Plan of individual correctional development work. Plan for individual correctional and developmental work with children prone to aggressive behavior
Individual plan
correctional and developmental work
with children prone to manifestations
aggressive behavior
Goal: development of voluntary behavior and self-control, teaching skills to control negative emotions.
Tasks:
1. Relieving psycho-emotional and muscle tension.
2. Development of the emotional sphere.
3. Development of voluntary behavior and self-control.
Form of implementation: individual. Classes are held once a week for 25 minutes.
Date/No. Work plan Observation of the child during work
1. - reduction of psycho-emotional stress
- development of voluntary attention;
1. Exercise
"Inhale - exhale"
2. Exercise
Conversation on the topic “My mood.” Talk to your child about his mood this moment, about his experiences, feelings.
3. Exercise
"Quiet - louder"
The child is shown red and blue balls and is told that if the red ball can be stomped on, if it is blue, then you need to stand still.
Repeat several times.
3. Exercise
Relieve psycho-emotional stress in the sensory room, observing light effects. 2. - reduction of psycho-emotional and muscle tension,
- development of attention and voluntary behavior.
1. Exercise
In the sensory room, accompanied by the music “The Sound of Rain,” the child is invited to play with a maracas that imitates the sound of rain.
2. Exercise
Invite your child to draw his mood.
Invite your child to tell him why he is in this mood? I.d.
3. Exercise
“Count to 10.” A conversation about how it’s not always possible to resolve a conflict with your fists, you need to think about everything, and first you can count to 10 in your head
4. Exercise
"Inhale - exhale"
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 3. - reduction of psycho-emotional stress;
- development of attentiveness, perseverance;
- development of the emotional sphere
1. Exercise
Coloring "Mandala"
2. Exercise
Conversation about good mood.
- when I’m in a good mood, then I...;
- when I’m in a bad mood, I...;
Bring the conversation to the point that good mood all the work is done faster, a lot of friends appear, etc.
3 Exercise
In the sensory room, watching the starry sky with calm music.
4. Exercise
"Inhale - exhale"
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 4. - reduction of psycho-emotional stress;
- development of the emotional sphere;
- development of communication skills;
1. Exercise
Consolidating knowledge about positive behavior and mood
Invite your child to draw his mood. Talk about what mood he is in now.
2. Exercise
Relax with calm music and lighting effects.
3. Exercise
"Inhale - exhale"
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 5. - relieving emotional stress,
- development of observation, attention, imagination
1. Exercise
"Snowballs." The child is told that at moments when you want to get angry or scream, you can crumple up several sheets of paper and throw them, for example, into the back of a car or a trash can, the main thing is to hit the target.
2. Exercise
Conversation “What am I…” Talk with the child about his mood, behavior, friends, parents
3. Relax while watching the “Waterfall” light effect
4. “Inhale - exhale”
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 6. - development of attention
- development of voluntary behavior and self-control
- development fine motor skills
- reduction of psycho-emotional stress
1. Exercise
“Drawing with 2 hands”
Invite the child to draw a path on the sheet, first with his right hand, then with his left hand.
2. Exercise
"Bunnies." When the bell rings, the child jumps on the carpet; when the rattle sounds, it freezes. Repeat several times
3. Exercise
"In a forest clearing." Light effects are turned on in the sensory room; invite the child to imagine that he is lying in a forest clearing, butterflies are flying around, there is a waterfall nearby, etc.
4. “Inhale - exhale”
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 7. - reduction of psycho-emotional stress;
- development of imagination,
- development of voluntary behavior and self-control
1 Exercise
"Squeezing the orange"
Invite the child to imagine that he has a juicy orange in his hands; he needs to squeeze his hand as hard as possible and soak up all the juice.
2. Exercise
"Magic Lines" The child draws lines in random order and then looks for familiar objects and animals in them.
3 Exercise
Conversation “What is good and what is bad”
- Is helping mom good or bad?
