RU185361U1 - The simulator plate for classes to restore spatial perception in patients with a neurological clinic - Google Patents

Abstract

The utility model “A simulator-plate for classes to restore spatial perception in patients of a neurological clinic” refers to medicine, to the section of neurology and neuropsychology and can be used in neuro-rehabilitation departments of neurological and neurosurgical clinics when conducting classes to restore disturbed spatial perception in patients of a neurological clinic. The utility model contains a housing (1) made of translucent plastic, plate-shaped in height of 20-30 mm with a flat bottom m with an internal diameter of 160-220 mm and a thickness of 3-4 mm, in which uniformly located cell recesses (2) are made with a depth of 1-2 mm, which have the form of annular sectors and are separated from each other by radial and annular bridges (3a, 3b) the same width of 2-4 mm, while the radial jumpers (3a) in the amount of 8-14 pieces are located at the same angular intervals, and the ring jumpers (3b) in the amount of 3-6 pieces are located at the same distance from each other, while in the central part (4) of the bottom, having a diameter of 30-40 mm, the cell glubleniya (2) are absent; along the upper edge of the housing (1) there is a flat rim (5) with a width of 7-10 mm, a thickness of 4-6 mm, and a mark (6) is applied to the wall of the housing (1), near one of the recess cells (2). Thus, the claimed "simulator-plate" allows classes to restore spatial perception with a wide contingent of patients in a neurological clinic, including bedridden patients, as well as patients with impaired fine motor skills and the presence of tremor of the hands, while ensuring the possibility of conducting long-term rehabilitation classes using exercises of varying degrees of difficulty, as well as the ability to quickly and easily check patients the correctness of the exercises. Using the "simulator-plate" introduces an element of novelty into the process of rehabilitation exercises with patients, turning them into a psychological training that is interesting and interesting for patients.

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 impaired spatial perception in patients with a neurological clinic.

Spatial perception is the ability of a person to perceive the spatial characteristics of the world: the size and shape of objects, as well as their relative position (Wikipedia. Free Encyclopedia. Psychology of space perception, found on 08/20/2018 on the Internet at https: //ru.wikipedia .org / wiki / Space-Perception Psychology).

Like other human mental functions, spatial perception is impaired in various organic diseases of the brain, primarily associated with damage to the tertiary parieto-temporal-occipital departments of the cerebral cortex.

Currently, various training simulators are used for classes to restore disturbed spatial perception.

So, the printing simulator “Game training: memory training, space view, time view” is known, on one of the printed pages of which at the top there is a table consisting of 28 cells, some of which contain various elements (14 letters and 8 images of objects and objects), and at the bottom of the page there is a similar-sized table with empty cells into which the student must copy the elements in accordance with their spatial arrangement (Guryev Yu.V. Game training: three irovka memory, the idea of space, the notion of time. Allowance for children 5-6 years. "Karo" Publishers, St. Petersburg, 2004, p. 27).

Also known is the “Practical Simulator for the Development of Speech, Attention, Memory, Thinking, Perception” in the center of one of the printed pages of which there are two 11-table cells, the cells of one of which contain images of 4 different berries that are engaged in should redraw to empty cells of another adjacent table (N. Teremkova, Practical Trainer for the Development of Speech, Attention, Memory, Thinking, Perception. Issue 1. For organizing classes with preschool children, Dragonfly LLC, Moscow, 2016, p. 23).

The disadvantages of these printing simulators when they are used during classes to restore impaired spatial perception in patients with a neurological clinic are:

a) the inability to change the degree of complexity of tasks by changing the number of items to copy;

b) the working material of these simulators can be used only once, since after performing graphic operations, a trace from a writing instrument remains on paper sheets;

c) insufficient amount of working materials contained in these simulators for carrying out full-fledged long courses to restore spatial perception;

d) the difficulty of performing graphical operations on copying various images to cells of the table for patients with impaired fine motor skills and the presence of hand tremor;

e) the need for a solid horizontal surface to perform graphical operations on the sheets of printed data of the simulators, which complicates their use by bedridden patients;

f) the pages of these simulators along with tasks for spatial perception contain textual and graphic materials of other tasks that can distract the attention of patients;

g) low interest in classes with materials of printing simulators in a number of patients in a neurological clinic due to the monotony of working with them;

h) these simulators can cause negative emotions in adult patients, as their appearance and illustrations correspond to the children's age group.

