Regulatory processes in children with severe speech disturbances: research approaches

In children with severe speech impairment, the formation of regulatory processes is difficult due to the fact that speech problems complicate the programming of the inner world of the personality, and experiences associated with dysontogenesis negatively “load” the sphere of consciousness. The success of the formation of correctional and developmental programs depends on the ability of the educational system to identify the features of self-regulation among students with TNR. Based on the theoretical approaches of A.K. Osnitsky, V.I. Morosanova, G.S. Prygin formed a package of techniques for studying the manifes- tations of self-regulation in elementary students with TNR. The study showed that children with TNR have a numerically smaller group of “autonomous” children compared to conditionally healthy peers and a larger group of “dependent” ones. In general, a group with TNR has less effective functioning of such components that make up the system of subjective regulation, such as: “a model of subjectively significant conditions of activity”, “program of executive actions adopted by the subject” and “corrections based on information on achieved results”.