Method for overcoming stuttering by developing the rhythmic component of speech

Abstract

The invention relates to medicine and can be used for overcoming stuttering by developing the rhythmic component of speech. Exercises are performed on a step-by-step basis. In a first step, exercises are performed for the muscles of the respiratory, phonatory and articulatory systems. In a second step, an individual non-speech rhythm is cultivated. In a third step, a sense of rhythm is developed. In a fourth step, a poetic speech rhythm is cultivated. In a fifth step, a prosaic speech rhythm is cultivated. In a sixth step, narrative and interrogative intonations are cultivated. In a seventh step, rhythmic processes are trained to become automatic in independent speech. The method makes it possible to overcome psychogenic and neurogenic stuttering, without the use of medication or the risk of relapse, and is suitable for all age groups.

Description

[0001] A METHOD FOR ELIMINATING STUTTERING BY DEVELOPING THE RHYTHMIC COMPONENT OF SPEECH

[0002] The invention relates to medicine, psychoneurology, speech therapy, and can be used to treat stuttering.

[0003] Stuttering is a disorder of the rhythmic component of speech, manifested by spasms of the muscles of the speech apparatus. Speech has a dynamic brain organization, with specific areas responsible for the formation of various components. Only through the connection and collaboration of these areas does speech develop. Any speech is characterized by tempo, rhythm, and stress. Tempo is the speed of speech and depends on individual personality traits and health. Speech rhythm is the sequence of stressed and unstressed syllables in words within sentences. Stress is the semantic center of a word. Incorrectly placed stress can distort the meaning and make a word difficult to understand. Stuttering is formed by pronouncing a vowel sound longer, making the entire syllable sound longer than the rest of the unstressed syllables. Stuttering only occurs when the rhythmic components are insufficiently developed.Consequently, all work on eliminating stuttering should be based on the development and automation of the missing rhythmic link, on the formation of connections with other speech components.

[0004] Rhythm formation during ontogenesis occurs gradually and depends on external and internal factors. Many vital processes occur rhythmically: heartbeat, breathing, locomotion (walking, crawling), and sucking. In addition to internal processes, rhythm formation is also influenced by the external environment: dripping water, the ticking of a clock. All these processes are fundamental in the development of a sense of iterative rhythm, which manifests itself in the naming of words syllabically. Gradually, with the development of motor skills and thought processes, the semantic center of the word—stress—is formed. Each word, with all its characteristics (semantic, rhythmic, acoustic, articulatory), is fixed in the speech program of the brain as a code. The loss of one or more characteristics leads to speech disorders. The lack of a rhythmic component in a word leads to the development of stuttering—speech dysrhythmia, which manifests as spasms of the speech apparatus.

[0005] A number of factors contribute to the development of stuttering: a genetic predisposition to the development of the central nervous system, the state of the central nervous system, and the specific development of functional asymmetries in the brain. Stuttering most often manifests between the ages of 2 and 7 years. During this period, mental processes, including speech, are intensively developing. Functional systems are most susceptible to disruption during this period. According to research, in frequent cases (in the neurosis-like form), stutterers exhibit diffuse organic brain damage, which most often manifests as motor impairment—chaotic or lethargic movements, a lack of precision and coordination, and impaired speech development. Motor impairment, in turn, leads to a delay in the development of active rhythm and a sense of rhythm.

[0006] There are two clinical forms of stuttering: neurotic (logoneurosis) and neurosis-like, in accordance with different pathogenetic mechanisms.

[0007] The neurotic form (logoneurosis) is a functional speech disorder that occurs as a result of stressful factors, either acute or chronic. Acute stress refers to psychological trauma that occurs suddenly and abruptly, often causing fright. Chronic stress refers to prolonged exposure to negative emotions.

[0008] Children with this form of stuttering show no signs of intrauterine developmental delays or birth injuries. Motor skills develop in a timely manner. General movements are coordinated, easily switching from one movement to another. Fine motor skills are adequately developed. Facial expressions are lively and emotionally charged. Speech development proceeds within the approximate norm. Hesitation occurs even with extended sentences. Speech tempo is often accelerated. Sound pronunciation is not impaired. Examination of stutterers indicates adequate development of the rhythmic component of motor skills and speech.

