CN110585649A

CN110585649A - System for training pertinence sense system of touch system

Info

Publication number: CN110585649A
Application number: CN201910796724.4A
Authority: CN
Inventors: 王臻惠
Original assignee: Shanghai Must Ask Enterprise Management Consulting Co Ltd
Current assignee: Shanghai Must Ask Enterprise Management Consulting Co Ltd
Priority date: 2019-08-27
Filing date: 2019-08-27
Publication date: 2019-12-20

Abstract

The invention discloses a targeted sensory system training system of a haptic system, in particular to a method aiming at six stages, which comprises the following steps: the method comprises a first-stage (1 year old) haptic system targeted sensory system training method, a second-stage (1-3 years old) haptic system targeted sensory system training method, a third-stage (4-6 years old) haptic system targeted sensory system training method, a fourth-stage (7-12 years old) haptic system targeted sensory system training method, a fifth-stage (13-18 years old) haptic system targeted sensory system training method and a sixth-stage (adult stage) haptic system targeted sensory system training method. The invention obtains the actual sensory system development condition of the testee through the evaluation system, provides a specific targeted training and evaluation method, improves the tactile sensory ability of the trainee and enhances the overall sensory ability of the trainee.

Description

System for training pertinence sense system of touch system

Technical Field

The invention relates to the technical field of education training informatization, in particular to a targeted sensory system training system of a touch system.

Background

Of the five senses, learning of the sense of touch is most important. Because the skin and brain cells are homogeneous, the skin in the infant stage is very sensitive, and the skin in the infant stage is generally sensitive to touch, and is caused by touch feeling after face rubbing, bathing, nail cutting and clothes changing. With the increase of age, contact surface and active surface, the identification of touch sense is enhanced, the sensitivity is naturally gradually reduced, and the touch sense is gradually matured. However, in the premature or artificially produced infant, since the touch sense is not particularly stimulated at birth, self-protection is formed, so that the touch sense learning is slow and slow, the waiting activities of some children are limited too much, the touch sense learning is seriously insufficient, and the touch sense sensitivity is mainly formed.

Tactile-sensitive behavior: sticky people (people who are sticky); crying is loved; the pronunciation is unclear; dislike of congestion; afraid of strangers; lack of confidence; often are held in familiar environments and actions, and are excluded from any new learning; do not like others to touch; easily quarrel with others in a community; few friends, often stuck in solitary; the gallbladder is small; the user does not like to be embraced but likes to embrace others; the character is isolated; the mouth is a touch sensitive part, so that the infant can become food choosing, monophagia, anorexia, finger biting and lip biting; a lot of unintelligible behaviors occur frequently, and the behaviors are nervous and easy to panic; love individuality and do not love group games; the people are afraid of being in many places and even refuse to enter classrooms; spleen qi consolidating; easy tension; inattention; the study with patience and constant heart cannot be done; the touch sensitive young children also form a serious language barrier.

Manifestation of tactile dullness: the reaction is slow; the motion is not flexible; poor brain discrimination; both vocal or small muscle movements are clumsy; lack of self-awareness and failure to protect oneself; learning ability is difficult to develop.

Reasons for haptic disorders: premature delivery; c, caesarean delivery; obstetric forceps; sucking the tire; too light weight; insufficient outdoor activities; the living space is small; mothers or nanny with the symptom of nodules.

In view of the above problems caused by the disorder of the sense of touch, there is no method for training a haptic system in a special system.

Disclosure of Invention

The invention aims to provide a targeted tactile system training system of a tactile system, and solves the technical problem that the tactile system cannot be trained comprehensively, specifically and scientifically in the prior art.

The training device comprises a plurality of groups of frames in a long square frame shape, wherein a hand-pulling part is arranged on the upper side of each frame, a foot-stepping part is arranged on the lower side of each frame, fixing parts are arranged on two sides of each frame, and a protective guard and a protective net are arranged on the outer side of the training device;

the training device comprises a first layer module and a second layer module, wherein the first layer module is arranged below the second layer module along the height direction;

the first-layer module comprises a fixed module and a first movable module, and the fixed module comprises a crotch, a pupa passage, a semicircular ring, a steel pipe, a concave-convex pipe, a snake passage, a jungle, an M ladder, a tumbler, left and right teeterboards and front and back teeterboards;

the first movable module comprises a bridge cut-off, a climbing net, a power grid, a double-swing bridge, a high-low swing bridge, a lifting rope and a double-plate bridge;

the second layer module comprises a second movable module, and the second movable module comprises a single-log bridge, a lifting ring bridge, a double-lifting-ring bridge, a high-low lifting ring bridge, a high-low double-lifting-ring bridge, a swinging ring, a rope bridge, a rope-pulling rope bridge, a rope-ring overbridge, a Mount Taishan bridge, a double-lifting-ring overbridge with a pull rope, a large-ring bridge, a caterpillar slide, a first flower bridge, a second flower bridge, a swing and a side rope bridge;

the fixed module is used for training the stability and coordination of the body of the trainee and stimulating the brain nervous system of the trainee through solid visual focusing;

the first activity module is used for training the stability and coordination of the body of the trainee and stimulating the brain nervous system of the trainee through dynamic visual focusing;

the second activity module is used for training the stability and coordination of the body of the trainee and stimulating the brain nervous system of the trainee through dynamic visual focusing;

the training and evaluation method comprises the following steps: the system comprises a rough action evaluation module, an evaluation item module, an observation capability content module, an action requirement instruction module and an evaluation working module.

The first, the rough action evaluation module includes an action requirement instruction and an action characteristic, which are specifically as follows (including but not limited to the following):

1. an action request instruction: lifting the feet laterally, and aligning the heels and the toes;

the action characteristics are as follows: uneven and non-straight hands; lowering head and looking at feet; the heel can not be combined with the tiptoe; general weakness; the spine is forced and bent; the distraction is easy; slow and easy to tumble.

2. An action request instruction: the feet are crossed to pedal and jump, and the hands lift the clapping palm to move forward;

the action characteristics are as follows: the study is not available; the feet can be seen, the mechanization and the action are slow; the foot is operated, the hand is not operated, and the hand is operated and the foot is not operated; the palm can not be shot; the steps are disordered; the hands and feet are uncoordinated.

3. An action request instruction: the tactile ball is made into an airplane type and shaken forwards and backwards by 10 times;

the action characteristics are as follows: refusing to get on the ball due to touch; rejection of the ball due to vestibular sensation; the spine is weak, straight and upward; the head can not be lifted up; the hand is dare not to leave the spherical surface; hands and feet are not straight or flat; spinal distortion; turn the head to look aside.

4. An action request instruction: standing the left foot and the right foot alternately by one foot, horizontally lifting the two hands, and laterally bending the body;

the action characteristics are as follows: the single foot cannot stand stably; lifting by two hands to be uneven; the head is bent, and the body cannot be bent; easy wrestling; the raised foot is over-stressed.

5. An action request instruction: walking the universal combined ladder balance beam and then climbing from a high order to a low order;

the action characteristics are as follows: the walking is extremely fast; extreme caution, slowness and fear; the falling is easy; stepping on the feet of the user; side walking and straight walking are impossible; bending over and half walking and half climbing; lowering head during climbing.

6. An action request instruction: walk through a standing 1/4 garden;

the action characteristics are as follows: climbing over; a flat ground crossing the rod and running through the gap; try to walk the pole but easily wrestle; the whole plant is thrown continuously.

7. An action request instruction: walking through a reversed 1/4 circle;

the action characteristics are as follows: dare not to go up; climbing over; after going, the user falls for several times; one foot is used for stepping on the rod, and the other foot is used for stepping on the flat ground.

8. An action request instruction: walk through a standing 1/2 garden;

the action characteristics are as follows: the patient dare not to go up in two steps; the user can step on the rod only by looking at the foot; hands and feet can not advance in a staggered way; the user can not move and bounce when reaching the high place, and hands and feet are taken no way; the hands and feet are weak to fall down at high altitude; the feet can not be changed to be in front and the hands can not be changed to be in back at high positions.

9. An action request instruction: climbing over the roller before changing over;

the action characteristics are as follows: dare not to go in; the head hits the edge of the roller during waiting or the body often leans or touches the edge of the roller during climbing; when climbing, the feet are supported by hands, and the two feet cannot alternately advance; does not dare in the roller due to shaking; the body follows the rolling in the roller due to the shaking; the roller becomes creeping mountain due to shaking; when climbing in and out, the head is lowered.

10. An action request instruction: climbing hands and feet on a high platform;

the action characteristics are as follows: the waist is not stiff; the head can not be lifted up; the ground cannot be supported by one hand, and the obstacle is overcome by one hand; the ground can not be supported by a single foot, and one foot can cross the obstacle; the head cannot cross the obstacle forwards, and the obstacle can be changed into a side body obstacle crossing; the hands and feet cannot move the body when climbing the posture.

11. An action request instruction: an upper (lower) ladder stand;

the action characteristics are as follows: the user can step on the rod only by looking at the foot; the ladder can not be climbed up and down one by one foot and one rod; the hand can not move up and down properly along with the foot; when the platform is at the top end, hands and feet cannot be matched to climb the platform; when climbing a ladder, the back is forward, but the ladder cannot be smoothly descended; when climbing a ladder, the face is forward, but when two or three steps are left, the ladder is excited to jump down.

12. An action request instruction: walking through a swaying balance beam;

the action characteristics are as follows: the patient dares not to go up to run away when seeing the shaking; feel like shaking and want to get off; exciting and shaking on the shaking balance beam; fear, slow, but can walk away and get down by itself.

13. An action request instruction: an upper layer (a lower layer) of steps;

the action characteristics are as follows: climbing up the stairs by hand; the step can not be stepped one by one when going up and down; when going up and down stairs, the user needs to look at the feet each step.

14. An action request instruction: obstacle-detouring fast running;

the action characteristics are as follows: turning and running can wrest; touching or knocking over the obstacle; cannot run around the S-shaped path, and only can walk quickly or slowly.

15. An action request instruction: jumping to the slope with two feet;

the action characteristics are as follows: the feet can not be closed, the feet can not jump up, and the step is too small; the feet cannot jump.

16. An action request instruction: jumping down a slope with a single foot;

the action characteristics are as follows: single foot jumping cannot be realized; wrestling at the side of jumping; jump stop.

17. An action request instruction: rotating the trampoline to clap the palm for jumping;

the action characteristics are as follows: fear of jumping on the trampoline; the center of gravity is unstable during jumping, and people often wrestle or hold the toy; the rotation jump is avoided; when feet jump, hands cannot be clapped synchronously; the two hands can not be shot; the positions of the two hands are gradually lowered and cannot be maintained on the head; curvature of the spine during jumping; when jumping, the head is lowered or the eyes do not see the front.

18. An action request instruction: climbing the high place by self and jumping down;

the action characteristics are as follows: hands and feet can coordinate but arms and legs are weak; the hands and feet cannot be coordinated; hands and feet can be coordinated but fingers cannot grasp; when the user goes to a high place, the user cannot smoothly change the squatting position; hesitation at a high place and fear of jumping down; exciting at a high place and quickly jumping down; wrestling when jumping down; the jump is deliberately wrestled.

The characteristics of the comprehensive performance are as follows: the sequence of each link cannot be remembered; actions of each link cannot be remembered; the position of the next link cannot be found; the fear of retraction during approach is overcome; when entering the field, the land is excited to call and run; the process is always wrestled; the whole process is labored but can persist to the end.

The evaluation item module comprises: the test system comprises a finger activity test item, a visual sense of space and a hand operation capability test item, a logic and memory test item, an auditory and language test item and a spatial memory and focus test item.

The finger activity capability test items comprise corresponding observation capability content modules, action requirement instruction modules and evaluation work modules, wherein the observation capability content modules comprise finger differentiation, hand-eye coordination, double-hand coordination, finger names and 1-3 quantity concept holding/boxing concepts;

the finger activity ability testing method corresponds to an action requirement instruction module and comprises the following steps:

1. please make a fist;

2. please follow the teacher to do;

3. first (index finger), second (middle finger) and third (thumb) (extending out);

4. then clenching the fist;

5. a first (little finger), a second (ring finger) and a third (middle finger) (stretching out);

6. changing hands, please hold the fist, follow the teacher to do (repeat 3 to 5)

7. Putting the two palms on a table, and clenching the fist;

8. three (two hands extended thumb, index finger and little finger);

9. fist, three (two hands extending thumb, index finger and middle finger);

10. then, clenching the fist, III (extending the thumb, ring finger and little finger with two hands);

11. three (two hands extended out index, middle, and ring);

12. three (left extending thumb, index finger and little finger, right extending thumb, index finger and middle finger);

13. three (right hand extending thumb, index finger and little finger, right hand extending thumb, index finger and middle finger);

14. three (one extending out of the index, middle and ring fingers, and one extending out of the thumb, index and middle fingers);

15. please stretch out the thumb and the index finger, the left thumb touches the right index finger, and turn up to be changed into the left index finger touches the right thumb, please turn up five times continuously, and turn down five times in a reverse way.

