RU186679U1 - The simulator for classes on the restoration of intellectual activity and spatial memory in patients with neurological memory - Google Patents

Abstract

The utility 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 for conducting classes to restore intellectual activity and spatial memory in patients of a neurological clinic. A simulator has been created for training to restore intellectual activity and spatial memory in patients of a neurological clinic, containing a body made of translucent plastic plate-shaped with a thickened bottom, the inner diameter of which is 120-200 mm, and its thickness is 3-4 mm. Moreover, the height of the body is 20-30 mm, and the inner diameter of the upper part of the body exceeds the internal diameter of the bottom by 20-40 percent, the wall thickness of the body is 2-3 mm. A flat rim of 7-10 mm wide, 4-6 mm thick with a rounded outer edge is made along the upper edge of the body. In the bottom there are square recess cells designed for inscribing various images in them in the form of signs of symbols, arrows, geometric figures by means of an easily erasable water marker. Near the lower and upper row of square cells-recesses are two additional cells that have the shape of an elongated quadrangle, the three sides of which are straight, and one of the sides is rounded. All square cells-recesses and additional cells have the same depth equal to 1-2 mm, two identical through cuts are made to the left and right of the group of square cells-recesses in the bottom of the body, the shape and dimensions of which correspond to the shape and dimensions of the additional cells.

Description

The utility model relates to medicine in the section of neurology and neuropsychology and can be used in the departments of neurorehabilitation of neurological and neurosurgical clinics for conducting classes to restore intellectual activity and spatial memory in patients of a neurological clinic.

In domestic psychology, intellectual activity or thinking is considered as a specific but complex mental activity that has its own structure and functions (L.S. Tsvetkova, Neuropsychological rehabilitation of patients. Speech and intellectual activity, Moscow: Publishing House of the Moscow Pedagogical Institute, Voronezh: Modek, 2004 , p. 317).

The normal intellectual process can be disturbed in case of focal brain lesions caused by various neurological diseases associated primarily with damage to the tertiary parieto-temporal-occipital or frontal parts of the cerebral cortex.

The restoration of impaired intellectual activity is carried out by means of special methods depending on various conditions, such as the form of violation, the topic of brain damage, the severity of the defect, etc. (L.S. Tsvetkova, Neuropsychological rehabilitation of patients. Speech and intellectual activity, M .: Izd- in MPSI, Voronezh: Modek, 2004, p. 320).

Currently, various simulators and devices are used to restore intellectual activity in patients of a neurological clinic, which ensure that the patient is included in the process of solving various problems that arise during the game. One of the common types of these devices are devices based on the traditional game "Tic-Tac-Toe", which is owned by almost all patients.

So, from the existing level of technology, the device “Cork simulator for group exercises for restoring fine motor skills and intellectual activity in patients of a neurological clinic” is known (Patent RU 176911 U1, published 01.02.2018).

Structurally, this device contains two identical movably connected by a swivel (2) in a single block of plastic housing square box-shaped with rounded edges, the dimensions of each of which are from 200 × 200 mm to 250 × 250 mm; on the bottom of each of which the markings are made in the form of vertical and horizontal lines dividing them into 9 and 16 square cells of the same size, in the center of each of which there is a cylindrical protrusion with an external thread designed for screwing plastic plugs containing crosses and toe.

The disadvantages of this device when it is used for classes to restore intellectual activity and spatial memory in patients with a neurological clinic are:

a) the design of this device is intended for classes on the restoration of intellectual activity and cannot be used for classes on the restoration of spatial memory;

b) this device, along with classes on the restoration of intellectual activity, is intended for classes on the restoration of fine motor skills, so its use by patients who have no violation of fine motor skills is impractical;

c) due to the significant dimensions of the device, which in open form can be 500 mm in length, it is inconvenient to use for studies with bedridden patients.

Along with intellectual activity, one of the most common violations of mental functions in patients with a neurological clinic is a violation of various types of memory, one of which is spatial memory.

Spatial memory is one of the types of memory aimed at remembering the spatial location of objects, people, physical stimuli (National Psychological Encyclopedia, Spatial memory, found on 08/10/2018 on the Internet at: http://vocabulary.ru/termin/ prostranstvennaja-pamjat.html).

Like other types of memory, a person’s spatial memory is impaired by organic brain lesions caused by various neurological diseases, primarily associated with damage to the tertiary parieto-temporal-occipital parts of the cerebral cortex.