[0009] Neurotic stuttering can progress either regressively (favorably) or progressively. Without treatment, it often becomes chronic. Situational dependence in the severity of stuttering is already observed in childhood. During the period of recognition of a speech defect, logophobia—a fear of verbal communication with an obsessive expectation of speech failure—emerges. Increased speech load during adolescence leads to speech becoming a source of constant psychological trauma, which in turn causes increased exhaustion (mental and verbal). Expression becomes difficult, as the stutterer tries to pronounce what is easier to say, rather than what they think.

[0010] A distinctive feature of stutterers with the neurotic form is that, in familiar surroundings or alone, speech occurs without hesitation. The neurosis-like form is a disorder of both organic and functional origin. Symptoms are similar to logoneurosis, but it occurs as a result of organic, vascular, or other lesions of the nervous system. The onset is gradual, without emotional causes. Such children often have a history of difficult pregnancy, hypoxia, asphyxia, and birth trauma. As infants, such children are often vocal, restless, and sleep poorly. Motor development is either subnormal or slightly delayed. Movements are poorly coordinated, characterized by motor clumsiness, disinhibition, or motor retardation. Exercises involving postural changes are particularly challenging; stutterers have difficulty remembering and reproducing movement sequences.Motor errors are not self-corrected. Speech development is delayed or normal. Hesitation occurs during the formation of words (in severe cases), phrases, and sentences. Pronunciation is often impaired. Speech rate may be accelerated or slow.

[0011] An examination of stutterers with this form indicates an insufficient development of the rhythmic component of the speech system and motor sphere; they have difficulty perceiving and reproducing given rhythmic patterns, and have difficulty distinguishing stress in words.

[0012] In the initial stages, stuttering occurs in waves, then significantly worsens and becomes stagnant. Neurosis-like stuttering is characterized by stable symptoms, independent of external circumstances and emotional state. Hesitation occurs in any setting, both alone and in public. Spasms intensify with physical and mental fatigue and deteriorating physical health. Without timely intervention, this form tends to progress. Speech is most often characterized by tonic-clonic spasms in all areas of the speech apparatus. In severe cases, speech exhausts stutterers physically and mentally, further deteriorating speech.

[0013] Regardless of the form of stuttering, the type of seizures, its severity, or its progression, speech correction must begin immediately. Early development of the missing rhythmic component of speech prevents the pathological process from becoming chronic.

[0014] The development of new treatments for stuttering is a pressing issue, due to the prevalence of the disease and the ineffectiveness of existing treatments. Currently, medication therapy, breathing exercises, acupuncture, massage, and light and sound impulse therapy are used to treat stuttering. Other known treatments include psychocorrection and speech therapy (see patents RU 2180245, "Method for Treating Rapid Delay in Neuropsychic Development in Children"); RU 2120314, "Method for Psychological Rehabilitation of Children with Intellectual Disabilities Based on a Computerized Synergistic System"; and RU 2128944, "Method for Speech Correction."

[0015] The main drawback of existing treatments is their low treatment efficacy, which is characterized by minor and short-lived improvements in the patient's condition. Disease regression most often occurs during stressful situations.

[0016] The closest to the claimed patent is RU 2449815 "Method of balance of force and accuracy", A61M 21 / 00, priority from 12 / 22 / 2009, published 05 / 10 / 2012, patent holder Surnin S.N. (RU).The method is implemented by rapidly increasing the strength of oral speech - the total phasic component of non-verbal movements of oral speech without direct relaxation of the articulatory muscles, for which purpose the development and consolidation of movements of oral speech with high phasic activity is carried out using a set of games, each of which contains a game image - a figurative representation of a physical phenomenon or a characteristic element of human behavior, reflecting the essence of the game, non-verbal components of the game - non-verbal movements of oral speech that have high phasic activity, which are used before the beginning of the first phonetic unit and further at the boundaries of phonetic units of different levels, as well as verbal components of the game - pronunciation of words with a combined increase in the phasic activity of the muscles of phonation and articulation, while avoiding movements that cause an increase in the accuracy of oral speech - the total tonic component of the movements of the muscles performing articulation.