The evaluation work module of the finger activity ability test project does not need the cooperation of an evaluation tool for the moment.

The visual space sense and hand operation capability test project comprises a corresponding observation capability content module, an action requirement instruction module and an evaluation work module, wherein the observation capability content module comprises finger flexibility, five-finger gripping capability, two-hand coordination capability, hand-eye coordination capability, joint movement sense, visual focusing, number and shape concepts, outline shape mastering, material attribute mastering, visual space sense, strategy logic, observation reasoning and structure;

the action requirement instruction module corresponding to the visual sense-of-space and hand operation capability test method comprises the following steps:

1. please hold the pen with three fingers (thumb, index finger and middle finger) and draw 10 points (below three years old) (draw 20 points above three years old);

2. please connect the points with straight lines;

3. please find a quadrangle on the drawing and use another color stroke;

4. please paint the quadrangle with color without exceeding the frame line;

5. please use scissors to reduce the quadrangle;

6. please tear off a detailed strip on the wide side of the paper like a teacher;

7. please make a knot with the paper strip;

8. please tear the color paper into six pieces at will;

9. please stitch the paper back to the original shape;

10. please knead all the paper into a firm paper ball, so that the paper scraps can not fall out;

11. feeding each piece of paper (1/2A4) and a roll of adhesive tape;

12. please make your paper into a lollipop that is the same as the teacher.

The evaluation tool module for the visual sense of space and the manual operation ability test item comprises: single-sided colored paper, two-color crayons, scissors, small adhesive tape rolls, 1/2A4 paper.

The logic and memory test items comprise corresponding observation capacity content modules, action requirement instruction modules and evaluation work modules, wherein the observation capacity content modules comprise color naming, visual memory, hand-eye coordination, arm muscle strength, joint movement sense, finger wrist flexibility, visual spatial sense, substance attribute, spatial logic and observation reasoning;

the action requirement instruction module corresponding to the logic and memory test method comprises the following steps:

1. please arrange your color card according to the teacher's rule;

2. please collect your color card and give the teacher;

3. please say what color this is (one for each according to the position of the small cylinder);

4. please wear the eye mask;

5. please take down the eye patch asking you for which color you have less (ask one by one);

6. please take out red, yellow, orange, white, and put the other colors aside;

7. please back of the hand, remember the column arrangement of the teacher (covered after three seconds);

8. please use your building block to arrange as the teacher;

9. please stack your blocks together;

10. please take down your block gently and arrange into the shape of teacher's block;

11. please use a short rope to make two knots on one building block;

12. please untwist the rope;

13. please like the paper of the teacher, let the middle of the paper have a hole through which the building block can just pass.

The evaluation tool module of the logic and memory test item comprises: seven-color small cylinders, nine-gradient color cards, eye shields, boxes for covering building blocks, 20cm thin cotton ropes, scissors, 5x 5cm paper and sharpened pencils.

The hearing and language test item comprises a corresponding observation capability content module, an action requirement instruction module and an evaluation working module, wherein the observation capability content module comprises sound source identification, tone identification, sound quality identification, hearing memory, hearing and pronunciation, pronunciation organ application, language concept, language understanding, space position, vocabulary, language organization, imagination and logical reasoning.

The action requirement instruction module corresponding to the hearing and language testing method comprises the following steps:

1. please wear the eye mask and indicate the direction of the sound by hand;

2. please listen to this tone (tap three tones at will);

3. asking this tone (same as the previous tone but different in scale) and just the same? (second time);

4. please open the eye mask, hum the same tone as the sound produced by the teacher (optionally strike four tones, check the testee one by one);

5. listen to these sounds and remember their differences (four instrument sounds);

6. please wear the eye mask (shake one of the instruments);

7. opening the eye cover and asking for the sound just made by that instrument;

8. please speak the card with the teacher once (circle/ten feet/cold able/adequate/play/tower/bridge/harbor recovery/flip/seal split);

9. please say one with the teacher;

10. what is in the soil (teacher demonstrates, explains the content of the graph with adjectives, relation words and nouns, and changes the graph);

11. please speak the content of this picture (check one by one);

12. please make the actions or expressions spoken by the teacher:

a. please squat behind the chair, facing the teacher;

b. please tiptoe to go around the chair for a circle;

c. please back the handle on the back, buckle the ten fingers, bend down, fasten the fingers, and lift the arm;

d. please assume the expression of the shame and say a reason for the shame to the puppet;

13. please tell the teacher what this picture is saying (the context picture);

the module of the hearing and language test item evaluation tool comprises: eye patches, a small iron, a rattle, a tambourine, a wrist bell, and a string bell.

The spatial memory and focus test item comprises a corresponding observation capacity content module, an action requirement instruction module and an evaluation working module, wherein the observation capacity content module comprises visual spatial sense, spatial memory, visual focus, hand-eye coordination and proprioception.

The action requirement instruction module corresponding to the space memory and focus test method comprises the following steps:

1. please arrange the blocks as the teacher (lay flat);

2. please arrange the blocks as the same as the teacher (stand up);

3. please arrange the blocks as the same as the teacher (staggered vertical placement);

4. please place the same blocks in the same position relative to the teacher (three, the teacher on the building block tray, and the subject in 5x 5 paper grid);

5. after please put the back with the hands, remember the position of the teacher's building block (five seconds later, the building block tray is covered);

6. please place the same block in the same position as the teacher (three times, 3, 4 and 5 blocks in sequence);

7. please give the building blocks and paper to the teacher (bean);

8. please lay the beans on the edge of the paper and arrange as the teacher (four color beans, 5 per color);

9. please like the teacher, make four small dots with similar color and size under the bean, and take care not to disturb the bean;

10. please draw a straight line on the beans with the same color and connect the straight line to the dots with similar colors.

The evaluation tool module of the spatial memory and focus test item comprises: five-color high-low column, 5 × 5 paper grids, 30 × 30cm shading plate, A4 white paper, 6-color thin water color pen, and 5 four-color small beans.

And finally, scientifically analyzing the evaluation result and formulating a corresponding training method.

The technical scheme adopted by the invention for solving the technical problems is as follows:

first-stage (referring to 1 year old) haptic system targeted haptic system training method

1) Massaging and touching the whole body for at least 15 minutes every day;

2) the safe and bitten toys or chewing gum is provided for children to bite, and the children and hands of the children can be washed clean and put at the mouth or in the hands of the children for any treatment; this action can be done daily until the child is 6 months old;

3) the child lies on the arm of the child and lightly rocks the child 20 back and forth, so that the swing width is large and the strength is small;

4) the right hand supports the hip of the child, the left hand embraces the chest of the child with the child facing outwards, and the child is slowly rotated in 5 circles, namely the left circle and the right circle, by leaning against the parents;

5) if the child is held in the arms to run for a short time, the child is dived forwards for 3 meters and then goes back and forth for 2 times;

6) if the child is held in the arms, the child squats for 40 centimeters and stands up again, and the operation is repeated for 10 times;

7) holding the armpit of the child by a parent, facing the child, slightly lifting the child, slightly lowering the child, and not throwing the child, wherein the steps are respectively carried out for 10 times;

8) the child faces outwards and backs to a parent, two hands hold two sides of the body of the child from the armpit of the child, left and right swing is in a large arc line, the action is slow, the strength is small, and the left and right swing is carried out for 10 times;

9) the parents lie on the back and bend knees, hold the armpits of the children with two hands, lead the children to lie on the shanks of the parents and face the parents to rock the children 20 slightly front and back;

10) the child lies on the back of the bed, the forefingers of the parents hold the child, the thumbs hold the child's hands, the upper half of the child is pulled up to about 60 degrees, then the child is slightly laid down, and the process is repeated for 6 times;

11) the child lies on the back of the bed, the forefinger of the parents holds the ankle of the child, the thumb presses the arch of the child, and the child is helped to repeatedly do the actions of straightening the legs and bending the knees for 10 times;

12) if the 9 th action is taken, helping the child to do the action of alternately stepping on the bicycle for 20 times by two legs;

13) the child lies on the bed with the back facing the bed, the left hand of the child is pulled to the right side, the left leg of the child is slightly pushed to the right leg, the child is turned over again for 1 time in the opposite direction, and the child is turned over for 6 times in total;

14) the child bends over and lies on the bed, and takes the toy which can make sound to lead the child to raise the head, lift the upper half body, do vision and hearing tracking exercises, and at least make the child raise the head for 6 times or continuously raise the head for more than 10 seconds;

15) the child can bend over and lie on the bed, help the child to support the upper half body of the child with two arms, hold the toy to lead the child to raise the head and turn the head, do visual and auditory tracking exercises, and support the child for at least 10 seconds or for at least 6 times;

16) the parents sit on a chair or a bed, so that the children sit on the legs of the children, the parents lightly hold the two arms of the children, and the bodies of the children swing up and down, left and right and back and forth by shaking the legs, so that the children can sing several songs while regularly shaking the children, and sing 3 songs or 3 songs for 1 time;

17) the children can throw, fall and bump, and can make sounds, such as plastic building blocks, the toy is placed in a shallow large box, so that the children can sit and take the toy to throw, parents do not need to correct gestures or strength of the children and do not need to ask for the direction and the position of throwing, and only need to demonstrate the actions of taking, loosening hands (the toy is naturally dropped) and throwing forwards, and the toys can be thrown and played for more than 5 minutes at least 1 time;

18) the four limbs of the child are adjusted to the standard preparatory movement of crawling of the hands and the knees, the feet are placed on the two sides of the body of the child in a straddling manner, the waist and the abdomen of the child are supported by the two hands, and the body of the child is helped to swing lightly all around; the head is called by the name of the child, the child is guided to raise the head to find the source of the sound, and when the child raises the head, the child must be pleasantly in line with the eye and hope for the head, 1 exercise is carried out for at least 3 minutes;

19) for children who can climb, parents climb with children on the ground every day, draw number children and climb the limit and look for the toy, indicate children's toy location with pleasant expression and sound, or parents hold the toy in front of children and back and climb, attract children to climb ahead and take the toy. 1 time for at least 15 minutes, and at least 2 times a day;

20) for children who have crawled for more than 5 months, parents can occasionally put toys on sofas or safe and stable tables to guide the children to climb to the sofas or beside the tables, so that the children can stand up along furniture, then guide the children to squat from standing to squatting and then return to crawling activities;

21) the child climbs for more than 5 months by the opponent, sits on the parent, opens the two legs of the parent, sits on the ground or bed between the two legs of the child, and pulls the two hands of the child to help the child bend knees after sitting, stands, then slightly puts down the child, restores the sitting posture, and exercises to be thin, raised and stood for 6 times each time;

items 1-9 can be done every day after the birth of the child, but the milk drinking needs to be done before the child drinks the milk, if the milk drinking is done and the milk is taken, the milk drinking needs to be done after 15 minutes of hiccup (the month is too big, the interval time is longer, and when the child is one year old, the interval time needs to reach 1 hour), all the force needs to be reduced, and the speed needs to be slowed down, wherein, for the infant before 4 months, item 2 can be done by hand first, and does not need to take toys or chewing gum;

items 1-14 can be done every day after the child is full of months, the doing time and the action standard are automatically adjusted according to the age and physical performance of the child, and the children can do the milk after drinking the milk;

after item 15, please add the standard time and actions according to the age of the child and the actual development condition, and adjust the time and actions according to the age of the child and the physical fitness, so as to avoid fast eating and eating;

all actions are alternately and continuously done as far as possible, no interruption is needed within 30 minutes, and the sequence of the actions can be changed, for example, after the item 3 is done, the item 6 is changed, and then the item 4 is changed, and the continuous targeted and systematic input of the body of the child hand must be ensured within 30 minutes;

the massage and touch needs to be carried out by moving the massage and touch device independently, the massage and touch device is not contained in the above-mentioned 30 minutes as far as possible, and the massage and touch device also needs to be carried out when a child is awake as far as possible; generally, if nutrition and sleep are sufficient and regular, the children can develop faster internal body functions and external behavior ability according to the training of the sense, some children start to turn over even after 2 months, the children can grip the milk bottle in 4 months, and the children can crawl in 6 months.

