RU164908U1 - SIMULATOR FOR INDEPENDENT LESSONS TO RESTORE DISTURBED SPACE PERCEPTION IN PATIENTS OF A NEUROLOGICAL CLINIC - Google Patents

Abstract

1. A simulator for self-study to restore impaired spatial perception, containing a stand and a transparent plate, while along the perimeter of the stand there are collars made with the possibility of fixing the transparent plate, and the transparent plate has a marking in the form of a grid consisting of vertical, horizontal and diagonal lines made in the form of recesses to form a pattern along the marking lines. 2. The simulator according to claim 1, characterized in that the transparent plate is made of light material: plexiglass. 3. The simulator according to claim 1, characterized in that the transparent plate has the following dimensions: length 180-270 mm, width 130-180 mm, thickness 3-5 mm. 4. The simulator according to claim 1, characterized in that in the upper part of the transparent plate there are two protrusions made for the convenience of pulling the transparent plate out of the stand. The simulator according to claim 1, characterized in that the collars located around the perimeter of the stand have a height of 3-5 mm and a width of 3-5 mm. 6. The simulator according to claim 1, characterized in that the stand is made of light and durable material - plastic or aluminum. 7. The simulator according to claim 1, characterized in that the recesses on the transparent plate have a width of 1-3 mm and a depth of 1-2 mm. The simulator according to claim 1, characterized in that between the flanges under the transparent plate there is a paper insert with marked markings. 9. The simulator according to claim 8, characterized in that the marking of the paper liner is dark-colored squares, between which are white horizontal and vertical lines. The simulator according to claim 8, characterized in that the marking of the paper insert is black dots located at the intersection of the lines of the recesses of the transparent plate.

Description

Technical field

This useful model relates to medicine, to the section of neurology and neuropsychology and can be used in neurorehabilitation departments of neurological and neurosurgical clinics when conducting independent classes to restore impaired spatial perception in patients with a neurological clinic.

State of the art

Spatial perception or perception of space is a figurative reflection of the spatial characteristics of the external world - the perception of the size and shape of objects, their relative position. (Great Psychological Encyclopedia, found at).

Spatial perception plays a crucial role in human life, providing its orientation in a spatially organized environment.

In violation of spatial perception, patients have difficulty orienting themselves in the spatial coordinate system of the environment, especially in left-right coordinates. At the same time, along with a disorientation of orientation in the real world, they suffer from the perception of abstract coordinates of space, for example, a geographical map, complex spatial relationships - determining the time by the clock, etc. (Luria A.R., Fundamentals of Neuropsychology. - M.: Publishing Center "Academy", 2002. - 384 p.).

In violation of spatial perception, all mental processes suffer in patients, the structure of which includes an understanding of spatial relations: speech function (due to difficulties in understanding constructions with prepositions reflecting spatial relationships), writing and reading (due to difficulties in differentiating the spatial structure of letters) , count (due to a violation of the understanding of the spatial structure of the number), etc.

Therefore, the restoration of disturbed spatial perception, intimately associated with many mental processes, is one of the important tasks of neuropsychological rehabilitation.

According to the theoretical provisions of the domestic school of neuropsychology and restorative education, the restoration of spatial perception should be carried out through a conscious analysis of spatial relations. Normally, a person does not hesitate to take actions related to understanding spatial relations, and in case of violations of spatial perception, he can perform these actions only through conscious, analytical activity. Thanks to the conscious work on the analysis of spatial relations during classes in restorative education, their understanding of patients gradually begins to recover (L. Tsvetkova, Neuropsychological rehabilitation of patients. Speech and intellectual activity, - M .; Voronezh, 2004, 420 pp.)

There are special methods designed for classes to restore spatial perception in patients of a neurological clinic and the development of spatial perception in children. One of the most common methods designed to work with spatial perception is the method of copying shapes made in the form of lines located in cells of a square grid. However, almost all existing manuals containing tasks for copying figures located in square grid cells are intended for children.