[0017] This method helps eliminate speech spasms. Its drawback is that it's difficult to maintain the result when transitioning from slow, evenly metered speech to normal, unevenly metered speech. Furthermore, this method doesn't completely eliminate medication, as medications can cause side effects, allergic reactions, and addiction.

[0018] The objective of the invention is to create an effective method for eliminating stuttering that is suitable for all age groups, universal in relation to both forms of stuttering, does not cause relapse and does not require additional drug treatment.

[0019] To solve the problem, the method for eliminating stuttering is carried out by developing the rhythmic component of speech, for which a set of exercises is carried out in several stages: at the first stage, a local effect is produced on the muscles of the respiratory, vocal and articulatory sections through exercises aimed at relaxing and tensing these muscles, for this: sitting on a chair, placing your palm on the stomach area, alternately push out and pull in the stomach to the count of "one-two", and, when inhaling through the nose, the stomach is pushed out, when exhaling - pulled in, perform 10 times;at the second stage, they develop their own non-speech rhythm by performing the following actions sequentially and rhythmically while counting: clap your hands, stamp your feet, clap your hands and stamp your feet at the same time, play the drum, touch your right knee with your left elbow and vice versa, throw a ball and catch it from the floor, bounce the ball on the floor with both hands, only with your right hand, only with your left hand, throw with your right hand and catch with your left and vice versa, jump on two feet, jump on your right foot, on your left foot, on two feet, do the "feet together - feet apart" exercise, march; at the third stage, they develop a sense of rhythm through the following exercises: translate a visual symbolic rhythmic series into a sound one, reproduce the rhythm they heard; at the fourth stage, they form the rhythm of poetic speech by reading first simple, then more complex poems, swaying left and right in time;At the fifth stage, the rhythm of prose speech is formed, for this purpose the following sequence is followed: first, words are pronounced syllable by syllable with a smooth transition from one syllable to another, then the words are pronounced in full, emphasizing the stress in each word with the voice, reading simple phrases, reading simple sentences with the stress in each word; at the sixth stage, narrative and interrogative intonation is formed using cards, for this purpose, questions are asked concerning the images on the cards; at the seventh stage, the rhythmic processes in independent speech are automated, for this purpose, essays on a given topic are composed and recited, while using intonation, observing pauses, and emphasizing logical stress. The method for eliminating stuttering by developing the rhythmic component of speech is carried out as follows.

[0020] Stages of work:

[0021] Stage 1 - local impact on the muscles of the respiratory, vocal and articulatory sections, through exercises aimed at muscle relaxation and tension, switching and precision of movements.

[0022] Stage 2 – formation (development) of one’s own non-speech rhythm.

[0023] Stage 3 – development of a sense of rhythm.

[0024] Stage 4 – formation of the rhythm of poetic speech.

[0025] Stage 5 – formation of the rhythm of prose speech.

[0026] Stage 6 – formation of intonation.

[0027] Stage 7 – automation of rhythmic processes in independent speech.

[0028] The attached drawings show:

[0029] Fig. 1-6 - examples of cards-guides for performing exercises of stage 1 for the muscles of the articulatory apparatus.

[0030] Fig. 7 and 8 are examples of cards-guides for completing the exercises of stage 6 for developing intonation.

[0031] The following is a detailed description of how to complete each step.

[0032] Stage 1. Localized muscle stimulation

[0033] 1.1 Exercise for the respiratory muscles

[0034] Sitting on a chair, place your palm on your stomach and alternately push your stomach out and pull it in, counting "one-two." Push your stomach out as you inhale through your nose, and pull it in as you exhale. Repeat 10 times.

[0035] 1.2. Vocal Muscle Exercise 1.2.1. Pronounce the sound "A" with your mouth wide open, quietly, then loudly, and then quietly again, with a smooth transition from quiet to loud and vice versa, without straining your lip muscles. Keep your lower jaw position constant throughout the exercise.

[0036] 1.2.2 Pronounce the sound "A" with a wide open mouth in a low voice, then in a high voice, with a smooth transition from low to high. Pronounce the sound "A" with a wide open mouth in a high voice, then in a low voice, with a smooth transition from high to low. The position of the lower jaw does not change during the exercise.

[0037] 1.3. Exercises for the muscles of the articulatory apparatus

[0038] The exercises are performed without a mirror, relying on internal sensations.

