RU193735U1 - Hexagon simulator with linear and triangular recesses for group exercises on restoration and preventive training of visual-spatial memory - Google Patents

Abstract

The utility model “Hexagon simulator with linear and triangular recesses for group classes in restoration and preventive training of visual-spatial memory” refers to medicine in the section of neurology and neuropsychology and can be used in neurorehabilitation departments of neurological and neurosurgical clinics during group classes in restoration and preventive training of visual-spatial memory in patients of a neurological clinic with organic lesions of the head of the brain of various etiologies. A useful model contains a plastic base (1), having the shape of a regular hexagon, on one side of which a hollow handle is made (2), and linear recesses (3) are made on the front and back surfaces of the base (1), forming on the surfaces of the base (1) are triangular protrusions (4), in the center of each of which a triangular recess (5) is made, while the linear recesses (3) have the same width and are made on each of the surfaces of the base (1) along its perimeter and directly on of the base (1), parallel to each of its sides, at the same distance from each other, and the triangular protrusions (4) formed by linear recesses (3) have the shape of equilateral triangles of the same size, the number and location of which on the front and back surfaces of the base (1 ) in the same way, while the linear and triangular recesses (3, 5) have the same depth, and the mark (6) is applied to the front surface of the base (1). Thus, the “Hexagon Trainer” allows you to conduct group exercises to rebuild the use and preventive training of visual-spatial memory by various methods 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 using additional elements such as worksheets. The declared “Hexagon Simulator” introduces an element into the process of rehabilitation exercises with patients novelties, turning them into an interesting and attractive psychological training for patients. Thanks to the simplicity of design and ease of use, "Simulator- hexagon ”can be widely used in clinical practice.

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 organizing rehabilitation 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 -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 while they are 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 casing, 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 casing there is a working plate under which there is an internal cavity into which work cards containing various images are placed (geometric figures , 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 “Magnetic simulator for classes to restore spatial perception in patients with a neurological clinic” is known (Patent RU 186615 U1 of January 24, 2019).

Structurally, this device consists of a hexagonal-shaped plastic case on the bottom of which there is a metal working plate with a marking in the form of hexagonal cells, in which there are magnet chips that differ in color.

During classes with this device, work cards are used that contain the image of the work plate with separate cells selected, the location of which the patient must reproduce on the work plate by moving the magnet chips.

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 with patients;

b) the need to use additional elements in the form of chips-magnets and work cards containing tasks for memorization.

Also, from the existing level of technology, the device "Simulator for self-study to restore impaired spatial perception in patients of a neurological clinic" is known (Patent RU 164908 U1 of 09/20/2016).

Structurally, this device consists of a transparent plate fixed to the stand, on the surface of which a marking is applied in the form of a grid consisting of vertical, horizontal and diagonal recesses, which are designed to redraw images contained in worksheets consisting of straight lines.

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 classes on the restoration and preventive training of visual-spatial memory;

b) this device does not provide the possibility of conducting group classes;

c) the need to use additional elements in the form of worksheets with images.

In order to overcome the aforementioned shortcomings, a “Hexagon simulator with linear and triangular recesses for group exercises on restoration and preventive training of visual-spatial memory” was developed (hereinafter referred to as the “Hexagon 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;

b) providing the possibility of conducting group classes on the preventive training of visual-spatial memory in patients of a neurological clinic, whose memory impairment is manifested to a small extent;

c) providing the possibility of implementing various methods of restoring visual-spatial memory through the use of various types of recesses;

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

e) providing the possibility of conducting classes for patients with impaired fine motor skills and the presence of hand tremors due to the presence of linear and hexagonal recesses that do not allow the writing instrument to go beyond them;

e) the simplicity of the design of the "Hexagon Simulator", contributing to its widespread adoption in clinical practice.

The technical result of the claimed utility model is the expansion of the functionality of the "Simulator for self-study to restore impaired spatial perception in patients of a neurological clinic", provided by the structural elements of the claimed "hexagon simulator", allowing for group exercises to restore and preventive training of visual-spatial memory various methods with a wide contingent of patients in a neurological clinic, including patients with impaired fine motor skills and the presence of hand tremor, without the use of additional elements such as worksheets.

This technical result is achieved due to the fact that the "Hexagon Simulator" contains a plastic base having the shape of a regular hexagon, on one side of which a hollow handle is made, and linear recesses are made on the front and back surfaces of the base, forming triangular protrusions on the base surfaces, in the center of each of which a triangular recess is made, while the linear recesses have the same width and are made on each of the surfaces of the base along its perimeter and directly on the surface of the base, parallel to each of its sides, at the same distance from each other, and the triangular protrusions formed by linear recesses have the shape of equilateral triangles of the same size, the number and location of which are identical on the front and back surfaces of the base, while linear and triangular recesses have the same depth, and a mark is applied to the front surface of the base.

