RU2666270C1 - Method of sensor correction in autism syndrome - Google Patents

Abstract

FIELD: medicine.

SUBSTANCE: invention relates to medicine, namely, rehabilitation, and can be used in the treatment of patients with autism syndrome. To do this, perform a sensory correction by activating the muscles by performing physical exercises. Thus physical exercises represent jumping on a trampoline. Before the start of jumping on the trampoline, carry out a sports warm-up. When performing jumps, the instructor is positioned close to the back of the patient and synchronizes the movements of the instructor with the movements of the patient's body in a single rhythm. Jumps are performed up, forward, backward, and also with turns, alternately in the left and right sides for 2–5 minutes, while the instructor simultaneously scores or reads verses. Exercise is carried out 1–3 times a week. Correction course is 15 sessions.

EFFECT: method provides effective complex rehabilitation of patients with autism syndrome, by developing cognitive, emotional-volitional and musculoskeletal areas in this category of patients.

3 cl, 10 ex

Description

The invention relates to medicine, and can be used in medicine for the treatment of patients with autism syndrome.

Autism today is a fairly common disorder. Every year, the number of people with autism is increasing worldwide. 11 According to statistics, more than 10 million people suffer from autism in the world. A few decades ago, there was one autistic per 10,000 inhabitants. Each year they become 11-17% more.

The table below shows the statistics of autism in the world. It allows you to see how much the number of people suffering from this mental disorder has increased from 1995 to 2017:

Year Number of autistic people worldwide 2005 1 in 300 2008 1 in 150 2010 1 in 110 2012 1 in 88 2014 1 from 68 2017 1 out of 50

A known method of rehabilitation of patients with autism syndrome (patent RU No.2019997, IPC: A61M 21/00, prior. 03/10/1994), including the implementation of physical exercises, the implementation of which is available to everyone. They are aimed at the development of various muscle groups. The emphasis is on the neck muscles. shoulder girdle, hands and fingers. In the process of training achieve clarity of the performance of all movements. A necessary condition of the known method is also a high rate of exercise, they are performed without interruption, only change the groups of muscles involved. Using the tracking reaction in the structure of the visual-motor complex, I work out) coordination of movements.

The disadvantage of this method is the low effectiveness of the treatment, due to the characteristic for patients low level of biological feedback of the peripheral and central nervous system.

The proposed method is mainly aimed at helping children.

As a rule, in children with autism, the sensory and mental spheres are disturbed, disorders of proprioception, musculoskeletal skeleton sensations, introception sensations, feelings of internal organs, various sphincters are clearly expressed.

Children with motor impairments have abnormalities in the biological response to exercise, i.e. feedback from the muscles of the child after completion of movement is not perceived correctly.

When developing the proposed method of sensory correction and developing biological feedback from the peripheral nervous system to the central one, the theory of the Russian scientist N.A. Bershtein.

In the process of studying the mechanisms of human life, he discovered such fundamental phenomena in body control as sensory corrections and the principle of hierarchical, level management.

In accordance with the theory of sensory corrections, to perform any movement, the brain not only sends a specific command to the muscles, but also receives signals from the peripheral sensory organs about the results achieved and, based on them, gives new corrective commands. Thus, there is a process of building movements in which between the brain and the executive organs there is not only direct, but also continuous feedback.

On the basis of these studies, the most important conclusion was made for the training of movements: movement training does not consist in standardizing teams, not in “teaching teams”, but in learning to find and transmit a command each time, which in the conditions of each specific repetition of movement will lead to the desired motor result .

It is not the stamps of the movements themselves that are stored in the memory, but the instructions (logarithms) for their construction, which are built on the basis of a mechanism not of stereotyped reproduction, but of expedient adaptation.

The result of using the proposed method can be expressed in increasing the number of socially adapted people with autism syndrome.

The claimed result is achieved as follows.

A method of sensory correction of people with autism includes the activation of muscles by performing physical exercises. Physical exercises are trampolining, while the instructor, standing close to the patient’s back, synchronizes his movements with the movements of the patient during the jumps, providing a uniform rhythm of movement. Exercises are carried out with a frequency of 1-3 times a week for 30-45 minutes.

The instructor, when performing exercises aloud, snowing, which forms the child’s counting skills and works out a rhythmic auditory effect.