Is caring for pets good or bad?
Is it good or bad to wallow in the dirt on the street? Etc.
4. “Inhale - exhale”
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 8. - development of attention
- development of communication skills
1. Exercise
"Shouters, whisperers, silencers"
When the teacher raises the red ball - the “chant” - you can run, shout, make a lot of noise; yellow - “whisper” - you can move quietly and whisper, in response to the “silent” signal - blue ball - you need to freeze in place or lie on the floor and not move. The game should end with silence.
2. Exercise
Conversation on the topic “What am I like when...”. Conversation about mood, behavior, friendship. Sum up the conversation by saying that you need to be kind, you need to be friends with children and not offend them, etc.
3 Exercise
Relax with the sound of the sea music and bubble column in the sensory room.
4. Exercise
Printed board game "Fish"
5. “Inhale - exhale”
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 9. - development of imagination
- development of attention, observation, memory
- relieving psycho-emotional stress
1 Exercise
"Hit the target"
The child is told that at moments when you want to get angry or scream, you can crumple up several sheets of paper and throw them, for example, into the back of a car or a trash can, the main thing is to hit the target.
2 Exercise
Relax with calm music in the sensory room.
3 Exercise
Conversation on the topic “How to behave when you are offended”
Say that in cases where you are offended, you can count to 10, mentally squeeze an orange, take a deep breath and exhale.
4. “Inhale - exhale”
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times. 10. - reduction of psycho-emotional stress
- development of attention and memory
- development of voluntary behavior and self-control
1 Exercise
Drawing “My Family”, look at the drawing, ask who is drawn in the drawing, etc.
2 Exercise
Relax with calming music in the sensory room and lighting effects.
3 Exercise
"Speak"
- I will ask questions, and you will have to answer only after I say the magic word “speak”
- What time of year is it now?
- Name the summer months….. etc4. "Inhale - exhale"
Inhale into yourself, hold your breath and exhale. Repeat 3-4 times.
Svetlana Chupina
Plan of individual correctional and developmental work
Perspective plan for individual correctional and developmental work
20---20___academic year
Last name, first name of the child___
Events Periods
I. Normalization of muscle tone of organs articulation:
Facial exercises
Self-massage of articulation organs
Speech therapy massage:
For rigid syndrome (increased tone);
With paretic syndrome (decreased tone);
II. Normalization of motor skills of articulatory organs, formation of certain articulatory ways of life:
Mastering a set of basic articulation exercises;
A set of exercises necessary to pronounce whistling sounds;
A set of exercises necessary to pronounce hissing sounds;
A set of exercises necessary to pronounce the sound L;
A set of exercises necessary to pronounce the sound R;
III. Speech normalization breathing:
Breathing exercises;
Game exercises;
IV. Development of auditory attention, auditory memory and phonemic perception:
Recognition of non-speech sounds;
Distinguishing words that are similar in sound composition;
Syllable differentiation;
Phoneme differentiation;
Development of basic sound analysis skills
V. Correction of sound pronunciation:
Determining the sequence of sounds;
- working off basic articulatory structures that need clarification and corrections(preparation for sound production);
Production of whistling sounds;
Staging hissing sounds;
Setting affricates;
Setting the sound L;
Setting the sound R;
Automation of sounds___in syllables and words;
Automation of sounds___ in phrasal speech;
Differentiation of sounds ___in syllables, words;
Differentiation of sounds___in phrasal speech;
Introduction of sounds___ into speech
VI. Correction syllable structure of the word
VII. Development of small motor skills:
Finger games and exercises;
Actions with various materials (constructor, counting sticks, massage balls, etc.);
Finger tests (on one or both hands)
Publications on the topic:
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Outline of the workshop on correctional and developmental work “Decorating our Christmas tree” Plan - summary of the workshop on correctional and developmental work “Decorating our Christmas tree” Participants of the event: Zvereva M. A. – teacher-defectologist.