The well-known development game "Funny Cells" (Ideas for you and your children, URL: /). This game contains sheets of thick paper with a breakdown into cells on which various images are applied. During classes, a sheet with a specific image is placed in front of the child, who must redraw this image on a blank sheet of paper containing a similar cell. After completing the assignment, the teacher checks the correctness of its implementation, comparing the image set and drawn by the child.

The disadvantages of this solution when used in practical work with patients in a neurological clinic are:

1. Patients with organic brain lesions, along with impaired spatial perception, may have impaired hand movements, so it is difficult for them to redraw the image in cells on a notebook sheet containing a small and even larger cell.

2. After the patient has completed the task, it is necessary to verify the correctness of its implementation, which can only be done by a specialist. Therefore, this method can only be used under the supervision of a specialist.

Utility Model Disclosure

The tasks to be solved by the claimed technical solution is the development of a device that allows:

A) To ensure the possibility of using the method of copying images by cells during classes to restore spatial perception in patients of a neurological clinic, which along with a violation of spatial perception have impaired movements of the leading arm.

B) Provide the ability to verify the correctness of the tasks for copying images during independent studies, directly by the patient.

This problem is solved due to the fact that the simulator for independent studies on the restoration of disturbed spatial perception contains a stand and a transparent plate, while along the perimeter of the stand there are collars made with the possibility of fixing a transparent plate, and a marking in the form of a grid consisting of vertical, horizontal and diagonal lines made in the form of recesses for forming a pattern along the marking lines.

The transparent plate may be made of lightweight material, such as plexiglass.

The transparent plate may have the following dimensions: length 180-270 mm, width 130-180 mm, thickness 3-5 mm.

In the upper part of the transparent plate can be located two protrusions made for the convenience of pulling the transparent plate out of the stand.

The collars located around the perimeter of the stand can have dimensions: height: 3-5 mm and a width of 3-5 mm.

The stand can be made of light and durable material, for example, plastic or aluminum.

The recesses on the transparent plate may have a width of 1-3 mm and a depth of 1-2 mm.

Between the collars under a transparent plate can be located paper liner with printed markings.

The layout of the paper liner may be dark-colored squares between which there are white horizontal and vertical lines.

The marking of the paper liner may be black dots located at the intersection of the lines of the recesses of the transparent plate.

The marking of the paper liner may be thin grid lines located above the lines of the recesses of the transparent plate.

A paper liner may contain letters and numbers forming grid lines.

Thus, the patient performs graphical actions consisting in redrawing the figures in cells on a transparent plexiglass plate, onto which small depressions are applied in the form of a grid consisting of horizontal, vertical and diagonal lines corresponding to the size of the grid lines on the sheets of paper from which redrawing the figure. Using an easily erasable marker, the patient, according to the recesses that serve as guides for the writing element of the marker, redraws the image located on a sheet of paper, consisting of horizontal, vertical, and in some tasks and diagonal lines. After completing the redrawing of the figure, the patient places a plate of plexiglas on a sheet of paper, combining the image he redrawn with the image of the figure on a sheet of paper, which allows you to quickly and easily independently verify the correctness of the task.

The technical result is to ensure the availability of graphical actions, consisting in redrawing the image along the recesses on a transparent plate, patients with impaired movements of the leading arm; enabling the patient to independently verify the completed task of redrawing the image by cells, by applying a transparent plate to a sheet of paper with a given image.

Brief Description of the Drawings

The essence of the utility model is a simulator for independent studies on the restoration of disturbed spatial perception is illustrated by drawings, which depict:

In FIG. 1 - shows a General view of the device;

In FIG. 2 - an image of a transparent plexiglass plate is presented;

In FIG. 3-5 - paper inserts with various types of marking are presented;

In FIG. 6 is an example of a sheet of paper with an image that the patient redraws onto a transparent plate.

Utility Model Implementation

The simulator for independent studies on the restoration of disturbed spatial perception (Fig. 1 and 2) contains a stand (1) and a transparent plate (3). Along the perimeter of the stand (1) there are collars (2) that serve to fix the transparent plate (3) during the patient’s redrawing (Fig. 6) of images (6) located on a sheet of paper (7).