Second-stage (1-3 years old) targeted sensory system training method for tactile system

1) The whole body is massaged and contacted more than 15 minutes every day, the force is strong enough to reach bones and muscles, the clothes can be worn, a pleasant atmosphere is created in the process, and meanwhile, the body part or other language concept cognition can be added;

2) large limb activities such as running, jumping, rolling, climbing and the like which are at least continuously carried out for 30 minutes every day;

3) bathing activity

Before bathing and taking off clothes, the child is helped to simply grasp and hold the skin and muscles of the whole body, then the clothes are taken off, and the washing operation is started;

in the process, please use the towel or the towel to help the child to gently rub the skin of the whole body including the palm, the back of the hand, the arch and the back of the foot, and the towel or the bath towel for rubbing the skin of the whole body can be replaced by other bath articles with different materials or different touch feelings for one week, for example: after bathing, a child is asked to play more water in a bathtub or a bathtub for a while and actively provide toys capable of playing in the water, parents can wash and operate at one side while looking at the child, the child can be bathed in the bath as much as possible, and the child cannot play water in the bathroom independently;

4) massage activity after getting up

After waking up in the morning, the children are lightly applied to the forehead, ears, nose, eyes, cheeks and the like for 5 seconds by using the hot hands, and then the part 3 is lightly pressed by the palms; then press the eyebrows, the periphery of the eye sockets, hairline, the bridge of the nose and two sides of the nose wing, the periphery of the mouth, the cheekbone periphery 36949, the front temple line of the ear and the back of the ear with fingers, and finally, pluck the lower part of the auricle 3 with the palm front and back;

after getting up, the palm is rubbed hot by the same method to cover the neck, the back neck is lightly pressed and kneaded, the front neck is lightly kneaded and kneaded with skin, then the four fingers are gathered together, and the four fingers are used for rubbing the neck skin up and down for a circle;

finally combing the whole scalp from front to back by using a massage comb or a child with fingers to reach the neck, and pinching and kneading auricles on two sides by the child with fingers;

5) usual embrace movement

When the child is held, the child is rubbed and rubbed back and forth on the chest, abdomen, back, legs and arms of the child by hands, and the back neck muscles, arms and thigh muscles of the child are lightly pinched by hands;

at least 5 minutes each day, the chest and the abdomen of the child are respectively encircled from the front side and the back side of the child, then the action of gradually increasing the strength is carried out, and the time and the strength of each extrusion are based on the maximum strength and the time length which can be accepted by the child;

6) weight training

At ordinary times, the children can be helped to lift heavy objects which can be born by the children, the children can be helped to prepare a small backpack for deliberately containing water (22778) and fruits, the children are preferably carried on the back for at least 10 minutes every day, a long slope or a staircase is found, and the children are repeatedly carried up and down the slope or the staircase for 5 minutes every day;

weight training can stimulate deep touch sense of muscles, bones and joints of children, promote the maturity of proprioception and is very important for development of sense integration;

7) the trolley is movable

A toy small truck is prepared, or a small truck is made of a paper box, a wood board or any safety device which is large in area and can accommodate children, and articles which are not afraid of falling and are not easy to roll are placed on the small truck.

Third-stage (referring to 4-6 years old) targeted sensory system training method for tactile system

Normally, children aged 4-6 should develop the basis for both fine and gross movements, leaving only proficiency in motor skills and improvement in physical endurance. Combined with sensory experience 3 years before life, this age group should be the time when sensory integration ability develops the fastest and the fastest age of basic cognitive integration.

If the tactile sensation is insufficiently developed in the previous 3 years, spleen qi deficiency, phonophobia, incoherence, no concentration in class, traction and attrition, inability to be firmly maintained, two persons at home and at the abroad and the like often occur in the age range of 4-6 years, and some tactile sensation insufficiency behaviors before 3 years can still continuously occur in the age range.

The following is a training regimen for this age group:

1) massage and touch movement

This annual massage appeasing activity is only suitable for mood appeasing, for example: when the child is tempted to cry, the child is aroused to sleep and nervous to be afraid of going to the desk … …, if the child is taken as the main tactile compensation activity, the activity is far from enough for the age.

Therefore, when a child aged 4-6 is massaged and stroked, the palm is required to press and stroked along the muscle or bone direction of the body, the strength is moderate, the concentration of the child cannot be so great as to concentrate on the stroking of parents, and the strength cannot be so small that the child cannot feel or feels like scratching.

The act of pressing the touch needs to be regular, not fast or slow, but not too fast, as too fast it is easy to cause excitement. Of course, it cannot be stopped suddenly and resumed, and it is necessary to continue the massage steadily for at least 15 minutes.

In the process, the parents need to plan to perform effectively as a work, as long as the quiet companion?,?, slow, jail-eye, randomly chat?, or slowly direct the topic to the next activity desired by the child? to observe the needs of the child.

Before the massage is finished, the child can be held by a little force or kiss deeply, and certainly, the child also needs to wear a gentle and beautiful smile.

2) Deep sense of touch compensation activity

The chest and the abdomen of the child are respectively embraced from the front and the back of the child every day, and then the action of gradually squeezing with strength is carried out, wherein the time and the strength of each squeezing are based on the maximum strength and the time length which can be accepted by the child. The chest and abdomen were each compressed 6 times, the front and back were added up for a total of 12 times.

Then the child is placed against the wall to stand, the parents face the child, a tactile ball with the diameter of more than 40 centimeters is placed between the two people (the larger the ball is, the more the parent saves labor when the ball is used), and the parents push the ball mutually with force. Parents need to skillfully press the ball to the chest and abdomen of the child, and often push the ball away from the body with both hands forcefully. This activity lasts for 1-3 minutes 1 time, depending on the physical ability of the child.

Then, the child turns to face the wall, the arms of the two hands are straightened, the palms are attached to the wall, the feet are far away from the wall, and the waist and the hip are backward. The ball is placed on the waist and the hip of the child by the family's keeper, and the ball is pushed and squeezed with force, so that the ball can roll back and forth between the back and the waist and the hip of the child. Parents need to skillfully push the ball to stick the body of the child to the wall, and push the ball up by using arms or waist and hip of the child to enable the body to leave the wall. The length of the activity is still dependent on the physical ability of the child.

The two activities are repeated 3 times a day, namely, the front surface is squeezed 3 times, and the back surface is squeezed 3 times.

3) Ground movement

Ground activities include rolling, weight-bearing crawling, jumping, and lying on the back to reach the ball.

The side rolling is to let the child lie flat on the ground, extend the hands upwards, stick to the two sides of the ears, extend the feet upwards, and then roll the body to one side by the strength of the legs and the waist and the back. The same side is rolled for 10 meters continuously and then returned. The other side is changed to roll for 10 meters continuously, and 6 times of rolling are carried out for each time.

Weight crawling is a standard posture for children to climb their hands and knees, and a weight of about one to five kilograms is placed on the back or waist of the child, for example: books, pillows or sandbags require the child to raise his head, look ahead, move forward with four limbs staggered for 10 m, and repeat the operation for 6 times. Parents can help to hold the heavy object, so that the heavy object is prevented from continuously falling, and the continuity of the targeted sensing system is prevented from being influenced.

Jumping refers to double-foot jumping, and requires the feet of a child to be closed and jump over a 10cm obstacle. Each successive jump 20 down.

The hand-foot pass lying on the back is that the child lies on the ground, and the paper boxes are respectively placed at the positions which are 10cm away from the head and the feet. The carton near the foot is filled with 20 pellets (about baseball size) and the carton near the head is empty. Parents deliver the ball to the feet of the child with the help of the feet of the child, the child holds the ball with the feet, lifts the legs to transfer the ball to the hands of the child, and then puts the ball into a paper box close to the head of the child by a handle. After the 20 balls are delivered, the child can take out the balls from the paper box close to the head by hand and deliver the balls to the feet of the child, and after the balls are clamped by the feet, the ball clamp is placed in the paper box.

The four actions of the ground activity need to be repeated 3 times every day and need to be finished continuously in the same time period. The times or the time length are adjusted according to the physical condition of the child, and the child does not need to be in place by one step.

4) Hand tactile stimulation activity

The child can rub the palms of the hands with each other 30 times, then rub the backs of the hands with the palms of the hands 20 times. Then, the two hands open one by one from the little finger to the thumb, and the two hands are matched with a plurality of fingers and then hold the fingers one by one to form a fist shape. This was repeated 4 times.

10 sheets of poster paper or newspaper, a4 or larger than a4, are prepared and children are allowed to knead each sheet into a tight ball of paper and carefully spread each ball of paper as far as possible without breaking the poster paper or newspaper.

Kneading one piece of advertisement paper or newspaper into a paper ball, coating the first piece of paper with a second piece of paper, kneading into the same paper ball, then sequentially coating all the paper one by one, kneading into a large paper ball, tearing each piece of paper of the paper ball into small pieces, disintegrating the paper ball, and throwing away paper scraps.

This activity was required to be performed 1 time per day, the tighter and firmer the paper ball can be.

Fourth stage (7-12 years old) targeted sensory system training method for tactile system

The ages of 7-12 are ages with gradually mature sense integration abilities of normal children, and if the children are trained well in the early period, the children may reach the age of 10, so that the children have the same ability level as parents in aspects of action skills, material attribute cognition and application, learning of new knowledge or new skills, creativity and associativity and the like, and even some aspects may be better than the parents.

If the touch sense is insufficient in the early stage, the children are easy to have behavioral and psychological symptoms such as self-violence, persuasion, restlessness, larval appearance, poor comprehension, poor memory, incapability of achieving ideal goals after repeated efforts and the like.

The following is a training regimen for this age group:

1) to make children understand the true phase

Find an appropriate chance to let the child understand gently what is the sensory integration and what is the possible reason why it will now be how to compensate in what places where there is insufficient sensory integration on the child.

This conversation is very important for children of this age, and there are two important points of conversation, one is: the child's current "no go" is not a mistake by the child; secondly, the following steps: these "not-go" can be improved, but efforts are necessary.

2) Massage and squeezing movement

The parent and the child face to face, the two hands are crossed and buckled with each other, the legs are slightly opened, the knees are bent, and the two hands are mutually and forcefully pushed and squeezed for 1 minute. After a short 30 second rest, the force is continued to push each other for 1 minute, and this is repeated 6 times. Before the activity, please clean the field first to ensure the safety.

The parent and the child back to back, slightly open the legs, bend the knees, and lean against each other at the waist and the hip, and push and squeeze each other forcefully for 1 minute. After a short 30 second rest, the force is continued to push each other for 1 minute, and this is repeated 6 times.

Parents stand behind the child, and both hands span across the middle part of the upper arm of the child, embrace the chest of the child, and begin to squeeze the child with force. The child is squeezed again and simultaneously, the child tries to open the hands of the parents. And (4) special reminding: the arms of the parents can be pushed outwards only by the force of the upper arms, and the parents cannot escape from the arms by other body parts or postures.

The length of the resisting time of embracing and struggling is at least 1 minute, and according to the ability of the child, the longer the resisting time can be, the better the resisting time can be. The force of the parent pressing the chest of the child can be adjusted according to the condition of the child, and the child is not uncomfortable to breathe.

3) Ground movement

Raising the head, straightening the waist, raising the legs in situ and running, clamping the two sides of the body with the two hands, bending the elbows, and flapping the palms downwards and the raised thighs mutually. 50 each time.

Facing the wall, one step away from the wall, straightening with two hands, adhering the palm to the wall, pressing the body weight up the hands, bending the elbow at the same time, making the face close to the wall surface, and doing standing push-up. 20 at a time.

Standing the feet forward and backward, slightly bending over, slightly tilting the upper body forward, bending the elbows of the two arms to put the two sides of the body, spreading the palms of the two arms oppositely, quickly coordinating the swing arms forward and backward, and quickly running 50 steps in situ.

The front roll (heel-turning) is 20. After the hindbrain spoon needs to be attached to the ground, the hindbrain spoon rolls over along the trend, and the hindbrain spoon cannot be attached to the ground at the top of the head and is forcibly pedaled and turned over.

Lying on the back, straightening both hands, making the fist straight, lifting both legs, and pedaling the bicycle in the air. When bending the elbow, the thigh needs to be close to the abdomen as much as possible, and when stepping on, the leg needs to be completely straightened. Each time 20 strokes were made.

The above actions are performed alternately, and the body needs to keep continuously moving for at least 30 minutes, at least 2 times per day; or one hour per continuous activity, 1 time a day.

4) Hand movement

The two arms are stretched forward, the ten fingers are opened with strength and then closed with strength, and the patient can continuously hold the finger under 30.