At present, various printing simulators are used for classes on the restoration of impaired spatial memory in patients of a neurological clinic.

So, the printing simulator “Developing memory and attention” is known, on one of the printed pages of which are two tables of nine cells, one of which contains images of different letters. The student needs to remember the image of letters in the cells of the table. Then close this table with a sheet of paper and write the letters into the cells of a similar table located nearby (V. Polushkina. Develop memory and attention. We are preparing for school, Astrel Publishing House LLC, Moscow, Astrel SPb LLC, St. Petersburg, 2010, p. 55).

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

a) this simulator is structurally designed only for classes on the restoration of spatial memory and cannot be used for classes on the restoration of intellectual activity;

b) the working material of this simulator can be used only once, since after performing graphic operations, a trace from a writing instrument remains on the worksheet;

c) the simulator does not contain enough working materials for conducting long courses to restore spatial memory;

d) letters and numbers fit into the simulator’s small cells, which complicates the tasks for patients with impaired fine motor skills and tremor;

e) the lack of the ability to change the degree of complexity of the tasks offered to the patient for memorization;

e) the need for a solid horizontal surface to perform graphic operations on paper sheets of a printing simulator;

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.

There is also a device simulator for classes to restore impaired spatial memory in patients with a neurological clinic. Structurally, this device consists of a plastic case, inside which there is an LED backlight, and a transparent and opaque plate are fixed in the upper part, between which work cards with tables are sequentially laid, while square-shaped cells are made on the front part of the matte plate by forming protrusions of a dark color. In this case, part of the cells is highlighted in dark color or contains any images: multidirectional arrows, symbols, geometric shapes. Hidden from the patient, thanks to the matte plate, dark-colored cells or cells with images become visible after the LED illumination is turned on for a certain time. The patient needs to remember the spatial arrangement of the table cells or cells with images highlighted in dark color, and after turning off the LED backlight, mark them with a marker on the surface of the matte plate from memory (Patent RU 168971 U1, published 02.28.2017).

The disadvantages of this device when it is used for classes to restore intellectual activity and spatial memory in patients with a neurological clinic is the following:

a) this device is intended for classes on the restoration of spatial memory and cannot be used for classes on the restoration of intellectual activity;

b) the lack of support for the patient’s hand in the device complicates the performance of tasks for patients with impaired motor functions of the hands;

c) the device includes many structural elements (case, plate, battery, time relay, etc.) that increase its weight, which creates the inconvenience of conducting classes with bedridden patients, and it also does not contain structural elements that ensure the convenience of holding it in hands;

c) when the LEDs are turned on, a luminous flux is sent to the patient's face, which limits the time for conducting classes with this device;

d) work cards used during classes with this device may contain images on only one side, which doubles their number;

d) the structural complexity of this device due to the presence of various electronic elements (LEDs, battery, time relay, etc.).

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

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

a) the universal design of the "simulator", providing the possibility of its use both during classes on the restoration of intellectual activity, and during classes on the restoration of spatial memory in patients of a neurological clinic;

b) the presence in the upper part of the “simulator” of a hard rim, about which the patient’s hand rests in the course of performing graphic operations;

c) the presence of a "simulator" of low weight and a few structural elements that create the convenience of holding it in the hands, which makes it possible to use it during classes with bedridden patients;

d) each cell is made in the form of a recess that does not allow the marker to go beyond it, which also creates convenience when inscribing images into cells for patients with impaired fine motor skills and the presence of hand tremor;

e) ensuring convenient and quick verification of the correctness of the assignment by patients;

e) the simplicity of the design of the "simulator", 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 to expand the functionality of the simulator, due to structural elements that ensure its versatility, both during classes to restore intellectual activity, and during classes to restore spatial memory in 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 hand tremors and simplicity of design.