[0039] 1.3.1 Perform statically: stretch your lips into a smile, with strong, noticeable tension, hold in this position for a count of 10, then stretch your lips forward, with tension, hold for a count of 10.

[0040] 1.3.2 Perform the following sequences dynamically and rhythmically, using cards (Figs. 1 - 3) with images of sequences of dots and dashes, where a dot means “pull your lips forward” and a dash means “stretch your lips into a smile” as aids:

[0041] - on the count of "one-two": • — • — • — • — ;

[0042] - on the count of "one-two-three": - • - • ;

[0043] - on the count of "one-two-three": • • — • • — .

[0044] 1.3.3 Perform statically: open your mouth, lips in a free position and without tension, rest your tense tongue against the alveoli behind the upper incisors and hold in this position for a count of 10. io

[0045] 1.3.4 Perform statically: open your mouth, lips in a free position and without tension, rest your tense tongue against the lower incisors and hold in this position for a count of 10.

[0046] 1.3.5 Perform dynamically and rhythmically, using cards (Fig. 4 - 6) with sequences of arrows or vertical stripes, where an upward arrow means "move the tongue upwards", a downward arrow means "move the tongue downwards", an arrow to the right means "move the tongue to the right", an arrow to the left means "move the tongue to the left", one vertical stripe means "a narrow, tense tongue, extended forward", two vertical stripes mean "a flat, relaxed tongue", the following sequences:

[0047] - on the count of "one-two": T X T X T X ;

[0048] - under the account

[0049] - under the account

[0050] Stage 2 – formation (development) of one’s own non-speech rhythm

[0051] Exercises of stage 2

[0052] 2.1 Clap your hands rhythmically, in sync with the count, up to 10-20 (the clap hits the percussion sound - one, two, three, four, etc.).

[0053] 2.2 Rhythmically stomp your feet, in sync with the count, up to 10-20.

[0054] 2.3 Rhythmically stomp your feet and clap your hands, synchronously, counting to 10-20.

[0055] 2.4 They play the drum, counting to 10-20.

[0056] 2.5 Touch the left elbow to the right knee and vice versa, rhythmically, counting to 10-20. 2.6 Throw the ball and catch it from the floor, counting to 10-20, while hitting the ball on the floor in sync with the impact sound (so that the impact of the ball coincides with the impact sound) - one, two, three, four, etc.:

[0057] - with both hands;

[0058] - only with the right hand;

[0059] - only with the left hand;

[0060] - throw with the right hand, catch with the left;

[0061] - throw with the left hand, catch with the right.

[0062] 2.7 Jump rhythmically:

[0063] - on two legs, counting to 10-20;

[0064] - on the right leg, counting to 10-20;

[0065] - on the left leg, counting to 10-20;

[0066] - on two legs "legs together, legs apart" counting to 10-20;

[0067] 2.8 Marching, counting to 10-20.

[0068] Stage 3 - developing a sense of rhythm

[0069] Exercises of stage 3

[0070] 3.1 Visual perception of rhythm

[0071] 3.1.1 Looking at the symbolic visual series " / / / / / / / / / / / " clap your hands rhythmically.

[0072] 3.1.2 Looking at the symbolic visual series " / / / / / / / / / / / / / / / / / / " clap your hands rhythmically, observing pauses (two claps - pause - one clap - pause - two claps - pause, etc.). 3.1.3. Looking at the symbolic visual series " / / / / / / / / / / / / / / / / / / " clap your hands rhythmically, observing pauses and synchronously pronouncing the syllable "pa" (or "ba", "ma", "za", etc.).

[0073] 3.1.4 Looking at the symbolic visual series " / / / / / / / / / / / / / / / / / / " voice the rhythm only with a syllable, for example: ba-ba" (pause), "ba" (pause), "ba-ba" (pause), etc.

[0074] 3.1.5 The following rows are performed in a similar manner:

[0075] / / / / / / / / / / / / / / / / / / / / / / / /

[0076] / / / / / / / / III / / / / / / / / / / / / / / / / / ;

[0077] / / / / AND / / / / / / / / / / / / / / / / / / / / / / / / ;

[0078] / NI I / / / / / / / / / / / / / / PN N / / / .