The distance between the two hands is 30cm, ten fingers are opened, when the two hands are close to each other at the 1 st time, the thumb is touched, and then the two hands are separated by 30 cm; when the two hands approach each other for the second time, the index finger touches the index finger, then the two hands are separated by 30cm, and five fingers on the two sides touch each other sequentially. The opening and closing speed of the two hands is adjusted according to the accuracy of the finger collision of the child, and the higher the accuracy is, the faster the speed is adjusted. The five fingers are touched once by repeating four times each time from the touch of the thumb to the touch of the little finger.

The child kneads flour with the child to obtain a dough with a size of being held by two hands. A small doll was kneaded using dough and paint. The image of the surface figure is finer and better. After the completion, the child can be picked up clean by himself,

5) activities on the item

Parents face to face, parents use warm hands to rub the face of the child upwards from the middle mouth and nose and outwards gradually, and the skin of each inch of the face is stimulated as much as possible. Rubbing and applying for 10 times.

Please rub and heat the hands of the child, stretch the arms from top to bottom, stretch the ten fingers slightly, and draw a straight line with the bent fingers from the two muscles at the top of the back of the child, through the neck, the back brain, the two sides of the head, and the top of the head, to the hairline above the forehead. 10 runs were made each time. Then, the user draws a straight line from the hairline to the back of the brain by slightly stretching and bending the powerful fingers, and then grasps the muscles until the two uppermost muscles on the back are reached. Repeat 10 times.

The parents rub the front 10 of the ears of the child up and down with warm hands, and then rub the back 10 of the ears of the child up and down.

Rubbing the left neck to the back neck of the child with the left palm to the right neck, and repeatedly moving the left and right necks for 20 times; then, rub and rub the left neck from the right neck to the back neck by the right palm to the left neck, and go back and forth 20 times. Then, rub the skin of the neck with the fingers of the four fingers except the two thumbs from bottom to top for 20 times.

Most of the children with obvious insufficient touch feeling in the age of 7-12 are in the state of obvious disturbance of the sensory system because the early-stage body touch stimulation is insufficient and the mental intelligence is gradually mature, and the psychological reaction to the outside can feel more and more pressure, so that the body and the mind are entangled and can not be self-understood.

Therefore, when the sense integration training is carried out on the children in the age group, parents need to change the attitude and the mode of treating the children at the same time, so that the psychology of the children can be gradually relaxed due to the change of the parents in the process that the bodies of the children are gradually compensated by the sense integration, and the sense integration development is more smooth.

Fifth stage (13-18 years old) targeted sensory system training method for haptic system

The more serious insufficient tactile expression in the teenager period gradually falls into two extremes, namely, the defensiveness is particularly strong, so the aggressiveness is also particularly strong, the people can find the sensory stimulation to compensate for the running jump or the alarming which is not a little time, and the sensory stimulation required by the teenager period reaches the degree of 'feeling', and usually exceeds the tolerable margin of society or law. The other extreme is severe withdrawal, which affects normal life. Some teenagers with serious insufficient touch sense can start to reject the attention of others, fear that others approach and dislike to interact with people. So they slowly lose friends and also lose themselves.

The following is a training regimen for this age group:

1) deep description, deep understanding

Deep theoretical explanations and deep understanding of the psychological and physical needs of this aged child are necessary before sensory integration training. Children are more craving because they have long sought identity of others, and even more so, parents.

By the age, the phenomenon of obviously feeling of integration disorder still exists, most children experience a plurality of physical and mental frustrations and physical and mental contradictions which cannot be understood, a certain defense mechanism or survival rule is formed for external changes, the concept is required to be changed, and then the behaviors of the children are changed, so that the children are attentive, attentive and attentive. Information that can cause the prevention of children as long as a little occurs in the process, for example: a child may be inertially resistant, e.g., to being spoofed, a parent simply wants to save trouble for himself, etc. Therefore, to let the child know the mind of the parent and bring the child together to change the mind and body state, the parent needs to make a sufficient preparation to really regard the child as a friend who is equal to you, and then opens the description.

2) Massage and squeezing movement

Please refer to the massage and squeezing activities of the previous age group (7-12 years old), the mutual stacking of the arms, the mutual pushing and the separating and embracing of the waist and the hip, and the like, because the strength is the most active inner cavity massage activity of the individual, the individual has different strengths at different ages, which is suitable.

In addition to this, the massaging and squeezing activity of the teenagers is suitably replaced by regular physical activity, such as: playing basketball, kicking football, learning karate, making yoga, and jumping street dance. This is particularly good if the activities can be performed for more than 30 minutes per day, and little if 1 time a week.

3) Ground movement

The ground activities of this age group are more important than the stretching activities of the body, and because the blood and qi are already vigorous in this age group, and because impulsive, impatient and lack of worry are common in the case of insufficient development of the tactile system, it is desirable to adjust these phenomena of shivering and blind movements in the training activities for compensating the sense of touch.

First, move the muscles and bones simply and do the actions similar to morning exercise, for example: rotate the arms, swing the wrists, squat one squat, bend the body front and back and left and right, lift the legs … …

Then, the formal stretching action is entered. The hands lift upwards, the higher the lifting is, the better the lifting is, the tiptoe is stood by the feet, the head raising and the abdomen contracting are performed, the body is elongated as much as possible for at least 20 seconds, then the person takes a rest for 5 seconds, and the operation is continued. This was repeated 5 times.

The feet are opened to be as wide as the shoulders, the knees are bent and squat while air is sucked, the large and small legs are at 90 degrees, the two hands are stretched forwards, the arms and the cervical vertebra are stretched in opposite directions, the arms are pulled forcefully for 10 seconds, the body is raised while air is blown out, the arms are put down, and the rest is continued for 5 seconds. This was repeated 5 times. The movements should be as slow as possible and the respiration should be long.

The feet are opened to the maximum limit that the user can stand stably, the user inhales air, meanwhile, the user lifts the hands horizontally, the user raises the head outwards, and the user bends over for 90 degrees. Then, slowly exhale and bend knees, lower the buttocks, straighten the upper body, slowly straighten the knees, and put down the two hands at the same time. This was repeated 10 times. The movements should be as slow as possible and the respiration should be long.

Keeping the open posture of the feet, inhaling air from the big mouth while straightening the hands upwards, slowly exhaling, bending the body to the left side, winding to the forward bending posture, and slowly straightening from the right side. When the body begins to go straight back from the right side upwards, the slow inspiration is started, when the body goes back, the maximum inspiration amount is just reached, then the body slowly breathes out along with the lateral bending of the body, and the steps are repeated for 5 times; after completion, the reverse direction was also performed 5 times, bending down from the right side and straightening back to the left side. The action must be slow, otherwise dizziness is easy.

The three actions are all come from learning yoga actions, and people can concentrate on the actions of the body by means of respiration adjustment and slow body movement when doing so, so that the effect of reducing nervous tension can be achieved.

Ground activity is recommended to be performed for at least 30 minutes per day, and if the prescribed amount is not sufficient to last for 30 minutes, then one may actively increase the amount of individual action.

4) Tactile movement of hands

The fine movement ability difference of the hands of children of the age can be large, some children have certain foundation and still have dexterity, and some children have difficulty in drawing the fingers along with teachers. But because of the mature mind, the activity content is basically the same, but the applied materials and skills can be adjusted according to the personal condition of the child.

Firstly, the children are asked to create a 'foreign planet ball creature or implement' randomly, the 'foreign planet ball creature or implement' is drawn on paper, and then a plurality of thin iron wires or hair root wires of about 30 centimeters are utilized to weave the main body outline of the work, for example: the ball, cylinder, pyramid and cube … … are used to complete the skeleton of the work one by one (please ask parents to determine that children have the ability to drive 30cm thin iron wires or hair root wires without accidental injury). Collecting waste paper, soaking a proper amount of waste paper in clear water containing glue for softening, then sticking the softened paper on a skeleton of a work, and painting or adding other accessories after drying.

This activity may be performed for about 30 minutes per day, and may therefore take several days to complete. Besides providing a plurality of different tactile feelings, the hand-shaped touch training device also trains the sensitivity of the skin, joints and fingertips of the hands of the children, can present a unique artistic work after the activity is finished, and can give consideration to physical and mental feelings for the aged children.

Parents can actually create with children, and can demonstrate imagination and broad definition of "art" in addition to accompanying children.

5) Social activities

As mentioned above, teenagers still have obvious insufficient tactile expression and usually experience many physical and psychological frustrations and contradictions, so that they are actually lack of confidence in themselves. Therefore, social activities are absolutely necessary in the haptic compensation activities given at this age.

The social activities referred to herein are not intended to be performed by parents to deliberately arrange for a party or to register a child for a community, as such deliberately arranged or forced activities are initially very resistant to less-tactile adolescents.

For youngsters with insufficient touch, the best social activities to promote haptic development are from family activities.

Parents need to start to treasure the time of having a meal together every day, the light joyful atmosphere of having a meal is managed with ease, everybody chats about the interest (keeping in mind not to force children to speak) that takes place at work, school or society, the time of having a meal is prolonged with will again, let children help to hold fruit or tea after meal to the sitting room, everybody eats while continuing the light mood when having a meal, do the leisure amusement of having a simple family together, for example: play small games such as counting, guessing riddles, saying jokes, stories connecting dragon, playing chess, etc. The children with insufficient touch sense can observe and feel easily during the dining time, and the process is slowly transited to active participation and habit interaction with people.

When the child slowly opens the body and also slowly opens the soul, the parents invite the child to go out and slowly engage in some simple social activities. For example: resource reclamation activities … … inviting children to buy food from a vegetable store, to run or fast walk in a park, and to participate in a public welfare group

And waiting for the children to be used to activities in stranger people, and then performing social activities mainly based on friend making interaction.

To help teenagers with obviously insufficient touch sense to build confidence and restore enthusiasm and vitality of young lives, long-time guiding and accompanying are needed, because children in the age group are not caused by short-time insufficient touch sense behaviors, but the events extremely test the patience and love of parents, and the parents have lovely children? which can peep the fact from the patience performance of parents in the process of training the feeling integration of the children.

Sixth stage (adult stage) targeted tactile system training method for tactile system

The manifestation of insufficient touch in the adult stage is often a phenomenon that continues in the adolescent stage, and some behaviors evolve into other more complex psychology (ideas) or more serious defensive behaviors due to the complex living environment and the increase of negative information received. Furthermore, adults with insufficient touch are often automatically categorized as having the same information as the past, which has caused unpleasant experiences, for information about the surroundings, whether related or unrelated, by accumulating more unpleasant touch experiences.

The following is a training regimen for this age group:

1) rest sitting and resting

When a person sits still, our body relaxes and makes all the systems operate steadily and regularly, and the activation of all the cells is also improved. When we give the body enough conditions to rest, the body will start to initiate positive repair functions and adjust the various states of the internal tissues to optimal standards.

When our haptic system is not functioning properly, it often causes the body's sensory information to be delayed, missed or distorted, resulting in our behavioral response being too sluggish or sensitive. Therefore, we want to repair our sensory pathways by sitting still and let our tactile system go to normal.

Firstly, a quiet position is found for sitting or lying down, so that the spine keeps straight, the muscles of the body relax, and the brain bag is empty. Then, focus on the breathing of oneself, let oneself breathe slim and regular as much as possible. This focuses on breathing for at least 30 minutes.

It is normal that the head is involuntarily confused when sitting still. The thought can be immediately reset to zero each time the user is aware of the fact that the user wants to do things. If the brain bag suddenly thinks about something by oneself, but the thinking about the thing does not feel laboursome or vexation, but feels clear and understandably, the thinking does not need to be oppressed, and the thing can be thought out with concentration.

If the user is asleep in the process of sitting still, the user does not feel that the user is asleep. But the warm-keeping work is done in advance according to the change of seasons.

The habit of sitting quietly every day is kept, the conditions of body relaxation, emptying of the head bag and breathing regularity can be kept for longer and longer, and the body can repair the user for more and more time. Then, you will find: your mind and body are changing. The body is not easy to be tense slowly, and the heart and chest are gradually widened.

The sitting posture is not required to be fixed, and the user does not need to force to pan legs, so that the user can keep a relaxed and long-time stable posture. The sitting still does not require special places, and the user only needs to feel that the user can sit at a place with peace and peace.

2) Combined chest and abdominal breathing

The body stands, the feet are opened to be as wide as the shoulders, the two hands naturally hang down on the two sides of the body, the spine is straight, and the chest breathing is firstly carried out. Inhaling slowly, filling the chest with air, stopping breathing for three seconds (time adjusted to individual condition), and then slowly spitting out the air. This was repeated 4 times.

