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Get the ball into the goal in a breath. Breathing exercises for children with speech disorders. Many breathing games are used to develop a child's breathing.

Doing breathing exercises

Tips for parents

The most important conditions for correct speech are a smooth, long exhalation, clear and relaxed articulation.During natural breathing, its depth and pace may vary, and they should not be regulated artificially, otherwise breathing will not be natural. Natural breathing is a breath of peace; it should be long, light, slow, calm, and uniform. It is impossible to achieve such breathing within a short time.

To regulate breathing, it is necessary that the pace of movement matches the pace of the child's breathing. Adults should take into account that a child's breathing rate is faster, so performing exercises at a slower pace knocks children out of their natural breathing rhythm.

In case of severe dysarthria, work on breathing begins with general breathing exercises. The purpose of these exercises is to increase breathing volume and normalize its rhythm. To consolidate an extended voluntary exhalation (through the mouth), it is necessary to rely on kinesthetic sensations. It is recommended to “see” and “hear” your breath. When performing breathing exercises, you should not overtire the child. It is necessary to ensure that he does not strain his neck, shoulders, or take an incorrect position. The child's attention should be focused on the sensations of breathing in the diaphragm, intercostal muscles, and the duration of voluntary inhalation and exhalation. You need to monitor the smoothness and rhythm of your breathing movements. Breathing exercises should be carried out before meals in a well-ventilated area.To avoid dizziness, the duration of breathing exercises should be limited to 3-5 minutes. During gymnastics, the rule must be observed: inhalation coincides with the expansion of the chest, exhalation with its narrowing.

To develop the child's breathing they use breathing games:

Blow snowflakes, pieces of paper, fluff from the table, from your hand;
Blow on light balls, pencils and roll them on the table; blow into motion ducks, swans, boats and other figures floating in a basin, all kinds of pinwheels, paper caps and cotton balls suspended on a horizontally stretched thread; blow off the stamens of ripe dandelions;
Inflate inflatable toys and air balloons; It is especially useful to blow soap bubbles - this forms a very fine regulation of exhalation;
Blow up a piece of fluff, cotton wool, paper, or soap bubble.

Breathing exercises:

"Put the ball into the goal"

Stretch your lips forward with a tube and gently blow on a cotton or foam ball (2-3 cm in diameter, lying on the table in front of the child, driving it between two cubes or any other suitable objects (this is a “football goal”).
The same, but you should blow with a sharp, jerky stream of air. It is necessary to drive it with one exhalation, without interrupting the air stream. Be careful not to puff out your cheeks. If necessary, you can hold them lightly with your fingers.

Smile, place the wide front edge of your tongue on lower lip(“Spatula”) and smoothly, with the sound fff, blow the cotton wool onto the opposite edge of the table.
The same, but you should blow with a sharp, jerky stream. The ball must be driven in with one exhalation, without interrupting the air stream. Be careful not to puff out your cheeks. Make sure that the child pronounces the sound f, not x, i.e., that the air stream is narrow and not scattered.

Smile with your mouth slightly open, place the wide front edge of your tongue on your upper lip so that its side edges are pressed against your upper lip and there is a groove in the middle of your tongue, and blow off the cotton wool placed on the tip of your nose. The air should go in the middle of the tongue, then the fleece will fly up. It is necessary to ensure that the lower jaw is motionless.

The child stands or sits, arms are bent, hands are clenched, as if holding a pipe, and says: tru-ru-ru, boo-bu-boo, let's blow into our pipe.

"Blow up the balloon"

The child sits or stands, at the command “inflate the balloon” - he spreads his arms wide to the sides and inhales deeply, then slowly brings his hands together, joining his palms in front of the chest and blows out air fff, at the words “the balloon has burst” - he claps his hands; “Air comes out of the ball” - the baby says “shhh”, making a proboscis with his lips and lowering his hands.

The baby stands or sits with his arms crossed on his chest, spreads his arms to the sides, raises his head - inhale, crosses his arms on his chest, lowers his head - exhale, you can maintain the child’s interest with a poetic line: “huh,” said the winged beetle, “I’ll sit and buzz.”