The transparent plate (3) is marked in the form of a grid consisting of vertical, horizontal, as well as diagonal lines made in the form of small recesses (4) 1-3 mm wide and 1-2 mm deep, which serve as guides for the writing element that is easily erased markers when redrawing images (6) - i.e. to form the future pattern. In the upper part of the transparent plate (3) there are two protrusions that act as handles (5), allowing the specialist or patient to easily remove (pull out) the transparent plate (3) from the stand (1) and attach it to the image (6) on a sheet of paper (7).

The transparent plate (3) is made of light material, such as plexiglass, and has the following dimensions: length 180-270 mm, width 130-180 mm, thickness 3-5 mm.

The collars (2) located around the perimeter of the stand (1) have the following dimensions: height: 3-5 mm and width - 3-5 mm.

The support (1) is made of light and durable material, for example, plastic or aluminum, and has dimensions corresponding to the size of the transparent plate (3) and the width of the collars (2) located along its perimeter and performs the following functions:

1. Protects the lower part of the transparent plate (3) from scratching during the execution of tasks by the patient to redraw images (6) due to rigid fixation between the collars (2), which do not allow its movement on a sheet of paper during tasks;

2. Serves for placement between the shoulders (2), under the transparent plate (3) of paper inserts (8) (Fig. 3-5) with markings (9) applied to them, designed to enable the patient to clearly see the lines of recesses (4) in a transparent plate (3) during graphical operations;

3. Fixes the transparent plate (3) relative to the paper inserts (8) with the marking (9) applied to them so that under the marking (9) of the paper inserts (8) it is located strictly under the lines of the recesses (4) of the transparent plate (3).

Paper inserts (8) contain the following types of marking (9):

1) In the form of dark-colored squares (Fig. 3), between which are white horizontal and vertical lines, over which, when applying a transparent plate (3), there are lines of recesses (4);

2) In the form of black dots (Fig. 4) located at the intersection of the lines of the recesses (4) on the transparent plate (3);

3) In the form of thin grid lines (Fig. 5), over which there are lines of recesses (4) on a transparent plate (3).

The paper insert (8) laid between the flanges (2) of the stand (1) of the device with the marking (9) in the form of dark-colored squares (Fig. 3) is used at the initial stages of rehabilitation training, when images (6) consisting of only from horizontal and vertical lines.

The paper insert (8) laid between the flanges (2) of the stand (1) of the device with the markings (9) marked on it in the form of black dots (Fig. 4) is used at later stages of reconstructive training, when more complex images consisting of from horizontal, vertical and diagonal lines.

A paper insert (8) laid between the flanges (2) of the stand (1) of the device with the marking (9) applied on it in the form of thin lines (Fig. 5) can be used at any stages of rehabilitation training.

Along with the difference in marking (9), paper inserts (8) are distinguished by the presence or absence of the designation of grid lines by letters (10) and numbers (11). In this case, the vertical lines are indicated by the letters (10), and the horizontal grid lines are indicated by the numbers (11).

Redrawing the image (6) using a paper insert (8) containing the grid line designation with letters (10) and numbers (11) from a sheet of paper (7) containing similar grid line designations is an easier task and is used in the initial stages of rehabilitation training . At the later stages of rehabilitation education, paper liners are used that do not contain letters and numbers for grid lines.

Thus, between the flanges (2) of the stand (1) of the device, six types of paper inserts (8) can be laid, differing in marking (9) and the presence / absence of grid line designations with letters (10) and numbers (11).

The number and size of mesh cells consisting of vertical and horizontal lines in the form of small recesses (4) located on a transparent plate (3) differ depending on the severity of the spatial perception disorder in the patient. So, to work with patients with pronounced disturbances in spatial perception, transparent plates (3) with a small number of large square cells are used. In classes on training spatial perception and memory, transparent plates (3) with a large number of cells having a smaller size are used. Thus, the total number of mesh cells consisting of vertical and horizontal lines in the form of small recesses (4) located on a transparent plate (3) can be from 60 or more cells.

