To the question of taxonomy of logopsychodiagnostic methods

Abstract

Logopsychodiagnostics, like any other science, requires a taxonomy of methods, that is
classifications of existing complex hierarchical internal diagnostic systems. That is why the purpose
of the article is to outline the classification and analysis of the main methods that are used in speech
psychodiagnostics. The presentation of the article is related to the theoretical level of scientific knowledge. We see a further prospect of using the described methods at the empirical level. This was done in order
to select the necessary logopsychodiagnostic tools. The selection is carried out taking into account
the established factor relationships, the internal structure of the study, the patterns of development of
the speech system and its individual phenomena. At the theoretical level of research we used scientific
methods of abstraction, analysis and synthesis, the axiomatic method and imaginary modeling.
Logopsychodiagnostics methods are the means and methods by which certain psychological factors
are accurately recorded (presence / absence) and determined (character, structure and mechanisms)
in children of different age groups with speech disorders. Theoretical and methodological analysis
and methodological interpretation of the main problems of logopsychodiagnostics makes it possible
to generalize the system of psychological and pedagogical assistance to children with severe speech
disorders. In logopsychodiagnostics there are basic and additional methods that are similar to general
psychodiagnostics, but are aimed specifically at studying persons with speech impairments. Reasonable
selection of the necessary logopsychodiagnostic methods, the use of a personality-oriented model of
communication between the experimenter and the child, competent interpretation of the diagnostic data
obtained make it possible to effectively plan educational and correctional and developmental work, create
a positive microclimate, the necessary educational environment, outline general educational and remedial
tasks, use modern methods and technologies of developmental education, organize individual and
subgroup work with children, determine the hourly workload for each child. An interdisciplinary theoretical
analysis of literary sources on the research problem formed the basis for the section of the educational
and methodological manual «Psycholinguistic didactic technologies for diagnosing and overcoming
speech disorders in primary schoolchildren with severe speech disorders», in which the diagnostic
psycholinguistic complex of the cognitive development of primary schoolchildren is represented.