Jumps are carried out up, forward, backward and with a turn in two directions alternately to the left and right side for 2-5 minutes, which corresponds to the functions of the semicircular canals of the vestibular apparatus - these are arcs placed in three different planes corresponding to three dimensions: height, length and width. In aggregate, when implementing the tandem jump method, movements are carried out in horizontal, vertical directions, and in a circle in order to acquire the skill of positioning the patient in space, which has a positive effect on eliminating most sensory and mental disorders.

Information on the position and movement of the body in space is delivered by the receptors of the vestibular apparatus. Impulses from the receptors of the vestibular apparatus entering the central nervous system cause the occurrence of reflexes necessary to maintain the balance of the body. As a result of these reflexes, complex-coordinated tonic contractions of the skeletal muscles occurring, through which the position of the body is leveled and balance is maintained.

Mostly the claimed method is intended for children and adolescents, but can also be used for adult patients, provided that the instructor is significantly higher than the patient and about a quarter more in weight. This is due to the fact that when implementing the method, it is necessary that the instructor builds support on his body.

Before starting trampolining, a sports warm-up is performed;

When implementing the method with the implementation of tandem jumps to the Pars instructor - patient, the "Avatar principle" or "live exoskeleton" is used in which synchronization of the instructor and patient body provides a kinesiotherapeutic effect. A single rhythm and frequency level of movements will create a single biodynamic structure that combines a trainer and a Nazi, which conditionally reproduces the interaction of a mother carrying a child, which transfers rhythms and vibrations through herself, educates the vestibular apparatus, and, in essence, prepares the brain for higher central nervous system hierarchical functions and skills.

The method simultaneously has a positive effect on the development of the emotional sphere and socialization of the patient. In the classroom on the trampoline surface, there is a close integration of the neuromuscular system. Formed balance and balance in the patient. Work is carried out in an open center for all children and adults. Patients learn by looking at other people. At the same time, the optic nerves are actively training, since during the jump there is a rhythmic estrangement and approach of objects.

Exercises are accompanied by rhythmic music.

At the same time, due to the fact that the instructor loudly counts or reads a poem, the work of the Broca zone and the Wernicke zone are developing, which are responsible for the development of speech skills.

The principle of self-education of the body on unstable surfaces is included. On ordinary stationary surfaces, a person can arrange the movement in such a way that it will be largely familiar, the same. What does not happen during classes on unstable surfaces, where the brain will give out spontaneous decisions that affect the development of free motor functions of the body.

To justify the positive effect of the proposed sensory correction of people with autism, the influence of trampoline therapy in the rehabilitation of children with early childhood autism (RDA) in the city of Tyumen was studied.

Objective: to determine the dynamics of clinical and dynamic changes in children with early childhood autism using trampoline.

Tasks:

1. To study the features of the clinic, the structure and dynamics of psychopathological disorders in children with early childhood autism.

2. To justify the need for comprehensive rehabilitation of children with early childhood autism.

3. To develop a comprehensive model for the rehabilitation of children using trampoline therapy.

Materials and research methods:

The basis of the work was the results of a comprehensive study of 10 children with RDA, in the process of applying rehabilitation using trampoline. The study was conducted on the basis of AU SON TO AND DPO "TsPSS and D" Family ". The age of the children examined varied from 3 to 7 years; 3 of them are girls and 7 boys. In 98%, children with RDA received medication (behavior correctors, nootropics).

All children with RDA underwent a course of trampoline therapy in the amount of 15 sessions, two sessions a week, each session lasted 60 minutes.

The control group consisted of girls and boys aged 3 to 7 years in the amount of 10 people with early childhood autism who underwent treatment and rehabilitation without trampoline.

For the present study, children with RDA were selected based on the totality of common clinical signs necessary for the diagnosis of early childhood autism. The studied symptoms were related to the section of the International Classification of Diseases of the 10th revision (ICD-10) F84.0.

To solve the tasks posed in the work, we used the clinical, psychopathological and clinical-psychological methods and methods of statistical data processing.

1 actual observations:

1. In 93.5% of the examined children, neuropsychic disorders were revealed, in the structure of which cognitive impairment was noted (89.7%), emotional and behavioral impairment (67.3%), communicative impairment (73.8%), and fine motor impairment (72.8%).

2. Taking into account the analysis of the leading clinical and pathological characteristics in children with RDA, several levels of disorders can be distinguished. At the behavioral level - destructive forms of behavior; on emotional anxiety, aggression; on cognitive - lag in psycho-speech development; on communicative complexity in building new emotionally saturated relationships.