"Let's blow on your shoulder"

The child stands, legs slightly apart, arms down, turns his head to the right and, making a pipe with his lip, blows on his shoulder, head straight - inhale through the nose, head to the left - exhale, head straight - inhale (blow on the shoulder, blow on the other, exhale calmly again , head straight - inhale through your nose, raise your face up - exhale through your lips, folded into a tube (let's blow on your stomach, as the tube becomes your mouth, and now - on a cloud and stop for now").

"Blow on a dandelion"

The baby stands or sits, takes a deep breath through his nose, then exhales long, as if he wants to blow the fluff off the dandelion.

"Blow on a dandelion,

How does this boy blow?

Blow, blow harder

And you will become healthier."

"Mower"

The child stands, feet shoulder-width apart, arms down, waves both hands to the right and slightly back: “zz-uu”, returns to the starting position - inhale, waves his arms to the left and slightly back: “zz-uu”

“The mower goes to mow the stubble: zu-zu, zu-zu, zu-zu,

He comes with me to mow together: zu-zu, zu-zu, zu-zu,

Swing to the right, and then we'll swing to the left,

And so we will cope with the stubble, zu-zu, zu-zu, together.”

"Gurgling Game"

The child is sitting, in front of him is a glass (or bottle) of water, in which there is a straw for a cocktail, teach the child how to blow into the glass through the straw so that in one exhalation you get a long gurgle, inhale through the nose, exhale into the tube: “ glug-glug-glug.”

Soap bubbles game

This fun is known to everyone, teach your child to blow soap bubbles: inhale through the nose, and exhale through the lips folded into a tube, long and soft, then the bubble will turn out big and beautiful.

In addition, to develop a long, smooth speech exhalation, it is recommended to invite children to speak on one exhalation, gradually increasing the number of words (ordinal counting with bending fingers, listing something). The exercise is carried out in the form of a game “Who will say the most without a break? "

To pronounce whistling sounds, complex and precise movements of the tongue are required which involve the tip of the tongue (located behind the lower teeth), the lateral edges of the tongue? (they are tightly adjacent to the upper molars), the back of the tongue (the front part e: rises to the alveoli and forms a gap with them, and with the sound c, first the bow and then the gap); movements of the lips, lower jaw (barely lowered, mouth slightly open) and the presence of an air stream (quite strong and directed in the middle of the tongue). The following exercises help develop the necessary movements of the tongue and air stream.

Exercise "Push the ball into the goal."

Target. Produce a long, directed air stream.

Description: Stretch your lips forward with a tube and blow for a long time onto a cotton ball (lying on the table in front of the child), driving it between two cubes.

Methodical instructions.

1. Make sure that your cheeks do not puff out; to do this, you can lightly hold them with your fingers.

2. Push the ball in with one exhalation, not allowing the air stream to be intermittent.

Exercise "Punish a naughty tongue."

Target. Develop the ability to relax the muscles of the tongue and hold it wide and spread out.

Description. Open your mouth a little, calmly place your tongue on your lower lip and... spanking it with your lips, pronounce the sounds “five-five-five...”. Keep your wide tongue in a calm position with your mouth open while counting from one to five to ten.

Methodical instructions.

1. The lower lip should not be tucked or pulled. lower teeth.

2. The tongue should be wide, its edges touching the corners of the mouth.

3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth, if he does the exercise correctly, it will be deflected.s-. At the same time, this exercise promotes the development of a directed air stream.

Exercise "Make your tongue wide."

Target. Develop the ability to hold the tongue in a calm, relaxed position.

Description. Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten.

Methodical instructions. 1. Do not stretch your lips into a strong smile so that there is no tension.

2: Make sure that your lower lip does not curl up.

3. Do not stick your tongue out too far: it should only cover your lower lip.

4. The lateral edges of the tongue should touch the corners of the mouth.

5. If this exercise does not work, you need to return to the exercise “Punish a naughty tongue.”

Target. Produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.