This technical result is achieved by the fact that a simulator has been created for the restoration of intellectual activity and spatial memory in patients of a neurological clinic, containing a body made of translucent plastic plate-shaped with a thickened bottom, the inner diameter of which is 120-200 mm, and its thickness is 3 -4 mm, while the height of the hull is 20-30 mm, and the inner diameter of the upper part of the hull exceeds the inner diameter of the bottom by 20-40 percent, the wall thickness of the hull is 2-3 m m, a flat rim of 7-10 mm wide, 4-6 mm thick with a rounded outer edge is made along the upper edge of the body, square recesses are made in the bottom, designed to fit various images into them in the form of signs of symbols, arrows, geometric shapes by easily washable water marker, two additional cells are placed near the lower and upper row of square cells-recesses, which have the shape of an elongated quadrangle, three sides of which are straight, and one of the sides is rounded, in e square cell-cell and additional recesses have a uniform depth equal to 2.1 mm, the left and right of the group-square recesses in the bottom of the cell casing through two identical recess formed, the shape and dimensions of which correspond to the shape and size of additional cells,

In a preferred embodiment, the cell recesses are made of the same square shape, in the form of a square table with the same number of rows and columns in the amount of 9, or 16, or 25, or 36 or 49 pieces.

In a preferred embodiment, the square cell-recesses, additional cells and through-cuts are separated by jumpers of the same width of 2-4 mm.

In a preferred embodiment, the surface of the bottom of the housing has a darker coating than the color of the plastic of which the housing is made.

In a preferred embodiment, the label is applied to the wall of the body, in the form of some geometric figure, for example, arrows to ensure the correct spatial orientation of the simulator.

In a preferred embodiment, the simulator contains a set of work cards made of thick paper, each of which contains a memorization task on the front and back, which is an image of a group of square cells similar in number and size to square cells-recesses of the simulator.

The essence of the utility model "Trainer for classes to restore intellectual activity and spatial memory in patients with a neurological clinic" is illustrated by the drawings:

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

In FIG. 2 - side view of the "simulator";

In FIG. 3 is a sectional view of a “simulator”;

In FIG. 4, 5, 6, and 7 are examples of work cards with various memorization tasks.

The claimed "simulator" contains a housing (1) made of translucent plate-shaped plastic (see Fig. 1-3) with a thickened bottom, in which square recess cells are made (2), designed to enter various images in the form of signs symbols, arrows, geometric shapes with an easily erasable water marker.

The inner diameter of the bottom of the housing (1) is 120-200 mm, and its thickness is 3-4 mm.

The height of the body (1) of the "simulator" 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) there is a flat rim (4) with a width of 7-10 mm, a thickness of 4-6 mm with a rounded outer edge, which performs the following functions:

a) gives additional rigidity to the housing (1);

b) performs the function of support for the patient’s hands when performing graphic actions during classes with the “simulator”.

On the upper surface of the bottom of the housing (1), a group of identical square cells-recesses (2) is made, the number of which can be 9, or 16, or 25, or 36 or 49 pieces, and their location is made in the form of a square table with the same number of rows and columns.

Near the lower and upper row of square cells-recesses (2), two additional cells (3) are made, which have the shape of an elongated quadrangle, the three sides of which are straight, and one of the sides is rounded.

All square cells-recesses (2) and additional cells (3) have the same depth of 1-2 mm, which does not prevent the removal of images inscribed by a water marker in the cell-recesses (2) and additional cells (3) by means of a sponge designed for their erasure.

To the left and to the right of the group of square cells-recesses (2) in the bottom of the body (1), two identical through cuts (5) are made, for the convenience of holding the “simulator” with your fingers during classes in the absence of a horizontal surface, for example, when working with bedridden patients.

The shape and dimensions of the through cut-outs (5) in the bottom of the housing (1) correspond to the shape and dimensions of the additional cells (3).

The width of the jumpers between the square cells-recesses (2), additional cells (3) and through cutouts (5) is the same and is 2-4 mm.

For better perception by patients of the contours of square cells-recesses (2) and additional cells (3), the surface of the bottom of the body (1) is coated with a darker color than the color of the plastic of which the body is made (1).

Design features of square cells-recesses (2) and additional cells (3), which are made below the main surface of the bottom of the housing (1) provide the following functions:

a) facilitate the process of inscribing images in the form of signs of symbols, geometric shapes for patients with impaired fine motor skills and the presence of hand tremor, due to the fact that the inscription of images occurs strictly within the boundaries of square cell-recesses (2) and additional cells (3).

