RU186679U9 - Simulator for classes on the restoration of intellectual activity and spatial memory in patients with a neurological clinic - 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. The height of the case is 20-30 mm, and the internal diameter of the upper part of the case exceeds the internal diameter of the bottom by 20-40 percent, the thickness of the wall of the case is 2-3 mm. On the upper edge of the body there is a flat bezel, 7-10 mm wide, 4-6 mm thick, with a rounded outer edge. In the bottom there are square recess cells designed for inscribing various images in them in the form of symbols, arrows, geometric figures by means of an easily erased water marker. Near the lower and upper rows of square recess cells 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 to the section of neurology and neuropsychology and can be used in the departments of neurorehabilitation of neurological and neurosurgical clinics for conducting classes on the restoration of intellectual activity and spatial memory in patients with 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 (LS Tsvetkova, Neuropsychological rehabilitation of patients. Speech and intellectual activity, Moscow: MPSI Publishers, Voronezh: Modek, 2004 p. 317).

The normal intellectual process can be disrupted with focal brain lesions caused by various neurological diseases associated primarily with the defeat of the tertiary parietal-temporal-occipital or frontal regions of the cerebral cortex.

Restoration of impaired intellectual activity is carried out through special methods depending on various conditions, such as the form of the disorder, 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 the neurological clinic, ensuring the patient’s inclusion in the process of solving various problems arising in the course of the game activity. 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 current level of technology known device "Cork simulator for group classes on the restoration of fine motor skills and intellectual activity in patients with neurological clinics" (Patent RU 176911 U1, published 01.02.2018).

Structurally, this device contains two identical movably connected by a swivel (2) into a single block of plastic box square box-shaped with rounded edges, the dimensions of each of which range from 200 × 200 mm to 250 × 250 mm; on the bottom of each of which marks 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 traffic jams containing images of crosses and toe.

The disadvantages of this device when it is used for classes on the restoration of 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 can not 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 do not have a violation of fine motor skills is not appropriate;

c) due to the significant dimensions of the device, which, when opened, may be 500 mm in length, it is inconvenient to use for training with bed patients.

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

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

Like other types of memory, the spatial memory of a person is impaired with organic brain lesions caused by various neurological diseases associated primarily with the defeat of the tertiary parietal-temporal-occipital portions of the cerebral cortex.

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

Thus, the printing simulator “Developing memory and attention” is known, on one of the printed pages of which there are two tables of nine cells, one of which contains images of various letters. The student must memorize the images of the letters in the cells of the table. After that, close this table with a sheet of paper and enter from memory letters in the cells of a similar table located nearby (Polushkina V. We develop memory and attention. Getting ready for school, Astrel Publishing LLC, Moscow, Astrel SPb LLC, St. Petersburg, 2010, p. 55).

The disadvantages of this printed simulator when using it for classes on the restoration of intellectual activity and spatial memory in patients with a neurological clinic are:

a) this simulator is constructively intended 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 the graphic actions, a trace of the writing instrument remains on the worksheet;

c) the simulator contains an insufficient number of working materials for conducting long courses on the restoration of spatial memory;

d) letters and numbers fit into small simulator cells, which complicates the tasks performed by patients with impaired fine motor skills and the presence of a tremor;

e) the inability to change the degree of complexity of the memorization tasks offered to patients;

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

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

It is also known a device simulator for practicing to restore impaired spatial memory in patients with a neurological clinic. Structurally, this device consists of a plastic case inside which an LED backlight is installed, and in the upper part there are transparent and matte plates, between which work cards with tables are successively laid, with square-shaped cells on the front of the matte plate. In this part of the cells highlighted in dark color or contains any images: multidirectional arrows, symbols, geometric shapes. Hidden from the patient, thanks to a frosted plate, dark-colored cells or cells with images become visible after the LED backlight turns on for a certain time. The patient needs to memorize the spatial arrangement of the dark cells of the table or cells with images, and after turning off the LED backlight, mark them with a marker on the surface of the matte plate according to the memory (Patent RU 168971 U1, published 02/28/2017).