The images intended for redrawing (6) placed on sheets of paper (7) are geometric figures or schematic images of various objects or objects consisting of vertical, horizontal and diagonal lines located on thinner horizontal and vertical grid lines, the cell size of which is similar the mesh size of the mesh, applied in the form of small recesses (4) on a transparent plate (3).

Designed for redrawing images (6) on sheets of paper (7) vary in level of complexity. So, when practicing with patients with pronounced disturbances in spatial perception, images consisting of only horizontal and vertical lines are used. When practicing with patients with a mild to moderate degree of disturbance in spatial perception, more complex images consisting of horizontal, vertical and diagonal lines are used.

Along with black-and-white images, color images can be used during classes, including not only black lines, but blue, red, yellow and green lines, which the patient redraws onto a transparent plate (3), using easily erasable color markers.

Also, in one embodiment of the utility model, it is possible to additionally attach the transparent plate (3) to the stand (1), for example, using hinges or hinges (not shown in the drawings). For example, when a transparent plate is hinged to the stand from the sides.

A sheet of paper (7) containing images intended for redrawing (6) in order to verify the correctness of the task can be placed between the beads (2) of the stand (1) of the simulator similarly to a paper insert (8).

Work with the simulator for independent studies on the restoration of impaired spatial perception in patients of a neurological clinic is carried out in the following ways:

1. By redrawing the images on the sample, that is, redrawing the images (6) located on sheets of paper (7) on a transparent plate (3);

2. In the form of a “graphic dictation”, which consists in drawing images on a transparent plate (3) in accordance with a certain step-by-step commands (one line up, right, down, etc.) presented to the patient by ear or in print;

3. Drawing images on a transparent plate (3) from memory after the patient redraws the image (6), looking at the sample or after presenting the image (6) to the patient for a certain time.

Before starting independent use of the device by the patient, a specialist teaches the patient how to use this device.

First, the specialist installs between the flanges (2) of the stand (1) of the device a paper liner (8) containing a certain type of marking (9), selected by the specialist based on the degree of violation of the patient’s spatial perception. Next, the specialist installs between the shoulders (2) of the stand (1), device, on a paper liner (8) a transparent plate (3).

After that, the specialist presents the patient with an image (6) selected on the sheet of paper (7) selected in accordance with the severity of the spatial perception of the patient. The patient is instructed to redraw the image (6) located on a sheet of paper (6) onto a transparent plate (3), drawing lines with a marker on small indentations (4) on a transparent plate (3).

After redrawing the image (6), the specialist removes the transparent plate (3) from the stand (1) by the handles (5) and applies a transparent plate (3) to the image (6) on a sheet of paper (7), checking the correctness of the task. If the images completely match, the specialist removes the image redrawn onto the transparent plate (3) using a sponge designed to erase water markers.

If any elements of the image (6) do not match, the specialist, together with the patient, analyzes the errors and incorrectly drawn image elements (6) are removed from the transparent plate (3) with a sponge. After that, a transparent plate (3) is again installed between the shoulders (3) on a stand (1) containing a paper insert (8) with a marking (9), and the patient draws the image (6), correcting the mistakes made.

In case of difficulties during the task, the patient can similarly remove the transparent plate (3) from the device and attach it to the redrawn image (6) located on the sheet of paper (7), and then reinstall the transparent plate (3) on the paper insert (8) with marking (9) between the flanges (3) of the stand (1) of the device and continue the task.

After the patient, under the guidance of a specialist, has mastered working with the device, he begins to use the device during independent studies.

Along with redrawing a given image (6), the device can be used when patients perform “graphic dictations” when the patient draws images using the step-by-step instructions (one line up, next to the right, etc.) offered to him in print or by ear . In this case, after completing the task, the transparent panel (3) with the redrawn image is likewise removed from the device and applied to the corresponding image (6) on the paper sheet (7) in order to verify the correctness of the task.

In the case of using the device for drawing images from memory, the patient draws on the transparent panel (3) the image that he recently redrawn, or draws the image (6) presented to him on a sheet of paper (7) for a certain time. Next, the correctness of the assignment is performed as described above.