Individual plan for correctional and developmental work of a teacher-psychologist with a 2nd grade student
Brief information: he entered the second grade based on the decision of the district PMPC, is burdened, and is not registered with specialists at the dispensary.
Problems: persistent difficulties in developing numeracy skills.
Examination results: absent-minded attention, short-term memory.
Planned timing of the program: September-January with a frequency of classes 2 times a week for 25 minutes (40 classes).
Defectological representation per student
Full Name:
MKOU "Zadorinskaya secondary school" - 2 classes
Emotional response in an examination situation (contact, manifestations of negativism, reactions to failure, praise, presence of reactions): makes contact easily, responds adequately to proposed tasks.
Development of gross and fine motor skills: quite well developed.
Understanding of instructions, perceived by ear and read independently (understands immediately, after repetition, after explanation, does not understand): has difficulty understanding multi-link educational instructions, their explanation and clarification is required; The counting skill was not developed at the time of the examination; it solves independently only within 20.
Learning ability:
Receptivity to help (stimulating, guiding, teaching help): needs help of a guiding and teaching nature;
Ability to transfer to similar tasks: transfer is carried out partially, additional time is required to consolidate the skill.
Features of the organization of activities, the formation of regulatory functions (purposeful activity, the presence of an indicative stage, the use of rational methods of action, impulsiveness/inertia of actions, self-control: the main difficulties are due to the low level of formation of conscious self-regulation of educational and cognitive activity, does not make efforts to deliberately memorize, can organize independent activity, but only within the classroom.
Pace of work (in training and not educational material): average, as a result of distractibility.
Performance (in individual and frontal classes): high, while withstanding intellectual load.
General awareness and social and everyday orientation: corresponds to the lower limit of the norm.
Formation of spatio-temporal representations: not sufficiently formed.
Peculiarities of perception (visual perception, auditory-motor coordination, stereognosis): there is a decrease in volume, speed, visual perception, and an average level of development of auditory-motor coordination.
Peculiarities of attention: difficulties in voluntary organization of functions, reduced stability of attention.
Features of memory: narrowing of the volume of auditory-verbal memory, errors in reproduction, poorly formed voluntary component of mnemonic activity.
Features of thinking:
- level of development of visual forms of thinking: a slight decrease in development indicators, makes many mistakes due to disorganization and inattention, the creation of external organizing conditions leads to increased performance;
- verbal and logical thinking: the level of development is below the age norm.
Features of constructive activity: does not experience difficulties in analyzing and synthesizing the elements of a pattern, does not make mistakes in determining the correct spatial arrangement of parts, and is guided quite well by the model.
General characteristics of speech development: poor vocabulary, low speech literacy, difficulties in constructing and formatting a coherent statement.
Formation of study skills: difficulties in the formation and consolidation of study skills are complicated by the family situation of socio-pedagogical neglect.
Mathematics:
- the formation of the concepts of number, number sequence: the skill is formed (within 20)
- computing skill: the skill is formed at the level of the low limit of software requirements;
- problem solving skills: experiencing difficulties;
Typical mistakes: understands only a direct question.
Russian language:
Calligraphic writing skill: developed (meets program requirements), confused in writing capital letters;
- Dictation writing skill: not developed;
- copying text: no difficulties.
- performing grammatical tasks: performs some tasks orally;
- typical errors: difficulties in using paired consonants.
- reading rate: 56 words per minute;
- reading method - syllable by syllable, simple words read as a whole word.
- Reading Comprehension - Can briefly retell the meaning of a text.
- Skills in working with text – good at finding answers to questions in the text.
- characteristic errors: placing stress in words.
- General characteristics of educational activities (motivation, methods academic work): the student’s internal position, educational motivation, and arbitrariness are poorly formed; accepts learning tasks formally and does not show search and cognitive activity.
Conclusion: difficulties in developing educational skills due to a decrease in the rate of development of cognitive activity and a violation of the voluntary component of activity.