[0079] 3.2 Perception of rhythm by ear.

[0080] 3.2.1 Perform actions to the rhythm of the metronome:

[0081] - clap your hands;

[0082] - stamp their feet;

[0083] - clap and stomp at the same time;

[0084] - beat the drum;

[0085] - throw and catch the ball from the floor (with two hands, right, left, alternately);

[0086] - jump on two legs, on the right, on the left;

[0087] - marching.

[0088] 3.2.2 Clapping (stomping, knocking, etc.) repeat rhythmic sequences reproduced using an audio recording. Stage 4 - developing the rhythm of poetic speech.

[0089] Poetic rhythm is formed separately from the rhythm of prose speech and is not basic.

[0090] 4.1 Exercise: read simple and more complex poems, starting with a poem like A. L. Barto's "Ball", intoning, rhythmically, swaying left and right, pausing between lines:

[0091] OUR TANYA IS CRYING LOUDLY: (pause)

[0092] I DROP A BALL INTO THE RIVER. (pause)

[0093] - QUIET, TANYA, DON'T CRY: (pause)

[0094] THE BALL WILL NOT DROWN IN THE RIVER.

[0095] Stage 5 – Formation of the rhythm of prose speech

[0096] Exercises of stage 5

[0097] 5.1 They pronounce words syllable by syllable, using a ball, throwing the ball at each syllable of the word, and the syllables must be pronounced with a smooth transition from one syllable to another ("MA-SHI-NA, KA-SHA, MO-LO-KO"), etc.):

[0098] - using pictures;

[0099] - using printed words.

[0100] 5.2 Pronounce words in full, emphasizing stress, using a ball, throwing the ball onto the stressed syllable of the word ("SHARK, TOMATO, SNEAKERS"), pronouncing the stressed sound as a longer, exaggerated one):

[0101] - using pictures;

[0102] - using printed words. 5.3 Pronounce simple phrases, emphasizing the stress in each word, without mechanical assistance, without using a ball ("one cup, roses in a vase"), pausing briefly after each word and pronouncing the preposition along with the word related to it):

[0103] - using pictures;

[0104] - reading printed phrases.

[0105] 5.4 Pronounce simple sentences, rhythmically and with stress on each word (The hippopotamus lives in the swamp. The fisherman catches fish):

[0106] - from pictures;

[0107] - read printed sentences.

[0108] 5.5 They pronounce groups of words based on pictures to the sound of a metronome, 5 words at a time, then 10 words at a time, (“clock, cat, house, duck, dog”, “giraffe, crocodile, cup, globe, ruler, fireworks, balls, pencil, letter, books”), reproducing the percussion sound of the word in sync with the beat of the metronome:

[0109] - for every knock, while the obligatory condition is to learn to hit every knock;

[0110] - every second knock.

[0111] Stage 6 - Formation of intonation

[0112] Exercises of stage 6

[0113] 6.1 To form a narrative intonation, answer the question asked with the help of the demonstrated card (Fig. 7), emphasizing the main word in the meaning with your voice (words in the cards can be replaced with pictures):

[0114] - Question: "WHAT is yellow?" Answer: "The BALL is yellow, the HAT is yellow, the DRESS is yellow, the FLOWERS are yellow."

[0115] - Question: WHICH? Answer: YELLOW ball, YELLOW hat, YELLOW dress, YELLOW flowers. 6.2 To form a questioning intonation, ask what color the object depicted on the shown card is (Fig. 8), emphasizing the main word in the meaning: "GREEN pencil? GREEN Christmas tree? GREEN apple? GREEN glasses?"

[0116] Stage 7 - automation of rhythmic processes in independent speech

[0117] When performing the exercises in stage 7, the following rule is observed: if a spasm occurs, you must stop speaking and start over more slowly, pronouncing each sound of the word, emphasizing the stress.

[0118] 7.1 Compose a descriptive story based on the painting, using intonation and pauses, emphasizing logical stress. Answer questions about the painting in complete sentences.