In order to overcome the above drawbacks, a "simulator plate for classes to restore spatial perception in patients with a neurological clinic" (hereinafter referred to as the "simulator plate") was developed.

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

a) providing the possibility of conducting classes with the "simulator-plate" to restore spatial perception using exercises of varying degrees of complexity;

b) ensuring the convenience of inscribing letters or other symbols into the cells for patients with impaired fine motor skills and the presence of hand tremors, due to the fact that each cell is made in the form of a recess that does not allow the writing instrument to go beyond it;

c) ensuring the convenience of conducting classes at the desktop, due to the fact that in the course of performing graphic actions the patient’s hand rests on the upper part of the hard rim of the "simulator-plate";

d) providing the possibility of conducting classes for bedridden patients due to the rigid design of the "simulator-plate", which allows you to perform graphical actions on the surface of its bottom, without relying on the surface of the desktop;

e) ensuring the possibility of convenient and quick verification by patients of the correctness of the exercises with the "simulator-plate";

f) ensuring the possibility of carrying out full-fledged long courses to restore spatial perception;

g) the simplicity of the design of the "simulator-plate", contributing to its widespread implementation in the practice of working with patients in a neurological clinic.

The technical result of the claimed utility model is the expansion of the functionality of printed simulators of spatial perception, provided by the structural elements of the inventive "simulator-plate", allowing classes to restore spatial perception with a wide contingent of patients in a neurological clinic, including bedridden patients, as well as patients with impaired fine motor skills and the presence of tremor of the hands, while providing the ability to conduct long courses of restoration pheno- lessons with exercises varying degrees of complexity, as well as the ability to quickly and easily check the accuracy of patients performing the exercises.

This technical result is achieved due to the fact that the "simulator plate" contains a plate-shaped body made of translucent plastic with a height of 20-30 mm with a flat bottom with an inner diameter of 160-220 mm and a thickness of 3-4 mm, in which uniformly spaced cells are made recesses 1-2 mm deep, which are in the form of ring sectors and are separated from each other by radial and annular bridges of the same width of 2-4 mm, while radial bridges in the amount of 8-14 pieces are located with the same angles E intervals and jumper ring in an amount of 3-6 pieces are arranged at the same distance from each other, while in the central part of the bottom having a diameter of 30-40 mm, the recess-cells are absent; a flat rim of 7-10 mm wide and 4-6 mm thick is made along the upper edge of the housing, and a mark is applied on the wall of the housing, near one of the recess cells.

In a preferred embodiment, the "simulator-plate" the inner diameter of the upper part of the body exceeds the inner diameter of the bottom by 20-40 percent.

In a preferred embodiment, the "simulator plate" the wall thickness of the housing is 2-3 mm

In a preferred embodiment, the "simulator-plate", the label can be made, for example, in the form of a triangle.

The essence of the utility model "simulator plate for classes to restore spatial perception in patients with a neurological clinic" is illustrated by the drawings, which depict:

in FIG. 1 - view of the front side of the "simulator-plate";

in FIG. 2 is a side view of a “simulator-plate”;

in FIG. 3 is a sectional view of a “simulator-plate”;

in FIG. 4, 5 - examples of work cards with tasks.

The inventive "simulator-plate" is a plate-shaped body (1) made of translucent plastic (see Figs. 1-3) with a flat bottom, in which recesses (2) are made, designed to enter letters or other characters into them with a washable water marker.

The inner diameter of the bottom of the housing (1) is 160-220 mm, and its thickness is 3-4 mm.

The height of the body (1) of the "simulator-plate" is 20-30 mm, the inner diameter of the upper part of the body (1) exceeds the internal diameter of the bottom by 20-40 percent, and the wall thickness of the body (1) is 2-3 mm.