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

Thus, square recesses (2) and additional cells (3) made in the bottom of the housing (1) have the following properties:

a) if the bottom of the case (1) and the working card (7) are located close to each other, then the square cell-recesses (2) have the transparency property, which enables clear perception of images on the working card (7), which is used when checking the correctness of the tasks.

b) if the bottom of the body (1) is located at a certain distance from any other objects, then the square cell-recesses (2), additional cells (3) do not have the property of transparency and do not allow anything to be clearly seen through them, therefore they do not impede the perception of letters and other symbols entered by patients into square recess cells (2) and additional cells (3) when the “simulator” is held by the patient in the hand by the through cut-out (5).

To ensure the correct spatial orientation of the "simulator" during the classes, a mark (6) is applied on the wall inside the case (1) with dark paint, made in the form of some kind of geometric figure, for example, arrows.

For training with the “simulator”, a set of thick work cards made of thick paper is used (7), each of which contains a memorization task on the front and back side, which is an image of a group of square cells (similar in number and size to square cells-recesses (2) real "simulator"), the inner areas of which are highlighted in one color (see Fig. 4) or in different colors (see Fig. 5) or contain any images, for example, multidirectional arrows (see Fig. 6) or symbols e.g. letters ( see Fig. 7).

Along with the considered types of work cards (7), during classes with the “simulator”, other types of work cards (7) can also be used, which differ in the material for memorizing on them.

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

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

"The simulator for classes on the restoration of intellectual activity and spatial memory in patients with a neurological clinic" works as follows.

Before starting a lesson on the restoration of intellectual activity, a specialist forms a group of two patients with approximately the same degree of impaired intellectual activity.

If the lesson is carried out at the desk, then the “simulator” is installed on its surface, and patients enter images of crosses and zeros into square recesses (2) with an easily erasable water marker, resting with a hand on the rim (4) of the case (1) "Simulator".

If one of the patients is lying, then he carries out the holding of the "simulator" with his fingers for one of the through cutouts (5) of the body (1).

Next, one of the patients, using an easily erasable water marker, inscribes the image “X” in one of the square cells-recesses (2) on the bottom of the body (1) of the “simulator”, which is used as a playing field, after which the other patient performs the next move , inscribing the image "O" in another square cell-recess (2), etc.

If the game is carried out on a "simulator", the bottom of which contains nine square cells-recesses (2), then in accordance with the rules of the game "tic-tac-toe" wins the one who first makes a row (horizontal, vertical or diagonal) of three images tic tac toe.

If the game is carried out on a “simulator”, the bottom of which contains sixteen or more square cells-recesses (2), then in accordance with the rules of the game “tic-tac-toe” wins the one who will be the first to make a row (horizontal, vertical or diagonal) of four images of crosses or zeros.

After one of the patients won, he puts a badge, for example, a checkmark, in one of the additional cells (3), and the other patient, in case of winning, puts a similar icon in another additional cell (3). After the lesson, the icons in additional cells (3) are counted and entered into the lesson protocol.

The bottom of the "simulator" with 16 or more square cells-recesses (2) can also be used for variants of the game "tic-tac-toe" with complicated rules, for example, the game "tic-tac-toe of Silverman."

In this case, patients also alternately enter images “X” and “O” in square cells-indentations (2), but the task changes. The task of the player playing crosses is to arrange a row of four images “X” or images “O” in square cells-recesses (2). The task of playing with zeroes is the opposite: to prevent the complete series of either the “X” images or the “O” images.

After the end of each game, the images of crosses and zeros inscribed in square indentations (2) are removed with a sponge to erase water markers.

Before the start of the lesson on the restoration of spatial memory, the specialist selects one of the work cards (7), the degree of complexity of which corresponds to the degree of violation of the spatial memory of the patient with whom classes will be held.

The degree of complexity of work cards (7) is determined by the number of cells highlighted in color or the images contained in them.

Next, the specialist places the selected work card (7) in front of the patient, who, for a specified time interval (from 15 seconds or more), remembers the spatial location of the selected cells or the images contained in the cells, and then covers it with a blank sheet of paper.

Next, the patient, placing his hand on the rim (4) of the "simulator", and holding the body (1) with his other hand, writes the images corresponding to the work card used (7) with a water marker into the square cell-indentations (2).

When conducting classes with a bed patient, the "simulator" is held by the patient’s fingers through the through cutouts (5) located in the bottom of the body (1), while with the other hand the patient enters the images into square recesses (2).

To ensure the correct spatial orientation of the body (1) of the "simulator" use the mark (6), which should always be in the same position.

