PhD, Associate Professor A.V. Dobrin
Bunin Yelets State University, YelSU, Yelets

Objective of the study was to analyze the relationship between motor activity and sensorimotor integration of students with stuttering.
Methods and structure of the study. A total of 100 students were examined, including 80 subjects without speech disorders and 20 - with stuttering. Those with stuttering were examined after a course of family speech therapy, which implied the use of a special kinesitherapy complex. Sensorimotor integration was analyzed using the ReBOS methodology that helped evaluate both simple and complex sensorimotor reactions.
Results of the study and conclusions. The sensorimotor integration parameters differed among the students with stuttering and those without speech disorders. It was found that the subjects with stuttering made less omissions in the second part of the simple sensorimotor reaction (0.85±0.98) as compared with those without speech disorders (3.34±6.03). The number of omissions in the second part of the complex sensorimotor reaction was smaller among the students with stuttering (0.90±2.02) as opposed to those without speech disorders (2.31±2.72). The number of errors made during the complex sensorimotor reaction was found to be smaller among the students with stuttering (4.60±3.08) rather than among those without speech disorders (6.41±2.83). The subjects' motor activity specifics was due to both the number of errors (R=0.224, R2=0.050, P=0.011) and the number of omissions (R=0.192, R2=0.037, P=0.030) made in the second part of the complex sensorimotor reaction.
A specially organized motor activity, being associated with complex spatial orientation, contributes to a more accurate perception of the surrounding reality and, as a result, increases the effectiveness of sensorimotor reactions in students with stuttering.

Keywords: sensorimotor integration, sensorimotor reactions, motor activity, stuttering, students.

References

1. Vergunov E.G., Nikolaeva E.I., Balioz N.V., Krivoshchekov S.G. Lateralnye predpochteniya kak vozmozhnye fenotipicheskie prediktory rezervov serdechno-sosudistoy sistemy i osobennosti sensomotornoy integratsii u alpinistov [Lateral preferences as possible phenotypic predictors of cardiovascular system reserves and especially sensorimotor integration among climbers]. Fiziologiya cheloveka [Human physiology]. 2018. v. 44. No. 3. pp. 97-108. DOI: 10.7868/S0131164618030116
2. Gulin A.V., Shutova S.V., Muraveva I.V. Osobennosti sensomotornogo reagirovaniya studentov na razlichnykh etapakh obucheniya v vuze [Features of students’ sensorimotor response at various stages of university studies]. Vestnik rossiyskih universitetov. Ser.: Estestvennye i tekhnicheskie nauki. 2012. 17 (3). pp. 944-947.
3. Gushchina L.Yu., Slavnova M.Yu. Organizatsiya dvigatelnoy aktivnosti – uslovie zdorovogo obraza zhizni studentov [Organization of motor activity as condition for students’ healthy lifestyle]. Omskiy nauchny vestnik. 2012. No. 2 (106). pp. 187-189.
4. Efimova V.L., Nikolaeva E.I., Ogorodnikova E.A., Ryabchikova N.A. Vozmozhnost plasticheskikh perestroek i integrativnoy deyatelnosti mozga pri regulyatsii polozheniya tela v prostranstve u detey 5-15 let s trudnostyami obucheniya posle dvigatelno-ritmicheskogo treninga [Possibility of plastic rearrangements and integrative activity of brain when regulating body position in space in 5-15 year-olds with learning difficulties after motor-rhythmic training]. Vestnik Novosibirskogo gosudarstvennogo pedagogicheskogo universiteta. 2018. No. 8 (3). pp. 155-166. Doi: 10.15293/2226-3365.1803.11
5. Kamenskaya V.G. Metody tochnykh nauk v izuchenii intellektualnoy deyatelnosti normalno razvivayushchikhsya detey i ikh sverstnikov s rechevyimi rasstroystvami [Methods of exact sciences in study of intellectual activity of normally developing children and their peers with speech disorders]. Izvestiya RGPU. 2002. v. 2. No. 3. pp. 36-49.
6. Karaseva E.G. Sostoyanie proizvolnoy dvigatelnoy aktivnosti u detey 5-7 let s zaikaniem [State of voluntary motor activity in 5-7 year-olds with stuttering]. Almanakh sovremennoy nauki i obrazovaniya. Tambov: Gramota, 2007. No. 5. pp. 92-95.
7. Karpova N.L. Semeynaya gruppovaya logopsikhoterapiya kak model sistemy sotsioreabilitatsii [Family group logopsychotherapy as model of social rehabilitation system]. Izvestiya Saratovskogo universiteta. Novaya seriya. Ser.: Akmeologiya obrazovaniya. Psikhologiya razvitiya. 2015. v. 4. No. 4 (16). pp. 338-342. DOI: 10.18500/2304-9790-2015-4-4-338-342
8. Tretyakov A.A., Drogomeretskiy V.V., Agoshkov V.V. Analiz vzaimosvyazi urovnya somaticheskogo zdorovya studentov s dvigatelnoy aktivnostyu [Analysis of relationship of students’ somatic health level with motor activity]. Sovremennye problemy nauki i obrazovaniya. 2014. No.3. p. 279.
9. Shutova S.V., Muraveva I.V. Sensomotornye reaktsii kak kharakteristika funktsionalnogo sostoyaniya TsNS [Sensomotor reactions as characteristic of functional state of central nervous system]. Vestnik rossiyskikh universitetov. Matematika. 2013. No. 5-3. pp. 2831- 2840.