RU175413U1 - A simulator for training to restore visual and spatial perception in patients with a neurological clinic by combining or separating images - Google Patents

Abstract

It is a useful model for medicine, for the section of neurology and neuropsychology, and can be used in neurorehabilitation departments of neurological and neurosurgical clinics when conducting classes to restore visual and spatial perception in patients with a neurological clinic with organic brain lesions. A useful model consists of a plastic base (1) of a rectangular molds with sizes from 280 × 310 mm to 300 × 320 mm, 10-12 mm high, on the left side of which a cavity (2) with a size of 210 × 297 mm, designed for binding in it printed sheets with working material; in the left part of the base (1) by means of loops (3) a working plate (4) made of transparent plastic is movably fixed, the dimensions of which are equal to the dimensions of the cavity (2), and the thickness is 3-5 mm; and on the front surface of the working plate (4) a forming pad (5) made of 2-3 mm thick made of opaque plastic is rigidly fixed, in which there are twelve through square cutouts (6) of 50 × 50 mm in size, designed to accommodate standard paper stickers the appropriate size, for reliable fixation of which on the working plate in the lower part of each square cutout made protrusion-retainer; in this case, in each row, between the square cutouts (6), round holes (7) are made with a diameter of 12-15 mm; and on the front surface of the base (1), to the right of the working plate (4), a strip of marker film (10) is glued, on the surface of which the contours of four squares are applied; and a handle (11) is fixed to one of the sides of the working plate (4). The developed device allows for the rapid and easy formation of a significant number of various tasks with the ability to verify the correctness of their implementation during classes to restore visual and spatial perception in patients of a neurological clinic. Useful model has a wide scope of practical application that goes beyond the neurological clinic, and can be in demand as a device that promotes the formation of training, training visual and spatial perception.

Description

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

Visual and spatial perception disorders are the most common mental function disorders that occur in patients at a neurological clinic with organic lesions of the occipital and parieto-occipital parts of the brain caused by various neurological diseases.

Currently, training simulators are used to restore visual and spatial perception, the tasks of which are based on combining or separating images consisting of various elements (geometric shapes, lines, etc.). These tasks are "arithmetic" operations on addition and subtraction, in which:

a) instead of numbers, as terms, various images appear, which, as a result of the combination of “adding” these images, form a new image as the “sum” of two images, which is more complex in structure;

b) instead of numbers, different images act as the reduced and subtracted ones, which, as a result of separation, consisting in the "subtraction" of one image from the other, form a new image as the "difference" of two images.

So, a printing simulator is known in which a printed sheet contains four rows of arranged in pairs of images in the form of squares, which include various elements (geometric shapes, lines, etc.), between which there is an arithmetic plus sign. The student needs to add (combine) the image data and draw the resulting new image in the empty square 35 × 35 mm located to the right of the images (Logic. Labyrinths and schemes. Workbook for preschooler, author-compiler L. Mavrina, Moscow, Dragonfly LLC ", 2015, p. 26).

Another printed sheet of this simulator contains four rows of squares that include various elements (geometric shapes, lines, etc.), between which, along with the arithmetic plus sign, there is also a minus sign. In this case, the minus sign means that the student needs to separate the images by subtracting one image from another image, resulting in a new image. In this case, empty squares measuring 35 × 35 mm for drawing new images are located in various places of the series (Logic. Labyrinths and schemes. Workbook for preschooler, author-compiler L. Mavrina, Moscow, Strekoza LLC, 2015, pp. . 27).

The disadvantages of this printing simulator when using it for classes to restore visual and spatial perception in patients with a neurological clinic are:

a) the possibility of only one-time use of the working material of this simulator, since after completing the missing images, a trace remains on the paper sheet;

b) the impossibility of checking patients with the correctness of the tasks during independent studies, as the correct answers are not contained in this simulator;

c) the amount of working material of this simulator is not enough for conducting long courses of restoration of visual and spatial perception;

d) the inconvenience of drawing complex images containing a large number of elements due to the small size of the area of the square (35 × 35 mm) in which the drawing is carried out;

e) limiting the variability of tasks, since the location of the missing image is set initially;

f) low interest in classes with printing simulators in some patients of the neurological clinic due to the monotony of working with them.

In order to overcome the above-mentioned shortcomings of printing simulators, a “simulator device for training to restore visual and spatial perception in patients of a neurological clinic by combining or separating images” was developed (hereinafter referred to as the “simulator device”).