Abdominal breathing was performed in the same posture. Air is slowly sucked into the abdomen below the navel, when the lower abdomen is full of air, the breathing is stopped for 3 seconds (the time is adjusted according to the personal condition), and then the air is slowly spitted out. This was repeated 4 times.

Then, the same breathing of the chest and abdomen is performed in the same posture. Air is slowly sucked into the lower abdomen, and when the lower abdomen is filled with air, air is continuously sucked into the upper abdomen, and then the upper abdomen and the thoracic cavity are filled in sequence. Then the breathing was stopped for 3 seconds (time adjusted to individual condition), then air was slowly expelled from the chest, followed by the upper abdominal air and finally the lower abdominal air. This was repeated 4 times.

This activity not only massages the organs with the air pressure between breaths, but also focuses on the muscle sensation and control of the internal cavity during inspiration and expiration.

3) And the movement of the vertebral joint

First, a simple morning exercise is performed to warm and soften the major joints of the body.

The hands are lifted up and the palms are opened, beginning to bend each joint of the body from top to bottom. Including fingers, wrists, elbows, shoulders, cervical vertebrae, thoracic vertebrae, lumbar vertebrae, hip bones, knees, ankles, and toes. Then, from bottom to top, each joint is opened in the opposite direction. This was repeated 6 times.

Like the above-described posture, the hands are raised, the palms are opened, and then each joint of the body is moved in an S-shape from the left to the right and from the right to the left. This was repeated 6 times.

Lying on the floor with the back facing upward, slightly opening the legs in a bending way, stepping on the floor with feet, horizontally placing the two hands on the two sides of the body, supporting the abdomen (breathing the abdomen, keeping the thorax still and not fluctuating) when breathing in, starting from the caudal vertebra and then the lumbar vertebra and the thoracic vertebra when breathing out, and sequentially pressing down the whole vertebra to the floor with force to massage the vertebra. This was repeated 6 times.

In the same posture, when breathing in, the user raises the buttocks to the shoulders and supports the body by leaning on the shoulders and the neck; when the patient is in vomiting, the patient presses down from the shoulder to the coccyx to be attached to the floor. This was repeated 6 times.

4) Learning to different types of tactile deficiencies

People who are sensitive to touch feel please see more people who are slow to touch feel, you can find: people with slow touch feel are more likely to feel happy because they have simple thoughts, direct responses and large gallbladders.

People with slow touch please see more people with sensitive touch, you can find: a person who is touch sensitive is clever, flexible, and competent. Because they feel fine, thoughtful and often take into account the feelings of others.

The device can objectively learn from people with different sensory integration states, consciously adjust the nerve state of the user, and the sensory integration state can be changed due to the willpower under the condition of strong and concentrated consciousness for a long time.

The result of the sensory integration development is not absolutely good or wrong, it is the instinct of the body, and the body is the learning tool of our ancestors. The tool has good function, and is more labor-saving and convenient for people to study life or life; the body is not good enough, so that people can use the tool with great effort and do not need to use the tool with great effort in learning. If everyone can fortunately grow and develop in an environment full of love and respect, what is done with what ability and what is done with what ability, which is not an attempt.

5) Exercising, learning Taijiquan or yoga

In the adult stage, especially after the influence of sensory integration on all aspects of our mind and body is perceived, the idea adjustment is very important besides targeted training to change the sensory integration state for adults. Since sensory integration is in the stage of affecting the heart in 0-12 years old, and is in the stage of affecting the heart after 12 years old.

Before the age of 12 years, personal self-cognition is built, through sensory experience, people can know external evaluation and feelings of our individuals, and can also confirm the aspects of physical excellence, so that through the sensory experience, people can know what the people are, and people like? do not like?, thereby forming confidence or not.

After the 12 years old, through more learning, people can more clearly know the advantages and the defects of the people and can think and see more angles to the people, at the moment, through concept transformation, changed decision and executed perseverance, the people can use the heart strength to inhibit physiological reaction, and can realize physiological change for a long time so as to change the behavior of the people.

Therefore, after adults learn the activities of Taijiquan or yoga and the like, the mind can be calmed in regular and mild rest and movement, the sensing force is improved, and then the clear and objective thinking ability of the head bag is gradually improved. The device has clear and objective thinking ability, can clearly and objectively understand and treat the deficiency of the sensory system of the device, and can help the heart of the device to be separated from the interference and the constraint of the sensory system disorder of the body.

Preferably, the evaluation after the third-stage training is completed comprises a coarse action evaluation module and a fine action evaluation module, and the coarse action evaluation module comprises a plurality of coarse action requirement instructions and action characteristics, including but not limited to the following instructions:

(20) lifting the feet laterally, and aligning the heels and the toes; the action characteristics are as follows: uneven and non-straight hands; lowering head and looking at feet; the heel can not be combined with the tiptoe; the whole body strength; the spine is forced and bent; the distraction is easy; slow and easy tumbling;

(21) the feet are crossed to pedal and jump, and the hands lift the clapping palm to move forward; the action characteristics are as follows: the study is not available; the feet can be seen, the mechanization and the action are slow; the foot is operated, the hand is not operated, and the hand is operated and the foot is not operated; the palm can not be shot; the steps are disordered; uncoordinated hands and feet;

(22) the tactile ball is made into an airplane type and shaken forwards and backwards by 10 times; the action characteristics are as follows: refusing to get on the ball due to touch; rejection of the ball due to vestibular sensation; the spine is weak, straight and upward; the head can not be lifted up; the hand is dare not to leave the spherical surface; hands and feet are not straight or flat; spinal distortion; turning the head to look aside;

(23) standing the left foot and the right foot alternately by one foot, horizontally lifting the two hands, and laterally bending the body; the action characteristics are as follows: the single foot cannot stand stably; lifting by two hands to be uneven; the head is bent, and the body cannot be bent; easy wrestling; excessive force is applied to one raised foot;

(24) walking a balance beam in the combined stage of the universe, and then climbing from a high order to a low order; the action characteristics are as follows: the disease is quick; extreme caution, slowness and fear; the falling is easy; stepping on the feet of the user; side walking and straight walking are impossible; bending over and half walking and half climbing; lowering the head during climbing;

(25) go through a right circular 1/4 circle; climbing over; flat ground crossing the gap between the rods and the walking space; try to walk the pole but easily wrestle; throwing the plant continuously;

(26) go through the reversed 1/4 circle; the action characteristics are as follows: dare not to go up; climbing over; after going, the user falls for several times; a foot stepping rod and a foot stepping on the flat ground;

(27) climb through a right circular 1/2; the patient dare not to go up in two steps; the user can step on the rod only by looking at the foot; hands and feet can not advance in a staggered way; the user can not move and bounce when reaching the high place, and hands and feet are in no way; the hands and feet are weak to fall down at high altitude; the feet can not be changed to be in front of the hands at a high position;

(28) climbing over the roller before changing over; the action characteristics are as follows: dare not to go in; the head hits the edge of the roller during waiting or the body often leans or touches the edge of the roller during climbing; when climbing, the feet are dragged by hands, and the two feet cannot alternately advance; does not dare in the roller due to shaking; the body follows the rolling in the roller due to the shaking; the roller becomes creeping out due to shaking; when climbing in and out, the head is lowered;

(29) climbing hands and feet on a high platform; the action characteristics are as follows: the waist is not stiff; the head can not be lifted up; the ground cannot be supported by one hand, and the obstacle is overcome by one hand; the ground can not be supported by a single foot, and one foot can cross the obstacle; the head cannot cross the obstacle forwards, and the obstacle can be changed into a side body obstacle crossing; the body cannot be moved when the hands and feet climb the posture;

(30) an upper (lower) ladder stand; the action characteristics are as follows: the user can step on the rod only by looking at the foot; the ladder can not be climbed up and down one by one foot and one rod; the hand can not move up and down properly along with the foot; when the platform is at the top end, hands and feet cannot be matched to climb the platform; when climbing a ladder, the back is forward, but the ladder cannot be smoothly descended; when climbing a ladder downwards, the surface faces forwards, but when two or three steps are left, the ladder is excited to jump down;

(31) walking through a swaying balance beam; the action characteristics are as follows: the patient dares not to go up to run away when seeing the shaking; feel like shaking and want to get off; the footsteps cannot be moved on the swaying balance beam; exciting and shaking on the shaking balance beam; fear, slow, but can walk away and get down by oneself;

(32) upper (lower) three-layer ladder: the action characteristics are as follows: climbing with hands in the upper stage; the step can not be stepped one by one when going up and down; when going up and down stairs, the user needs to look at feet in each step;

(33) obstacle-detouring fast running; the action characteristics are as follows: turning and running can wrest; touching or knocking over the obstacle; cannot run around the S-shaped track, and only can walk quickly or slowly;

(34) jumping to the slope with two feet; the action characteristics are as follows: the two feet can not be closed; the feet cannot jump up and the step is too small; the feet cannot jump;

(35) jumping down a slope with a single foot; the action characteristics are as follows: single foot jumping cannot be realized; wrestling at the side of jumping; jumping and stopping;

(36) rotating the trampoline to clap the palm for jumping; the action characteristics are as follows: fear of jumping on the trampoline; the center of gravity is unstable during jumping, and people often wrestle or hold the toy; the rotation jump is avoided; when feet jump, hands cannot be clapped synchronously; the two hands can not be shot; the positions of the two hands are gradually lowered and cannot be maintained on the head; curvature of the spine during jumping; when jumping, the head is lowered or the eyes do not see the front;

(37) climbing the high place by self and jumping down; the action characteristics are as follows: hands and feet can coordinate but arms and legs are weak; the hands and feet cannot be coordinated; hands and feet can be coordinated but fingers cannot grasp; when the user goes to a high place, the user cannot smoothly change the squatting position; hesitation at a high place and fear of jumping down; exciting at a high place and quickly jumping down; wrestling when jumping down; deliberately wrestling when jumping down;

(38) performing comprehensive performance; the action characteristics are as follows: the sequence of each link cannot be remembered; actions of each link cannot be remembered; the position of the next link cannot be found; the fear of retraction during approach is overcome; when entering the field, the land is excited to call and run; the process is always wrestled; the whole process is labored but can persist to the end.