If you used a work card (7) with cells highlighted in the same color (see Fig. 4), then the patient marks the corresponding square cell-indentations (2) with some icon, for example, a check mark.

If you used a work card (7) with cells highlighted in different colors (see Fig. 5), the patient writes letters in the square recessed cells (2) that indicate the names of the colors by which cells were marked on the work card (7) , for example, the patient writes the letter “B” into the square cell-cavity (2), if the cell is highlighted in white, the letter “K” is red, the letter “Zh” is yellow, the letter “Z” is green, the letter “C” - in blue, etc.

If a work card (7) was used with cells containing images of multidirectional arrows (see Fig. 6), then the patient writes arrows in the corresponding directions in square recesses (2).

If you used a work card (7) with cells containing images of characters, for example, letters (see Fig. 7), then the patient enters the corresponding letters in square cells-indentations (2).

After completing the assignment, the verification of its correctness is carried out, consisting in the fact that the bottom of the case (1) of the "simulator" is superimposed on the used work card (7), as a result of which the cells highlighted in one or different colors become visible through square recesses (2) or images contained therein.

Next, the patient enters the number of errors made during the execution of the tasks into one of the additional cells (3), and the number of images correctly entered into the square cell-indentations (2) fits into another additional cell (3). After finishing work with the “simulator”, the results are counted and recorded in the lesson protocol.

After completing the check, the images inscribed in the square wells (2) are removed with a sponge to erase the water markers, and the entire sequence of actions described above is repeated the number of times specified by the specialist with other work cards (7).

In addition to classes based on the use of work cards (7), the “simulator” 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 memory impairment.

Further, one of the patients writes images in the form of signs of symbols, arrows, geometric figures into square cells-recesses (2) of the “simulator”, and the other patient remembers the location of the inscribed in square cells within a specified time interval (from 15 seconds or more) -deeps (2) images. After this, this patient should try to reproduce from memory in square cells-recesses (2) of a similar “simulator”, the spatial arrangement of the images he remembers.

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

Along with classes on the restoration of intellectual activity and spatial memory in patients with a neurological clinic, the "simulator" can be effectively used in the following cases:

a) during corrective and developing classes with children with impaired formation of intellectual activity and spatial memory;

b) when conducting neurocognitive trainings with people of advanced and senile age who have impaired intellectual activity and spatial memory;

c) as a developmental game, contributing to the development of intellectual activity and spatial memory in healthy children.

Thus, the claimed “simulator”, due to its design features, allows classes both to restore intellectual activity and to restore spatial memory in 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 hand tremor, while providing the ability to conveniently and quickly verify the correctness of the assignment to remember.

Using the “simulator” 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 (5)

1. A simulator for classes to restore intellectual activity and spatial memory in patients of a neurological clinic, comprising a body made of translucent plastic plate-shaped with a thickened bottom, the inner diameter of which is 120-200 mm, and its thickness is 3-4 mm, while the height of the body is 20-30 mm, and the inner diameter of the upper part of the body exceeds the inner diameter of the bottom by 20-40 percent, the wall thickness of the body is 2-3 mm, a flat rim of width is made along the upper edge of the body 7-10 mm thick, 4-6 mm thick with a rounded outer edge, square recesses are made in the bottom, designed to fit various images in them in the form of signs of symbols, arrows, geometric shapes using an easily erasable water marker, near the lower and upper a row of square cells-recesses are two additional cells that have the shape of an elongated quadrangle, the three sides of which are straight, and one of the sides is rounded, all square cells-recesses and additional cells have the same depth equal to 1-2 mm, two identical through cuts are made to the left and right of the group of square cells-recesses in the bottom of the body, the shape and dimensions of which correspond to the shape and size of the additional cells. 2. The simulator according to claim 1, characterized in that the cell-recesses are made of the same square shape, in the form of a square table with the same number of rows and columns in the amount of 9, or 16, or 25, or 36 or 49 pieces. 3. The simulator according to claim 1, characterized in that the square cell-recesses, additional cells and through cutouts are separated by jumpers of the same width of 2-4 mm. 4. The simulator according to claim 1, characterized in that the surface of the bottom of the body has a darker coating than the color of the plastic of which the body is made. 5. The simulator according to claim 1, characterized in that a label in the form of some geometric figure, for example, an arrow, is applied to the wall of the housing to ensure the correct spatial orientation of the simulator.

Images