The tasks to be solved by the claimed technical solution are:

a) ensuring the reuse of printed sheets with working materials, opening up the possibility for long courses of rehabilitation education;

b) providing the ability to verify the correctness of the tasks during independent studies of patients;

c) ensuring the convenience of patients drawing complex images by increasing the size of the squares in which the drawing process is carried out;

d) an increase in the variability of tasks due to the possibility of choosing the location of the missing image;

d) increasing the interest of patients in the classes due to the fact that the work is carried out with a device that introduces an element of novelty into the process of training in comparison with the use of traditional printing simulators.

The technical result of the claimed utility model is to expand the functionality of printing simulators, based on the combination or separation of images, provided by the structural elements of the proposed device, which allows for quick and easy formation of a significant number of various tasks with the ability to verify the correctness of their implementation during classes to restore visual and spatial perception in patients with a neurological clinic.

This technical result is achieved due to the fact that the device contains a rectangular base made of plastic with sizes from 280 × 310 mm to 300 × 320 mm, 10-12 mm high, on the left side of which a cavity is made, 210 × 297 mm in size and 6 in depth -8 mm, designed to accommodate printed sheets with working material; while in the left part of the base by means of loops a working plate made of transparent plastic is movably fixed, the dimensions of which are equal to the dimensions of the cavity, and the thickness is 3-5 mm; and on the front surface of the working plate, a forming pad made of opaque plastic made of 2-3 mm thick is rigidly fixed, in which there are twelve through square cutouts of 50 × 50 mm in size, which are arranged in four rows and are designed to accommodate standard paper stickers of the appropriate size in them, for reliable fixation of which on the working plate in the lower part of each square cutout is made a protrusion-latch; while in each row, between the square cutouts made round holes with a diameter of 12-15 mm; and on the front surface of the base, to the right of the working plate, a strip of marker film is glued, on the surface of which the contours of four squares are applied; and a handle is rigidly fixed to one side of the working plate.

In a preferred embodiment of the device, the protrusion-retainer has a size of 10-20 × 2-3 mm, and its thickness is 0.5-1 mm less than the thickness of the forming lining.

In a preferred embodiment of the device, for the convenience of removing the sticker from the cutout of the forming patch, a through semicircular hole is made in the upper part of each cutout.

In a preferred embodiment of the device, the dimensions of the strip of marker film adhered to the right side of the base are determined locally based on the overall dimensions of the base of the device.

In a preferred embodiment of the device, the dimensions of the contours of four squares deposited on the surface of the strip of marker film are determined in place, based on the width of the strip of marker film.

The essence of the utility model "Device simulator for classes to restore visual and spatial perception in patients of a neurological clinic by combining or separating images" is illustrated by the drawings, which depict:

In FIG. 1 is a general view of a “simulator device”;

In FIG. 2 is a view of a working plate with a forming pad;

In FIG. 3 is an example of a printed sheet with images;

In FIG. 4 is a general view of a “simulator device” in which a printed sheet with images is installed;

In FIG. 5 is a general view of a “simulator device” in which a printed sheet with images is installed, some of which are covered with stickers.

The proposed device (see Fig. 1) consists of a rectangular rectangular base made of plastic (1) with sizes from 280 × 310 mm to 300 × 320 mm, a height of 10-12 mm, in the left part of which a cavity (2) is made, the dimensions of which correspond to the size of a vertically oriented sheet of A4 paper is 210 × 297 mm, and its depth is 6-8 mm.

The working plate (4) made of transparent plastic is movably fixed to the left side of the base (1) by means of loops (3), the dimensions of which are equal to the dimensions of the cavity (2), and the thickness is 3-5 mm.

On the front surface of the working plate (4), a forming patch (5) of 2-3 mm thickness made of opaque light-colored plastic made of opaque light-colored plastic that is made of 12 (twelve) through square cutouts (6) 50 × 50 mm in size located in 4 (four) rows, 3 (three) cutouts (6) in each row (see Fig. 2).

In each row, between the square cutouts (6), round holes (7) are made with a diameter of 12-15 mm, the total number of which is 8 (eight) pieces.

Square cutouts (6) are intended for placement in them (by gluing) standard paper stickers (12) for notes (see Fig. 5), which are paper sheets 50 × 50 mm in size with a strip of adhesive layer on the inner surface of the upper part, which easily attached to any smooth surface without leaving traces of adhesive after removing them.

As paper stickers (12), for example, CENTRUM stickers having a size of 50 × 50 mm (Online Childsfid, Stickers, 50 × 50 mm, 225 sheets, CENTRUM, found on July 20, 2017 on the Internet at http: //childsfid.nichost.ru/10452/2648756/stikery_50x50_mm_225_listov_centrum.html?brand=928).