The evaluation after the fourth-stage training is finished comprises a coarse action and a fine action, wherein the coarse action comprises: action requires instruction one, both hands side to lift, and straight line is walked to both feet heel and tiptoe, action characteristic: (1) the operation is done by people, but the operation is finished at an urgent speed; (2) lowering head and looking at feet; (3) the heel can not be combined with the tiptoe; (4) the whole body strength; (5) the spine is forced and bent; (6) the distraction is easy; (7) slow and easy to tumble; the action requirement instructs two feet to jump alternately, the two hands lift the clapping palm highly and move forward, the action characteristic is: (1) can be slowly and decomposedly realized; (2) the feet can be seen, the mechanization and the slow action are realized; (3) foot-operated, hand-operated, foot-operated; (4) the palm can not be shot; (5) the feet are disordered, and the feet often jump back and forth at the same time; (6) uncoordinated hands and feet; action requirement instruction three, make the aircraft formula on the sense of touch ball, shake 10 down from beginning to end, the action characteristic: (1) the ball can be barely touched, but shouting pain and hopefully coming down quickly; (2) standard postures can be barely made, but the user shouts soon; (3) the spine is weak, straight and upward; (4) the head can not be lifted up; (5) the hand is dare not to leave the spherical surface; (6) hands and feet are not straight or flat; (7) spinal distortion; (8) turning the head to look aside; action requires that the instruction four, bare-handed climbing into the pulley of erectting, bare-handed climbing out the pulley again, action characteristic: (1) the people can climb in or out without force and continuously fall to the ground or are clamped in the air; (2) the hands and the feet are uncoordinated and stop in the air, so that the measures are taken; (3) the people like to hide in the barrel and do not want to come out; action requirement instruction five, 1/4 garden constitution big garden, by the assistor steady, the testee climbs to the health in the garden and suspends in midair in the highest place, and under the action of the unsettled action of marking time of both feet 10, the action characteristic: (1) dare not to climb too high; (2) the body can not be turned over at the turning position so as to lead the back to the front; (3) after the turning, the hands and the feet cannot move forward simultaneously; (3) when the turning part can turn and face forwards, the rod at the height is directly grabbed in three steps and two steps; (4) which position is highest cannot be observed when the person goes high; (5) when the device is suspended, the feet cannot step actively and can be reminded to do so; (6) falling off as soon as it is suspended; action requires instruction six, 1/4 garden constitution big garden, is held up steady by the assistor, and the testee climbs outside the garden around the garden a week, action characteristic: (1) dare not to climb continuously when the person arrives at a high place; (2) when the user goes to a high place, the positions of hands and feet cannot be exchanged, so that when the user goes downhill, the feet are in front and the hands are behind; (3) when the slope starts to descend, the body can be turned back to front; (4) climbing and stopping to watch the scene below; (5) the hands and feet are not listening to commands because of the tension and trembling when the people are at high altitude; action requirement instruction seven, touch and cross the sunshine tunnel with minimum body part, both feet are crossed the obstacle and are skipped 10cm obstacle, crosses preceding 60cm department again, and the pole that 60cm is high turns over again and falls back and move away, crosses the obstacle that 60cm department 10cm is high, and whole process need not touch any utensil, action characteristic as far as possible: (1) the head is jacked to the top of the tunnel; (2) care is taken to deliberately avoid touching the tunnel and to put the body too low, making crawling laborious; (3) the tunnel entering head touches the edge of the tunnel portal; (4) quickly climbing through the tunnel; (5) the tunnel is squeezed into a large shake without the regulation of standard actions; (6) long hesitation to skip the obstacle with both feet; (7) the two feet can not be closed to jump over the obstacle; (8) past use of jumping without darting jumping; (9) trip or wrestling in time; (10) touching obstacle on the elbow; (11) the user does not remember to turn over and back away; (12) continuously turning left and right to see the barrier; (13) the robot can move backwards without colliding with obstacles and cross over the obstacles only by rotating the head twice; action requires the instruction eight, rocks and keep off the ball on the balance beam, pushes away to clap and leaves the body, action characteristic: (1) when the user walks backwards, the user touches obstacles or stumbles; (2) the process of the backward walking is tense and stops for more than thirty seconds; (3) the balance bar is completely dare not to put any hand to bat; (4) the approach of the ball cannot be noticed without looking at the foot on the balance beam at all; (5) the balance beam can turn head to see the ball and can be lowered to hide the ball, but the hands can not be released; (6) the body falls down upon bending over the balance beam; (7) when the racket is shot, the racket loses the gravity center or is stepped to be empty and falls down; (8) when the ball comes, the user forgets to hold the ball and loosens the hands at the same time, so that the ball falls down or is frightened. The fine action assessment comprises an action requirement instruction: 1. please fill the bowl with water with the kettle; 2. please scoop the water in the bowl into the bottle with a spoon, so that the water in the bottle is as high as the building blocks; 3. pouring the water in the bottle into the spoon and scooping the water back into the bowl; 4. please pour all water into the bottle by using the water kettle, and then pour the water in the bottle into the kettle from the kettle mouth; 5. please use a spoon to make a few drops of water, and the drops are uniformly distributed on the paper; 6. please tear the wet paper with hands; evaluation tool: kettle, bowl, steel spoon, narrow-mouth bottle, 3cm high building blocks, blank A4 paper about, the observation ability content: 1. pouring water at an excessive speed 2, filling the water out 2, holding the spoon unstably 3, rapidly measuring whether the water in the bottle and building blocks are at the same height 4, stably controlling the water amount poured out 5, stabilizing the left hand and the right hand 6 when the item 4 is carried out, and controlling the water pouring amount 7 of the spoon 7, and when tearing off wet paper, not accurately tearing off the dry paper;

the evaluation after the training of the fifth stage comprises coarse actions and fine actions, wherein the coarse actions comprise: action requires instruction one, both hands side to lift, and straight line is walked to both feet heel and tiptoe, action characteristic: (1) the heel can not touch the tiptoe every step; (2) too slow or too fast, and the body center of gravity swings erratically; (3) the whole body strength; (4) are susceptible to interference; the action requirement instructs two feet to jump alternately, the two hands lift the clapping palm highly and move forward, the action characteristic is: (1) when twenty steps are continuously skipped, the handle is not consciously lowered in the process; (2) the upper half body is stiff and straight; (3) uncoordinated hands and feet; (4) the eyes or the head can not rotate randomly, and the surrounding environment is observed; (5) faster or slower stepping, no stable pace can be maintained; action requirement instruction three, make the aircraft formula on the sense of touch ball, shake 10 down from beginning to end, the action characteristic: (1) the eyes can not rotate randomly, and the surrounding environment is observed; (2) when the body falls down, the body still frightens (the body cannot be calculated by the assistant with insufficient posture or strength); (3) the standard posture is less than ten times; (4) the head, the arms, the back or the feet still have a part or more than a part which can not be continuously lifted by straightening for ten times; action requires the instruction four, rotates 20 in situ, pushes away simultaneously and claps the sand bag of rocking and being close to, action characteristic: (1) too fast to cause early dizziness; (2) too slow to look like a spinning motion; (3) the rotation in situ can not be realized, and the rotation is always disoriented at four positions, namely front, back, left and right; (4) when the eyeball rotates, the eyeball inclines to one side without dead; (5) the sand bag can not be noticed to approach or not approach when rotating; (6) when the sand bag is rotated, the whole person loses weight as soon as the sand bag is shot by stretching the hands; (7) when the sand bag is rotated, the sand bag can not be shot by stretching hands; (8) no dizzy after rotating; (9) abnormal phenomena of eyes occur after the rotation; the action requires a fifth instruction, passes through six complex staggered rubber band ropes, does not touch the rubber band ropes as much as possible, and has the action characteristics that: (1) the rubber band rope can be touched slightly; (2) only the rubber band rope in front of eyes can be considered, but the rubber band rope behind the body cannot be considered; (3) the passage time is more than three minutes; (4) giving up random break-through according to the instruction requirement at the beginning; (5) suddenly and prematurely relaxing through final closure; (6) the exciting and joyful composition passes through the rope continuously; (7) the climbing posture is only needed, and the climbing posture cannot be changed into striding or jumping; the action requirement instruction seven is 2 meters away from the assessment teacher, the ball which can be reached by the extension hand is shot and connected around the assessment teacher, and the action characteristic (1) cannot be kept at the same distance from the assessment teacher to run around the ball; (2) the hands cannot naturally swing; (3) the feet can not be lifted to run slowly, but can be mopped to run; (4) the body is excessively inclined towards the inner side of the circle during running; (5) cannot extend hands in time to take a long ball with one arm; (6) when the ball comes, the racket can be hidden and cannot be pushed away by hands; (7) a curve set may be more than one because of a racket ball; (8) stopping the step when the user shoots or receives the ball; the action requires eight commands, continuously crosses six 40cm high obstacles, and simultaneously does not touch the small ball rolling at a slow speed, and the action characteristics are as follows: (1) touching an obstacle more than once; (2) wrestling due to hiding the ball; (3) the ball is touched more than twice; (4) hesitation in place for more than five seconds; (5) the two balance plates are respectively thrown more than once; (6) a long ball which cannot touch one arm around the balance plate; (7) the ball which is already on the body is missed; (8) compared with the ball from the left side and the right side, the ball can catch the ball from the front side of the body; (9) when the ball is connected with the front ball, the body is relatively stable; (10) can only concentrate on maintaining balance and cannot take care of catching the ball; the fine action assessment comprises an action requirement instruction: 1. please divide the biscuit into four pieces uniformly; 2. kneading the four-piece biscuit into biscuit crumbs with four different thicknesses; 3. uniformly scattering the four discs of biscuit crumbs on paper, forming four concentric circles with the finest inner ring particles and the coarsest outer ring particles by the crumbs, and adopting an evaluation tool: dark crisp biscuits of about 10cm in diameter, four small dishes, a4 plain paper, a small spoon, the content of the observation ability: 1. breaking the biscuits into more than 6 pieces 2, wherein the thicknesses of the biscuits kneaded by the same piece are obviously different 3. a tool 4 cannot be used, the scraps cannot be pushed to form a circular ring 5. the scraps are obviously removed from a table top (not on paper) but cannot be collected or recycled 6. the four circles are obviously twisted but do not try to improve or have no effect after being improved;

the assessment after the training of the sixth stage comprises coarse actions and fine actions, wherein the coarse actions comprise: action requires instruction one, on rocking the balance beam, both hands are lifted flatly to the side, and straight line is walked to both feet heel and tiptoe, and the previous is walked, falls back away again, action characteristic: (1) the patient dares not to be taken away when the patient is put on the hand; (2) the heels and the toes of the foot can not be positioned in one step, and the foot can only be moved for a plurality of times; (3) the body shakes left and right, and the center of gravity can be recovered only by leaning on the railing; (4) when the gravity center is lost, the handrail cannot be held in time, so that the handrail falls down; action requires instruction two, right foot to step on the left foot outside, and the back perk of left foot simultaneously, and both hands are used downwards, and left foot is stepped on again ground, and both hands forearm is kicked back to the normal position, and both hands get rid of downwards simultaneously, and left foot is kicked out right again, and both hands forearm is kicked back to the last left foot, and both hands get back to the normal position downwards, so four repeated octapies, the motion characteristic: (1) three minutes are not yet learned; (2) hands and feet can not move simultaneously; (3) hands and feet can move at the same time, but the beats are not consistent; (4) the operation is mechanized, and the actions are coherent and unsmooth; (5) the whole action can be smoothly done, but the racket can not be caught; (6) when doing, two feet can collide or tread; (7) when doing, the user always lowers the head and looks at the feet; (8) when doing, the upper body is stiff and straight, and the neck cannot rotate; action requirement instruction three, make the aircraft formula on the sense of touch ball, shake 10 down from beginning to end, take the ball shooting simultaneously, throw 10 balls altogether, the action characteristic: (1) the feet can not be folded, straightened and raised; (2) lateral curvature of the spine; (3) cannot be supported to ten times by a standard posture; (4) the shooting is not focused when the basketball is close to the basket, but is also focused when the basketball is far away from the basket; (5) shooting a basket; (6) less than three balls enter the basket; (7) the left hand and the right hand can shoot the basket alternately, and one hand cannot be fixed for ten times; action requires that the instruction four, both hands paste the thigh outside, and the health from top to bottom, from bottom to top again, do about the side S shape wrench movement, do the front and back side S shape wrench movement again, need can move as far as possible to every joint, action characteristic: (1) only can move to the neck, the waist and the knees, the movement is mechanized, and each joint can move very quickly; (2) only can be twisted forwards and backwards or leftwards and rightwards, and can not be done very well in two directions; (3) the movement can be smooth, but the movement amplitude is very small due to photophobia, and the expression is twisted; (4) when the body is twisted, the body can not swing in an S shape and can only bend in one direction; (5) the joint of a certain block can be obviously missed; the action requirement orders five, jump after half squat in situ, the hands continuously clap the palm for two times, fall to the ground after rotating in the air, recover the original jump position and posture, rotate for three circles respectively from left to right, and have the action characteristics: (1) can jump up but cannot rotate at the same time; (2) the device can jump up to rotate, but cannot rotate once to return to the original point; (3) the racket can jump and rotate for a circle, but cannot lift the palm at the same time; (4) the utility model can jump up and rotate for a circle, but can only clap for one time; (5) can only jump up, rotate a little bit and lift the palm once; (6) the jumping and rotating land can wrest or show dizziness; action requires instruction six, 2 meters from the ball frame, then runs around the ball frame to run and meet the ball and shoot a basketball while, meet a ball totally, shoot five basketball, action characteristics: (1) cannot always keep approximately the same distance with the ball frame; (2) when the running and the ball receiving are carried out, more than two balls are missed; (3) when shooting while running, one is not shot; (4) always when shooting, the basketball hoop is not consciously closer to or farther away from the basketball hoop; the action request instructs seven, dodge or pick up the ball thrown after the cry out from all directions, the action characteristics: (1) the head can be held in place for self protection, and the continuous foot step can not be flicked; (2) the arms are swung disorderly, the feet are kicked disorderly, and the patient does not calm at all, aims and moves again; (3) covering the face, lowering the head and escaping; (4) the ball is avoided or beaten, but the hit rate is low, and the ball is beaten to be a big clan; (5) can only hide in the house, and can not connect or move the racket; (6) the user only can watch and hide the ball in a fixed direction, and cannot rotate 360 degrees to pay attention to comprehensive dynamics; (7) during dodging, the expression of concentrating and angry on the ball appears; the fine action assessment comprises an action requirement instruction: 1. the position of each number can be correctly trampled without seeing the position for three minutes; 2. the number 0 represents that the user cannot step on any number, and other numbers appear to represent that the user must step on the grid with the same number on the ground; 3. when the shaking bell is heard, a spoon is used for tapping the iron pan, and when the porcelain bowl is knocked and the string bell is heard, the spoon is used for tapping the porcelain bowl and knocking the iron pan; 4. the left bowl is knocked when the left musical instrument rings, and the right bowl is knocked when the right musical instrument rings; 5. please start (three minutes); evaluation tool: 0-5 of digital card, 5 square grids of 25X10cm that the ground painted has digit 1-5 arranged according to the order, 2 of string bell, 2 of rocking bell, 2 of iron pan, 2 of porcelain bowl, 2 of assistant member, the content of observation ability: 1. the user can not step on the correct number 2 without seeing the user, can move in the correct direction according to the number, but can not step on the grid 3, after seeing each number, the user can stop for more than two seconds to move 4, the user can listen to the music instrument without reacting 5, after hearing the music instrument, the user can only tap the pot and bowl with concentration and can not continue to do the foot action 6, when hearing the music instrument, the user can move the whole body disorderly 7, after six times of practice, the user also needs to see the pot and bowl with eyes when tapping the pot and bowl.