In a preferred embodiment of the Hexagon Simulator, the number of triangular protrusions on each of the surfaces of the base may be six, twenty four or fifty four pieces.

In a preferred embodiment of the "Hexagon Simulator" the mark is made in the form of a circle.

In a preferred embodiment of the Hexagon Simulator, the linear and triangular recesses are highlighted in a color different from the base color.

The essence of the utility model "Hexagon simulator with linear and triangular recesses for group exercises on restoration and preventive training of visual-spatial memory" is illustrated by the drawings, which depict:

In FIG. 1 - general view of the "Hexagon Simulator";

In FIG. 2 - view of the "Hexagon Simulator" from the side of the handle.

The claimed "Hexagon Trainer" is (see Fig. 1, 2) a plastic base (1), having the shape of a regular hexagon (hexagon), on one side of which a hollow handle (2) is made, and on the front and back surfaces of the base (1) linear recesses (3) are made, forming triangular protrusions (4) on the surfaces of the base (1), in the center of each of which a triangular recess (5) is made.

The linear recesses (3) made on the surfaces of the base (1) serve as guides for the core of the water marker when inscribing lines, and the triangular recesses (5) are used to enter various icons (ticks, dots, etc.) with the water marker during classes " Hexagon simulator. "

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

The distance between the opposite ribs of the base (1) of the "hexagon simulator" is 100-180 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.

Linear recesses (3) have the same width equal to 2-5 mm and are made on each of the surfaces of the base (1) along its perimeter, indented from the edges of the base (1) by 3-5 mm, and also directly on the surface of the base (1) , parallel to each of its sides, at the same distance from each other.

The triangular protrusions (4) formed by the linear recesses (3) have the shape of equilateral triangles of the same size, while the number and location of the triangular protrusions (4) on the front and back surfaces of the base (1) are the same.

The width of the bridge between the triangular recess (5) and the outer contour of the triangular protrusion (4) is 2-4 mm.

Linear and triangular recesses (3, 5) have the same depth of 1-2 mm.

The number of triangular protrusions (4) formed by linear recesses (3) on each of the surfaces of the base (1) can be: 6 (six), 24 (twenty four), or 54 (fifty four) pieces.

Thus, the design features of linear and triangular recesses (3, 5) which are made below the front and back surfaces of the base (1) facilitate the process of inscribing lines and icons into them for patients with impaired fine motor skills and the presence of hand tremor. At the same time, the small depth of linear and triangular recesses (3, 5) does not prevent the removal of lines and icons inscribed in them with a water marker by means of a sponge designed to erase water markers.

For the convenience of practicing patients with the Hexagon Simulator, a mark (6) is applied (for example, by means of 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 linear and triangular recesses (3, 5), they are highlighted in a color (for example, by means of paint) that differs from the color of the base (1) of the Hexagon Simulator.

The "Hexagon simulator with linear and triangular recesses for group exercises on restoration and preventive training of visual-spatial memory" works 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 linear recesses (3), the patient forming the task, holding the Hexagon Simulator by the handle (2), writes various lines, number of lines in the linear recesses (3) of the front surface of the base (1) with a water marker and location features which are set by a specialist.

The lines entered by the patient can be arranged in a structured form, forming some kind of geometric figure (triangle, hexagon, etc.) or an abstract image (staircase, etc.), which is a simpler version of the task for memorizing, or can be arranged in random order, which is a more difficult task option.

After that, the “Hexagon Simulator” is transmitted to the patient performing the task, who, within a specified time interval (from 20 seconds or more), remembers the image consisting of lines drawn in linear recesses (3) of the front surface of the base (1).

Then, the patient performing the task turns the “Hexagon Simulator” downward with the front surface of the base (1), after which he tries to reproduce the image he remembered by writing the lines that make up it into the linear recesses (3) of the back surface of the base (1).

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

Verification of the correctness of the assignment is carried out by directly comparing the images consisting of lines inscribed in linear recesses (3) of the front and back surfaces of the base (1) due to one or more turns of the “Hexagon Simulator” held by the handle (2).

Further, all lines inscribed in linear recesses (3) are removed with a sponge to erase water markers, the patient forming the task, and the patient performing the task change roles and the entire sequence of actions described above is repeated a number of times specified by the specialist.

If the lesson is carried out using triangular recesses (5), the patient forming the task, holding the Hexagon Simulator by the handle (2), writes various icons (ticks) with a water marker in the triangular recesses (5) of the front surface of the base (1) , points, etc.), the total number of which is set by a specialist.

After that, the “Hexagon Simulator” is transmitted to the patient performing the task, who, within a specified time interval (from 20 seconds or more), remembers the location of the icons written in the triangular recesses (5) of the front surface of the base (1).

