RU192209U1 - The simulator-square with two types of cells for group classes in the restoration and preventive training of visual-spatial memory - Google Patents

Abstract

Utility model A square simulator with cells of two types for group classes in the restoration and preventive training of visual-spatial memory refers to medicine in the section of neurology and neuropsychology and can be used in the departments of neurorehabilitation of neurological and neurosurgical clinics during group classes in the restoration and preventive training of visual spatial memory in patients of a neurological clinic with organic brain lesions of various etiologies The useful model contains a square-shaped plastic base (1), a handle (2) is made in one of the corners, and on the front and back surfaces of the base (1) are made: main recess cells (3) shaped like regular octagons, and additional square-shaped recesses (4), the main recesses (3) located on the front and back surfaces of the base (1) in rows parallel to the sides of the base (1), so that each row contains the same number of main cells -deeps (3), and additional recess cells (4) are located on the front and back surfaces of the base (1) between the rows of main recess cells (3), while the location and number of main and additional recess cells (3, 4) on the front and the back surfaces of the base (1) are the same and they have the same depth, and the mark (5) is applied to the front surface of the base (1). Thus, the square simulator, due to its structural elements, allows you to carry out group exercises to restore and preventive training spatial and spatial memory with a wide contingent of patients in a neurological clinic, including patients with impaired fine motor skills and the presence of tremor of the hands, without the use of additional elements such as work cards. The declared square simulator introduces an element of novelty into the process of rehabilitation exercises with patients, turning them into an interesting and attractive for patients psychological training.

Description

This useful 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 during classes on the restoration and preventive training of visual-spatial memory in patients of a neurological clinic.

Of great importance for the effectiveness of rehabilitation education are the forms of its organization, which are used during classes with patients at a neurological clinic who have disorders of various mental functions.

Methods and forms of organization of restorative education should take into account the social nature of a person and create conditions for maximizing the use of all human capabilities and abilities, using the influence of the social environment and other social factors on a sick person (Tsvetkova L.S. Aphasia and restorative education. M; Moscow psychological -Social Institute of Voronezh: Publishing house NPO "MODEK", 2001, p. 81, 82).

One of the forms of organization of rehabilitation education, which is based on the use of the social environment and other social factors, is the group form of classes, which helps to increase the efficiency of restoration of impaired mental functions, expanding and complementing individual lessons with a specialist and independent studies of patients during their stay in a neurological clinic .

Group lessons allow you to realize primarily the activity of communication and impact on the patient’s personality through the mechanisms of a small social group: interpersonal interaction, cooperation, cooperation, competition, etc. (Tsvetkova L.S. Aphasia and restorative education. M; Moscow Psychological and Social Institute Voronezh: Publishing house NPO MODEK, 2001, p. 9).

According to Marvin Shaw, a specialist in group dynamics, a small social group is a community consisting of two or more interacting and influencing individuals (Myers D. Social Psychology. - St. Petersburg: Peter, 1997).

The use of the group form of classes helps to increase the effectiveness of rehabilitation training when working on the restoration of various types of memory in patients with a neurological clinic, including visuospatial memory.

Like other types of human memory, visual-spatial memory is impaired in organic brain lesions caused by various neurological diseases.

Currently, various devices and simulators are used for classes to restore impaired visual-spatial memory in patients with a neurological clinic.

So, from the existing level of technology it is known "Device simulator for the formation of tasks during classes to restore visual and spatial memory in patients of a neurological clinic" (Patent RU 169473 U1 of 03/21/2017).

Structurally, this device consists of a plastic case, the inner space of which is divided into cells, in each of which four LEDs of different colors are located, and in the upper part of the case a work plate is fixed, under which there is an internal cavity into which work cards containing various images are placed ( geometric shapes, multidirectional arrows) made in white on a dark background. Images hidden from the patient become visible on the working plate after they are randomly illuminated by LEDs of different colors. The patient needs to remember the location and color of each image, and after turning off the LEDs, designate them with a marker on the surface of the working plate from memory.

The disadvantages of this device when it is used during group classes for the restoration and preventive training of visual-spatial memory are:

a) this device is not intended for use during group lessons to restore visual-spatial memory;

b) the need to use additional elements in the form of work cards containing tasks for memorization;

c) the structural complexity of this device, which includes various electronic components: LEDs, switches, battery, etc.

Also, from the existing level of technology, the device Simulator is known for training to restore intellectual activity and spatial memory in patients of a neurological clinic (Patent RU 186679 U1 of January 29, 2019).

Structurally, this device consists of a plastic plate-shaped body, in the bottom of which are made square cells-recesses of the same size, which are designed to fit various images into them.

 During classes with this device, work cards with similar square cells containing various images (symbols, geometric shapes) are used, which the patient must remember and reproduce from memory with a water marker in recess cells.

 The disadvantages of this device when it is used during group classes for the restoration and preventive training of visual-spatial memory are:

a) this device is not intended for use during group classes;

b) this device provides the opportunity for classes to restore visual-spatial memory in only one method;

c) the need to use additional elements in the form of work cards containing tasks for memorization.