The disadvantages of this device when it is used for classes on the restoration of 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 can not be used for classes on the restoration of intellectual activity;

b) the absence in the device of support for the patient's hand complicates the execution of tasks for patients with impaired motor functions of the hands;

c) the device includes a lot of structural elements (body, plates, battery, time relay, etc.) increasing its weight, which creates the inconvenience of conducting classes with bed patients, and it also does not contain structural elements that provide the convenience of its retention in their hands;

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

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

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

In order to overcome the above disadvantages, a “Simulator for classes on the restoration of intellectual activity and spatial memory in patients with a neurological clinic” has been developed (hereinafter referred to as “simulator”).

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

a) the universal design of the “simulator”, which makes it possible to use it both in the course of classes on the restoration of intellectual activity, and in the course of classes on the restoration of spatial memory in patients with a neurological clinic;

b) the presence in the upper part of the “simulator” of a rigid rim, on which the patient's hand rests during the execution of graphic actions;

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

d) each cell is made in the form of a recess that does not allow the marker to go beyond its limits, which also creates convenience when inserting 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) simplicity of the “simulator” design, contributing to its widespread introduction into the practice of working with patients at a neurological clinic.

The technical result of the claimed utility model is to expand the functionality of the simulator, through structural elements that ensure its versatility, both in the course of restoring intellectual activities and in the course of restoring 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 and simplicity of design.

This technical result is achieved by the fact that a simulator was created for practicing the restoration of intellectual activity and spatial memory in patients at 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 m m, on the upper edge of the body there is a flat bezel 7–10 mm wide, 4–6 mm thick with a rounded outer edge; square cells are made in the bottom to fit various images in the form of symbols, arrows, geometric figures by means of easily erasable water marker; near the lower and upper rows of square recess cells, there are two additional cells that have the shape of an elongated quadrangle, whose three sides are straight and one of the sides is round, 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 recess cells are made of the same square shape, in the form of a square table with the same number of rows and columns in the number of 9, or 16, or 25, or 36 or 49 pieces.

In the preferred embodiment, square recess cells, additional cells and through cuts are separated by bridges of the same width of 2-4 mm.

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

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

In the preferred embodiment, the simulator contains a set of working paper cards made of thick paper, each of which contains a memorization task on the front and the back side, representing an image of a group of square cells of similar size and size to the square cells of the simulator.

The essence of the utility model "Simulator for classes on the restoration of intellectual activity and spatial memory in patients with a neurological clinic" is explained by the drawings:

FIG. 1 - view of the front side of the “simulator”;

FIG. 2 - side view of the “simulator”;

FIG. 3 - section of the “simulator”;

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

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

The inner diameter of the bottom of the case (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 body (1) there is a flat bezel (4) 7–10 mm wide, 4–6 mm thick with a rounded outer edge, which performs the following functions:

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

b) performs the function of support for the patient's hand when performing graphic actions in the course of training with the “simulator”.

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

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

All square recess cells (2) and additional cells (3) have the same depth equal to 1-2 mm, which does not prevent the removal of images inscribed with a water marker in the recess cells (2) and additional cells (3) by means of a sponge intended for erasing them.

To the left and to the right of the group of square cells-depressions (2) in the bottom of the body (1) two identical through cuts (5) are made, which are designed to make it easier to hold the “simulator” with your fingers during the lessons in the absence of a horizontal surface, for example, bedridden patients.

The shape and dimensions of the through cuts (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 recess cells (2), additional cells (3) and through cuts (5) is the same and is 2-4 mm.

For better perception by patients of the contours of square cells-depressions (2) and additional cells (3), the surface of the bottom of the case (1) is coated with a darker color than the color of the plastic that makes the case (1).

The design features of square cells-depressions (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 characters 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 recess cells (2) and additional cells (3).

