mouth half open, wide open, close.
- Imitation of chewing movements.
- Alternate puffing of cheeks.
- Cheek retraction.
- Pulling back the corners of the mouth as to pronounce the sound “i”, make the lips round - “o”; stretch out your lips - “y”.
- Sticking out a “wide” and “narrow” tongue, holding a given pose for a count of five.
- Biting the tip of the tongue.
- Touching the tip of the tongue in turn to the right and left corners of the mouth, upper and lower lips (“Clock”).
- The tip of the tongue rests on the lower teeth while simultaneously arching the back of the tongue (“The cat is angry”).
- Clicking the tongue (“Let's go horseback riding”).
- Raise the tip of your tongue up and lick your upper lip (“Delicious jam”).
- Sucking the back of the tongue to the palate and clicking (“Click”).
- Pronouncing vowel sounds on a hard and soft attack. The tasks are presented in a game form, each movement is repeated 3 times.
Grade:
- 1 point- precise execution of movements;
- 2 points- minor changes in the volume, strength and accuracy of movements;
- 3 points- lack of holding postures, pronounced changes in strength, accuracy, volume, difficulty switching speech movements, deviation of the tongue.
General voluntary motor examination
4 years
- Standing for 15 s. eyes closed; the arms are extended at the seams, the legs are placed in such a way that the toe of the left foot is closely adjacent to the heel of the right foot, the feet are located in a straight line. (Movement and balancing are taken into account as a minus when calculating the score.)
- With your eyes closed, touch the tip of your nose with the index finger of your right and left hands (in turn). (The task is considered failed if the child touches some other place other than the tip of the nose, or first touches another place and then the tip of the nose. The task can be repeated 3 times for each hand. A positive mark is given if the task is completed correctly twice.)
- Bouncing. Both legs are lifted off the ground at the same time. Jump height is not taken into account. The task is considered unfulfilled if the subject does not know how to immediately separate both legs from the ground, jumps on his heels, and jumps on his toes, and produces less than 7 bounces within 5 seconds. Repetition is allowed.
- The subject is asked for 10 s. With the index fingers of horizontally outstretched arms, describe circles of arbitrary but equal size in the air. With the right hand, circles are described in a clockwise direction, with the left - in the opposite direction.
The experimenter offers the subject his hand and asks him to shake it firmly, first with his right, then with his left, and finally with both hands. If there are unnecessary movements, the task is considered uncompleted.
5 years
- Standing for 10 s. on your toes (“on tiptoes”) with your eyes open. The arms are extended at the seams, the legs are tightly compressed, the heels and toes are closed. The task is considered uncompleted if the child being examined leaves the original position or touches the floor with his heels. Staggering, balancing, raising and lowering on the toes are taken into account. Repetition is allowed up to 3 times.
- Jump with open eyes alternately on the right and left legs at a distance of 5 m. The child bends the leg at the knee joint at a right angle, hands on the hips. At a signal, he begins to jump and, having jumped to the place previously indicated to him, lowers his bent leg. Speed is not taken into account. The task is considered failed if the subject deviates more than 50 cm from a straight line, touches the floor with a bent leg and waves his arms. The task can be repeated 2 times for each leg.
- On the right and left sides of the matchbox (at a distance equal to the length of the match) there are 10 matches located closely in a row (vertically) on each side. At a signal, the subject begins to place matches in the box, for which he must simultaneously take a match from each side with the thumb and forefinger of both hands and at the same time put them in the box. The matches closest to the walls of the box are taken first. Within 20 seconds, at least 5 matches must be laid.(The task is considered uncompleted if the child made movements at different times or placed less than 5 matches in 20 seconds. The task may be repeated.)
- The subject is asked to bare his teeth (smile widely). Make sure there are no unnecessary movements.
6 years
- Standing with eyes open for 10 seconds alternately on the right and left leg. One leg is bent at a right angle at the knee joint, arms are extended at the seams. The task is considered uncompleted if the subject lowers his raised leg, touches the floor with his bent leg, or moves away. Raising the bent leg, balancing, and jumping are also taken into account.
- Hitting the target with the ball from a distance of 1 m. The target is a 25X25 cm square board on the wall, at the chest level of the subject. The child throws a ball with a diameter of 8 cm from the “expanded shoulder”, first with his right hand, then with his left hand. The task is considered completed if boys hit the target 2 times out of 3 throws with their right hand (girls - 2 times out of 4 throws). The protocol indicates for which hand the task was not completed. You can repeat the task.
- Jump from a place without a running start over a rope stretched at a height of 20 cm from the floor. When jumping, you need to bend both legs and simultaneously separate them from the ground. Out of three tests, the subject must jump over the rope 2 times without touching it. The task is considered uncompleted if the hands touch the floor or fall.