Description. Smile, place the wide apron edge of your tongue on your lower lip and, as if pronouncing the sound f for a long time, blow the cotton wool onto the opposite edge of the table.

Methodical instructions.

1. The lower lip should not be pulled over the lower teeth.

Valentina Antonova
Breathing exercises. Speech therapist consultation for parents

We are engaged breathing exercises

Adviсe parents

The most important conditions for correct speech are a smooth, long exhalation, clear and relaxed articulation.

With natural breathing its depth and tempo may vary and should not be adjusted artificially, otherwise breath won't be natural. Natural breathing is a breath of peace, it should be drawn-out, light, slow, calm, uniform. Achieve this in a short time you can't breathe.

For regulation breathing is necessary so that the pace of movement matches the pace of the child breathing. Adults should take into account that the child has a faster pace breathing, so performing exercises at a slow pace knocks children out of their natural rhythm breathing.

In case of severe dysarthria, work on breathing begins with general breathing exercises. The purpose of these exercises is to increase volume breathing and normalize its rhythm. To secure an extended voluntary exhalation (through mouth) it is necessary to rely on kinesthetic sensations. Recommended "see" And "hear" your breath. When conducting breathing exercises You should not overtire your child. It is necessary to ensure that he does not strain his neck, shoulders, or take an incorrect position. The child's attention should be focused on sensations. breathing diaphragm, intercostal muscles, duration of voluntary inhalation and exhalation. You need to ensure smoothness and rhythm. breathing movements. Breathing exercises should be carried out before meals in a well-ventilated area.

To avoid dizziness, duration respiratory exercise should be limited to 3-5 minutes. During gymnastics must be respected rule: inhalation coincides with the expansion of the chest, exhalation with its narrowing.

For development baby's breathing enjoy breathing games:

Blow snowflakes, pieces of paper, fluff from the table, from your hand;

Blow on light balls, pencils and roll them on the table; blow into motion ducks, swans, boats and other figures floating in a basin, all kinds of pinwheels, paper caps and cotton balls suspended on a horizontally stretched thread; blow off the stamens of ripe dandelions;

Inflate inflatable toys and balloons; It is especially useful to blow soap bubbles - this forms a very fine regulation of exhalation;

Blow up a piece of fluff, cotton wool, paper, or soap bubble.

Breathing exercises:

"Put the ball into the goal"

1. Stretch your lips forward with a tube and gently blow on a cotton or foam ball (2-3 cm in diameter, lying on the table in front of the child, driving it between two cubes or any other suitable objects (this "football goal").

2. The same, but you should blow with a sharp, abrupt air stream. It is necessary to drive it with one exhalation, without interrupting the air stream. Be careful not to puff out your cheeks. If necessary, you can hold them lightly with your fingers.

1. Smile, place the wide front edge of the tongue on the lower lip ( "Spatula") and smoothly, with the sound fff, blow the cotton wool onto the opposite edge of the table.

2. The same, but you should blow with a sharp, jerky stream. The ball must be driven in with one exhalation, without interrupting the air stream. Be careful not to puff out your cheeks. Make sure that the child pronounces the sound f, not x, i.e., that the air stream is narrow and not scattered.

"Focus"

"Trumpeter"

The child is standing or sitting, his arms are bent, his hands are clenched, as if holding a pipe, - pronounces: tru-ru-ru, boo-boo-boo, let's blow our trumpet.

"Blow up the balloon"

The child sits or stands when commanded "blow up the balloon"- spreads his arms wide and deep inhales, then slowly brings his hands together, joining his palms in front of his chest and blows out air fff, at the words "the ball burst"- claps his hands; "air comes out of the balloon"- the baby says "shhh", making a proboscis with his lips and lowering his hands.

"Bug"

The baby stands or sits with his arms crossed on his chest, spreads his arms to the sides, raises his head - inhale, crosses his arms on his chest, lowers his head - exhale, you can maintain the child’s interest with a poetic line: “Buzz,” said the winged beetle, “I’ll sit and buzz.”