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

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

a) if the bottom of the case (1) and the work card (7) are located close to each other, then the square recess cells (2) have the property of transparency, which ensures the clear perception of the images on the work card (7), which is used when checking the correctness of the assignments.

b) if the bottom of the case (1) is located at a certain distance from any other objects, then the square cells-depressions (2), additional cells (3) do not have the property of transparency and do not allow something to clearly see through them, therefore they do not impede the perception of letters and other symbols entered by the patient into square recess cells (2) and additional cells (3) when the “simulator” is kept sick in the arm by the through cut (5).

To ensure the correct spatial orientation of the “simulator” in the course of the classes, inside the body (1) a dark paint mark (6) is applied to its wall, made in the form of a geometric figure, for example, an arrow.

For lessons with a “simulator”, a set of work cards (7) made of thick paper is used, each of which contains a memorization task on the front and back, which is an image of a group of square cells (square cells-grooves similar in number and size (2) real "simulator"), the internal 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 , for example, letters ( see fig. 7).

Along with the considered types of work cards (7), in the course of training with a “simulator” other types of work cards (7), differing in their memorizing material, can be used.

The total number of working cards (7) that are included in the “simulator” package is 30-40 pieces.

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

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

Before starting a class in restoring intellectual activity, a specialist forms a group of two patients who have approximately the same degree of intellectual disruption.

If the lesson is done at the desk, the “simulator” is placed on its surface, and patients enter the images of crosses and zeros into square recess cells (2) with an easily erased water marker, drawing their hands on the rim (4) of the body (1) "Simulator".

If one of the patients is recumbent, then he carries out holding the “simulator” with his fingers for one of the through cuts (5) of the body (1).

Next, one of the patients, using an easily washable water marker, inserts the image “X” into one of the square recess cells (2) on the bottom of the casing (1) of the “simulator”, which is used as a playing field, after which the other patient performs the next move by inserting the “O” image into another square dimple cell (2), etc.

If the game is played on a “simulator”, the bottom of which contains nine square recess cells (2), then according to the rules of the tic-tac-toe game, the one who is first to make a row (horizontal, vertical or diagonal) of three images wins crosses or zeros.

If the game is played on a “simulator”, the bottom of which contains sixteen or more square recess cells (2), then according to the rules of the tic-tac-toe game, the one who first makes a row (horizontal, vertical or diagonal) of four images of crosses or zeros.

After one of the patients has won, he puts a badge, for example, a tick, into one of the additional cells (3), and the other patient, in case of a gain, puts a similar badge into another additional cell (3). After the end of the lesson, the icons in the additional cells (3) are counted and recorded in the protocol of the lesson.

The bottom of the “simulator” with 16 or more square recess cells (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, the patients also alternately enter the images “X” and “O” into the square-shaped depressions (2), but the task changes. The task of playing with crosses is that in a square recess cells (2) a row of four “X” or “O” images should line up. The task of the player playing with zeros is the opposite: not to allow complete rows of either “X” or “O” images.

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

Before starting a 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 patient’s spatial memory with which the classes will be held.

The degree of difficulty 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, which for a period of time specified by the specialist (from 15 seconds or more) remembers the spatial location of the selected cells or images contained in the cells, then closes it with a clean sheet of paper.

Next, the patient, placing his hand on the rim (4) of the "simulator", and holding the case (1) with his other hand, enters the image into the square cells-indentations (2) of the image corresponding to the working card (7) with a water marker.

When conducting a session with a bed patient, the “simulator” is held by the patient’s fingers behind the through-cutouts (5) located in the bottom of the case (1), while with the other hand the patient inserts the images into square recess cells (2).

To ensure the correct spatial orientation of the body (1) of the “simulator”, use the label (6), which must always be in one position.

If a work card (7) with cells highlighted in one color was used (see FIG. 4), then the patient marks the corresponding square-shaped depressions (2) with an icon, for example, a tick.

