DIAGNOSTICS AND PROGRAM OF PSYCHO-PEDAGOGICAL TREATMENT FOR SPEECH AND NON-SPEECH STUTTERING MANIFESTATIONS IN ADULTS VIA SMARTPHONE APPLICATIONS
One of the priority goals of special education is to support people with disabilities, including stuttering adults, and assist them in successful adaptation and socialization in society. Therefore, training such persons to achieve speech fluency and communication skills under the natural conditions of daily communication is a matter of prime importance. The article contains the author's definition of the "actual speech communication conditions" as a current moment of interpersonal speech interaction significant for at least one of the interlocutors. The author presents a brief overview of contemporary techniques of treatment of stuttering, as well as the basic stages and educational conditions required for realization of the authored program for rehabilitation of stuttering in adults via smartphone applications. He describes its purpose, objectives, content and lines of development aimed to train and automate verbal communicative skills in the process of functional training. The reliability of efficiency indicators of the suggested program is ensured by the author's method of psycho-pedagogical diagnostics, which makes it possible to obtain quantitatively comparable data on the frequency of stuttering moments (core behaviors), their duration and the nature of accompanying movements (secondary behaviors) before and after rehabilitation, which improves the reliability of statistical calculations. It has been proved that the realization of the program guarantees a significant improvement in speech fluency and communicative skills and their reinforcement in the course of functional training. The shaping of fluent speech in peculiar and typically significant situations is facilitated by the creation of pedagogical conditions including individual selection of the method of acoustic stimulation (rhythm, frequency-altered auditory feedback, masking noise, etc.), modeling verbal communicative situations providing gradual preparation for real communication, and variability of learning conditions. The actualization of the created conditions and the effectiveness of the rehabilitation process are achieved through interrelation and continuity of its stages.