General

Speech therapy in the treatment of spastic children

Speech therapy in the treatment of spastic children

Speech Therapy in the Treatment of Spastic Children

The child may have speech impairment. Language control is not good. It tries to make some sounds while the mouth is open.

Sound disturbances may be such as no sound (aphony), very little intensity, or loss of harmony and clarity (dysphonia).

Articulation disorders:
Words arise from phonemes and their addition. The word gate is made up of four phonemes (letters) and two syllables. The child can say the word door, such as deed, api or alum. This is an articulation problem. This is also called “pepeling..

Dysarthria:
It is the second group of organic-induced articulation disorders. Child syllables can't add words well. In order for the word to be said, the concept in the brain must be translated into a word and for this, whatever movements are required for a word, they must be done. The “gel” order requires the sounds (g) and (e) and (l) and the movements of the end organs and their connections. If we ask ne what is this erek by showing a pencil, the patient knows that it is a pencil. This is a pure and very rare speech disorder.

In speech therapy, it is important to gain the trust of the child. Various methods are applied for this purpose.

Relaxation Method:
In many speech disorders, muscles are known to be extremely tense. Because the muscles are tense, the sound emerges from the higher pitch and rough, rough. Muscles should be loose, teeth not tightened, fingers should not be closed. In a relaxed and relaxed environment, the flow of speech becomes easier and more pardon-free. The methods for relaxation methods are as follows:

1) Comfortable Posture:

a. Sitting in the chair, legs relaxed, footsteps in contact with the floor, arms leaning against the table, head slightly bent forward.

b. It is said to gather and stand upright, to sit tight, to pay attention to the difference. Then again, the loose sitting.

c. Hands are placed on lap, head is low, eyes are closed, head is tilted sideways, back, left or right.

D. Standing, arms drooping on both sides, closed eyes, head turning movements are made. These exercises are repeated in front of the mirror.

2) Breathing Exercises:

“Take a deep breath, take a breath”. Tekrarla Repeat this with slow and slow breathing alarak.

3) Respiratory Noise:

If the vocal cords do not move appropriately, the pale sounds are mixed with the clarity of the sound. It must be examined in the larynx. Although the nose should be opened to remove the nasal sounds, short sharp sounds should be spoken before opening the mouth thoroughly. Example short a, short e short i.

Articulation exercises:

a. Lower Jaw Exercise:

1. The lower jaw is slightly loosely low on the comfortable breathing or when the letter “m söylen is pronounced“ meee ”.

2. Lips are loose and chin is low while extending the uzat p ”sound.

3. Mouth gap, tongue lying on the base of the mouth, chin low, “breathe, exhale”. In the meantime, exhale strongly and watch out for “h, sound, lower your chin while“ a ”sounds.

b) Exercises for Lips:

1. uzat Extend and pull back and forth like a hose while the lips are closed ”. Ver Give the key tone when stretching, or tiii when shooting.

2. Pout the lower lip forward, hang it back, repeat it.

3. Upper lip muscle, teeth visible.

4. Give the “ba, bi bu, pa, pi, pu” sounds when the upper and lower cutters touch each other.

c) Exercises for Language

1. With the mouth slightly open, lay your tongue loosely on the base of the mouth, close the mouth, repeat.

2. The letters “d” and “t ilir are spoken. The tongue divides the oral cavity in two. The tip of the tongue touches the back of the upper incisors.

Speech Therapy:

In dysarthria, pepelema, or even inability to speak. Speech is possible with therapy. Speech therapist makes the application.
The joint work of the doctor, educator, psychologist, teacher, other members of the team and the child's family plays an important role. It may be necessary to seek counseling from a psychologist to assess the child's mental capacity correctly.


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