In order to overcome the above drawbacks, a Square Trainer with two types of cells was developed for group classes in the restoration and preventive training of visual-spatial memory (hereinafter referred to as the square simulator).

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

a) providing the possibility of conducting group exercises to restore visual-spatial memory in patients with a neurological clinic;

b) providing the possibility of conducting group exercises aimed at the preventive training of visual-spatial memory in patients whose memory impairment is manifested to a small extent at a given time;

c) the absence of the need to use additional elements such as work cards due to the fact that the formation of tasks is carried out directly by the patients themselves;

d) an increase in the variety of methods used during classes, due to the presence of two types of cells;

e) providing the possibility of conducting classes for patients with impaired fine motor skills and the presence of hand tremor due to the fact that the cells are made in the form of recesses that do not allow the writing instrument to go beyond them;

f) providing the possibility of conducting classes in the absence of a desktop, for example, on patients' walks;

g) the simplicity of the design of the simulator-square, contributing to its widespread adoption in clinical practice.

The technical result of the claimed utility model is to expand the functionality of the Trainer for classes on the restoration of intellectual activity and spatial memory in patients of a neurological clinic, provided by the structural elements of the claimed square simulator, allowing for group classes to restore and preventive training of visual-spatial memory with a wide contingent patients of a neurological clinic, including patients with fine motor impairment iki presence and tremor of hands, without using additional elements such business cards.

This technical result is achieved due to the fact that the simulator-square contains a square plastic base, a handle is made in one of the corners, and on the front and back surfaces of the base there are: basic recess cells shaped like regular octagons, and additional recess cells square shape, while the main cell-recesses are located on the front and back surfaces of the base in rows parallel to the sides of the base, so that each row contains one the same number of main recess cells, and additional recess cells are located on the front and back surfaces of the base between the rows of main recess cells, while the location and number of main and additional recess cells on the front and back surfaces of the base are the same and they have the same depth, and on the front surface of the base marked.

In a preferred embodiment, the simulator-square, the total number of main cells-recesses on each of the surfaces of the base may be sixteen, twenty-five or thirty-six pieces.

In a preferred embodiment, the simulator-square label is made in the form of a circle.

In a preferred embodiment of the square simulator, the primary and secondary recess cells are highlighted in a color different from the base color.

The essence of the utility model Trainer-square with cells of two types for group classes in the restoration and preventive training of visual-spatial memory is illustrated by drawings, which depict:

In FIG. 1 is a general view of a square simulator;

In FIG. 2 - view of the square simulator from the side of the handle.

The claimed simulator-square is (see Fig. 1, 2) a square plastic base (1), in one of the corners of which a hollow handle (2) is made, and on the front and back surfaces of the base (1) are made: a) the main cell-recesses (3) of an octagonal shape, which are designed for inscribing in them with a water marker various images in the form of symbols (letters, numbers), geometric shapes or multidirectional arrows; b) additional square-shaped recesses (4), which are designed to fit images of smaller sizes into them in the form of various icons (dots, checkmarks, etc.) during the classes.

The dimensions of this particular square simulator listed below are not signs of narrowing the scope of legal protection, as they may change during its creation.

The size of the side of the base (1) of the square simulator is 100-150 mm, and its thickness is 4-8 mm.

The handle (2) has a conical shape 80-100 mm long, with a diameter at the end of 20-25 mm and a wall thickness of 2-3 mm.

The main recess cells (3) are in the form of regular octagons and are located on the front and back surfaces of the base (1) in rows parallel to the sides of the base (1), so that each row contains the same number of main recess cells (3), and their total number on each of the surfaces of the base (1) is the same and can be 16 (sixteen), 25 (twenty five) or 36 (thirty six) pieces.

Additional recess cells (4) are located on the front and back surfaces of the base (1) between the rows of main recess cells (3) so that each additional recess cell (4) is located between the four main recess cells (3), and the total number of additional recess cells (4) depends on the total number of main recess cells (3).

The width of the jumpers between the main cells-recesses (3), as well as the main and additional cells-recesses (3, 4) is the same and is 2-4 mm.

The sizes of the main cells-recesses (3) depend on the size of the side of the base (1), the number of main cells-recesses (3) and the width of the jumpers.

The sizes of additional recess cells (4) depend on the dimensions of the main recess cells (3) and the width of the jumpers.

The location of the main and additional cells-recesses (3, 4) on the front and back surfaces of the base (1) is the same, and they have the same depth of 1-2 mm.

Thus, the design features of the main and additional cells-recesses (3, 4) which are made below the front and back surfaces of the base (1) facilitate the process of entering various images into them for patients with impaired fine motor skills and the presence of hand tremor. At the same time, the small depth of the main and additional cells-recesses (3, 4) does not prevent the removal of images inscribed in them with a water marker, using a sponge designed to erase water markers.

For the convenience of practicing patients with a square simulator, a mark (5) is applied (for example, with dark paint) to the front surface of the base (1), which can be made, for example, in the form of a circle.

For better perception by patients of the main and additional cells-recesses (3, 4), they are highlighted in a color (for example, by means of paint) that differs from the color of the base (1) of the square simulator.

The Square Trainer works with cells of two types for group classes on restoration and preventive training of visual-spatial memory as follows.