"Let's blow on your shoulder"

"Blow on a dandelion"

The baby stands or sits, takes a deep breath through his nose, then exhales long, as if he wants to blow the fluff off the dandelion.

"Blow on a dandelion,

How does this boy blow?

Blow, blow harder

And you will become healthier."

"Mower"

The child stands, feet shoulder-width apart, arms down, waves both arms to the right and slightly back: "zz-uu", returns to the starting position - inhale, waves his arms to the left and slightly back: "zz-uu"

"The mower goes to mow stubble: zu-zu, zu-zu, zu-zu,

Comes with me to mow together: zu-zu, zu-zu, zu-zu,

Swing to the right, and then we'll swing to the left,

And so we will cope with the stubble, zu-zu, zu-zu, together.”

"A game "gurgling"

The child is sitting, there is a glass in front of him (or bottle) with water, in which there is a straw for a cocktail, teach the child how to blow into a glass through a straw so that in one exhalation you get a long gurgle, inhale through the nose, exhale through the straw: "glug-glug-glug".

A game "bubble"

This fun is known to everyone, teach your child to blow soap bubbles: inhale through your nose, and exhale through your lips folded into a tube, long and soft, then the bubble will turn out big and beautiful.

In addition, to develop a long, smooth speech exhalation, it is recommended to invite children to speak on one exhalation, gradually increasing the number of words (ordinal counting with fingers folded, listing something). The exercise is carried out in the form of a game “Who will say more without a break?”.

Purpose of breathing exercises– teach children to quickly, silently inhale and rationally, economically expend air when exhaling.

Work on speech breathing is as follows:

in the production of prolonged oral exhalation;
in developing the ability to use air economically during speech, taking into account its supply.

The sequence of work on the formation of speech breathing.

First stage. Developing correct diaphragmatic breathing. For this purpose, breathing exercises are performed, during which breathing is normalized and inhalation volume is increased.

Second phase. Static exercises aimed at developing oral exhalation. Teaching a calm, short inhalation and a free, smooth, extended exhalation using visual material.

Third stage. Learning to rationally, economically exhale while pronouncing sounds.

Fourth stage. Pronunciation of syllables and onomatopoeia.

Fifth stage. Formation of the right speech breathing during speech (uttering on one exhalation from 2 to 4 words and phrases containing from 5 to 7 words).

Breathing exercises. Development of a long, smooth exhalation.

“We enjoy the smell of perfume.” Inhale through the nose and exhale evenly, slowly through the mouth.

"Football". Push the cotton ball into the gate. Extend your lips with a “tube” and blow on the cotton ball, trying to drive it into the “gate”.

"The wind swirls the leaves." Whose leaf will fly farther? Roll a coil or bottle on the table.

"The horses are snorting." Blow strongly on relaxed lips until vibration is obtained.

"The coachman stops the horse." Taking air into your lungs, blow it out forcefully, causing your lips to vibrate: prrrrrrrrr.

"Satellite". Blow on a small piece of cotton wool (“satellite”). Whose “satellite” will rise higher?

"Storm". Smile, stick your outstretched tongue between your teeth. Blow air forcefully, causing your lips and tongue to vibrate.

"The whale throws out a fountain of water." Vibration of lips and tongue. Blow hard, trying to roll the small car between two cubes. Blow on the tip of the tongue, set with a “shovel”, and gently but firmly touch only the upper lip, the lower one along with the jaw is pulled down.

“Blow a snowflake off your nose.” Blow forcefully on your tongue, trying to blow the cotton wool off your nose.

"Hurricane". Blow onto the tip of the tongue, set with a “shovel” and gently but firmly touching only the upper lip, the lower one along with the jaw is pulled down. Developing correct diaphragmatic breathing.

Game task “Ball - dimple”. Take a deep breath. Your tummy has become like a ball. Exhale air - a dimple has formed. Statistical exercise on the development of oral exhalation.

“Strong winds blow, weak winds blow.” Blowing on leaves. Learning proper diaphragmatic breathing. Inhale through your nose, pause (counting 1, 2), and exhale long through your mouth.

Teaching a calm, short inhalation and a free, smooth, extended exhalation.