The training method comprises training equipment, a sensory system training rotary instrument and a sensory system training roller press.

Preferably, still including feeling the training gyroscope, comprising a base plate, the upper end of bottom plate is equipped with the standing groove, bottom in the standing groove is equipped with the bearing, it is connected with the axle sleeve to rotate on the bearing, run through on the axle sleeve and be equipped with the loading board, be equipped with the opening on the loading board, and the axle sleeve welding is at the opening part, be fixed with the dead lever on the axle sleeve, the upper end a week of loading board is equidistant to be fixed with six arc railing, and the upper end of six arc railings all fixes on the upper end lateral wall of dead lever, be fixed with the bracing piece on the arc railing, and the one end of six bracing pieces is all fixed on a week lateral.

Preferably, the sensory integration training roller press comprises two base plates and is characterized in that the upper ends of the two base plates are jointly fixed with a support frame, the lower ends of the two base plates are respectively provided with two limiting grooves, opposite side walls in the limiting grooves are respectively provided with a second sliding groove, a second sliding block is installed in the second sliding groove, a first fixed block is fixed between the two second sliding blocks, the lower end of the first fixed block is fixed with a second fixed block, the lower end of the second fixed block is provided with a groove, opposite side walls in the groove are rotatably connected with a rotating shaft, a traveling wheel is fixed on the rotating shaft, one end side wall of each limiting groove is equidistantly provided with a plurality of first jacks, the first fixed block is provided with second jacks corresponding to the first jacks, one first jack is internally provided with an inserted bar in a penetrating manner, one end of the inserted bar penetrates through one first jack and extends into the second jack, the supporting frame is characterized in that opposite side walls in the supporting frame are respectively provided with a first sliding chute, a first sliding block is installed in each first sliding chute, an oil pressure rod is fixed at the top in each first sliding chute, the tail end of a piston rod of each oil pressure rod is fixed at the upper end of each first sliding block, one end of each first sliding block is rotatably connected with a wheel shaft, and a roller wheel is fixed between the two wheel shafts; a first fixing piece is fixed on the side wall of one end of the support frame; the roller is coated with a rubber layer.

The invention has the following beneficial effects:

1. the nervous tension state of the touch sensitivity is relieved, and the sensory acuity of the touch insensitivity is improved;

2. the connection of a surface layer touch channel is increased, and the phenomena of surface layer touch sensitivity and touch slowness are eliminated;

3. the connection of a deep tactile pathway is increased, and the limb movement capacity, the emotion sensing and controlling capacity and the inner cavity sensing and controlling capacity are improved;

4. the targeted training method is used for improving the internal and external perception and control capability of the body, improving the state of the body and mind balance of the body, indirectly helping the family members understand and contain each other and promoting the family atmosphere to be harmonious and peaceful.

Drawings

FIG. 1 is a block diagram of a sensory integration evaluation system; FIG. 2 is a schematic view of the training apparatus as a whole; FIG. 3 is a schematic view of a bridge cut-off; FIG. 4 is a schematic view of a crotch; FIG. 5 is a schematic of a macrocycle; FIG. 6 is a schematic diagram of pupa track; FIG. 7 is a schematic view of a semi-circle; FIG. 8 is a schematic view of a steel pipe; FIG. 9 is a schematic view of a bellows; FIG. 10 is a schematic view of the snake; FIG. 11 is a schematic view of crawling a net; FIG. 12 is a schematic view of a jungle; FIG. 13 is a schematic view of a suspension link bridge; FIG. 14 is a schematic view of an M ladder; FIG. 15 is a schematic view of a dual swing bridge; FIG. 16 is a schematic view of a high and low swing bridge; FIG. 17 is a schematic illustration of a hoist rope; FIG. 18 is a schematic view of a tumbler; FIG. 19 is a schematic view of the swing;

FIG. 20 is a schematic view of a dual slab bridge; FIG. 21 is a schematic view of a monolithic bridge; FIG. 22 is a schematic view of a suspension link bridge; FIG. 23 is a schematic view of a double suspension loop bridge; FIG. 24 is a schematic view of a high and low suspension link bridge; FIG. 25 is a schematic view of a high-low double-link bridge; FIG. 26 is a schematic view of a slinger; FIG. 27 is a schematic view of a rope bridge; FIG. 28 is a schematic view of a cable bridge; FIG. 29 is a schematic view of a pull cord bridge; FIG. 30 is a schematic view of a rope loop overpass; FIG. 31 is a schematic view of a Mount Taishan bridge; FIG. 32 is a schematic view of a dual eye bridge with a pull cord; FIG. 33 is a schematic view of a double rope loop overpass; FIG. 34 is a schematic view of a macrocycle; FIG. 35 is a schematic representation of caterpillar skips; FIG. 36 is a schematic view of a first flower bridge; FIG. 37 is a second flower bridge schematic view; fig. 38 is a schematic side line bridge.

Reference numerals: 1. a frame; 2. a hand-pulling part; 3. a foot-operated part; 4. a fixed part; 5. protecting the fence; 6. a first layer module; 7. and a second layer module.

Detailed Description

The technical solutions in the embodiments of the present invention will be clearly and completely described below with reference to the drawings in the embodiments of the present invention, and it is obvious that the described embodiments are only a part of the embodiments of the present invention, and not all of the embodiments.

Example 1

When a sheep is seen for the first time, the sheep is very shy, the sheep cannot get down to the ground when entering the center, the sheep must be held by the mother and does not change shoes, when meeting, the sheep asks the sheep to call with the sheep at a position 3 meters away from the sheep, the sheep is tense and stiff in limbs, the sheep does not help and cry when seeing the situation, the sheep does not get close to the sheep, and the mother massages the sheep. The later evaluation is the most difficult, crying is performed all the time after entering the center, the evaluation is broken when the evaluation path is started to walk, crying cannot be performed, the mom assistance is completed all the time, the evaluation is completed after the whole crying is completed for 4 hours, the child begins to adapt to a new environment slowly after the evaluation is completed, and the surrounding people say that the spleen qi of the child is not good, so that the problem exists.

In fact, sheep and sheep belong to extremely sensitive children, touch stimulation of the sheep and sheep is seriously insufficient, and the sheep and sheep are protected too much by family members, so that the sheep and sheep have high alertness to the outside, and the sheep and sheep are difficult to adapt to and blend into a new environment due to the high alertness. Every stimulus of a new person, thing or thing is new to the person, strong, and violent reaction which cannot be dispersed for a long time. Meanwhile, due to the fact that protection is excessive, energy is insufficient, limb development is insufficient, and body strategies of children are insufficient. Lack of experience, body strategy is not enough, and finally, the problem solving experience of children is not available, the problem can not be solved, the development of the frustrating ability is influenced, the children slowly do not have confidence, and the children slowly begin to suspect the children and do not want to face the problems encountered in life, choose pleasure and avoid pain. Because the user can not solve the problem, the user can only rely on family members, and finally can not leave the family members and can not open the user.

After the evaluation, the mom realizes the problems of the mom, starts to train the sheep, and adopts a first-stage (before 1 year) tactile system targeted sensory system training method according to the age of 2 years and half of the sheep, wherein the method comprises the following steps:

1) the sheep and sheep are massaged and touched for at least 15 minutes every day;

2) the safe and bitten toys or chewing gum is provided to be bitten by the sheep, and the hands of parents and sheep can be washed clean and put in the mouth or hands of the children for treatment; this action can be done daily until the child is 6 months old;

3) the sheep is enabled to lie on the arms of the sheep and lightly rock the child 20 forwards and backwards, the rock breadth is large, and the strength is small;

4) the right hand supports the buttocks of the sheep, the left hand embraces the chest of the sheep with the face facing outwards, and the sheep is slowly rotated by 5 circles, the left hand and the right hand, with the back of the parents;

5) and as the 3 rd action, carrying the lamb to run forwards and dive for 3 meters for 2 times;

6) if the sheep hold the sheep, the sheep squat for 40cm and then stand up, and repeating the operation for 10 times;

7) holding the oxter of the sheep by parents, facing the oxter of the sheep to the sheep, slightly lifting the sheep, slightly lowering the sheep to be incapable of being thrown, and repeating the steps for 10 times;

8) the sheep and the sheep are faced outwards and back to parents, two hands hold two sides of the body of the sheep and the sheep from the armpits of the sheep and swing left and right to form a large arc line, the action is slow, the strength is small, and the left and right swing is carried out for 10 times;

9) the parents lie on the back and bend knees, hold the sheep armpits with two hands, lead the sheep to lie on the long shanks of the family, face the parents and lightly rock the sheep back and forth 20;

10) the sheep is laid on the bed, the parents hold the sheep with the forefingers of the two hands, the thumbs hold the two hands of the sheep, the upper half of the sheep is pulled up to about 60 degrees, and then the sheep is slightly laid down for 6 times;

11) the sheep lies on the bed, the forefinger of the parents holds the ankle of the sheep, the thumb presses the arch of the sheep, and the sheep is assisted to repeatedly do the actions of straightening legs and bending knees for 10 times;

12) if the 9 th action is taken, the sheep is helped to do the action of alternately stepping on the bicycle by two legs for 20 times;

13) lying the sheep on the bed with the face upward, slightly rightwards leaning the sheep, pulling the left hand of the sheep to be close to the wrist of the right hand, slightly pushing the left leg of the sheep to the right leg, turning over, and doing the turning over for 6 times in the opposite direction and 1 time in the left-right direction;

14) the sheep is stooped on the bed, a toy capable of making a sound is held to lead the sheep to raise the head, lift the upper half body, do visual and auditory tracking exercises, and the sheep is raised at least 6 times or continuously raised for more than 10 seconds;

15) the sheep is stooped on the bed, the sheep is helped to support the upper half body of the sheep by using two arms, the sheep is held by the toy to raise the head and turn the head, visual and auditory tracking exercises are performed, and the sheep is supported for at least 10 seconds or for at least 6 times;

16) the parents sit on a chair or a bed, so that the sheep sits on the legs of the parents, the parents lightly hold the two arms of the sheep, and the bodies of the sheep are rocked up and down, left and right and back and forth by shaking the legs, so that the parents can sing several songs while regularly shaking the sheep, and sing 3 songs or 3 sons for 1 time;

17) the sheep and sheep throw-free toy is provided, for example, the plastic building block is used for placing the toy in a shallow large box, so that the sheep and sheep sit, the toy is taken up by self and thrown, parents do not need to correct gestures or strength of the sheep and throw the toy, the throwing direction and position are not required, the actions of taking up, loosening hands (naturally dropping the toy) and throwing the toy forward are demonstrated, and the toys are thrown and played for more than 5 minutes at least 1 time;

18) the four limbs of the sheep are adjusted to the standard preparatory movement of climbing at the knees, feet are placed on two sides of the body of the sheep, the waist and the abdomen of the sheep are held by two hands, and the body of the sheep is helped to swing lightly all around; the method is characterized in that the name of the sheep is called by lowering the head, the sheep is guided to raise the head to find a source of sound, and when the sheep raises the head, the sheep must be pleasantly looked at with eyes, 1 time of practice is carried out for at least 3 minutes;

19) the sheep that can climb, the head of a family climbs on the ground with the sheep every day together, draws number sheep limit to climb the limit and look for the toy, indicates sheep toy with pleasant expression and sound and locates, or the head of a family holds the toy and reverses in the front of the sheep and climbs, attracts the sheep to climb the toy of taking forward. 1 time for at least 15 minutes, and at least 2 times a day;

20) for sheep which have crawled for more than 5 months, parents can occasionally put toys on a sofa or a safe and stable table to guide the sheep to climb to the sofa or beside the table, so that the sheep can stand up along furniture, then the sheep are guided to squat from the standing position, and then the sheep can return to crawling activities;

21) the sheep and the sheep crawling for more than 5 months on the opponent are enabled to sit opposite to each other, the two legs of the parent are opened, the sheep and the sheep are enabled to sit on the ground or the bed between the two legs of the parent and mutually pull with the two hands of the sheep and help the sheep to bend knees by sitting, then the sheep and the sheep stand up again, then the sheep and the sheep are put down lightly, the sitting posture is recovered, and the sheep are trained to be thin, stand up and stand up for 6 times.