[0119] 7.2 Compose a story based on a series of plot pictures, answer questions about the text in a complete sentence:

[0120] - tell a fairy tale using pauses, logical stress, with expression (for example, the fairy tales "Turnip", "Ryaba the Hen", "Teremok");

[0121] - find the odd one out and explain their choice with a full answer (for example, a banana, cucumber, apple and plum are shown, the odd one out is the cucumber, because a cucumber is a vegetable, and a banana, apple and plum are fruits);

[0122] - correlate objects, explain their choice with a complete answer, for example: "Yellow lemon - under the yellow blot", "Red pencil - under the red blot");

[0123] - make sentences from parts, name sentences;

[0124] - make sentences from "scattered" words;

[0125] - correct mistakes in sentences, pronounce sentences; - answer questions in complete sentences;

[0126] - read and retell the text, observing pauses and logical stress;

[0127] - read the proverb and explain its meaning;

[0128] - read and pronounce the tongue twister at a fast pace, clearly pronouncing the words.

[0129] The duration of work at each stage depends on individual characteristics; exercises must be performed until they are fully automated.

[0130] Experience working with various speech disorders has allowed us to identify distinctive features of stuttering, in addition to muscle spasms, and thus allowed us to select a series of exercises aimed at developing the necessary components of speech.

[0131] Elimination of stuttering by the proposed method is applicable to both clinical forms of stuttering - neurotic and neurosis-like, does not require drug intervention, does not cause relapses, and is suitable for all age groups.

[0132] Below are examples of eliminating stuttering using the stated method.

[0133] Example 1.

[0134] Child, 2 years 8 months

[0135] Stuttering: neurosis-like form, clonic spasms in all forms of speech, manifested both in the initial phase of utterance and in other parts of the phrase, in any part of the word, the degree of stuttering is moderate-severe, the type of course is progressive.

[0136] Age of onset of stuttering: 2 years 6 months, phrasal speech developed. At the time of examination, the child's speech rate was accelerated, and motor disinhibition was characteristic. The child performed iterative rhythm tests with errors, could not maintain or perceive simple rhythm, had no developed poetic rhythm, and was unable to pronounce words syllable by syllable. Speech quality was unaffected by the situation; with fatigue, speech quality deteriorated. The child did not experience any discomfort from the convulsive state.

[0137] We used the prescribed method for eight months, without a protective regimen or speech restriction. The changes in speech quality were intermittent. By the end of the intervention, speech had completely normalized, with only occasional non-convulsive hesitations (similar to physiological iterations) remaining. Throughout the intervention, the child's speech was not monitored, and the development of rhythmic skills proceeded naturally.

[0138] Example 2.

[0139] Child, 3 years 6 months.

[0140] Stuttering: neurosis-like form, tonic spasms in all forms of speech, manifested in the initial phase of utterance, mainly on vowel sounds, the degree of stuttering is severe, the type of course is progressive.

[0141] Age of onset of stuttering: 3 years, phrasal speech is formed.

[0142] At the time of examination: speech rate is slow, sound production is normal, voice is hoarse and weak, gross motor skills are poorly developed, performs tasks correctly but slowly, and switches movements with a delay. Perception and reproduction of simple non-speech rhythm is adequately developed. Poetic rhythm is underdeveloped, pronunciation of words by syllables is inaccessible, and complex (stress) speech rhythm is not developed. Speech performance is independent of the situation and the volume of speech utterance. The patient experiences discomfort due to spasms, becomes withdrawn, and avoids speech.

[0143] We worked with the prescribed method for six months, without a protective regimen or speech restriction. Improvement occurred during the stage of developing an iterative rhythm of words, and the change in speech quality was undulating. During this period, the child's speech was not monitored; the development of the rhythmic component of speech occurred naturally. Speech returned to normal.

[0144] Example 3.

[0145] Child, And years

[0146] Stuttering: neurotic form (logoneurosis), clonic convulsions in phrasal, coherent and independent forms of speech, mainly on consonant sounds, degree of stuttering is mild, type of progression is stationary.

[0147] Age of onset of stuttering: 6 years.

[0148] At the time of examination: speech rate is slightly accelerated, pronunciation is normal, voice is unremarkable, gross motor skills are adequately developed, and switching tests are performed quickly, with errors. Iterative rhythm is sufficiently developed, complex rhythm is perceived and reproduced correctly, poetic rhythm is developed, stress rhythm is underdeveloped, and stress recognition is sought during tests. Speech performance depends on the volume of information being conveyed and is independent of the situation or emotional state.

