THE CONCEPT OF «EARLY SPEECH THERAPY INTERVENTION» AS AN IMPORTANT COMPONENT OF SPEECH DISORDERS PROPEDEUTICS

Abstract

This scientific article is devoted to the study of the concept of ‘early speech therapy intervention’ as a basic component of the propaedeutics of speech disorders in children. The relevance of the topic is due to the high prevalence of speech disorders in the child population and their significant impact on the child's overall development, academic performance and social adaptation. Traditional approaches to correction that begin at a later age are often less effective. In this regard, the need to focus efforts on preventing the occurrence and minimising the severity of speech problems comes to the fore, which determines the importance of early speech therapy intervention as a propaedeutic measure.  The article analyses the theoretical foundations of normative speech development of a child in ontogeny, identifies risk factors that can lead to its disorders, and considers modern classifications of speech disorders. The essence of speech disorders propaedeutics in the context of modern speech therapy and its role in preventing secondary consequences of speech problems is defined. The central element of the article is the disclosure of the concept of ‘early speech therapy intervention’. The key principles of early speech therapy intervention are substantiated: complexity (coordinated work of an interdisciplinary team of specialists), individual approach (taking into account the individual characteristics of the child), family-centred approach (active participation of parents in the correction process).

The article proves that early speech therapy intervention is a basic component of propedeutics due to its mechanisms of propedeutic influence. Timely detection of the risk or the first manifestations of speech disorders and immediate provision of qualified assistance can prevent the occurrence of many speech problems, minimise the severity of existing disorders and prevent the formation of persistent pathological mechanisms of speech. The role of early intervention in the prevention of secondary consequences of speech problems, such as learning difficulties (reading, writing), social maladjustment, emotional disorders, is emphasised. The existing forms of organisation of early intervention and tools for diagnosing and evaluating its effectiveness are considered.