Next, the patient performing the task turns the “Hexagon Simulator” downward with the front surface of the base (1), after which it tries to reproduce from memory the location of the icons by writing them into the triangular recesses (5) of the back surface of the base (1).

In case of difficulties, the patient performing the task can briefly turn the "hexagon simulator", thus receiving a hint.

Verification of the correctness of the assignment is carried out by directly comparing the icons inscribed in the triangular recesses (5) of the front and back surfaces of the base (1) due to one or more rotations of the “hexagon simulator” held by the handle (2).

Further, all the icons inscribed in the triangular recesses (5) are removed with a sponge to erase the 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.

Along with the methods described above, group exercises with the “Hexagon Trainer” can be carried out with the simultaneous use of linear and triangular recesses (3, 5), which is a more complex method, used primarily for preventive training of visual-spatial memory.

Also, group exercises with the Hexagon Simulator can be carried out by methods based on the simultaneous use of two Hexagon Simulators.

In this case, each patient holding the Hexagon Simulator by the handle (2), inscribes lines and / or icons into the corresponding recesses (3, 5) of the front surface of the base (1), after which both patients, for a period specified by a specialist (from 20 seconds or more) lines and / or icons inscribed by each other are remembered.

Further, each of the patients tries to reproduce the memorized lines and / or icons from memory, writing them into the corresponding recesses (3, 5) of the back surface of the base (1) of the used Hexagon Simulator.

 Verification of the correctness of the assignment is carried out by alternately comparing the lines and / or icons inscribed in the recesses (3, 5) of the front surface of the base (1) of the Hexagon Simulator of one patient and the reverse surface of the base (1) of the Hexagon Simulator of another patient.

The simultaneous use of two "Hexagon Simulators" allows for group exercises to restore the disturbed spatial perception.

In this case, the patient who forms the task, holding the used Hexagon Simulator by the handle (2), writes lines and / or icons into the recesses (3, 5) of the front surface of the base (1), after which the Hexagon Exerciser is placed on the working the table so that the handle (2) of the Hexagon Simulator is rotated relative to its original position by an angle of 60, 120, 180, 240, 300 or 360 degrees.

After that, the patient performing the task, focusing on the spatial position of the handle (2) of the Hexagon Simulator with lines and / or icons inscribed in the recesses (3, 5), mentally rotates it, and inscribes the lines and / or icons into the recesses ( 3, 5) the back surface of the base (1) of its "Hexagon Simulator".

Verification of the fulfillment of tasks is carried out by the identical arrangement of both “Hexagon Trainers” and comparing the lines and / or icons inscribed in the recesses (3, 5) of both “Hexagon Trainers”.

After mastering the work with the "Hexagon 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) an increase in the number of lines inscribed by patients in linear recesses (3) of the front surface of the base (1);

b) an increase in the number of icons inscribed by patients in triangular recesses (5) of the front surface of the base (1);

c) reducing the time during which the memorization of lines and icons.

Along with classes on the restoration of visual-spatial memory, the Hexagon Simulator is also intended for use during the preventive training of visual-spatial memory, the main difference of which is the increase in the number of memorized lines and icons, the simultaneous use of linear and triangular recesses (3, 5) , as well as reducing the time interval for memorizing.

In addition, the "Hexagon 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 “Hexagon simulator with linear and triangular recesses for group classes in the restoration and preventive training of visual-spatial memory” due to its design features allows for group classes in the restoration and preventive training of visual-spatial memory using various methods with a wide contingent of patients with neurological clinics, including patients with impaired fine motor skills and the presence of tremor of the hands, without the use of additional elements tov type of worksheets.

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

Due to the simplicity of design and ease of use, the Hexagon Simulator can be widely used in clinical practice.

Claims (4)

1. Hexagon simulator with linear and triangular recesses for group classes on restoration and preventive training of visual-spatial memory, characterized in that it contains a plastic base having the shape of a regular hexagon, on one side of which a hollow handle is made, and on the front and back the surfaces of the base are linear recesses forming triangular protrusions on the surfaces of the base, in the center of each of which a triangular recess is made, frost cavities have the same width and are made on each of the surfaces of the base along its perimeter and directly on the surface of the base, parallel to each of its sides, at the same distance from each other, and the triangular protrusions formed by linear cavities have the shape of equilateral triangles of the same size, number and location which are identical on the front and back surfaces of the base, while the linear and triangular recesses have the same depth, and on the front surface s base is marked. 2. The hexagon simulator according to claim 1, characterized in that the number of triangular protrusions on each of the surfaces of the base can be six, twenty four or fifty four pieces. 3. The hexagon simulator according to claim 1, characterized in that the mark is made in the form of a circle. 4. The hexagon simulator according to claim 1, characterized in that the linear and triangular recesses are highlighted in a color different from the color of the base.

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