"The wind is howling." Open your mouth slightly and pronounce the sound “u” for a long time on one exhalation.

"The steamer is humming." Open your mouth slightly and pronounce the sound “y” for a long time on one exhalation.

“Falk Snort snorts.” Take air into your lungs and blow it out forcefully, causing your lips to vibrate.

Static exercise. Blowing away butterflies. Whose butterfly will fly farthest?

"Songs of forest animals." Little Fox, Little Hare, Little Wolf and Little Bear gathered in a forest clearing and sang songs. Pronouncing ta-e-i, a-e-i, a-e-i, a-e-i.

"Harmonic". I.p. – stand straight, hands down. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.

Development of exhalation force: blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound “f” (long exhalation), pronouncing the sound “t” (short exhalation).

Developing the correct direction of the air stream along the midline of the tongue.

Blow a paper snowflake off your palm. Whose snowflake will fly farther?

"Put out the candle." Developing an intense intermittent exhalation while pronouncing fuuuu.

"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears, it means that the air stream is directed correctly.

“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and raise your back up. Exhale.

Developing a long, strong exhalation while pronouncing the sound combinations iffffff, iffffff for a long time.

"The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Exercises to develop prolonged exhalation.

“Let’s warm our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times.

“Football” Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”.

“Let’s put out the candle.” Exhale evenly and slowly into the candle flame. Pronouncing vowels sounds A-I, A-U, Z-Y-O on one exhale. With exaggerated articulation.

Blow on a paper plume (the air stream should go obliquely upward).

"The plane is buzzing." Pronouncing the sound “U” by changing the pitch and strength of the voice.

"Focus". Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward.

“A strong wind blows the leaves.” Place a wide tongue (“shovel”) on the lower lip. Blowing with the formation of a “groove” along the midline.

"The wind is rustling." Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble.

"The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth.

Irina Yakushova
Consultation for teachers “Breathing exercises as an important stage of a speech therapy lesson”

"When you improve breath,

you improve your destiny"

Swami Vivekananda.

Breath- one of the functions of human life support. Breathing is also an important part of speech. To the organs breathing include:

Rib cage;

- Airways(external nose, nasal cavity, pharynx, larynx, trachea, bronchi).

There are two types breathing:

Physiological (non-speech);

Speech (phonation).

Physiological process breathing normally carried out rhythmically, depth breathing meets the body's oxygen needs. Inhalation is the more active phase breathing. than exhale. When you inhale, the muscles of the diaphragm contract, pushing the organs away abdominal cavity into the stomach, thereby increasing the volume of the chest, which helps fill the lungs with air. When you exhale, the diaphragm muscle relaxes. Together with the intercostal muscles, which raise and lower chest, the diaphragm rises upward and compresses the lungs. The diaphragm is involved in breathing, being the main driving force in its provision.

Speech (or phonation) breath- the basis of sounding speech, the source of the formation of sounds and voices. Well delivered speech breath provides clear diction and clear pronunciation of sounds.

Physiologists distinguish three ways breathing:

Upper breath(clavicular);

Average breath(thoracic and costal, or diaphragmatic.

It has been established that the most correct and convenient for speech is the diaphragmatic, or it is also called the diaphragmatic-costal, breath when inhalation and exhalation are performed with the participation of the diaphragm and intercostal muscles. The lower, most capacious part of the lungs is active. The upper chest, as well as the shoulders, remain practically motionless.

Many children use the upper thoracic breathing, they often take a breath with a sharp rise in their shoulders, they also do not know how to rationally expend air in the process of speech utterance, they take in air almost before every word.

In children without developmental disabilities respiratory the function is formed spontaneously. Speech breath in such children it also develops as their speech function develops.

Normal speech breath is finally formed in children by the age of 10.

Physiological breath children with speech disorders has its own peculiarities:

- shallow breathing, upper costal type;

Rhythm breathing is unstable, easily disrupted by physical and emotional stress;

Lung volume is significantly below the age norm.