Planned activities of the specialist: individual sessions with a teacher in an individual setting comprehensive program development and correction.
Date of examination: 09/05/2013
Specialist signature:
Directions of correctional work
1. Sensorimotor development:
- development of visual analysis and spatial perception of letter elements;
- development of subtlety and differentiated analysis of visually perceived objects;
- development of the ability to organize and control simple motor programs;
- development of kinesthetic foundations of movement;
- development of interhemispheric interaction.
Facilities: didactic games and exercises (recognition of contour, silhouette, crossed out images, unfinished objects; figure-background discrimination of objects; analysis of a complex pattern: finding similarities and differences between two images; isolating the visually perceived element of a number in figures of a complex configuration; finding repeating figures, letters, their a given combination; graphic dictations; redrawing of figures by points; a set of exercises for the development of interhemispheric interaction, motor development: “Ring”, “Fist - palm - rib”, “Mirror drawing”, “Ear-nose”, “Snake”; Magic bag";
2. Formation of spatial representations:
- formation of the ability to orientate oneself in the diagram of one’s own body;
- developing the ability to navigate in the immediate environment (classroom);
- developing the ability to navigate on a plane (notebook, book);
- development of spatial praxis;
- development of the skill of differentiating objects that are similar in space.
Means: didactic games and exercises (orientation in the diagram of one’s own body; orientation in the space of a room, on a plane; determination of the spatial arrangement of elements of numbers; spatial praxis (visual and speech versions of Head’s tests); determination of correctly and incorrectly written numbers; graphic dictations).
3. Development of mnemonic processes:
- training of voluntary memorization of visually perceived objects;
- voluntary memorization of an auditory series: numbers, sounds, words, sentences, multi-step instructions;
- development of tactile and kinesthetic memory.
Means: didactic games and exercises (auditory dictations; game “Remember sounds”; game “Forgotten object (number)”; visual dictations; memorization and reproduction of multi-link instructions; memorization of numbers).
4. Development of inter-analyzer systems, their interactions:
- development of auditory-motor coordination;
- development of hand-eye coordination;
- development of auditory-visual and visual-motor coordination.
Means: didactic games and exercises (motor reproduction of rhythmic structures; graphic dictations (according to verbal instructions); tapping a rhythmic structure according to a visual (graphically presented) model; graphic display (recording) of an aurally perceived rhythmic structure; drawing samples of patterns, dots; completing the drawing of symmetrical images of numbers, objects; drawing a series of images from semi-ovals and lines according to a model, from memory (method of S. Borel-Maisonni).
5. Formation of the function of programming and control of one’s own activities:
- formation of task orientation skills;
- developing the ability to plan the stages of completing a task;
- formation of basic methods of self-control at each stage of task performance;
- developing the ability to provide a verbal report on the action performed and the result.
Means: didactic games and exercises (analysis of instructions for a task, sample: “What do I need to do?”; determination of each step of the upcoming work: “What will I do first? What will I do next? What do I need to do next?”; checking the work : “Compare with the model”; finding and correcting errors: “What needs to be corrected?”; speech regulation of actions: “How did I do the work?”; games “Find and correct errors (using the model, on your own)”; work", games for attention).
6. Development of mental activity.
Development of the classification operation;
Development of general awareness, speed of reaction, attention;
Developing the ability to concentrate thinking on one subject, to discover unexpected possibilities in an ordinary subject;
Formation of the ability to classify phenomena according to their characteristics.
Tools: didactic games: “Help the artist”, “Collect a flower”, “What is it like?”, “Opposites”, “Exclude the superfluous”, “Methods of using an object”, “Search for connecting links”, “Search for objects using given characteristics” .
7. Formation of writing skills.
Development of copying skills;
Development of work skills according to a given pattern.
Facilities: didactic exercises: “Draw in the cells”, “Write the same”, “Draw the same number”.