3. In the application of a comprehensive rehabilitation model using trampoline therapy, a positive dynamics of clinical and pathological characteristics in children with RDA was revealed. The severity and persistence of the results obtained depend on the degree of delay in psycho-speech development.

Individual dynamics of changes in children with RDA. undergoing rehabilitation using the claimed method:

1. Alexander V., 07.27.2013 p. Diagnosis: (RDA, AGR, ADHD)

Behavior:

In the first two classes I was crying, after classes I was overexcited, slept badly during the day. In subsequent classes, he listened to the instructor, walked by himself, jumped by himself

After three classes, they completely abandoned the pot, began to use the toilet. Abandoned diapers during sleep, the duration of looking in the eyes increased.

Speech:

Vocalization increased Large and fine motor skills:

Fine motor skills noticeably improved (for example, before stringing figures on a rope needed help and the task was done with his hands, now he does it on his own).

Ceased to be afraid to go down the stairs without help, not holding on to the railing or hand

Imitation:

Improved markedly and significantly. Repeats movements of arms, legs, various manipulations with objects, but asking to say “uuuu”, “oooh” - folds his lips with a tube, “aaa” - opens his mouth, trying to repeat, tries to imitate the pronunciation of “iiii” in the same way.

Sleep and food:

When engaged in trampolines, sleep increased by 20-30 minutes during the day. Now, when classes have ended, the dream is as usual. There are no changes in food.

2. Matvey M. 10/07/2012 Diagnosis: RDA, sensorimotor dysphasia of development against a background of cognitive deficit.

Soy and food: no change.

Speech: single new words appeared.

Large and fine motor skills: Fine motor skills are better. I decided to collect Lego constructor.

Imitation: During the project, there have been positive changes in terms of improving imitation, imitation has become better at times, role-playing games have appeared. For example, he rolls animals on a boat and waves his hand to the beast remaining on the deck.

Learned to tumble, now everywhere on the floor and on the couch.

Soybeans and food; without changes.

3. Ekaterina M., born December 16, 2009 Diagnosis: RDA, ZPR. Behavior: became more active, excitable. Cognitive abilities: there is an improvement in the understanding of conversational speech.

Speech; Speech therapist notes a positive trend in learning, assignments (learned to read). There were attempts to plot role-playing game. Communication is at the same level.

Large and fine motor skills: also at the same level. Food and sleep are unchanged.

4. Maxim S., born 05.07.2009 Diagnosis: residual cerebral insufficiency. Sensory-motor dysphasia of development on the background of cognitive deficit, autistic radical. RDA?

Behavior:

It was problematic to walk on new roads, he began to rest, pull in the other direction, bite his hand. Now this is not there, you can easily go to a new place.

Speech: I began to be interested in new toys, pistols, we go shoot at home in all. From the speech, the word began to speak more often: mother. Before, once a week he could say “ma” or “ma-ma” in syllables. And now she’s clearly saying “mom”

Large and fine motor skills: improved.

Imitation: no. Sounds are not repeated - there are no changes. He began to understand that you can not leave the playground. I used to run away constantly, I had to return it. And now you can calmly stand while he runs. I became interested in gym equipment in the yard, comes up and shows that he needs help, how to use it.

Sleep and food: Previously, the sleep was disturbed, he could go to bed at 22.00 and wake up at 5 in the morning or not sleep at all. After a course of trampoline therapy, sleep recovered, sleeping from 22:00 to 9-09.30. Nothing new appeared in food, from fruits: apples, bananas and grapes. Of vegetables, this is potatoes, carrots, in soup or in some kind of gravy. Raw carrots do not eat, only in finished form. From cereals it is: rice, millet. Previously, pasta was also very fond of spaghetti, could ^- even take dry ones and start to nibble. Now we do not give. Nothing sweet, no chips, etc.

5. Kristina M., 10.27.2011 p. Diagnosis: RDA, sensorimotor dysphasia of development

Behavior: In the classroom, I studied with pleasure. Followed simple instructions. Quietly withstood an hour's lesson.

Speech: improved understanding of speech. I decided to follow more complex instructions in the classroom and at home.

Large and fine motor skills: Learned to string small beads on a rope. Physically strengthened, walks quite long distances. (Before that, she constantly asked to pick her up in her arms)

Simulation: Improved. Now repeats the movement of arms and legs. (Repeat only face)

Sleep and food: Nothing has changed in food; sleep is the same. While there were no problems with the intestines, the chair was independent and regular. Finished working back problems, stool only with a candle or "Microlax".

