Educational Path and Neuropsychological Support for Children after Cochlear Implantation

Introduction. This article presents an overview of rehabilitation problems of children after cochlear implantation. Various approaches to teaching deaf children with cochlear implants existing in different countries are considered. The necessity of prolonged psycho-pedagogical support and neuropsychological assistance in choosing an educational path is ar gued. Materials and Methods. The study used quantitative and qualitative data analysis. As the main parameters of the quantitative analysis, the percentages of the number of children with cochlear implants reaching the level of development of educational and social skills were chosen. Qualitative data analysis included selection of the most commonly found in children with cochlear implants disorders of higher mental functions described in these studies. Results. The quantitative analysis of the distribution of the results of educational and social achievements of pupils with cochlear implants revealed a significant variation of the data presented in the studies. The greatest discrepancies were revealed in such indicators as progress in mathematics and reading, as well as in the frequency of the sign language, which characterizes the presence of a negative attitude towards the use of sign language instead of speech. Qualitative data analysis showing the specifics of the development of individual mental functions revealed a number of problems that may become targets for correctional training. Discussion and Conclusion. In the course of advising parents on the choice of an educational pathway for a child, it is advisable to pay their attention not only to the format of the educational process and the type of institution, but also to the content characteristics of learning, including the active and regular use of visual assistive devices. The neuropsychological diagnostics is feasible of for assessment of readiness for school education and choosing an educational path for a child with a c ochlear implants

Luria’s Approach to the Restoration of Speech in Aphasia and the International Classifcation of Functioning, Disability and Health (ICFDH)

Background. Alexandria R. Luria’s classic neurorehabilitation methods (“restorative learning”) have now been successfully applied in clinical settings for more than seventy years. It is of interest how Luria’s methods relate to contemporary strategic approaches to efective rehabilitation. One such framework is the International Classifcation of Functioning, Disability and Health (ICF)—a comprehensive WHO framework for measuring health and disability for diagnostic and rehabilitation purposes. Objective. To compare Luria’s procedure of restorative learning in aphasia and the ICF. Such a comparison may facilitate the use of the ICF in the work of multidisciplinary rehabilitation teams for diagnosis, planning, implementation, and evaluation of rehabilitation programs. Design. A systematic comparison of ICF components with specifc rehabilitation procedures developed by Luria aimed at speech understanding and production. Results. Luria’s speech rehabilitation methods pertain to the ICF component “Body Functions and Structures”. Specifc correspondences between Luria’s rehabilitation procedures and ICF categories are found, especially for aferent and eferent aphasias. For the aphasias related to speech understanding (sensory and semantic aphasia), such correspondences are rare. Tis refects an insufcient diferentiation in the understanding of higher cognitive functions in current neurorehabilitation. Luria’s concern for patients’ personality and social status is also explicated. Conclusion. Although Luria’s “restorative learning” is realized within the ICF domain of “Body Functions and Structures”, his approach also focuses on the rehabilitation of the personal and social status of the patient. Tis approach is an important condition for clinical and psychological rehabilitation in the ICF domains of “Activities” and “Participation”

Neuropsychological diagnostics and rehabilitation of patients with memory impairments in amnestic syndrome as a result of brain damage of various etiologies

Background. Neuropsychological diagnostics and rehabilitation are among the fundamental practical tasks facing a clinical psychologist. Today, rehabilitation goes beyond the usual framework in which it was 40–50 years ago. The course of the disease, stressful influences radically change the physical, psychological and social functioning of a person. It is the functioning of a person (and not the state of his functions) in new, often limiting living conditions that becomes an object in the modern rehabilitation system, which is a joint activity of the patient, his relatives and specialists of the multidisciplinary rehabilitation team. Objective: analysis and generalization of the diagnostic and rehabilitation experience accumulated in neuropsychological rehabilitation;identification of quality criteria for neuropsychological diagnostics and rehabilitation of patients with memory impairments in case of brain damage, which should be followed by a practicing psychologist in the process of rehabilitation work. Results. Based on the analysis of applied research and practical guidelines, the recommended diagnostic tools for detecting memory impairments are presentedand the main directions and effective methods of rehabilitation work in amnestic syndrome are highlighted. It is shown that different degrees of severity of a amnestic defect requires the choice of an appropriate direction of work in the process of neuropsychological rehabilitation: the formation of new mnestic means; the organization of “suggestive and reminiscent” environments and new strategies for behavior in this environment; general (non-specific) principles of restorative learning. Conclusions. The presented material can serve as a “support” in the practical work of a clinical psychologist with patients with memory impairments and brain lesions.The text outlines the main directions of diagnostic and rehabilitation work which a practicing psychologist must be aware of

Neuropsychological diagnostics and rehabilitation for patients with disorders of executive functions in brain diseases of various etiology

Background. Disorders of regulatory (control) functions are often observed in neuropsychological practice in brain lesions. This fact determines the high practical significance of timely neuropsychological diagnosis and rehabilitation for this category of patients. Daily functioning with impaired regulatory (control) functions is carried out in conditions of limited capabilities of the patient, which significantly worsens the quality of his/her life and the social well-being of the family. Realisation of the patient’s rehabilitation potential is impossible without taking into account psychological and behavioural features, as well as organising a partnership with the immediate social environment and with a multidisciplinary team of specialists. Objective. The article aims to analyse and generalise diagnostic and rehabilitation experience accumulated in neuropsychology, as well as to develop quality criteria for neuropsychological diagnostics and rehabilitation of patients with disorders of regulatory (control) functions arising from brain injuries. Results. The analysis of applied research and practical manuals was carried out. On this basis, recommendations on diagnostics of regulatory (control) function disorders were developed. The main methodical techniques of rehabilitation work, which demonstrated their effectiveness, were generalised. Conclusion. The criteria of neuropsychological assistance highlighted in the article can be recommended for use by a practicing clinical psychologist when working with patients with disorders of control functions resulting from brain damage