RU195745U1 - Hexagon simulator with triangular recesses for group exercises on restoration and preventive training of visual-spatial memory - Google Patents

Abstract

The utility model relates to medicine, to the section of neurology and neuropsychology and can be used in the departments of neurorehabilitation of neurological and neurosurgical clinics during classes on the restoration and preventive training of visual-spatial memory in patients with a neurological clinic. A hexagon simulator with triangular recesses has been created for group classes in the restoration and preventive training of visual-spatial memory, containing a base made of plastic in the form of a regular hexagon-hexagon, in the center of one of the edges of which a hollow conical-shaped handle is made. On the front and back surfaces of the base are made in the same number and location of the cell-recesses, having the shape of an equilateral triangle with equal dimensions, separated from each other by jumpers of the same width. Moreover, the triangular cell-recesses are made at the same distance from each other in horizontal rows with the same number near each edge of the base. The technical result of the claimed utility model is its constructive prostate and the expansion of the functionality of the playing field of the hexagon simulator, which provides the convenience and comfort of classes for the restoration and preventive training of visual-spatial memory, including patients with impaired fine motor skills and the presence of hand tremor without the use of additional elements.

Description

The utility model relates to medicine in the section of neurology and neuropsychology and can be used in the departments of neurorehabilitation of neurological and neurosurgical clinics during classes on the restoration and preventive training of visual-spatial memory in patients with a neurological clinic.

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

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 opportunities and abilities of a person, the influence of the social environment and other social factors on it (Tsvetkova L.S. : Publishing house of NPO "MODEK", 2001, p. 81, 82).

One of the forms of organization of restorative education, which is based on the use of the social environment and other social factors, is a group form of classes that contributes to the effectiveness of the 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 classes allow you to realize, first of all, 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 the specialist in group dynamics, Marvin Shaw, 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 of 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-spatial memory in patients of a neurological clinic" (RU 169473 U1, 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 placed, and in the upper part of the case a work plate is fixed, under which there is an internal cavity for bookmarks of work cards containing various images (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 geometric figure, and after turning off the LEDs, mark 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 is the following:

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

b) there is a 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 and spatial memory in patients of a neurological clinic” is known (RU 186680 U1, 01.29.2019). Structurally, this device consists of a plastic case of a triangular shape, on its bottom there is a metal working plate with a marking in the form of triangular cells, on which are distinguished by color chips-magnets. During classes with this device, work cards are used that contain the image of the work plate with the selected cells, the location of which the patient must reproduce on the work plate of the device 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 is the following:

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

b) there is also a need to use additional elements in the form of chip-magnets and work cards containing tasks for memorization.

In order to overcome the above drawbacks, a “Hexagon simulator with triangular recesses for group exercises on the 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) constructive provision of the possibility of conducting group exercises to restore visual-spatial memory in patients of a neurological clinic by storing images in triangular cells;

b) constructive provision of the possibility of conducting group exercises aimed at preventive training of visual-spatial memory in patients of a neurological clinic with a slight violation of this mental function;

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 patient;

d) the absence of the need to use additional elements, such as chip-magnets due to the fact that patients enter various images into triangular cells;

e) constructive provision of the possibility of conducting classes for patients with impaired fine motor skills and the presence of hand tremor due to the fact that the triangular cells are made in the form of 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 its constructive prostate and the expansion of the functionality of the playing field of the “hexagon simulator”, which provides the convenience and comfort of classes for the restoration and preventive training of visual-spatial memory, including patients with impaired fine motor skills and the presence of tremor of hands without the use of additional elements .

The technical result is achieved by creating a hexagon simulator with triangular recesses for group classes on restoration and preventive training of visual-spatial memory, containing a base made of plastic in the form of a regular hexagon-hexagon, in the center of one of the edges of which a hollow handle is made, conical shape, and on the front and back surfaces of the base are made in the same quantity and location of the cell-recesses, having the shape of an equilateral tr polygons with equal sizes to each other, separated by jumpers of the same width, moreover, triangular recess cells are made at the same distance from each other in horizontal rows with the same number near each edge of the base.

In a preferred embodiment, the mark is applied on the front surface of the base with a dark paint, which is made, for example, in the form of a circle.

In a preferred embodiment, the triangular cell recesses are highlighted in a color different from the color of the base.

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

In FIG. 1 is a general view of a "hexagon simulator";

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

The claimed "hexagon simulator" (see Fig. 1, 2) contains a base (1) made of plastic and having the shape of a regular hexagon (hexagon), in the center of one of the ribs of which a hollow handle (2) is made. And on the front and back surfaces of the base (1), identical triangular recess cells (3) are made, designed to enter various images in them in the form of symbols (letters, numbers), multidirectional arrows, geometric shapes, using an easily erasable water marker.

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

The distance between the opposite ribs of the base (1) of the "hexagon simulator" is 100-150 mm, and its thickness is 4-8 mm.

The hollow 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.

