I. Overview
Language and speech are important tools for human communication, and they are inseparable. Language focuses on the symbolic system agreed upon in human society, which is a structural system composed of written shapes and phonetics as the elements, vocabulary as the basic unit, and grammar as the rule; speech refers to the process of using the structural system of language to express and receive information such as knowledge, thoughts and feelings. Speech (oral) is the main form of expressing information, but the expression of information can also be carried out with the help of words, gestures, postures, expressions and other forms.
Speech therapy, also known as speech correction or speech relearning, is one of the rehabilitation treatment techniques for people with speech dysfunction to improve their communication skills through targeted and systematic training. Specifically, it refers to the use of medical, educational and psychological measures and methods to provide appropriate speech training for children with speech disorders to promote the maximum recovery of their listening (including listening to sounds and understanding the meaning of words), speaking, reading and writing abilities.
II. Basic principles
1.Minimize the impact of the cause of disability: first find out the cause of the language disorder and take effective control measures, and then carry out speech therapy. If the child is found to have hearing or vision impairment, it is in conjunction with appropriate hearing aids and glasses for the child.
2.Determine behavioral goals and develop a systematic training program: Because each child has a different degree of speech impairment and different potential abilities, the behavioral goals and training program determined by the therapist should emphasize individualization and should not be forced to be consistent.
3. Adopt multiple treatment methods: There are various methods of speech therapy, and therapists should selectively change the treatment methods according to the specific situation of each child, and avoid using a fixed treatment method for a long time.
4. Emphasize correct pronunciation and use standardized language: The child is required to pronounce correctly during training, but due to the limitation of the child’s disability, the accuracy rate should not be too high, and 80% accuracy is still acceptable. The language should be standardized and the grammar should be correct so as to facilitate the understanding of the surrounding.
5.Language training must be practical and pragmatic: Since the language stimulus needed by the child to learn language mainly comes from the surrounding people, language training should use the local language.
6. Use simple and easy methods for speech therapy: When training the child’s pronunciation, the simplest method is to demonstrate and imitate. If the demonstration and imitation cannot work, verbal cues can be used, because verbal cues alone often cannot make the child master the articulation essentials and control the articulation parts correctly.
7. Combination of individual coaching and collective training: One-to-one individual coaching is appropriate for speech stage training, while individual coaching and collective training can be used for advanced stage.
8.Advocate early treatment: For language therapy, we should strive to conduct it before the language critical period of 6 years old.
9. Involvement of family members: The therapist should provide necessary guidance to the parents, siblings and even neighbors of the child, so that they can understand the child’s disability and know how to cooperate with the training in the family.
Features
1.Accurate assessment and strong targeting
2.Moderate difficulty and gradual progress
3.Highly focused and comprehensive training
4.Enhance confidence and active participation
5.Various forms and long-term persistence
IV. Basic manual skills
The purpose of language training is to improve the child’s ability to express and understand language, and to restore the child’s ability to communicate in language, according to the causes of language disorders training as follows.
1, the training treatment of dysarthria
(1) Relaxation therapy: When children want to speak, it is often difficult to pronounce the words due to muscle tension, which is most obvious in children with cerebral palsy of the hand-foot-movement type. The purpose of relaxation therapy is to reduce the tension of the muscles related to speech. Eliminate the excessive tension of the whole body, so that the involuntary muscles can be relaxed and facilitate breathing and pronunciation.
(2) Respiratory training.
1. Training for abnormal speed and rhythm of quiet breathing.
2.Improve the training of uncoordinated thoracic and abdominal breathing.
3.Control training of deep breathing and inhalation.
4. Separation of mouth and nose breathing.
5.Promote articulation and continuous training of articulation.
(3) Diction training: There are many muscle groups involved in diction movement, and the performance of each muscle group’s coordination movement disorder varies. Therefore, the dysarthria of the child varies greatly among individuals.
1.Basic training
①Improve the control of jaw and mouth and lips.
②Tongue movement training: including forward and backward tongue extension, tongue lifting to lick the palate, backward tongue roll, and tongue movement on both sides. It can be generally performed in three stages.
③Promote coordinated movement.
④Promote elevation of the soft palate: common resonance abnormalities in dysarthria include nasal hyperacusis, which is due to weakness of soft palate movement or uncoordinated movement of the soft palate. and diminished speed and range of motion.
⑤ Facilitation of alternate movements.
⑥Improve the perception of the oral cavity.
2.Construction training
①Articulation training.
②Continuous articulation.
③Do training to overcome nasal sounds.
④Train the child to control the volume, pitch and rhythm.