Along with the possibility of self-testing of tasks performed, another important feature of the simulator for self-study to restore impaired spatial perception in patients of a neurological clinic is that it provides the ability to conduct rehabilitation classes with patients with various disorders of the motor sphere. This is achieved due to the fact that graphic operations are performed in small indentations (4) in a transparent plate (3), which serve as guides for the marker writing element. This facilitates the work of patients with the following disorders of the motor sphere:

1. Facilitates the work of patients with paralysis of the leading arm, who are able to complete the task with a different, non-leading arm.

2. The work of patients with various paresis of the leading arm is facilitated.

3. Facilitates the work of patients with the presence of hand tremor, for example, with Parkinson's disease and other diseases.

4. Facilitates the work of patients with any other disorders of the leading arm movements caused by various peripheral disorders, injuries, etc.

Along with the work of restoring spatial perception and memory, the proposed device can be used during classes aimed at restoring the following mental functions:

1. Visual-subjective perception, since during the redrawing of images of various objects and objects, work is underway on the perception of their special distinguishing features, expressed in schematic form;

2. Visual memory, during the drawing of images of objects and objects from memory after they are redrawn according to the sample or after presentation for a certain period of time;

3. Arbitrary attention, since the ongoing redrawing of images requires a constant concentration of voluntary attention.

4. Fine motor skills, since the ongoing redrawing of images includes subtle hand movements.

Along with the independent work of patients in the clinic or at home, the proposed device can be used for other forms of training aimed at restoring spatial perception in patients with a neurological clinic:

1. When conducting individual lessons with a specialist in the clinic and at home;

2. When conducting group exercises with patients in the clinic, during which, for example, in a game form, patients compete for more accurate and quick redrawing of figures.

Along with this, this device can be used in several other areas:

1. When conducting correctional and developmental classes with children with impaired formation of spatial perception;

2. As a developmental game designed to form spatial perception in healthy children;

3. When conducting neurocognitive training with the elderly;

4. As a simulator designed for training in training spatial memory in healthy people who want to improve their memory.

Thus, the use of a simulator for independent studies on the restoration of impaired spatial perception in patients with a neurological clinic is not limited to the field of a neurological clinic and has a much wider scope, due to the fact that, along with the process of spatial perception, it allows you to restore, develop, improve and other mental human processes.

Claims (12)

1. A simulator for self-study to restore impaired spatial perception, containing a stand and a transparent plate, while along the perimeter of the stand there are collars made with the possibility of fixing the transparent plate, and the transparent plate is marked in the form of a grid consisting of vertical, horizontal and diagonal lines made in the form of recesses to form a pattern along the marking lines. 2. The simulator according to claim 1, characterized in that the transparent plate is made of light material: plexiglass. 3. The simulator according to claim 1, characterized in that the transparent plate has the following dimensions: length 180-270 mm, width 130-180 mm, thickness 3-5 mm. 4. The simulator according to claim 1, characterized in that in the upper part of the transparent plate there are two protrusions made for the convenience of pulling the transparent plate out of the stand. 5. The simulator according to claim 1, characterized in that the collars located around the perimeter of the stand have a height of 3-5 mm and a width of 3-5 mm. 6. The simulator according to claim 1, characterized in that the stand is made of lightweight and durable material - plastic or aluminum. 7. The simulator according to claim 1, characterized in that the recesses on the transparent plate have a width of 1-3 mm and a depth of 1-2 mm. 8. The simulator according to claim 1, characterized in that between the shoulders under the transparent plate there is a paper insert with marked markings. 9. The simulator according to claim 8, characterized in that the marking of the paper liner is dark-colored squares, between which are white horizontal and vertical lines. 10. The simulator according to claim 8, characterized in that the marking of the paper liner is black dots located at the intersection of the lines of the recesses of the transparent plate. 11. The simulator according to claim 8, characterized in that the marking of the paper liner is thin grid lines located above the lines of the recesses of the transparent plate. 12. The simulator according to claim 8, characterized in that the paper liner contains letters and numbers forming grid lines.

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