For reliable fixing of paper stickers (12) on the working plate (4) in the lower part of each cutout (6), a protrusion-latch (8) is made, 10-20 × 2-3 mm in size, the thickness of which is 0.5- 1 mm less than the thickness of the forming pads (5). Due to this, between the protrusion-latch (8) and the surface of the working plate (4), a gap is formed in which the lower edge of the sticker (12) is inserted, during its installation in the cutout (6).

Thus, the lower edge of the sticker (12) is pressed by the protrusion-retainer (8), and the upper edge is glued to the working plate (4) due to the presence of an adhesive layer. Due to this, the sticker (12) is securely fixed on the surface of the working plate (4), and its lower edge, which does not contain an adhesive layer, is protected from twisting.

For the convenience of removing the sticker (12) from the cutout (6), a through semicircular hole (9) is made in the upper part of each cutout (6) in the forming pad (5).

Stickers (12) located in the cutouts (6) on the surface of the working plate (4) perform the following functions:

a) closes certain images (14) of the printed sheet (13) located in the cavity (2) of the base (1) of the device (see Fig. 5);

b) serve as the material basis on which the patient performs the task of drawing a closed image (14).

Cutouts (6) made in the forming plate (5), mounted on the working plate (4) perform the following functions:

a) allow to place stickers (12) in strictly defined places of the working plate (4) corresponding to the images (14) of the printed sheet (13) (see Fig. 4);

b) protect the sticker (12) from damage and tearing, by restricting the movement of the pen or pencil, not allowing the patient when drawing the image to go beyond the surface of the sticker (12), so when touching the edges of the paper sticker (12) with a pen or pencil, it can happen its crushing or separation from the surface of the working plate (4).

On the front surface of the base (1), to the right of the working plate (4), a marker film strip (10) is glued, the main feature of which is that it has a matte surface and provides optimal conditions for performing graphic operations on it with a water marker, followed by removing the recording with a sponge or soft cloth.

As a marker film, for example, “IS127 white marker film” can be used, which has an adhesive layer and can easily be glued to any surface (IS127 marker film, WhiteBoard, found July 20, 2017 on the Internet at http: //www.inter- systems.ru/rear_projection_film/presentation).

The dimensions of the strip (10) of the marker film are determined in place, based on the total dimensions of the base (1) of the device.

On the surface of the strip (10), the contours of four squares are applied with dark paint, the dimensions of which are determined in place, based on the width of the strip (10) of the marker film.

To ensure the lifting of the working plate (4) when removing and inserting printed sheets (13) into the device, a handle (11) is fixed to one of the sides of the working plate (4).

To work with the device, printed sheets (13) with a working material of A4 format are used, the sizes of which correspond to the size of the cavity (2) in the base (1) of the device.

Each printed sheet (13) with the working material contains four rows of tasks for combining or separating from images (14) (see Fig. 3).

Each image (14) represents a contour of a square, inside of which various elements are located: geometric shapes, lines, symbols, etc.

Each row includes: the first image (14), the arithmetic sign of addition or subtraction, the second image (14), the equal sign and the third image (14) obtained by adding or subtracting the first and second images (14).

In some tasks, the arrangement of images (14) and arithmetic characters may be different.

The location of the images (14) on the printed sheet (13) corresponds to the location of the cutouts (6) in the forming patch (5) (see Fig. 4).

The location of the arithmetic signs on the printed sheet (13) corresponds to the location of the round holes (7) in the forming plate (5).

Each printed sheet (13) has its own serial number (not shown in the figures).

The "Simulator device for training to restore visual and spatial perception in patients of a neurological clinic by combining or separating images" works as follows:

Before starting classes, the specialist selects 5-10 printed sheets (13) for the patient with working material (see Fig. 3).

Next, the specialist lifts the working plate (4) by the handle (11) and lays the printed sheets (13) with the working material selected by him in the cavity (2) of the base (1) and lowers the working plate (4) into the cavity (2), fixing the printing sheets (13) at the base (1) of the “simulator device” (see FIG. 4).

As a result of the superposition of the working plate (4) on the printed sheets (13), images (14) of the upper printed sheet (13) become visible in the cutouts (6) of the forming plate (5).

The formation of tasks for classes with the patient is carried out by a specialist by installing (gluing) stickers (12) on the working plate (4) in the cutouts (6) of the forming lining (5) (see Fig. 5).

To do this, the specialist inserts the lower edge of the sticker (12) into the groove between the protrusion-latch (8) and the working plate (4), and the upper edge of the sticker (12) containing the adhesive layer glues on the surface of the working plate (4) in the upper part of the cutout (6).

