What are the four stages of speech rehabilitation?
- Date:
- Views:34
What needs to be done in the four stages of speech rehabilitation?
1. Understanding Sound
People with sound hearing who live in the world of sound begin to be stimulated by various sound information as soon as they are born, and are in a state of intentional and unintentional auditory training for a long time. , there is no need to go through a professional "understanding the sound" stage. Children with hearing loss, especially those with moderate, moderate to severe hearing loss who have been deaf since infancy or early childhood, cannot hear clearly or basically cannot hear sounds clearly before wearing Hearing Aids. Therefore, When instructing them to use hearing aids to receive auditory training, they must first be allowed to experience various sounds. Each movement should be accompanied by a corresponding sound, so that they know the existence of the sound, awaken their hearing, and cause them to "listen" Sound (note the sound) interest. "Hearing" and "hearing" are not the same thing. "Hearing" is just the response of the cerebral cortex to sound stimulation, while "listening" is an active activity of human beings. In addition to the participation of the auditory organs, there is also the analysis and synthesis process of the cerebral cortex, which is the special selection of a certain sound. , need to maintain a certain degree of "concentration" and "sustainability". This is actually an exercise for the center of the cerebral cortex. In the stage of "recognizing sounds", children can be allowed to listen to the sounds of the surrounding environment (such as doorbells, knocks, alarm clocks, washing machines, vehicles, bicycle bells, etc.), the sounds of various musical instruments, and music. Sound, speech sound. The purpose is to let children know that they are in a sound environment. During this period, it should be noted that hearing-impaired individuals cannot hear all sounds by increasing the volume according to the level of hearing loss. Even though I wear a hearing aid, there are still some sounds that are unclear or even impossible to hear. Therefore, it is best to let children listen to sounds while referring to their curves and carefully observe their response to each sound stimulus to see which sounds they express and which sounds they are indifferent to, so as to effectively grasp The hearing status of hearing-impaired children will be beneficial to "targeting" in the subsequent stages. Let the children experience sounds extensively and get used to the stimulation of sounds. We will gradually guide them to "listen" to sounds and transition to the second stage of "memorizing sounds". To make children "listen to sounds" means that we parents consciously guide children to actively accept auditory stimulation and be willing to listen with their ears, so that the hearing center is always in an "awakened" state. That means you can detect sounds naturally without paying special attention. "SleepThe "awake" state is also caused by the awareness of the sounds made by oneself. This "feedback" phenomenon will make children consciously make sounds and promote the development of speech. For "listening" training, it is best to start by listening to low-frequency sounds. Because the vast majority of hearing-impaired children can hear such sounds, this will enhance their confidence in listening. In order to arouse the child's interest, he can be properly guided to do some actions to connect with the sounds he hears. The frequency ranges from Low extends to medium and high. However, hearing-impaired children with severe hearing loss can hear very few high-frequency (above 2000HZ) sounds. Therefore, any speakers for hearing-impaired children must be clear about their Frequency, in order to "get it right" to avoid the phenomenon of "small listening".
2. Memorizing sounds
Memory is discernible Basically, it needs to compare to distinguish the true from the false. The so-called "identification" is to compare the "pattern" of a certain input sound information with many "patterns" that are very messy in the memory, and pick out the most similar ones. Therefore, when listening, The more "patterns" of sounds that impair children's memory, the easier it is to distinguish them. The "patterns" formed in the brain after repeated stimulation of sound information are memories. For example: when a hearing-impaired child first hears the sound of drums without visual participation, he He doesn't know that it is the sound made by playing the drum, but when he listens to the sound of the drum repeatedly and sees the action of playing the drum, the sound and action of the drum will be memorized and formed into a sound in his brain. For other things, Memory also requires this process, but this is only short-term memory, because the "appearance" will fade and disappear due to long-term "neglect". In training, we often encounter this situation, and today we let the children know it Alarm clock ringing, you can already hear the ringing and point out that it is made by the alarm clock. After a few days, when the child listens to the alarm clock ringing again, he is at a loss when faced with several sound-producing objects. Therefore, we will blame the hearing-impaired children. Mental retardation and poor memory are actually due to the fact that after a child forms a short-term memory for a certain "sound image", we do not allow the sound image to form a long-term memory in the child's brain.
3. Distinguish sounds
This is a very important and can be quite difficult stage. In order to build confidence in hearing-impaired children, we often It starts by identifying low-frequency and loud sounds related to daily life, such as thunder, firecrackers, doorbells, car horns, and bells. These sounds do not have many overtones, but the fundamental tone is completely different. Children with hearing loss learn to When listening to speech, hearing-impaired children should be allowed to use vision (reading words) at the same time because sound language is composed of multiple frequencies. As mentioned above, even if children with hearing loss wear hearing aids, they cannot It must be able to accept all language frequencies. Consonants rely on "seeing". Vowels rely on "listening". This is a major feature of hearing-impaired children with some residual hearing to distinguish speech sounds. In the process of distinguishing sound languages, when hearing-impaired children When you can only hear intermittent speech due to the inability to accept certain frequencies of speech, you will use your ability to "read words" and respond to them.Assist so that the brain can better process sound information and recognize semantic meaning. For children with moderate and moderate to severe hearing loss, the listening training of tone and tone should be strengthened. Only with the ability to listen to speech sounds can you correct your pronunciation through feedback. Discriminating tone can greatly promote speech intonation. Sound discrimination training can include the following items:
< br /> # Identify whether there is any sound.# Play or stop the recorder.