On the upper edge of the housing (1) a flat rim (5) is made of a width of 7-10 mm, a thickness of 4-6 mm, which performs the following functions:

a) gives additional rigidity to the body (1) of the "simulator-plate";

b) performs the function of support for the patient’s hand when performing graphic actions during classes with a "simulator-plate".

Inside the case (1) on the bottom surface, uniformly located cell-recesses (2) are made, which have the form of annular sectors, and are separated from each other by radial and annular bridges (3a, 3b) of the same width, which is 2-4 mm (cm Fig. 1, 3).

Radial jumpers (3a) are located at equal angular intervals, and their number is 8-14 pieces.

Ring jumpers (3b) are located at the same distance from each other, and their number is 3-6 pieces.

In the central part (4) of the bottom, which has a diameter of 30-40 mm, there are no recess cells (2).

 The total number of recess cells (2) and their sizes depend on: the inner diameter of the bottom, the diameter of the central part (4) of the bottom, as well as the number of radial and ring bridges (3a, 3b).

All recess cells (2) have the same depth of 1-2 mm, which does not prevent the removal of letters and other characters entered in the recess cells (2), using a sponge designed to erase water markers.

Thus, the design features of the cell-recesses (2), which are made below the main surface of the bottom of the housing (1) and are limited by radial and annular bridges (3a, 3b), provide the following functions:

a) facilitate the process of inscribing letters or other characters for patients with impaired fine motor skills and the presence of hand tremor, due to the fact that inscribing occurs strictly within the boundaries of the cell-recesses (2);

b) allow you to clearly see the image on the working card (7) during verification of the correctness of the assignment due to the fact that the bottom areas in which the recess cells are made (2) are thinner and accordingly more transparent.

To ensure the spatial orientation of the "simulator-plate" during classes on the wall of the housing (1), near one of the cells-recesses (2), a mark (6) is applied with dark paint, made, for example, in the form of a triangle.

To practice with the "simulator plate", a set of round work cards made of thick paper (7) is used, each of which contains a task on both sides, which is an image of a circle divided into cells in the form of ring sectors, some of which are highlighted in the same color ( see Fig. 4) or in different colors (see Fig. 5).

The shape and size of the sectors of the circle on the working card (7) are similar to the shape and size of the cell-recesses (2) on the bottom of the housing (1), and on each side of the working card (7) contains an image of a mark similar to the mark (6) located on the wall of the housing (1) of the “simulator-plate”.

The total number of work cards (7) included in the package of the "simulator-plate" is 30-40 pieces.

To store and carry the "simulator-plate" with a set of work cards (7), a cover (not shown in the figures) is used, made of plastic or fabric material.

Work with the "simulator plate for classes to restore spatial perception in patients with a neurological clinic" as follows.

At the beginning of the lesson, the specialist selects one work card (7) (see Fig. 4, 5), the degree of complexity of which depends on the severity of the spatial perception of the patient with whom the lesson will be held.

In this case, the body (1) of the "simulator-plate" is located on the desktop or in the hand of a bed patient so that the mark (6) is in the upper part of the body (1) (see Fig. 1).

At the initial stages of classes to restore spatial perception, the specialist places the used work card (7) in front of the patient so that the image of the mark is in the upper part of the work card (7), which is the simplest version of the task.

Next, the patient, placing his hand with a marker on the rim (5) of the "simulator-plate", and holding the body (1) with his other hand, looking at the selected cells of the work card (7), reproduces their spatial position, entering the corresponding letters or other with a water marker symbols in recessed cells (2) of the “simulator-plate”.

If a work card is used (7) with cells highlighted in the same color (see Fig. 4), then the patient enters a symbol, for example, a check mark in the corresponding cell-indentations (2).

If you use a work card (7) with cells highlighted in different colors (see Fig. 5), then the patient writes letters in the cell recesses (2) that indicate the names of the colors that marked the cells on the work card (7), for example , the letter “C” if the cell is highlighted in blue, the letter “K” if the cell is highlighted in red, the letter “G” is yellow, the letter “Z” is green, etc.

