Vol. 13 No. 79 (2024)
Articles

Improving children's communication: the impact of multidisciplinary support on children with speech disorders

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  • Kateryna Zelinska-Liubchenko,
  • Tetiana Marieieva,
  • Dmytro Usyk,
  • Viktoriya Kordonets,
  • Viktoriya Sylchenko
Kateryna Zelinska-Liubchenko
Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine.
Bio
Tetiana Marieieva
Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine.
Bio
Dmytro Usyk
Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.
Bio
Viktoriya Kordonets
State Higher Educational Institution “Donbass State Teacherʼs Training University”, Slavyansk, Ukraine.
Bio
Viktoriya Sylchenko
State Higher Educational Institution “Donbass State Teacherʼs Training University”, Slavyansk, Ukraine.
Bio
DOI: https://doi.org/10.34069/AI/2024.79.07.12

Published 2024-07-30

Keywords

  • children, young age, diagnostics, correction, speech disorders.

How to Cite

Zelinska-Liubchenko, K., Marieieva, T., Usyk, D., Kordonets, V., & Sylchenko, V. (2024). Improving children’s communication: the impact of multidisciplinary support on children with speech disorders. Amazonia Investiga, 13(79), 155–164. https://doi.org/10.34069/AI/2024.79.07.12

Copyright (c) 2024 Kateryna Zelinska-Liubchenko, Tetiana Marieieva, Dmytro Usyk, Viktoriya Kordonets, Viktoriya Sylchenko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

In recent years, the number of young children with speech disorders has been increasing. One of the approaches to solving this problem is the use of multidisciplinary support, with the involvement of specialized professionals in coordination with parents. The purpose of the study was to examine the effectiveness of multidisciplinary support for young children with speech disorders. Methods of the study. The study examined 70 children with speech disorders of early age (from 1 to 4 years), including 28 girls (40%) and 42 boys (60%). Diagnostics of speech disorders was carried out by examining articulatory motor skills, sound pronunciation, phonemic system of speech, vocabulary, grammatical and coherent speech, fine motor skills, etc. It was found that young children had the following speech disorders: rhinolalia - 10%, generalized underdevelopment of speech of the second degree - 20%, generalized underdevelopment of speech of the third degree - 10%; dyslalie 30%; dysarthria 20%; allia 10%. The children received qualification support and support in the form of a certain number of correctional classes with specialized specialists, and the rate of hours of correctional component was 100%. 7 children (10%) had level IV support and received 6 hours of correctional sessions with a speech therapist, psychologist and defectologist. 7 children (10%) were under the supervision of a teacher's assistant, 14 children (20%) had level II support and received 2 hours of lessons with a speech therapist per week, according to the current protocols. The effectiveness of multidisciplinary support for children with speech disorders, which depends on consistent, regular and well-organized coordinated work between narrow specialists and parents, has been shown.

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