- The subject marches around the room at any pace. While marching, he must, taking the spool in his left hand, unwind the thread from it and wind it around the index finger of his right hand for 15 seconds. After a break of 5-10 s, they are asked to take the coil in their right hand. The task is considered failed if the subject changed the tempo more than 3 times during marching or performed the task at different times (it is noted for which hand the execution failed). Repetition is allowed 2 times.
- The child is asked to pick up a percussion hammer and hit the table hard with it several times. Make sure there are no unnecessary movements. Completion of tasks is assessed using a three-point system.
Examination of fine movements of the fingers
Determination of the quality and degree of differentiation of movements:
- Clench your fingers into a fist.
- Bend each of the fingers alternately on the right and then on the left hand (“Fingers are hidden”).
- Connect the fingers of one hand with the fingers of the other (“Fingers say hello”).
- Lay out a mosaic pattern.
- Fasten the buttons yourself.
- Draw vertical sticks with a pencil in a lined notebook.
- String beads onto a thread.
- Place 5 matches into the box with your right and left hands, one at a time.
- 1 point- accurate implementation of all tasks;
- 2 points- completing no more than 5 tasks from those proposed;
- 3 points- completing one or two tasks from among those suggested, poor coordination, clumsiness of movements.
Revealing the development of a sense of rhythm
1. "Andrey the Sparrow"
Children aged 4 years are asked to play only a meter of a familiar melody.
Grade:
- 1 point- correct rhythm reproduction;
- 2 points- failure to complete the last two tasks;
- 3 points- ability to reproduce a rhythmic pattern.
- general appearance of the child
- posture,
- attitude towards verbal instructions,
- activity,
- orientation in space,
- coordination of words with movement,
- the presence of pathological and speech-related movements,
- state of muscle tone,
- signs of fatigue,
- pace of movements,
- practicing motor skills.
Here is an approximate scheme for examining motor skills.
Date of birth _____________ Age _______
Attitude to speech instruction:
1. Facial expressions (volume, quality, degree of differentiation of movements),
__________________________________________ gesticulation (live, sluggish, natural, impetuous, sharp, smooth, predominant gestures)
__________________________________________
2.
Speech motor skills (accuracy, volume, mobility, switchability of speech articulation organs)
__________________________________________
__________________________________________
3.
Pace of movement (fast, slow, normal). Rhythm (accurate, inaccurate reproduction of the rhythmic pattern, inability to reproduce the rhythm)
__________________________________________
__________________________________________
4.
Static coordination (holds the pose well, with difficulty, does not hold the pose)
__________________________________________
__________________________________________
5.
Dynamic coordination _______________
__________________________________________
6.
Simultaneity of movements _______________
__________________________________________
7. Clearness of movements (presence or absence of synkinesis) ______________________
8.
Subtle movements of the fingers (degree of differentiation of movements, quality, tempo, actions with objects)
__________________________________________
9.
Coordination of a word with movement (a clear combination of a word with a movement, the word leads the movement, lags behind it, lack of coordination of movement and words)
__________________________________________
__________________________________________
10.
Associated speech movements
__________________________________________
__________________________________________
11.
Orientation in space
__________________________________________
__________________________________________
12.
State of muscle tone
__________________________________________
__________________________________________
13.
Fatigue (signs of fatigue appear quickly, slowly, ability to work for long periods of time)
__________________________________________
__________________________________________
14.
Motor skill practice.
__________________________________________
__________________________________________
Conclusion.
Subject S. (age 6 years 2 months).
Diagnosis: neurotic stuttering.
Speech therapist's report: clonic stuttering of the articulatory type of moderate severity. Dislalia.State of motor skills.
Mimic motor skills. The range of movements of the muscles of the forehead, eyes, and cheeks is sufficient. Facial expressions are differentiated and alive. Performs facial tests for 6-year-old children.
Speech motor skills. The movements of the organs of speech articulation are inaccurate, incomplete in volume, switchability and strength of movements are sufficient. Can hold tongue in any position.
Tempo and rhythm. The pace of movement is normal. The sense of rhythm is good.
General motor skills. He performs the static coordination test only on the third attempt, and has difficulty maintaining the pose. Performs tests for static and dynamic coordination. The switchability of movements is sufficient. Performs a series of sequential movements correctly, but with some uncertainty. Orientation in space is sufficient. Does exercises with objects well. While performing tasks, he is constrained and tense. The movements are sharp and sweeping.
Fine motor skills of the fingers. Movements are precise and differentiated. Tasks are completed at a slightly faster pace. Actions with small objects are successful, he is good at putting together mosaics, drawing, and can write letters. Coordination of words with subtle movements is possible.