The degree of complexity of the generated tasks is determined by the following parameters:

a) the location of the sticker (12) of the closing image (14) (for example, the task is simpler when the sticker (12) closes the last image (14) of the building, the most difficult is when the sticker (12) closes the first or second image (14)) ;

b) the type of action that the patient performs with the images (14) (for example, the task of combining is simpler, more complex is the task of separating images (14));

c) the type of images (14) on the printed sheets (13) (so, if the image (14) consists of 4-6 elements, then this image is simpler than images consisting of a larger number of elements).

At the initial stages of rehabilitation classes with patients with severe visual and spatial perception impairments, printed sheets (13) with tasks for adding simpler images (14) are used, and the last image (14) of each task is closed with a sticker (12). As patients achieve positive results in the restoration of visual and spatial perception, complication of tasks occurs.

After the specialist installs the stickers (12) in the cutouts (9) of the working plate (4), the patient is given the task to determine which images (14) should be in the cutouts (6) closed by the stickers (12) and draw image data on the surface of each sticker (12) .

After completing the patient’s assignment, the stickers (12) with drawings are removed from the cutouts (6) and the correctness of the assignment is checked by comparing the images drawn by the patient on the stickers (12) with the images (14) of the printed sheet (13).

The used stickers (12) are pasted into the protocol of the restoration lesson, indicating the number of the printed sheet (13) and the location of these stickers (12). Thanks to this, it becomes possible to keep track of the results achieved by the patient in restoring visual and spatial perception.

Next, the specialist lifts the working plate (4) by the handle (11), removes the printed sheet (13) with the spent working material from the cavity (2) and installs new stickers (12) in the cutouts (6) that cover the images (14) on the next a printed sheet (13) located in the cavity (2) of the “simulator device”.

After that, the sequence of the above actions of the patient is repeated.

Along with the above-described method of practicing with the device, during which the patient draws images (14) with a pen or other writing instrument on the surface of the stickers (12), exercises with the “simulator device” can be carried out in a slightly different way, in which the patient draws hidden images are not on stickers (12), but in the contours of squares on the surface of the strip (10) of the marker film by means of an easily erasable marker. Due to this, stickers (12) can be used repeatedly.

Along with the use of the "Device-simulator for classes to restore visual and spatial perception in patients of a neurological clinic by combining or sharing images" in working with patients, it can be widely used in the following cases:

1) when conducting correctional and developmental classes with children with violations in the formation of visual and spatial perception;

2) when conducting neurocognitive trainings with people of advanced and senile age;

3) as an exciting game that develops the processes of visual and spatial perception in healthy children.

Thus, the developed device allows you to quickly and easily generate a significant number of various tasks with the ability to verify the correctness of their implementation during classes to restore visual and spatial perception in patients with a neurological clinic.

Using the device introduces an element of novelty into classes with patients, turning the process of rehabilitation education into a psychological training that is fascinating and interesting for the patient.

The proposed device has a wide scope of practical application that goes beyond the neurological clinic, and can be in demand as a device that promotes the formation, correction, training of visual and spatial perception.

Claims (5)

1. A simulator for training to restore visual and spatial perception in patients with a neurological clinic by combining or separating images, characterized in that it contains a rectangular base made of plastic with sizes from 280 × 310 mm to 300 × 320 mm, height 10-12 mm, in the left part of which a cavity with a size of 210 × 297 mm and a depth of 6-8 mm is made, designed to accommodate printed sheets with working material in it; while in the left part of the base by means of loops a working plate made of transparent plastic is movably fixed, the dimensions of which are equal to the dimensions of the cavity, and the thickness is 3-5 mm; and on the front surface of the working plate, a forming pad made of opaque plastic made of 2-3 mm thick is rigidly fixed, in which there are twelve through square cutouts of 50 × 50 mm in size, which are arranged in four rows and are designed to accommodate standard paper stickers of the appropriate size in them, for reliable fixation of which on the working plate in the lower part of each square cutout is made a protrusion-latch; while in each row, between the square cutouts made round holes with a diameter of 12-15 mm; and on the front surface of the base, to the right of the working plate, a strip of marker film is glued, on the surface of which the contours of four squares are applied; and a handle is fixed to one side of the working plate. 2. The simulator device according to claim 1, characterized in that the protrusion-latch has a size of 10-20 × 2-3 mm, and its thickness is 0.5-1 mm less than the thickness of the forming lining. 3. The simulator device according to claim 1, characterized in that for the convenience of removing the sticker from the cutout of the forming patch, a through semicircular hole is made in the upper part of each cutout. 4. The simulator device according to claim 1, characterized in that the dimensions of the strip of marker film glued to the right side of the base are determined locally based on the total dimensions of the base of the simulator device. 5. The simulator device according to claim 1, characterized in that the sizes of the contours of four squares deposited on the surface of the strip of marker film are determined in place, based on the width of the strip of marker film.

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