Accordingly, speech breath in such children it develops pathologically. In the process of speech utterance they are noted:

Delay breathing;

Convulsive contractions of the muscles of the diaphragm and chest;

Extra breaths.

Characteristics of speech breathing in preschoolers with speech problems violations:

Small lung capacity;

Weak respiratory muscles;

Weak inhalation and exhalation, which leads to quiet. barely audible speech (often observed in physically weak children, as well as timid, shy ones);

Uneconomical and uneven distribution exhaled air(as a result of this, the preschooler sometimes exhales the entire reserve of air is on the first syllable and then finishes the phrase or word in a whisper; often because of this he does not finish the end of a word or phrase);

Inept distribution breathing according to words(child inhales in the middle of a word(Mom and I sing- (inhale)- let's go for a walk);

Hastily pronouncing phrases without a break and while inhaling, with “choking” - weak exhalation or incorrectly directed exhaled air stream. which, in turn, leads to distortion of sounds.

Hence. speech therapist it is necessary to carry out work on the formation of speech breathing in children with limited speech abilities. This could be one or two exercises per speech therapy session , and entire complexes breathing exercises.

In cases where speech breath the child was slightly impaired. one or two exercises are enough breathing exercises, when usually performed before articulation gymnastics. The exercises are aimed mainly at developing a directed air stream, necessary for pronouncing most sounds of the Russian language.

Carry out exercises in a well-ventilated room or open window.

- Exercise before meals.

Exercise in loose clothing that does not restrict movement.

Air must be taken in through the nose. do not raise your shoulders.

The exhalation should be long and smooth.

Needs to be monitored. to keep your cheeks from puffing out (at the initial stage You can press them with your palms).

In the process of speech breathing do not strain the muscles in the neck, arms, chest, and abdomen.

The exercises can be performed both sitting and standing.

Three to five repetitions are enough. Repeated execution respiratory exercise can lead to hyperventilation! The onset of hypervintilation can be determined by the following signs: pale face, complaints of dizziness, refusal classes.

Dose the amount and pace of exercises.

After exhaling, stop for 2-3 seconds before inhaling again.

Types of benefits for breathing exercises:

All kinds of turntables (including water and sand mill).

Lightweight balls made of foam, plastic, wood, and metal.

Games "Dusyma".

Computer games (Game "Games for tigers").

Respiratory game exercises for the formation of directional air jets: “Football”, “Let’s blow on the plumes”, “Windmill”, “Snowfall”, “Falling leaves”, “Butterfly”, “Boat”, “Living objects”, “Storm in a glass”, “Blow out the candle”, “Focus” ".

Exercises to develop the abdominal type breathing: Exercise No. 1. Performed in a lying position. Speech therapist Places a light toy on the child’s stomach in the diaphragm area. Invites the child to see how

the toy rises when he inhales and falls when the child exhales. The child takes a breath. at this time he follows with his eyes the lifting of the toy. Then the child exhales and watches the toy lower as the diaphragm relaxes. The exercise can be accompanied by rhyming. pronounceable speech therapist:

Swinging a fish on the wave

Then up (inhale,

Then down (exhalation)

Floats towards me.

Exercise No. 2, No. 3. No. 4. See Attachment.

Exercises for working on differentiated breathing: "Divers", "Inflate the toy." See Attachment.

Exercises and games for developing phonation breathing: “Funny sounds”, “Blow off the ball”, “Snake”, “Beetles”, “Pump”, “Funny song”, “Magic syllables”, “ Magic words". See Attachment.

I would like to pay special attention breathing exercises A. N. Strelnikova, whose exercises have been adapted for children. This gymnastics Particularly effective in correcting stuttering. See Attachment.

Literature

1. Belyakova L. I., Goncharova N. N., Shishkova T. G. ,Methodology for the development of speech breathing in preschool children with speech disorders. -M.: Knigolyub, 2004.

2. Krause E. N. Speech therapy massage and articulation gymnastics. - St. Petersburg: Century, 2011.

3. Shchetinin M. N. Breathing exercises A. N. Strelnikova. -M.: Metaphora, 2007.