Dynamic observation. There is a high level of exercise in motor skills. Under the influence of treatment and systematic logorhythmic training, the performance of all motor tests reaches the age norm. Movements became free, precise, and effortless. Rhythm and smoothness of movements appeared. Activity in classes increased and emotional state improved. Speech in class became almost correct.
***
Diagnosis: neurosis-like stuttering.
Speech therapist's conclusion: severe tonic-clonic stuttering of the articulatory-vocal form against the background of a slow speech rate. Erased form of dysarthria.
State of motor activity.
Mimic motor skills. The face is amicable. voluntary movements of individual muscle groups are difficult.
Speech motor skills. The movements of the organs of speech articulation are incomplete in volume, inaccurate, switching is slow. It is difficult to lift the tongue upward. There is a deviation of the tongue to the left.
Tempo and rhythm. The pace of movement is slow. The sense of rhythm is weak.
General motor skills. Performing tests to study static, dynamic coordination and simultaneity of movements is difficult. When trying to hold a pose, the child is unstable, balances, sways, and looks for support with his hands. Poorly catches and throws the ball. Jumps fail. When performing the task, synkinesis was noted (the movement of the hand is accompanied by movements of the facial muscles). Coordination of words with movement fails due to severe stuttering. During speech, accompanying hand movements are noted. Motor memory is satisfactory. Orientation in space is poor. She is extremely tense while performing tasks. Some signs of left-handedness were noted. Signs of fatigue quickly appear and she is not capable of long-term work.
Fine motor skills of the fingers. Completes tasks to study fine movements with difficulty. Actions with objects are awkward.
Performance in motor skills is low.
Dynamic observation. During the correctional work, frontal and individual speech therapy and logorhythmic classes, physical therapy, psychotherapy, and drug treatment were carried out.
By the end of the year, facial tests are partially successful. Speech movements have become more precise and differentiated. Fixed a sound pronunciation defect. Disadvantages of tempo
movements are corrected by music, it is possible to reproduce light rhythmic patterns with clapping.
Completed tasks to study dynamic coordination and exercises with objects. It is difficult to complete tasks to study static coordination and simultaneity of movements. Easy exercises for coordinating words with movement are successful. Subtle movements of the fingers have become more precise and dexterous. Mastered actions with small objects. There remains general tension when performing tasks. Fatigue is less pronounced, activity in classes has increased. The rate of speech became closer to normal, speech spasms were shorter in duration. Discharged with improvement. It is recommended to continue correctional work with a speech therapist.
In the first case, changes in the motor sphere are less pronounced and more dynamic than in the second. This confirms the need to take into account the established differences in the state of motor activity in neurotic and neurosis-like forms of stuttering in preschool children for the differentiated construction of logorhythmic classes.
Yes, when neurotic stuttering the movements are insufficient in their technical execution, which manifests itself in vagueness and uncertainty in execution when correctly reproducing their formula. Acceleration and deceleration of the tempo of movements are noted, and some inaccuracy is encountered when performing small movements. There are difficulties in performing tests for static coordination, minor changes in the mobility of the organs of the speech apparatus. For other parameters (dynamic coordination, simultaneity of movements, rhythm of movements, voluntary facial movements), children show high indicators.
At neurosis-like stuttering we can talk about a primary violation of coordination and simultaneity of movements, insufficient development of articulatory and facial movements, and changes in muscle tone.
The results of the examination are taken into account by the teacher both in speech therapy and logorhythmic classes for all methods and forms of correctional classes.
Rychkova, N.A. Techniques for examining motor skills in preschool children who stutter//ON THE. Rychkova - Defectology No. 3, 1984, p.69-73
Methodology for diagnosing motor development
Examination of voluntary facial motor skills.
Material: mirror.
Move: tests L.A. Quinta modified by G. Gellnitz. They are carried out in a playful way.
The tasks are repeated 3 times in a row.
Raise your eyebrows (“Surprise”).
3. Squint your eyes (“Bright sun”).
4. Close your eyelids tightly (“It has become dark”).
5. Purse your lips.
6. Give your lips the position required to play a wind instrument.
7. Extend your lips as if to pronounce the sound “o”.
8. Puff out your cheeks.
9. Bare your teeth (“Fence”).
10. Extend your lips as if you were whistling.
Evaluation of results:
5 –
4 – accurate execution of 8 or more tasks, slight changes in the accuracy of movements;
3 – clear execution of 6–7 tasks, partial unclear execution, or correct execution after a greater number of acceptable repetitions;
^ 2 – precise execution of 4 - 5 tasks, pronounced changes in the accuracy of movements, awkwardness of movements;
1 - failure to complete more than 8 tasks, or the child demonstrates a lack of understanding of the task.
Poor coordination of movements, grimacing, undifferentiated facial expressions.