[0149] We used the stated method for two months, and the spasms in speech disappeared during the stress development stage. We introduced speech control using the following rules: "keep rhythm, emphasize stress in words, speak expressively, use intonation." When these rules are followed, speech spasms do not occur. Example 4.

[0150] Teenager, 14 years old

[0151] Stuttering: neurosis-like form, moderate severity, clonotonic spasms in all forms of speech, mainly in coherent and independent speech, more often in the initial phase of utterance, progression type.

[0152] Age of onset of stuttering: 6 years.

[0153] At the time of examination: speech rate is normal, pronunciation is normal, motor development is normal, iterative rhythm is sufficiently developed, perception and reproduction of complex rhythm is underdeveloped, poetic rhythm is not developed, pronunciation of words by syllables is difficult, stress rhythm is not developed, and there is a search for stress in words. Speech quality is independent of the situation, emotional state, and the amount of information conveyed. Stuttering is always present and intensifies with deteriorating physical health.

[0154] We used the stated method for three months, and speech quality improved at the word stress development stage. We introduced speech control using the following rules: "maintain rhythm, emphasize word stress, speak expressively, and use intonation." Speech quality returned to normal.

[0155] Example 5.

[0156] Woman, 32 years old

[0157] Stuttering: neurosis-like form, moderate severity, tonoclonic spasms in all forms of speech, appearing more often in the initial phase of utterance, course type - stationary.

[0158] Age of onset of stuttering: childhood, before age 10. At the time of examination: speech rate is normal, pronunciation is normal, general motor clumsiness is characteristic, performance of trials is slow, with minor errors, iterative rhythm is underdeveloped, the perception and reproduction of simple and complex rhythm is impaired, poetic rhythm is not developed, pronunciation of words by syllables is difficult, and the "stress" rhythm is not developed. Speech quality is independent of the situation and emotional state.

[0159] We used the prescribed method for a month, and her speech improved at the syllable-by-syllable level. Further work was carried out at home, following the recommendations received. Her speech returned to normal.

[0160] Example 6.

[0161] Woman, 40 years old

[0162] Stuttering: neurosis-like, moderate to severe, with tonoclonic spasms in all forms of speech, occurring both during the initial phase and during speech flow, in various parts of words. Progression: stationary.

[0163] Age of onset of stuttering: in childhood, up to 10 years.

[0164] At the time of examination: speech rate is slow, monomorphic pronunciation disorder is present, general motor clumsiness is characteristic, and performance of tests is slow and error-prone. Iterative rhythm is underdeveloped, perception and reproduction of complex rhythm are impaired, poetic rhythm is not developed, pronunciation of words by syllables is difficult, and the "stress" rhythm is not developed. Speech performance is independent of the situation and emotional state.

[0165] We used the stated method for four months, and speech quality improved at the stress formation stage. Further work was carried out at home, following the recommendations received.

[0166] Example 7.

[0167] Child, 7 years old

[0168] Age of onset of stuttering: 5 years.

[0169] Stuttering: neurotic form (logoneurosis), moderate to severe, tonic-clonic spasms, manifesting during the initial phase of utterance. The course of the disorder is recurrent.

[0170] At the time of examination: speech rate is normal, speech is excessively emotionally charged, there is a monomorphic pronunciation disorder, motor development is normal, iterative rhythm is sufficiently developed, the child perceives and reproduces complex non-speech rhythm, poetic rhythm is sufficiently developed, and when highlighting stress in words, a search for the stressed syllable is observed. Speech performance depends on the situation and emotional state.

[0171] We used the stated method for a month, and speech quality improved during the stress automation stage. When following the rule ("exaggerate the first sounds or syllables of difficult words, while maintaining stress"), speech spasms do not occur.

[0172] Example 8.

[0173] Child, 6 years old

[0174] Age of onset of stuttering: 5 years.

[0175] Stuttering: a neurosis-like form, severe, with tonic spasms in all forms of speech, manifesting both in the initial phase of utterance and in other parts of phrases. The course of the disease is stationary. At the time of examination, the speech rate is slow, pronunciation is polymorphic, coherent speech is underdeveloped, and general motor clumsiness is characteristic. Iterative rhythm is underdeveloped, the perception and reproduction of complex non-speech rhythm is impaired, poetic rhythm is not developed, pronunciation of words by syllables is impaired, and the "stress" rhythm is not developed. The speech pattern is independent of the situation and emotional state.