# Point out the source of the sound after hearing it
# Identify whether two sounds are the same
# Identify sound groups
# Determine speaking and singing; male and female voices, Laughter and crying
# Among several words, identify which two have the same sound ’s
# In two similar sentences, which sound or word is different
< strong ># Identify whether two sentences have the same meaning
# Dictate words
# Identify the tone of speaking
# Perform actions according to verbal instructions
# Listen to the story first Then answer the questions
The above items range from easy to difficult, from recognizing sounds to understanding sounds. Some parents are eager for success, no matter how their children's hearing is, no matter how deep the content is, they will start as soon as they start. Hearing-impaired children are forced to listen to words such as ": dad", "mom", "teacher" and "aunt". As everyone knows, hearing-impaired children who do not have certain listening habits and abilities will find it very difficult to distinguish chapters with the same or similar rhymes. , the result is often that the trainer is anxious and irritable, and the trainee is discouraged. Another inappropriate approach is to give a little reminder to the hearing-impaired child, that is, let him listen to his name and ask him to "come" when he is there. After the child completes this process, adults think that the child can recognize the sound of his own name. However, when you randomly pronounce a few sounds behind his back, the child will also respond with a serious "come", which shows that the child can recognize the sound of his own name. It requires a subtle process and cannot be accomplished overnight.
4. Understanding sounds
The highest stage of auditory training is the stage of understanding sounds. Only by understanding the sound can the image of the sound appear in the brain: only by understanding the language can we understand the semantics and answer questions accurately. The training of understanding sounds is based on the previous three stages. To go beyond the former and conduct this training from the beginning, ask the hearing-impaired child questions such as "What is your name?" "How old are you?" "Do you hear me?" and so on. This is tantamount to forcing a newborn child to walk, which is very funny. In this case, the hearing-impaired child will only appear in two situations: one is to look at you inexplicably, and the other is to repeat your questions with difficulty because he does not understand the pronunciation and meaning of your words at all. Generally speaking, from recognizing sounds to distinguishing sounds, most of the training content is based on the sounds of object names, because they are concrete. Children can hear sounds and see objects, such as "tea cup", "pencil" and "book" "Table", "umbrella", "etc.", "sound" and "xiang" are entered at the same time to open the memory. "Pattern: After forming it in your mind, add verbs in front of these nouns to turn them into verb-object phrases. For example, "washing teacups", "sharpening pencils", "wiping the table", etc. Listen to the sounds and watch the actions to deepen your memory. , these phrases are repeated on different occasions, and young children will understandTheir meanings are firmly remembered. The verb-object phrase plus the subject becomes a sentence, such as "Mom washes the tea cup", "Xiao Fang wipes the table", "Dad reads a book", in this way, from simple to complex, from single internode to multi-syllable, and from phrase to sentence. Training enables children to not only understand the meaning of each syllable but also understand the meaning of the entire sentence, so that they will no longer refer to "deer" as "horse".
Some people say, "It's easier to be specific. Abstraction is difficult. It is really difficult for hearing-impaired children to understand those speech sounds that have no representation, such as "Do you like it?" "What is your name"? "How old is this year"? such as. This is a language that can only be understood without seeing anything. It needs to be experienced and understood by children in a certain environment and situation. If you want to force children to memorize mechanically through question and answer in a serious manner within the scope you specify, you will only get twice the result with half the effort. It even makes a joke. Auditory training for children with hearing loss should be carried out in a relaxed and pleasant atmosphere and in games. For example, "Life Processing Competition", listen to the sentence first and then look at the picture, etc. Sometimes, in order for the child to understand an abstract semantics, it is necessary to cleverly design a scene or make use of an occasion in time, so that he can experience the relevant subject in this occasion. In the future, , when a similar environment reappears, use words with the same semantics but different sentence patterns for the children to listen to. After so many trainings, the hearing-impaired children can grasp the key and understand the speech without representation. Of course, due to the training in various places The starting point is different, the hearing and intelligence of hearing-impaired children are different, and the content and specific methods of training will also be different. However, emotional harmony is the main factor to improve the training effect.
Hearing-impaired children from the silent world To return to the mainstream of society, in terms of hearing, no matter how early or late you start, you must go through the process of recognizing sounds - remembering sounds - identifying sounds - understanding sounds. It spirals along the four stages. If you want to surpass One of the stages is extremely difficult. As for whether the whole process can be completed, the time required to complete a stage, or whether it can only reach a certain stage at best, it varies from person to person.
Hearing Aids Or the timely and appropriate use of auditory and language training devices can help almost half or two-thirds of deaf children get rid of deafness. This has become a reality in many technologically developed countries. Most of the elderly are not satisfied with the initial effects of hearing aids, so they need specialized Only through training and guidance can the purpose of auditory rehabilitation be achieved.
Auditory development and speech development both promote and build on each other. To help hearing-impaired children truly return to mainstream society, the above factors are needed Comprehensive development in all aspects, and the purpose of auditory and speech rehabilitation is to try to reduce the adverse effects of hearing loss on children, develop good listening habits, and lay a solid foundation for future participation in social life.