Each triangular recess cell (3) has the shape of an equilateral triangle. Moreover, the cell-recesses (3) are placed at the same distance from each other in horizontal rows. Near each edge of the base (1) is the same number of triangular cells-recesses (3). And also their number and location on the front and back surfaces of the base are the same (1).

At the same time, all triangular recess cells (3) have the same depth of 1-2 mm and are separated from each other by jumpers (4) of the same width equal to 2-4 mm.

Thus, the design features of triangular cells-recesses (3), made on 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. In this case, the small depth of the triangular cells-recesses (3) does not prevent the removal of images inscribed in them with a water marker, using a sponge designed to erase water markers.

The total number of triangular cells-recesses (3) on each of the surfaces of the base (1) can be 6 (six), 24 (twenty-four) and 54 (fifty-four) cell-recesses (3).

For the convenience of practicing patients with a “hexagon simulator”, a mark (5) is applied on 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 triangular cells-recesses (3), 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 triangular recesses for group classes on the 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.

Further, the patient, forming the task, holding the “hexagon simulator” by the hollow handle (2), writes images with the water marker in the triangular cell-recesses (3) of the front surface of the base (1) in the form of symbols (letters, numbers), multidirectional arrows, geometric figures, the total number and type of which is set by a specialist.

After that, the “hexagon simulator” is transferred to the patient performing the task, who, holding it by the hollow handle (2), remembers the front surface of the base written in triangular cell-recesses (3) for a specified time interval (from 20 seconds or more) (1) images and their spatial arrangement.

Then the patient performing the task turns the “hexagon simulator” with the front surface of the base (1) down, and then reproduces from memory the images he remembered in triangular cells-recesses (3) 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 task is carried out by comparing the images inscribed in the triangular cell-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 hollow handle (2).

Further, all images inscribed in the triangular recess cells (3) are deleted 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 method described above, group exercises can be carried out with the simultaneous use of two identical “hexagon simulators”.

In this case, each patient holding the used “hexagon simulator” by the hollow handle (2), inscribes the images into triangular recesses (3) of the front surface of the base (1), after which both patients, for a time specified by a specialist (from 20 seconds or more) remember images inscribed by each other.

Further, each of the patients reproduces the memorized images from memory, inscribing them into triangular cell-recesses (3) of the back surface of the base (1) of the “hexagon simulator” used.

Verification of the correctness of the tasks is carried out by directly comparing the images in the triangular cells-recesses (3) of the front surface of the base (1) of the "simulator-hexagon" of one patient and the reverse surface of the base (1) of the "simulator-hexagon" 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 hollow handle (2), writes the images into triangular recesses (3) of the front surface of the base (1), after which the hexagon simulator is placed on the desktop so that the hollow handle (2) of the "hexagon simulator" is rotated relative to its initial 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 images inscribed in triangular recesses (3), mentally rotates it and inscribes the images in triangular recesses (3) of the reverse surface the base (1) of its “hexagon simulator” held by the hollow handle (2).

Verification of the correctness of the assignment is carried out by the same spatial arrangement of both “simulator-hexagons” and comparing the images inscribed in the triangular cell-recesses (3) of both “simulator-hexagons”.

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-spatial memory, a gradual complication of exercises occurs by:

a) increasing the number of images that fit into the triangular cell-recesses (3) of the front surface of the base (1);

b) reducing the time interval during which images are stored in triangular recesses cells (3).

c) changes in the type of images entered by patients in triangular recesses (3), for example, memorizing multidirectional arrows is a more difficult task compared to memorizing characters (letters, numbers).

Along with classes in the restoration of visual-spatial memory, the “hexagon simulator” is also intended for use in the course of preventive training of visual-spatial memory, the main difference of which is a greater number of stored images and shorter memory time.

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

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

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 and spatial perception in healthy children;

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

Thus, the hexagon simulator with triangular recesses, due to its structural elements, provides the expansion of the playing field functionality and the possibility of conducting group exercises for the restoration and preventive training of visual and spatial memory by storing images in triangular cells 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 chips-ma slits and work cards.

The claimed “hexagon simulator” introduces an element of novelty into the process of rehabilitation classes with patients, turning them into 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 (3)

1. A hexagon simulator with triangular recesses for group training in the restoration and preventive training of visual-spatial memory, containing a base made of plastic in the form of a regular hexagon-hexagon, in the center of one of the ribs of which a hollow conical shape is made, and on the front and the reverse surfaces of the base are made in the same quantity and location of the cell-recesses, having the shape of an equilateral triangle with equal dimensions, separated by each other with lintels of the same width, moreover, the triangular cell-recesses are made at the same distance from each other in horizontal rows with the same number near each edge of the base. 2. The hexagon simulator according to claim 1, characterized in that a mark is made on the front surface of the base, which is made in the form of a circle. 3. The hexagon simulator according to claim 1, characterized in that the triangular recess cells are highlighted in a color different from the base color.

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