[0176] We worked at home, according to a developed plan and the recommendations we received. Over the course of a year, her speech improved significantly, and her stuttering became mild, manifesting as occasional clonic spasms during spontaneous speech.

[0177] Example 9.

[0178] Child, 10 years old

[0179] Age of onset of stuttering: 5 years.

[0180] Stuttering: mixed form, moderate to severe, tonoclonic spasms, manifesting primarily in the initial phase of utterance, only at the beginning of sentences. Progression: stationary.

[0181] At the time of examination: accelerated speech rate, monomorphic pronunciation disorder, general motor awkwardness, rapid movements, errors in trials, low self-control. Iterative rhythm is insufficiently developed, perception and reproduction of complex non-speech rhythm are impaired, poetic rhythm is insufficiently developed, pronunciation of words by syllables is possible, and the "stress" rhythm is not developed. Speech performance depends on the situation and emotional state. PCI7RU2024 / 000403

[0182] 23

[0183] We used the stated method for six months, and speech quality improved during the stress automation stage. When following the instructions, speech spasms do not occur.

[0184] Example 10.

[0185] Teenager, 15 years old

[0186] Age of onset of stuttering: 5 years.

[0187] Stuttering: mixed, severe, tonoclonic spasms in all forms of speech, in different parts of words. Progression type: stationary.

[0188] At the time of examination: speech rate is normal, pronunciation is normal, motor development is normal. Iterative rhythm is underdeveloped, perception and reproduction of complex non-speech rhythm is impaired, pronunciation of words by syllables is underdeveloped, "stress" rhythm is not developed, and poetic rhythm is not developed. Speech performance depends on the situation, emotional state, and the volume of the speech utterance.

[0189] We used the stated method for six months, and speech quality began to improve at the syllable-by-syllable level, with significant improvements in stress formation. With continued adherence, speech slurring has not occurred.

Claims

F O R M U L A I N G O N I N V E R S I O N 1. A method for eliminating stuttering by developing the rhythmic component of speech, which consists of a step-by-step implementation of exercises, characterized by the fact that at the first stage a local effect is produced on the muscles of the respiratory, vocal and articulatory sections through exercises aimed at relaxing and tensing these muscles, for this: sitting on a chair, placing your palm on the stomach area, alternately push out and pull in the stomach to the count of "one-two", and, when inhaling through the nose, the stomach is pushed out, when exhaling - pulled in;at the second stage, they develop their own non-speech rhythm by performing the following actions rhythmically and counting in sequence: clapping their hands, stamping their feet, clapping their hands and stamping their feet at the same time, playing the drum, touching their left elbow to their right knee and vice versa, throwing and catching a ball from the floor, bouncing the ball on the floor with both hands, only with the right hand, only with the left hand, throwing with the right hand and catching with the left and vice versa, jumping on two feet, jumping on the right foot, on the left foot, on two feet "feet together, feet apart", marching; at the third stage, they develop a sense of rhythm through the following exercises: they translate a visual symbolic rhythmic series into a sound one, reproduce the rhythm they have heard; at the fourth stage, they develop the rhythm of poetic speech by reading first simple, then more complex poems, swaying left and right;At the fifth stage, the rhythm of prose speech is formed, for this purpose the following sequence is followed: pronouncing words syllable by syllable with a smooth transition from one syllable to another, pronouncing words in full, emphasizing the stress in each word, reading simple phrases, reading simple sentences with the stress in each word; at the sixth stage, narrative and interrogative intonation is formed, for this purpose answering questions and asking questions concerning the words and images demonstrated; at the seventh stage, they conduct; automation of rhythmic processes in independent speech, for this purpose they compose and recite essays on a given topic, while using intonation, observing pauses, and highlighting logical stress.

2. The method for eliminating stuttering according to paragraph 1, characterized in that work is carried out from the first to the fifth stage until the exercises are mastered to full automation, after which the exercises of the sixth to seventh stages are carried out.

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