6. Ilona P., born on 15.08.12, Diagnosis: RDA, ZRR, sensorimotor dysphasia of development. Behavior: it became calmer, from 15 to 20 minutes it began to stay in one place.

Speech: After the third lesson with the coach, new suggestions appeared.

Large and fine motor skills: improved, began to outline shapes, learned to do exercises.

Imitation: from the 4th and 5th classes, I began to repeat exercises after the trainer, somersaults.

Sleep and food: during Ilona's classes, she slept soundly and had an increased appetite.

7. Maxim D., b. 06/26/2012 Diagnosis: RDA, motor alalia.

Behavior: In the first lesson, I was nervous, tried to leave, went to the next lesson with pleasure, did well, followed the instructions of the trainers.

Speech: He began to repeat more words, use speech more often, trying to repeat verses that he had previously learned.

Large and fine motor skills: Coordination improved significantly, began to ride a scooter, slightly improved flexibility

Imitation: It has become better to perform articulation gymnastics, but repeats on its own initiative a lot of what he sees in everyday life, He began to brush his teeth, wash his hands with soap, and lather while bathing.

Sleep and food: It became faster to fall asleep. The food is unchanged.

8. Maxim 3., 04/12/2011, b. Diagnosis: RDA, ZRR, sensorimotor dysphasia of development.

Behavior: In the first classes I was restless, I tried to leave, I went to the next classes with pleasure, I did well, I followed the instructions of the trainers (turns, somersaults).

Speech: more repetitions appeared in the speech, two new words appeared.

Large and fine motor skills: fine motor skills improved, I decided to hold a brush and pencils tightly.

Imitation: It became better to perform articulation gymnastics, repeating on its own initiative a lot of what he sees in everyday life. He began to brush his teeth, wash his hands with soap and water, and lather while bathing.

Sleep and food: It became faster to fall asleep for 20 minutes, food was unchanged.

9. Daniel P., born 02.24.2010 Diagnosis: RDA, motor aphasia.

Behavior: Behavior became more streamlined, held in session for 25-35 minutes, impulsiveness decreased, the ability to go to the toilet formed.

Speech: Additional sounds appeared in the speech, began to pronounce them more distinctly, thought it was more to understand the addressed speech, to turn to adults for help, the vocabulary increased significantly.

Large and fine motor skills: There is an improvement in fine and large motor skills, learned to use scissors, and decided to draw more with pencils.

Imitation: he began to imitate, performs exercises (somersaults, bouncing). Sleep and food: no change.

10. Daniyal M., born on July 9, 2011, RDA, ZRR. autistic behavior.

Behavior.

He goes to classes willingly, his emotional state is excellent, from the second lesson he “let me go” completely, he is delighted with the jumps himself, but does not want to complete the task and is stubborn.

Speech. Unfortunately, there were no changes in speech, but understanding of speech has increased. There was an imitation, there wasn’t anything at all, now he repeats something after the coach, playing with me repeating facial expressions and movements, began to show interest in finger games, before he did not play and did not let his fingers move me, now he himself willingly depicts a spider for example.

Sleep has become stronger and longer. the appetite is good. Positive changes in the skills of self-service, it was previously impossible to put him on a pot or toilet, and now he just needs to be put in the toilet, and he himself sits down and does his job. The tantrum has become much less. Also, he began to bully less at home (tearing wallpaper, breaking dishes, throwing things out of the closet, etc.)

Comprehensive rehabilitation of patients with RDA using the claimed method effectively affects the development of cognitive, emotional-volitional and musculoskeletal spheres in patients.

Claims (3)

1. A method of sensory correction in autism syndrome, including the activation of muscles by performing physical exercises, characterized in that the physical exercises are jumping on a trampoline, and when performing jumps, the instructor is positioned close to the patient’s back and the instructor’s movements are synchronized with the patient’s body movements in a single rhythm, jumps are performed up, forward, backward, as well as with turns alternately to the left and right sides for 2-5 minutes, while the instructor simultaneously scores or h melting verses, exercises carried out 1-3 times a week. 2. The method according to p. 1, characterized in that the correction course is 15 sessions. 3. The method according to p. 1, characterized in that before the start of trampolining, a sports warm-up is performed.