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Delayed mental and speech development in children is one of the most common manifestations of the consequences of organic brain damage.
At the same time, speech disorders may accompany mental developmental delay or occur independently. The most frequently encountered speech disorders in clinical practice include delayed speech development, which represents a disruption in both semantic and phonetic components (5-10% in children under the age of 6).
Speech is a historically evolved form of communication between people, reflecting the level of intellectual development of an individual.
Timely and proper speech development in a child ensures the full maturation and functioning of the mental sphere, the formation of the child’s perception of the surrounding world, establishment of new contacts, development of thinking, social interaction, and learning.
Therefore, it is important to timely diagnose and correct speech disorders. For normal speech formation, the presence of intact hearing, an undamaged articulatory apparatus, and the maturity and integrity of brain structures responsible for speech functions are necessary.
Numerous studies indicate a steady increase in the number of children with such disorders. Therefore, timely identification and appropriate pathogenetically grounded treatment are crucial aspects for the child's further development and adaptation to school curriculum comprehension and acquisition of practical skills.
Therapy must be comprehensive.
The use of pharmacological methods alone does not lead to a rapid and stable positive effect. Additionally, children often experience undesirable side effects.
Particular caution is required when prescribing medication therapy to children due to the immaturity of their functional systems.
The Effectiveness of Brain Bioacoustic Correction (BAC) in Children with Delayed Mental and Speech Development (DMD, DSD)
The study involved 15 children aged 3 to 6 years (10 boys and 5 girls) with expressive speech disorder (specific expressive language disorder F 80.1), corresponding to general speech underdevelopment (GSU) levels 1-2.
Six children (3 boys and 3 girls) showed signs of delayed mental development. All children underwent comprehensive laboratory, instrumental, neurological examinations, consultations with a psychiatrist, and sessions with a speech therapist, defectologist, and neuropsychologist.
The control group consisted of 15 children aged 3-6 years (4 girls and 11 boys) with GSU levels 1-2, and 7 children (3 girls and 4 boys) with delayed mental development who did not undergo brain bioacoustic correction. They only attended sessions with a speech therapist, neuropsychologist, and received nootropic treatment.
Children from the first group participating in the study received sessions of brain bioacoustic correction.
The study results showed that in the group of children with GSU levels 1-2, both with isolated speech development disorders and combined with delayed mental development, who received brain bioacoustic correction, there was positive progress across all general speech development scales (Table 1).
At the same time, no significant differences were observed in the control group.
Dynamics of Speech Development Indicators in Children of the Control and Main Groups
|
Groups of Subjects |
Observation Period, Days |
Speech Development Level |
||
|
Impressive Speech (M + m) |
Speech Attention (M + m) |
Conversational Speech (M + m) |
||
|
Control Group, n = 15 |
0 |
5.4 ± 0.4 |
5.2 ± 0.4 |
1.9 ± 0.2 |
|
45 |
5.9 ± 0.2 |
5.4 ± 0.5 |
2.1 ± 0.3 |
|
|
Main Group, n = 15 |
0 |
4.2 ± 0.2 |
4.9 ± 0.2 |
1.8 ± 0.2 |
|
45 |
7.1 ± 0.3* |
7.1 ± 0.4* |
6.2 ± 0.3* |
|
When assessing the psycho-emotional state of the child and sleep disturbances based on questionnaire data, a significant improvement in indicators compared to the control group was observed in terms of psycho-emotional lability, tearfulness, and reduced time required to prepare for sleep (Table 2).
Dynamics of Psycho-Emotional State Indicators in Children of the Control and Main Groups According to the Treatment
|
Scale Indicators: |
Main Group, n = 15 (M + m) |
Control Group, n = 15 (M + m) |
||
|
Day 0 |
Day 45 |
Day 0 |
Day 45 |
|
|
Psycho-Emotional Lability |
5.1 ± 0.2 |
2.3 ± 0.3* |
6.2 ± 0.4 |
6.1 ± 0.3 |
|
Tearfulness |
5.3 ± 0.5 |
2.3 ± 0.4* |
5.4 ± 0.3 |
4.9 ± 0.2 |
|
Child’s Aggressiveness |
1.2 ± 0.3 |
0.6 ± 0.1 |
1.2 ± 0.2 |
1.5 ± 0.3 |
|
Time to Fall Asleep |
7.2 ± 0.4 |
2.9 ± 0.3* |
7.5 ± 0.3 |
6.9 ± 0.2 |
Thus, the study demonstrated the positive effects of BAC on the brain’s speech function in preschool children, both with isolated speech development disorders and combined with delayed mental development. Positive changes were observed as early as day 45 from the start of treatment, manifested in improved psycho-emotional states. This phenomenon may be due to interactions of afferent impulses arising simultaneously with certain phases of endogenous neuronal activity, leading to plastic transformations of cortico-subcortical interactions.
This may result in restructuring of brain bioelectrical activity and activation of diencephalic and mesencephalic brain structures, supporting self-regulation processes. The improved functioning of diencephalic brain structures and the emergence of adequately organized spatial and temporal brain rhythms were also observed.
In conclusion, BAC is a safe, highly effective method aimed at restoring self-regulation processes, capable of rapidly improving the functional state of a child.