At later stages of classes to restore spatial perception, the specialist complicates the task by placing a work card (7) in front of the patient so that the mark located on it is rotated relative to the initial position by any angle, for example, 90 or 180 degrees.

In this case, the patient, looking at the selected cells, must mentally rotate the working card (7), taking into account the label located on it, and reproduce the spatial position of the selected cells by writing the corresponding letters in the cell-recesses (2) of the “simulator plate”.

After completing the task, it is checked that it is completed correctly by rotating the work card (7) so that the spatial location of the image of the mark becomes similar to the location of the mark (6) of the "simulator-plate" superimposed on the work card used (7), as a result of which through the cell-recesses (2), the selected cells on the working card (7) become visible.

After checking, the letters or other characters entered in the recesses (2) are deleted with a sponge to erase water markers, and the entire sequence of actions described above is repeated a number of times specified by a specialist with other work cards (7).

As patients achieve positive results in the restoration of spatial perception, a gradual complication of tasks occurs, consisting of:

a) in the use of work cards (7) with a large number of hexagonal cells highlighted in one or more colors;

b) by presenting work cards (7), rotated to various angles.

In addition to classes with a “simulator plate” based on the use of work cards (7), a “simulator plate” can also be used when conducting group exercises with patients.

In this case, the specialist forms a group of two patients with approximately the same degree of spatial perception disorder.

Next, one of the patients writes letters or other characters into the cell-indentations (2) of the "simulator plate", after which the other patient must copy letters or other characters written in the other patient into the cell-cavities (2) of the similar "simulator-plate". The task is complicated by rotating the case (1) of the "simulator-plate" with letters or other symbols inscribed in the cell recesses (2) at the angle specified by the specialist.

After mastering the work with the "simulator-plate" under the guidance of a specialist, patients get the opportunity to conduct independent classes with him, both in the clinic and after discharge, at home.

Along with the use of a "simulator plate" for classes to restore spatial perception in patients with a neurological clinic, it can be widely used in the following cases:

a) when conducting correctional and developmental classes with children with impaired formation of spatial perception;

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

c) as an exciting game for training spatial perception in healthy children.

Thus, the claimed "simulator-plate" allows classes to restore spatial perception with a wide contingent of patients in a neurological clinic, including bedridden patients, as well as patients with impaired fine motor skills and the presence of tremor of the hands, while ensuring the possibility of conducting long-term rehabilitation classes using exercises of varying degrees of difficulty, as well as the ability to quickly and easily check patients with the correctness of the exercises.

The use of a "simulator-plate" introduces an element of novelty into the process of rehabilitation classes with patients, turning them into a psychological training that is fascinating and interesting for patients.

Claims (7)

1. A simulator plate for exercises to restore spatial perception in patients with a neurological clinic, characterized in that it contains a plate-shaped body made of translucent plastic with a flat bottom, in which uniformly located cell-recesses are made, having the shape of ring sectors and separated from each other radial and ring jumpers of the same width, while radial jumpers in the amount of 8-14 pieces are located at the same angular intervals, ring jumpers in the amount of 3-6 pieces are located at the same distance from each other, and in the central part of the bottom of the cell there are no recesses; at the same time, a flat rim is made along the upper edge of the housing, and a mark is applied on the wall of the housing, near one of the recess cells. 2. The simulator plate according to claim 1, characterized in that the body height is 20-30 mm, its wall thickness is 2-3 mm, and the thickness of the body bottom is 3-4 mm. 3. The simulator plate according to claim 1, characterized in that the inner diameter of the bottom of the body is 160-220 mm, and the inner diameter of the upper part of the body exceeds the inner diameter of the bottom by 20-40 percent. 4. The simulator plate according to claim 1, characterized in that the depth of the cell-recesses is 1-2 mm, and the width of the jumpers between them is 2-4 mm. 5. The simulator plate according to claim 1, characterized in that the diameter of the central part of the bottom is 30-40 mm. 6. The simulator plate according to claim 1, characterized in that the flat rim has a width of 7-10 mm and a thickness of 4-6 mm. 7. The simulator plate according to claim 1, characterized in that the mark can be made, for example, in the form of a triangle.

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