If a work card (7) with cells in different colors was used (see Fig. 5), then the patient enters letters in square cells-depressions (2) denoting the colors with which the cells on the work card were selected (7) For example, the patient enters the letter “B” in a square recess cell (2), if the cell was highlighted in white, the letter “K” is red, the letter “F” is yellow, the letter “Z” is green, the letter “C” - in blue, etc.

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

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

After the assignment is completed, verification of its correctness is carried out, which consists in the fact that the bottom of the body (1) of the “simulator” is superimposed on the work card (7) used, as a result of which cells with one or different colors can be seen through the square recess cells (2) or the images contained in them.

Next, the patient enters the number of errors made during the performance of the tasks into one of the additional cells (3), and the number of images correctly inscribed in the square cells of the recess (2) fits into another additional cell (3). After finishing work with the “simulator”, the results are calculated and recorded in the protocol of the session.

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

In addition to classes based on the use of work cards (7), the “simulator” can also be used during group sessions with patients.

In this case, the specialist forms a group of two patients who have approximately the same degree of impairment of spatial memory.

Further, one of the patients enters the images in the form of symbols, arrows, geometric figures in the square cells-depressions (2) of the “simulator”, and the other patient remembers the location inscribed in the square cells during a predetermined time interval (from 15 or more seconds). - deepening (2) images. After that, the patient should try to reproduce from memory in the square cells-depressions (2) of a similar “simulator”, the spatial arrangement of the images memorized by him.

After mastering the work with the “simulator” under the guidance of a specialist, patients are given the opportunity to conduct self-study both in the clinic, and after discharge, at home.

Along with the lessons 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) when conducting remedial developmental activities with children who have violations of the formation of intellectual activity and spatial memory;

b) when conducting neurocognitive trainings with people of old and old age who have violations of intellectual activity and spatial memory;

c) as a developing game that promotes the development of intellectual activity and spatial memory in healthy children.

Thus, the claimed “simulator”, due to its design features, allows practicing both the restoration of intellectual activity and the restoration of spatial memory in a wide contingent of patients at the neurological clinic, including bedridden patients, as well as patients with impaired fine motor skills and hand tremor. while ensuring the possibility of convenient and quick verification of the correctness of the task of memorization.

The use of a “simulator” introduces a novelty element into the process of rehabilitation work with patients, turning them into a psychological training that is fascinating and interesting for patients.

Claims (5)

1. The simulator for classes on the restoration of intellectual activity and spatial memory in patients of the neurological clinic, comprising a body made of translucent plastic plate-shaped form 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 case is 20-30 mm, and the internal diameter of the upper part of the case exceeds the internal diameter of the bottom by 20-40 percent, the thickness of the wall of the case is 2-3 mm, a flat bezel is made on the upper edge of the case No 7–10 mm, 4–6 mm thick with a rounded outer edge, square recesses in the bottom are made for inscribing various images in the form of symbols, arrows, geometric figures by means of easily erasable water marker, near the lower and upper a series of square recess cells are placed two additional cells that have the shape of an elongated quadrangle whose three sides are straight and one of the sides is round, all square recess cells and additional cells have the same depth equal to 1-2 mm, to the left and to the right of the group of square recess cells in the bottom of the case two identical through cuts are made, the shape and dimensions of which correspond to the shape and dimensions of the additional cells. 2. The simulator according to claim 1, characterized in that the recess cells are made of the same square shape, in the form of a square table with the same number of rows and columns in the number of 9, or 16, or 25, or 36, or 49 pieces. 3. The simulator according to claim 1, characterized in that the square recess cells, additional cells and through cuts are separated by bridges of the same width, which are 2-4 mm. 4. The simulator according to claim 1, characterized in that the surface of the bottom of the case has a coating of a darker color than the color of the plastic from which the case is made. 5. The simulator according to claim 1, characterized in that a label is affixed to the wall of the body in the form of a geometric figure, for example, an arrow to ensure the correct spatial orientation of the simulator.

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