Publication details
Rehabilitation of individual components of cognitive functions in seniors with selected diagnosis
| Authors | |
|---|---|
| Year of publication | 2018 |
| Type | Article in Proceedings |
| Conference | Quaere: Recenzovaný sborník příspěvků Interdisciplinární mezinárodní vědecké konference doktorandů a odborných asistentů QUAERE |
| MU Faculty or unit | |
| Citation | |
| Keywords | Alzheimer disease; elderly education; occupational therapy; special education - intervention; comprehensive rehabilitation |
| Description | The article deals with the development of communication skills at people after a stroke in a chronic stage using special pedagogical approaches. The stroke is specifically in the Czech Republic the second most common cardiovascular issue. It is a clinical syndrome that is characterized by rapidly evolving clinical signs, either by a bearing or a global form of disorder. Except the classic symptoms, such as paralysis of one half of the body and then her neglecting, we also meet with a cognitive deficit and with a disruption of the congnitive skills which make a proper educational intervention at these patients impossible. We talk about the emergence and development of aphasia and her forms (motor and sensory). In 2010 were on a territory of the Czech Republic affected with this illness over 15 380 men and 15 613 women. In the article we focused on 6 selected clients that were within the chronic stage diagnosed with aphasia. To compare the results we used the case study with a model case history of one selected patient with a description of educational procedures which we used during special pedagogical intervention itself. The research lasted for half a year and we overall focused on development of individual components of cognitive functions during this time as well as on support and development of communicative skills which are very important for patients because in violation of communicative skills patient become more dependent on his/hers surroundings and aggressive behavior may increase in the case of misunderstanding which is the result of misunderstood transmitted information between the patient and the therapist. We wanted to avoid this problem too. For comparison of input and output testing we used standardized tests, such as a Verbal Production Test (in orig. Test Slovní Produkce) and a Addenbrooke‘s Cognitive Test (in orig. Addenbrookský Kognitivní Test), which evaluated individual components of cognitive functions. The itervention itself consisted of education and rehabilitation approaches using logopedic elements and the aphasia dictionary which served to develop cognitive functions. |