Relevant criteria and approaches to diagnosis of speech disorders in preschool children with general speech underdevelopment

the article discusses methods and criteria for diagnosing speech disorders in older preschool children with general speech underdevelopment (GSU). Three levels of coherent speech formation are distinguished: high, medium, and low, with corresponding criteria described, including motivational-value, regulatory-planning, and operational-activity parameters. The study employs both highly formalized methods (testing and questionnaires) and less formalized methods (observation, conversation, analysis of children's activities), which ensures the objectivity and completeness of the obtained data. Special attention is given to projective methods that use ambiguous stimuli to identify individual characteristics of a child's perception of the surrounding reality. The article emphasizes the importance of integrating various diagnostic approaches to obtain comprehensive information about the speech development of children with GSU, which contributes to the development of individualized correction programs and successful integration of children into the educational environment.

speech disorders, general speech underdevelopment (GSU), diagnosis, levels of speech formation, criterion, motivational-value criterion, regulatory-planning criterion, operational-activity criterion, method, highly formalized methods, less formalized methods, projective methods, individualized correction programs, educational environment