The listed areas of work are not stages of correctional classes; each lesson uses games and exercises of different directions (from four to six directions). Required terms when conducting classes are: planning material based on adherence to the principle from simple to complex, dosing the help of an adult, a gradual transition from joint activity with the teacher to independent work of the student.
Stage 1. Conduct a speech therapy examination and observation of the child, analyze the history of his development. Compare all the data received and write them down in the form of a conclusion.
Stage 2. Determine the priority tasks of individual correctional work with the child.
Stage 3. Determine the zone of current and proximal development of the child.
Stage 4. Determine what tasks will be implemented by the speech therapist, teacher, and parents.
Stage 5. Divide each skill into its component “Steps” actions, which the child will master gradually.
Stage 6. After your child has mastered one of the skills, make adjustments to the program.
An individual plan is drawn up for a period of 1 month. Further, its content is supplemented or adjusted. The individual plan should be recorded in the child's developmental history.
Preparation of lesson notes
Title page
ABSTRACT
Speech therapy lesson conducted by a 3rd year student of the Faculty of Education and Science of PSU named after. M.V. Lomonosov Ivanova Irina Ivanovna with a group of children with FFDD November 10, 2010
1 page
1. Topic and purpose of the lesson.
2. Main objectives of the lesson.
3. Class equipment (demonstration and handouts, toys, etc.).
4. Speech material.
5. Lesson plan.
6. Progress of the lesson (indicating the instructions of the speech therapist, the expected answers of the children, the main methodological techniques).
Making a diary of teaching practice
Title page
pedagogical practice of a 3rd year student
Department of Speech Therapy at PSU named after. M.V. Lomonosov
Ivanova Irina Ivanovna
Pedagogical practice has been carried out at the speech center in secondary school No. 10 in Arkhangelsk since November 1, 2007. to 06.12.2010
Faculty head of practice
Practice methodologist
Director of secondary school
Teacher speech therapist
Secondary school address
Phone no.
1 page
Sample diagram of a self-analysis report on practice
General information about the institution where the internship took place (school number, address, in which classes he worked).
What diagnostic skills have you mastered based on the objectives of your practice? Analyze in detail the occurrence of difficulties in mastering individual skills, how did you cope with them?
What techniques did (a) use to establish contact with children? Give examples.
What specific techniques were used in working with children.
Which tasks turned out to be the most labor-intensive? How long did it take to examine one child?
Was it possible to meet the work schedule proposed in the internship plan? When and what problems arose?
General student impressions of the practice.
Proposals for improving the organization, content of practice and management of practice.
1.3 The content of the activities of students during teaching practice, undergoing it in school
1 Week
On the first day of practice, the methodologist or speech therapist teacher introduces students to the administration and teachers of the school, the class operating hours and the schedule of speech therapy classes. Next, the speech therapist teacher demonstrates the equipment of the speech therapy room and its design.
In the following days, students study and analyze the basic documentation of the speech therapist teacher:
list of students with speech disabilities;
a log of examination of oral and written speech;
attendance log (group and individual) classes;
speech cards;
annual methodological work plan;
long-term work plan;
lesson plans for each group;
notes or detailed plans for speech therapy sessions;
workbooks and test books;
group lesson schedule;
passport of the speech therapy room, file cabinet of equipment, educational and visual aids;
annual work report.
In the first week of practice, students are also expected to attend and analyze the lessons of a teacher working in a class for TNR children and speech therapy classes conducted by a speech therapist. Discussion of topics, goals, methods, techniques of correctional work used by the teacher and speech therapist during individual and frontal work, equipment for speech therapy classes. Observing the psychological characteristics of children during lessons, speech therapy sessions and determining the stage of correctional work.
At the end of the first week of practice, students draw up a schedule for lessons and individual speech therapy sessions, prepare materials for independently conducting an examination of one child with speech pathology (Appendix 2, 3, 4), and prepare lesson notes.