^ Examination of general voluntary motor skills.
Material: ball with a diameter of 8 cm, target - a square board 25 x 25 cm on the wall, at the chest level of the subject, a rope stretched at a height of 20 cm from the floor, a spool of thread, a percussion hammer, a table.
Progress: tests of the Ozeretsky-Gelnitz motometric scale. They are carried out in a playful way.
1. Stand with eyes open for 10 seconds, alternately on the right and left leg. One leg is bent at a right angle at the knee joint, arms are extended at the seams. The task is considered uncompleted if the subject lowers his raised leg, touches the floor with his bent leg, or moves away. Raising the bent leg, balancing, and jumping are also taken into account.
2. Hitting the ball at the target from a distance of 1 m. The child throws the ball from the “expanded shoulder”, first with his right hand, then with his left hand. The task is considered completed if boys hit the target 2 times out of 3 throws with their right hand (girls - 2 times out of 4 throws). The protocol indicates for which hand the task was not completed. You can repeat the task.
3. Jump from a place without a running start over a rope. When jumping, you need to bend both legs and simultaneously separate them from the ground. Out of three tests, the subject must jump over the rope 2 times without touching it. The task is considered uncompleted if the hands touch the floor or fall.
4. The subject marches around the room at any pace. While marching, he must take the spool in his left hand, unwind the thread from it and wind it around the index finger of his right hand for 15 seconds. After a break (5-10 s), they are asked to take the coil in their right hand. The task is considered failed if the subject changed the tempo more than 3 times during marching or performed the task at different times (it is noted for which hand the execution failed). Repetition is allowed 2 times.
5. The child is asked to pick up a percussion hammer and hit the table hard with it several times. Make sure there are no unnecessary movements.
^ Evaluation of results:
5 – complete, accurate implementation of all tasks;
4 –
3 –
^ 2 –
1 -
Examination of fine movements of the fingers.
Progress: carried out in a playful manner.
1. Clench your fingers into a fist;
2. The thumb of both hands is bent and directed to the side. Bend four fingers tightly pressed to each other on each hand until the beginning of the palm - straighten, repeat 2 - 3 times.
3. Palms open. Bend - straighten the thumb of each hand. Repeat 2 – 3 times.
4. Bend each of the fingers alternately on the right and then on the left hand (“Fingers are hidden”);
5. Connect the fingers of one hand with the fingers of the other (“Fingers say hello”),
^ Evaluation of results:
5 – complete, accurate implementation of all tasks;
4 – clear execution of 4 tasks, slight changes in the volume, strength and accuracy of movements;
3 – clear execution of 3 tasks, partial unclear execution;
^ 2 – clear performance of 2 tasks, pronounced changes in strength, accuracy, range of movements;
1 - failure to complete 4 or more tasks.
Examination of actions with objects.
Material: mosaic, buttons, pencil, lined notebook, thread, beads, matchbox.
Progress: carried out in a playful manner.
1. Lay out a mosaic pattern;
2. Fasten the buttons yourself;
3. Draw vertical sticks with a pencil in a lined notebook;
4. String beads on a thread;
5. Place 5 matches in the box (one each with your right and left hands).
Evaluation of results:
5 – complete, accurate implementation of all tasks;
^ 4 – clear execution of 4 tasks, slight changes in the volume, strength and accuracy of movements;
3 – clear execution of 3 tasks, partial unclear execution;
^ 2 – clear performance of 2 tasks, pronounced changes in strength, accuracy, range of movements;
1 - failure to complete 4 or more tasks, poor coordination, awkward movements.
^ Development of a sense of rhythm
Progress: carried out in a playful manner. After the teacher shows the rhythmic patterns of familiar songs, children are invited to clap their hands:
1. "Andrew the Sparrow" I I III I II I II I II I I I II I I I
2. "Cockerel" II I II I II I II I
3. "We go with flags" IIII I I IIII I I
4. "Crane" IIIIII I IIII I I
5. "Bunny" III * III * I * I * I
Evaluation of results:
5 – complete, precise execution of all tasks, correct reproduction of rhythm;
^ 4 – precise execution of 4 tasks, slight changes in the tempo of movements;
3 – failure to complete the last 2 tasks, partial unclear completion, or correct completion after a greater number of acceptable repetitions;
^ 2 – failure to complete 3–4 tasks, the presence of pathological and speech-related movements,
1 - inability to reproduce a rhythmic pattern.
Evaluating the completion of all tasks, calculating the total number of points:
5 points- high level4 points- above average
3 points- average level
2 points- below the average
1 point- low level
The total number of points determines the level of motor development of each child:
from 30 to 28 - high
from 27 to 22 - above average
from 21 to 16 - average
from 15 to 10 - below average
from 9 and below – low level