The training method comprises the step of using training equipment, a sensory system training rotary instrument and a sensory system training rolling machine to perform matching training, so that the training effect is improved.

After 3 months of training, the sheep become willing to go out from the sheep which cannot be out of home; the children are very nervous when approaching to the children, and are willing to be blended into the children; originally afraid of doing sports, the sheep can receive challenges now and train, see that sheep are advancing day by day, i really are very happy and consortium is very happy.

To summarize: therefore, the targeted tactile system training method of the tactile system can specifically provide a training method aiming at the actual situation of sheep and sheep, and the tactile system of sheep and sheep is improved.

The sequence of the above embodiments is only for convenience of description and does not represent the advantages and disadvantages of the embodiments.

Finally, it should be noted that: the above examples are only intended to illustrate the technical solution of the present invention, but not to limit it; although the present invention has been described in detail with reference to the foregoing embodiments, it will be understood by those of ordinary skill in the art that: the technical solutions described in the foregoing embodiments may still be modified, or some technical features may be equivalently replaced; and such modifications or substitutions do not depart from the spirit and scope of the corresponding technical solutions of the embodiments of the present invention.

Claims

1. A targeted sensory system training system of a touch system is characterized by comprising training equipment and a training and evaluation method, wherein the training equipment comprises a plurality of groups of frames in a long square frame shape, a hand-pulling part is arranged on the upper side of each frame, a foot-stepping part is arranged on the lower side of each frame, fixing parts are arranged on two sides of each frame, and a protective guard and a protective net are arranged on the outer side of the training equipment;

the training and evaluation method comprises the following steps: a first stage (1 year old) haptic system targeted sensory system training method, a second stage (1-3 years old) haptic system targeted sensory system training method, a third stage (4-6 years old) haptic system targeted sensory system training method, a fourth stage (7-12 years old) haptic system targeted sensory system training method, a fifth stage (13-18 years old) haptic system targeted sensory system training method, and a sixth stage (adult stage) haptic system targeted sensory system training method;

all training methods include using training equipment, sensory system training spinners and sensory system training roller presses;

all training methods are designed according to the evaluation results, the contents of all training methods are only for illustration and are not limited to the contents, and the training is mainly carried out according to the evaluation results and by combining training equipment, a sensory system training rotary instrument and a sensory system training roller press;

all the training methods and the training apparatuses are designed according to the evaluation results, and the contents of all the training methods are only exemplified, and the training apparatuses can be freely combined according to the training and evaluation methods, but are not limited to these contents.

2. A haptic system targeted sensory system training system according to claim 1, wherein the first phase (referred to as pre-1 year old) haptic system targeted sensory system training method is as follows:

1) massaging and touching the whole body for at least 15 minutes every day;

3. A haptic system targeted sensory system training system according to claim 1, wherein the second phase (denoted 1-3 years old) haptic system targeted sensory system training method is as follows:

3) bathing activity

4) massage activity after getting up

5) usual embrace movement

6) weight training

7) the trolley is movable

4. A haptic system targeted sensory system training system according to claim 1, wherein the third stage (denoted 4-6 years old) haptic system targeted sensory system training method is as follows:

1) massage and touch movement

2) Deep sense of touch compensation activity

3) Ground movement

4) Hand tactile stimulation activity

5. A haptic system targeted sensory system training system according to claim 1, wherein the fourth phase (7-12 years old) haptic system targeted sensory system training method is as follows:

1) to make children understand the true phase

2) Massage and squeezing movement

3) Ground movement

4) Hand movement

5) activities on the item

6. A haptic system targeted sensory system training system according to claim 1, wherein the fifth phase (13-18 years old) haptic system targeted sensory system training method is as follows:

1) deep description, deep understanding

2) Massage and squeezing movement

3) Ground movement

4) Tactile movement of hands

5) Social activities

7. A haptic system targeted sensory system training system according to claim 1, wherein the sixth phase (referred to as adult phase) haptic system targeted sensory system training method is as follows:

1) rest sitting and resting

2) Combined chest and abdominal breathing

3) And the movement of the vertebral joint

4) Learning to different types of tactile deficiencies

5) Exercising, learning Taijiquan or yoga

8. A haptic system targeted sensory system training system as defined in claim 1, wherein the evaluation after the third stage training is completed comprises a gross action evaluation module and a fine action evaluation module, the gross action evaluation module comprising a number of gross action requirement instructions and action features including but not limited to the following instructions:

(1) lifting the feet laterally, and aligning the heels and the toes; the action characteristics are as follows: uneven and non-straight hands; lowering head and looking at feet; the heel can not be combined with the tiptoe; the whole body strength; the spine is forced and bent; the distraction is easy; slow and easy tumbling;

(2) the feet are crossed to pedal and jump, and the hands lift the clapping palm to move forward; the action characteristics are as follows: the study is not available; the feet can be seen, the mechanization and the action are slow; the foot is operated, the hand is not operated, and the hand is operated and the foot is not operated; the palm can not be shot; the steps are disordered; uncoordinated hands and feet;

(3) the tactile ball is made into an airplane type and shaken forwards and backwards by 10 times; the action characteristics are as follows: refusing to get on the ball due to touch; rejection of the ball due to vestibular sensation; the spine is weak, straight and upward; the head can not be lifted up; the hand is dare not to leave the spherical surface; hands and feet are not straight or flat; spinal distortion; turning the head to look aside;

(4) standing the left foot and the right foot alternately by one foot, horizontally lifting the two hands, and laterally bending the body; the action characteristics are as follows: the single foot cannot stand stably; lifting by two hands to be uneven; the head is bent, and the body cannot be bent; easy wrestling; excessive force is applied to one raised foot;

(5) walking a balance beam in the combined stage of the universe, and then climbing from a high order to a low order; the action characteristics are as follows: the disease is quick; extreme caution, slowness and fear; the falling is easy; stepping on the feet of the user; side walking and straight walking are impossible; bending over and half walking and half climbing; lowering the head during climbing;

(6) go through a right circular 1/4 circle; climbing over; flat ground crossing the gap between the rods and the walking space; try to walk the pole but easily wrestle; throwing the plant continuously;

(7) go through the reversed 1/4 circle; the action characteristics are as follows: dare not to go up; climbing over; after going, the user falls for several times; a foot stepping rod and a foot stepping on the flat ground;

(8) climb through a right circular 1/2; the patient dare not to go up in two steps; the user can step on the rod only by looking at the foot; hands and feet can not advance in a staggered way; the user can not move and bounce when reaching the high place, and hands and feet are in no way; the hands and feet are weak to fall down at high altitude; the feet can not be changed to be in front of the hands at a high position;

(9) climbing over the roller before changing over; the action characteristics are as follows: dare not to go in; the head hits the edge of the roller during waiting or the body often leans or touches the edge of the roller during climbing; when climbing, the feet are dragged by hands, and the two feet cannot alternately advance; does not dare in the roller due to shaking; the body follows the rolling in the roller due to the shaking; the roller becomes creeping out due to shaking; when climbing in and out, the head is lowered;

(10) climbing hands and feet on a high platform; the action characteristics are as follows: the waist is not stiff; the head can not be lifted up; the ground cannot be supported by one hand, and the obstacle is overcome by one hand; the ground can not be supported by a single foot, and one foot can cross the obstacle; the head cannot cross the obstacle forwards, and the obstacle can be changed into a side body obstacle crossing; the body cannot be moved when the hands and feet climb the posture;

(11) an upper (lower) ladder stand; the action characteristics are as follows: the user can step on the rod only by looking at the foot; the ladder can not be climbed up and down one by one foot and one rod; the hand can not move up and down properly along with the foot; when the platform is at the top end, hands and feet cannot be matched to climb the platform; when climbing a ladder, the back is forward, but the ladder cannot be smoothly descended; when climbing a ladder downwards, the surface faces forwards, but when two or three steps are left, the ladder is excited to jump down;

(12) walking through a swaying balance beam; the action characteristics are as follows: the patient dares not to go up to run away when seeing the shaking; feel like shaking and want to get off; the footsteps cannot be moved on the swaying balance beam; exciting and shaking on the shaking balance beam; fear, slow, but can walk away and get down by oneself;

(13) upper (lower) three-layer ladder: the action characteristics are as follows: climbing with hands in the upper stage; the step can not be stepped one by one when going up and down; when going up and down stairs, the user needs to look at feet in each step;

(14) obstacle-detouring fast running; the action characteristics are as follows: turning and running can wrest; touching or knocking over the obstacle; cannot run around the S-shaped track, and only can walk quickly or slowly;

(15) jumping to the slope with two feet; the action characteristics are as follows: the two feet can not be closed; the feet cannot jump up and the step is too small; the feet cannot jump;

(16) jumping down a slope with a single foot; the action characteristics are as follows: single foot jumping cannot be realized; wrestling at the side of jumping; jumping and stopping;

(17) rotating the trampoline to clap the palm for jumping; the action characteristics are as follows: fear of jumping on the trampoline; the center of gravity is unstable during jumping, and people often wrestle or hold the toy; the rotation jump is avoided; when feet jump, hands cannot be clapped synchronously; the two hands can not be shot; the positions of the two hands are gradually lowered and cannot be maintained on the head; curvature of the spine during jumping; when jumping, the head is lowered or the eyes do not see the front;

(18) climbing the high place by self and jumping down; the action characteristics are as follows: hands and feet can coordinate but arms and legs are weak; the hands and feet cannot be coordinated; hands and feet can be coordinated but fingers cannot grasp; when the user goes to a high place, the user cannot smoothly change the squatting position; hesitation at a high place and fear of jumping down; exciting at a high place and quickly jumping down; wrestling when jumping down; deliberately wrestling when jumping down;

(19) performing comprehensive performance; the action characteristics are as follows: the sequence of each link cannot be remembered; actions of each link cannot be remembered; the position of the next link cannot be found; the fear of retraction during approach is overcome; when entering the field, the land is excited to call and run; the process is always wrestled; the whole process is labored but can persist to the end.

9. The system for targeted sensory training of the tactile system according to claim 1, further comprising a sensory training rotator, comprising a bottom plate, wherein a placement groove is disposed at the upper end of the bottom plate, a bearing is disposed at the bottom of the placement groove, a shaft sleeve is rotatably connected to the bearing, a bearing plate is disposed on the shaft sleeve in a penetrating manner, an opening is disposed on the bearing plate, the shaft sleeve is welded to the opening, a fixing rod is fixed to the shaft sleeve, six arc-shaped railings are fixed to the bearing plate at equal intervals around the upper end of the bearing plate, the upper ends of the six arc-shaped railings are fixed to the side wall of the fixing rod at the upper end of the arc-shaped railing, and supporting rods are fixed to the arc-shaped railing, and one ends of.

10. A targeted sensory system training system of a touch system according to claim 1, further comprising a sensory system training roller press, comprising two backing plates, wherein a support frame is jointly fixed at the upper ends of the two backing plates, two limiting grooves are respectively formed at the lower ends of the two backing plates, second sliding grooves are respectively formed on the opposite side walls in the limiting grooves, second sliding blocks are installed in the second sliding grooves, a first fixed block is fixed between the two second sliding blocks, a second fixed block is fixed at the lower end of the first fixed block, a groove is formed at the lower end of the second fixed block, a rotating shaft is rotatably connected to the opposite side walls in the groove, a traveling wheel is fixed on the rotating shaft, a plurality of first insertion holes are formed in the side wall at one end of each limiting groove at equal intervals, a second insertion hole corresponding to the first insertion hole is formed in the first fixed block, and an insertion rod penetrates through one of the first insertion holes, one end of the inserted rod penetrates through one of the first insertion holes and extends into the second insertion hole, first sliding grooves are formed in opposite side walls in the supporting frame, first sliding blocks are installed in the first sliding grooves, an oil pressure rod is fixed to the top of the first sliding groove, the tail ends of piston rods of the oil pressure rod are fixed to the upper ends of the first sliding blocks, one ends of the two first sliding blocks are rotatably connected with wheel shafts, and idler wheels are fixed between the two wheel shafts together; a first fixing piece is fixed on the side wall of one end of the support frame; the roller is coated with a rubber layer.