语言障碍怎样治疗

语言障碍如何治疗配图，仅供参考

Study methods
The children in the control group were given language training,which was as follows:
1. Articulation training:
1. Respiratory training: the children were guided and helped to control their respiratory airflow by blowing trumpets,balloons,windmills,and other devices. The devices ranged from small to large,and from simple to difficult. The children performed these activities twice a day,for 10 minutes each time.
2. Tongue training: the children performed a variety of tongue exercises,mainly including sticking the tongue out and putting it back,rolling it back,lifting it to lick the palate,and moving it bilaterally. Under the care of professional doctors,the children practiced tongue flexibility by licking a lollipop,and this was combined with tongue exercises. The children performed these exercises twice a day,for 10 minutes each time.
3. Sucking training: the children were encouraged to suck liquid from a cup using a thick,short straw,which was eventually replaced with a thin,long straw to increase the difficulty. This was carried out twice a day,for 10 minutes each time.
The articulation training lasted for 3 months.
2. Pronunciation training:
1. Bilabial “p”,“b”,and “m” sounds: the children were told to carefully watch the physician’s mouth movements and patterns,and then asked to repeat the sound. This training was carried out twice a day,for 10 minutes each time.
2. Velar “k” and“g” sounds: the children were instructed not to touch their palate with their tongue. Those with greater difficulty to control this kind of touch were placed in the supine position with their legs flexed to the chest,and the professional physicians used a tongue depressor to limit their tongue movement and encouraged them to to practice their pronunciation through audio-visual skills. This training was carried out twice a day,for 10 minutes each time.
3. Dental and linguodental sounds,including “i”,“d”,and “n”. The children were placed in the prone position with their limbs relaxed and extended. The professional physician lifted the child’s head and flexed it forward slightly. The physician encouraged the children to imitate their pronunciation. This training was carried out twice a day,for 10 minutes each time.
3. Vocabulary training:
1. Two-word vocabulary training: initially,the simplest and most commonly used reduplicated words were used for training,such as “baba (dad)”,“ma ma (mom),” “ye ye (grandpa)”,and “nainai (grandma)”. The words gradually increased in difficulty,with transition to the words commonly used in daily life. This training was carried out twice a day,for 10 minutes each time;
2. Three-word vocabulary training: the children trained with words such as “liang tang tang (bright)”,“xiao bao bao (baby)”,and “xiaojiahuo (little boy/girl)”. This training was carried out twice a day,for 10 minutes each time.
3. Multiple-word vocabulary training: the children trained with words such as “gaogaoxingxing (happy)”,“kai kaixinxin (happy)”,and “kuaikuai le le (happy)”. This training was carried out twice a day,for 10 minutes each time.
Vocabulary training lasted for 3 months.
4. Short sentence training: the children were guided to perform training with short sentences such as “bao bao chi fan (Time to eat,baby)” and “bao baozhen bang (You are so great,baby)”. The sentences were gradually lengthened to increase the difficulty. This training was carried out twice a day,for 10 minutes each time. Short sentence training lasted for 3 months.
The children in the test group were given language training along with vocal organ correction. The training was focused on correcting the following vocal organs,according to the results of vocal organ disorder assessment. The details of training are as follows:
1. Oral lip dyskinesia:
1. Upper lip muscle correction: first,Renzhong (GV26) was pressed with the thumb pulp,kneaded gently (20 times),point-pressed (5 times),and massaged (3–5 times). Then,Dicang (ST4) was pressed 5 times.
2. Lower lip muscle correction: the thumb pulp was used point,press,knead,rub,grasp,and push on the lower lip muscle for 2–3 min. Then,Lianquan (CV23) was point-pressed 5 times,and the upper and lower lip muscles were pinched gently for passive motion.
2. Tongue dyskinesia: the children were asked to stretch out and draw back the tongue. If the children had difficulty stretching their tongue fully,the tip of the tongue was covered with gauze and pulled outwards. If the tongue could be stretched laterally,resistance was applied with a tongue depressor to enhance the motor ability of tongue muscles. If the tongue could not be stretched laterally,a cotton rod was used for passive stimulation,and the tongue muscles were tapped at the root to relax them. The tongue was pressed and kneaded for 5–10 minutes daily.
3. Mandibular dyskinesia: Ermen (TE21) was massaged for several seconds,the root of ear and the muscles outside the tragus were kneaded up and down,and Yifeng (TE17) was point-pressed. After the tension in the muscles had been relieved,Ermen (TE21) was point-pressed with the thumb,and the mandible was moved up and down using the other four fingers. Jiache (ST6) was point-pressed 7–8 times a day.
4. Soft palate dyskinesia:
1. Oral-nasal separation treatment: the children were placed in the supine position. They were instructed to close their mouth and breathe through their nose. The nose was then pinched to cause the children to breathe through the mouth. If a child had difficulty understanding the breathing instructions,the physician gave a demonstration,or gently pinched the child’s lips to force them to breathe through the nose,and then pinched their noses to force them to breathe through the mouth. The children alternated between breathing through the nose and mouth for 2–3 minutes.
2. Velopharyngeal closure treatment: the children sucked the straw with one end of it blocked. The straw was inserted into a cup and the child was told to breathe in or inserted into warm water and the child was told to blow. If the child did not cooperate,passive training could be given to guide the child to puff out their cheek.
5. Respiratory dyskinesia: the children were placed in the supine position,and instructed to take a deep breath and hold it. The professional physician put pressure with the appropriate speed and strength on their chest and abdomen,so that the child passively,and for as long as possible,made the “a,a” sound. The children were given deep breath and blowing training. Qiangyin,Hongyin,Dazhui (GV14),and Tiantu (CV22) were point-pressed. The children underwent 1 year of treatment in total.","department":"