Al mismo tiempo que el paciente pinta la “vocal corta” imita la emisión de vocales cortas al terapeuta. Ídem con la vocal larga.
U U--------------O O--------------A A---------------
20
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El paciente inspira y al espirar realiza una emisión prolongada similar a una goma de auto, etc. El terapeuta y el niño colorean los dibujos.
se pinchan los globos
PFFFFFFFFF
Se va el barco UUUUUUUUUU
Es hora de salir
PIIIIIIIIIIIIIIIIIII
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El terapeuta enseña el dibujo, el niño dice una oración y la expresa con boca cerrada ubicando el sonido en las cavidades de resonancia supraglóticas.
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Se le piden al niño figuras de objetos, se distribuyen en grupo de 2, 3, etc. y se le dice “las vamos a cantar juntos”. El ejercicio se realiza en salmodia. Variante: se utilizan versos con sus dibujos para la ejercitación de la salmodia.
PAUSA
CANTAR JUNTAS...
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El terapeuta dice en salmodia un día de la semana, que estará representado por un círculo con determinadas rayas o colores (siempre el mismo). Irá repitiendo de acuerdo al gráfico. Hacer distintas combinaciones. combinaciones.
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El niño lee la oración previa inspiración antes de cada una de ellas. Debajo de la hoja escribe el texto que surge para poder realizar lectura salmódica.
____________________________
____________________________
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Caja de sorpresas: El niño saca un juguete sin mirar, piensa una oración y lo dice con voz salmódica imitando al terapeuta. El niño hace una salmodia imitando al terapeuta en la canción.
_________________ TODOS LOS PATITOS
_________________ SE FUERON A BAÑAR
____________________ Y EL MÁS CHIQUITITO
____________________ SE QUISO QUEDAR
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De acuerdo con la edad el paciente escribe las vocales, luego imita, señalando simultáneamente. Variante: pintar las vocales al nombrarlas.
O
U
Hacer distintas combinaciones en escalas ascendentes y descendentes Ejemplos: •
U O U
•
O U O
•
O O U
•
U U O
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u
u o a
o
a
Seguir con el resto de las vocales. El niño vocaliza imitando en melodía continuada continuada con intervalos siguiendo el movimiento de la ola.
O
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¿Cómo? ¿Cuál? ¿Quién? ¿Cuándo? ¿Porqué?
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• • • •
Gritar Toser Carraspear sin necesidad Juegos vocálicos exagerados, etc.
¡¡¡ Prohibido !!!
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Poner énfasis en la corrección vocal y coordinación respiratoria. Extender el largo de la frase a medida que aprende a dosificar el aire. VARIANTE: decir versos infantiles, ir extendiendo el largo de la frase a medida que aprende a dosificar el aire.
Todos los patitos se fueron a bañar Y el el más chiquitito chiquitito se quiso quedar La madre enojada le quiso pegar
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Uso mi nueva voz para Llamar a mis amigos, papá, mamá... Y a todos los que
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Voz normal Voz fuerte
Hago el dibujo del cuento Que escuché. Dibujar a personas o animales que quieras llamar. Mostrar el uso de la voz con mayor volumen pero sin riesgos mejorando la resonancia.
Algún nombre que quieras
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5. utilizar variedad de colores, lograr una integración verbal, visual, óptica y motora. 6. si bien se debe indicar lo prohibido, luego dar nociones de relajación, resonancia, vocalización, uso de la voz normal, gritada y cantada con canciones infantiles. La gran actividad motriz y vocal que despliegan los niños disfónicos hace que sea imposible impedirles el hablar o gritar. Por lo tanto es necesario alterar este orden lógico para enseñar de inmediato el mejor uso de la voz hablada y aún gritada sobre la que vamos incorporando los otros conceptos, por lo tanto el ordenamiento en que se desarrollan los ejercicios debe ser adaptado a cada niño.
SÍNDROME DE INSUFICIENCIA RESPIRATORIA: Cuando el niño no puede utilizar la vía respiratoria nasal, se va estableciendo un círculo vicioso de anormalidades a medida que el proceso se cronifica; no puede respirar por su nariz porque tiene una obstrucción, esto lo lleva a una mayor deformación esquelética y esta deformación dificulta aún más la función respiratoria. Toda causa obstructiva en las fosas nasales altera su fisiología normal, es decir, compromete sus funciones respiratoria y olfativa, su papel excito reflejo y su participación en el proceso fonatorio. Además, cuando la entrada de aire se realiza por la boca, se altera la cantidad y calidad del aire que llega al pulmón en menor volumen del necesario por un lado; seco, frío e impuro por otro, lo cual determina trastornos que también repercuten sobre el
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Respecto al crecimiento del esqueleto, hay una atrofia del maxilar superior con deformaciones y asimetría de la bóveda palatina (paladar ojival) y trastornos de la calcificación, implantación y oclusión dentaria. Hay desequilibrio estático o dinámico entre las dos fuerzas musculares opuestas: la lengua y la cincha labioyugal, también del complejo muscular linguo faríngeo. Se rompe el equilibrio dentro del sistema estomatognático que constituye esa “unidad Funcional” pues se modifica la interrelación de los demás integrantes de esa misma unidad funcional. Hay alteraciones de la musculatura perioral, con desequilibrio entre los músculos de cierre (orbicular) y abertura de los labios (músculo del labio superior y del labio inferior) que hacen que que la boca normal en reposo quede cerrada sin ninguna presión, solamente por su tonicidad, hay facie adenoidea. También disminuye el calibre de las fosas nasales coexistiendo alteraciones de la postura. Puede haber alteraciones funcionales a nivel del aparato circulatorio, palpitaciones, soplos, variaciones de la tensión arterial, etc. En la sangre: anemia, hipoglobulinemia, etc. También trastornos digestivos y perturbaciones de la nutrición, puesto que al respirar por la boca, boca , tritura deficientemente sus alimentos y deglute antes de tiempo. En el Sistema Nervioso se observan trastornos reflejos simpático trigeminales y un pernicioso influjo sobre la capacidad intelectual, hay apatía y dificultades de comprensión, retardo escolar. Puede haber alteraciones en los órganos de la audición, olfato y gusto y modificaciones de la voz hablada y cantada.
REEDUCACIÓN
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funcional permanece largo tiempo. La ejercitación debe ser acompañada de gimnasia labial y lingual clásica, con resistencia y control contro l respiratorio para mejorar el tonismo peribucal.
Ejercicios labiales: 1. vibración vibración de labios labios tomando tomando aire aire por nariz 2. sostener con los labios cartón o papel oponiendo resistencia a tirones 3. sostener sostener botones 4. tomar y trasladar objetos con los labios 5. colocar lápices de distintos pesos en el bigote. Se puede contar, sacudir, sacudir, etc. 6. masaje del labio superior (lateral, estirando hacia abajo, pinzamientos, percusión) 7. besitos besitos hacia fuera fuera y adentro adentro con fuerza fuerza 8. besitos besitos en distintas distintas posicio posiciones nes 9. buches de de aire en diferent diferentes es direcciones direcciones