Before starting classes, the specialist forms a group of two patients with approximately the same degree of visual and spatial memory impairment.

In this case, one of the patients in the group is appointed by the specialist forming the task, and the other patient is performing the task.

If the lesson is carried out using the main cells-recesses (3), then the patient, forming the task, holding the square simulator by the handle (2), writes a water marker into the main cell-recesses (3) of the front surface of the base (1) of the image in the form of symbols (letters, numbers), geometric shapes or multidirectional arrows, the total number and type of which is set by the specialist.

After that, the square simulator is transferred to the patient performing the task, who, within a specified time interval (from 20 seconds or more), remembers the images inscribed in the main cell-recesses (3) of the front surface of the base (1) taking into account their spatial location.

Then, the patient performing the task turns the simulator-square with the front surface of the base (1) down, after which it tries to reproduce from memory the images it remembers by writing them into the main cell-recesses (3) of the back surface of the base (1).

In case of difficulty, the patient performing the task can briefly turn the square simulator, thus receiving a hint.

Verification of the correctness of the task is carried out by comparing the images inscribed in the main cell-recesses (3) on the front and back surfaces of the base (1) due to one or more rotations of the “simulator-square” held by the handle (2).

Further, all images inscribed in the main recess cells (3) are deleted with a sponge to erase water markers, the patient forming the task, and the patient performing the task change roles, and the whole sequence of actions is repeated a number of times specified by the specialist.

If the lesson is carried out using additional cells-recesses (4), then the patient, forming the task, holding the square simulator by the handle (2), writes with a water marker into the additional cell-recesses (4) of the front surface of the base (1) of the image small size in the form of icons (dots, checkmarks, etc.), the total number of which is set by a specialist.

The entire subsequent sequence of actions of patients using additional cells-recesses (4) is similar to the above operations using the main cells-recesses (3).

Classes with a square simulator can be carried out with the simultaneous use of the main and additional cells-recesses (3, 4), which increases the degree of complexity of the tasks formed.

Along with the methods described above, group exercises can be carried out by the simultaneous use of two square simulators.

In this case, each of the patients, holding the used square simulator by the handle (2), inscribes the images in the main and / or additional cell-recesses (3, 4) of the front surface of the base (1), after which both patients, for a period set by a specialist time (from 20 seconds or more), images inscribed by each other are stored.

Further, each of the patients tries to reproduce the memorized from the image, writing them from memory into the main and / or additional cell-recesses (3, 4) of the back surface of the base (1) of the used square simulator.

Verification of the correctness of the tasks is carried out by alternately comparing the images on the front surface of the base (1) of the simulator-square of one patient and the reverse surface of the base (1) of the simulator-square of another patient.

After mastering the work with the square simulator under the guidance of a specialist, patients get the opportunity to conduct independent group exercises with him.

As patients achieve positive results in the restoration of visual and spatial memory, tasks are complicated by:

a) increasing the number of images entered by patients in the main and / or additional cell-recesses (3, 4) of the front surface of the base (1);

b) reducing the time interval during which images are stored in the main and / or additional cells-recesses (3, 4).

Along with classes in the restoration of visual-spatial memory, the square simulator is also intended for use during preventive training of visual-spatial memory, the main difference of which is an increase in the number of stored images in the main and / or additional cell-recesses (3, 4) and reduction time interval for their memorization.

In addition, the square simulator can be effectively used in a number of other cases:

a) when conducting correctional and developing classes with children with impaired formation of visual-spatial memory;

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

c) as a developmental game aimed at developing and training visual-spatial memory in healthy children;

d) as a memory simulator for healthy people who want to improve visual-spatial memory.

Thus, the Square Trainer with two types of cells for group classes in the restoration and preventive training of visual-spatial memory due to its structural elements allows group classes in the restoration and preventive training of visual-spatial memory with a wide contingent of patients in a neurological clinic, including patients with violation of fine motor skills and the presence of hand tremor, without the use of additional elements such as work cards.

The claimed square simulator introduces an element of novelty into the process of rehabilitation classes with patients, turning them into interesting and attractive psychological training for patients.

Claims (4)

1. A square simulator with cells of two types for group exercises on restoration and preventive training of visual-spatial memory, characterized in that it contains a plastic base of square shape, a handle is made in one of the corners, and the main cells are made on the front and back surfaces of the base recesses having the shape of regular octagons, and additional square-shaped recesses, with the main recesses located on the front and back surfaces of the base rows parallel to the sides of the base, so that each row contains the same number of main cells-recesses, and additional cells-recesses are located on the front and back surfaces of the base between the rows of main cells-recesses, while the location and number of main and additional cells - recesses on the front and back surfaces of the base are the same, and they have the same depth, and a mark is applied to the front surface of the base. 2. The square simulator according to claim 1, characterized in that the total number of main cells-recesses on each of the surfaces of the base can be sixteen, twenty-five or thirty-six pieces. 3. The square simulator according to claim 1, characterized in that the mark is made in the form of a circle. 4. The square simulator according to claim 1, characterized in that the primary and secondary cell-recesses are highlighted in a color different from the color of the base.

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