Neuropsychological Support for Teaching Young School-Age Children Annotation

The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

Dynamics of Neuropsychological Symptoms during the Training of Executive Functions in Neurological Patients

Executive function disorder rehabilitation in neurological patients is associated with many difficulties. We investigated the effectiveness of group training, proposed by B. Wilson et al., which has the model of frontal lobes functioning by D. T. Stuss as the theoretical background. The study participants were 16 patients with executive function disorder caused by TBI, strokes, and infections. The training was shortened from 9 weeks to 3 and adopted to the conditions of the rehabilitation centre where the study was held. The evaluation of training effectiveness was carried out by the methods of neuropsychological diagnostics proposed by A. R. Luria as well as standardized quantitative tests (CWIT test, Raven test, FAB) and questionnaires (EBIQ) aimed at assessing the state of executive functions and general well-being. In result positive trends, but not reaching the level of significance, were revealed in the performance of all evaluating methods, with the exception of “arithmetic problems” and “inhibitory control” as part of the FAB test. Statistically significant result was obtained concerning such tests as “counting”, “analysis of story pictures”, and index of total uncorrected errors in the CWIT test. Thus, the results of eventual assessment showed positive dynamic of executive functions state.

Assessment of the impact of motor development on adaptation to learning

The article renders findings of the study of the development of school children’s reading skills and motor development (n=61). Pedagogical and psychological literature considers visual, auditory, and cognitive impairments as primary causes of difficulties in devel-oping reading skills. It is generalized an idea that all types of perception (visual, auditory, etc.) are of afferent-efferent nature: each of these sensory processes is based on its own motor components. Thepurposeof the research is to analyze the impact of student’s motor skills disorders on mastering reading skills; to find the root of the disorders using neuropsychological tests; to differentiate errors and identify effective correction methods. Researchmethodsareasfollows:O. Luria Neuropsychological Battery adapted to school children by Glozman J.; child dyslexia test by O. Korniev & O. Ishymova. Research results have been processed through mathematical statistics, i.e., Pearson correlation coefficient and point-biserial correlation coefficient. Results. It has been identified the most significant indices of the functioning of the motor system of a child, which influence the progress of mastering reading skills in two age groups of school children (aged 7-9 and 10-12). The research has found the most fundamental errors made by school children while per-forming tests that are a ground for basic neuropsycho-logical correction. Conclusions.It has been substantiated that reading is a multi-factor process, and helping a pupil under some reading difficulties. It cannot be lim-ited to monotonous methods. The research states that neuropsychological diagnostics contributes to finding poorly-developed elements, which affect a child’s learning, discovering errors, and developing an effective intervention plan. The first step of the correction should comprise the work with the child motor system, as proved by this research. It is noted that a sensorimotor correction based on M. Bernstein’s construction of movements may underly the program.Keyw ords: neuropsychological diagnostics, dyslexia, learning difficulties, sensorimotor correction. У статті представлені результати дослідження сформованості навичок читання школярів та їхнього рухового розвитку (n=61). У педагогічній та психологічній літературі основними причинами труднощів формування навичок читання найчастіше визначають зорові, слухові та когнітивні проблеми. Розглянуто черговий чинник у структурі розвитку дитини – руховий розвиток. Узагальнено думку, що всі види сприйняття (зорове, слухове тощо) мають аферентно-еферентний характер, в основі кожного з цих сенсорних процесів беруть участь свої рухові компоненти. Метою дослідження є визначення впливу рухових проблем школяра у оволодіння навичками читання; розуміння причини цих проблем за допомогою нейропсихологічних проб; диференціація помилок і визначення ефективних методів корекції. Методидослідження: класична батарея нейропсихологічних тестів О.Лурії, адаптована до дітей шкільного віку Ж.Глозман; методика діагностики дислексії у дітей О.Корнєва і О.Ішимової. Здійснено обробку результатів методами математичної статистики, а саме – кореляційний аналіз за Пірсоном та точково-бісеріальних коефіцієнтів кореляції. Результати.Визначено найбільш значущі показники роботи рухової системи дитини, які мають вплив на успішність оволодіння навичками читання у двох вікових групах школярів (7-9 та 10-12 років). З’ясовано найбільш значущі помилки при виконанні проб школярами, що є підставою для базових напрямків нейропсихологічної корекції. Висновки.Обґрунтовано, що читання – багаточинниковий процес і допомога дитині при труднощах з ним не може обмежуватися одноманітними методами. Констатовано, що нейропсихологічна діагностика допомагає встановити чинники, які є несформованими і впливають на навчання дитини, диференціювати помилки і побудувати ефективний корекційний маршрут. Першим кроком корекції має бути робота з руховою сферою дитини, що доведено нашим дослідженням. Зазначено, що основою програми може бути сенсомоторна корекція на базі теорії про побудову і біомеханіку рухів М.Бернштейна. Ключовіслова: нейропсихологічна діагностика, дислексія, труднощі навчання, сенсомоторна корекція.

COGNITIVE NEUROPSYCHOLOGY IN THE SYSTEM OF MODERN REHABILITATION

Modern medicine is increasingly confronted with diseases in the field of neuropsychology and often people suffer from impaired cognitive function. Therefore, the issue of rehabilitation in the field of cognitive neuropsychology has always remained relevant. Moreover, the rapid development of modern technology is also helping to improve the process of rehabilitation and recovery. The neuropsychological direction is the most important aspect of the neurorehabilitation of this category of patients. Methods of neuropsychological diagnostics have proven their validity in the clinic of strokes, traumatic brain injuries, neuroinfections, brain tumors, etc. In this regard, this article examines the role of cognitive neuropsychology in the system of modern neurorehabilitation.

Prevention of writing disorders in preschoolers with dysontogenetic development

The relevance of the article is due to the need to study writing disorders as one of the most common speech pathologies, in particular in children with mental retardation (hereinafter referred to as “MR”). Children of this category constitute a potential risk group for the occurrence of optical dysgraphia, due to the lack of development of a number of verbal and non-verbal mental functions. Consequently, it is required to create special conditions for psychological and pedagogical support for preparing children with MR for literacy training. The research purpose is to substantiate, develop, test and analyze the effectiveness of a speech therapy program for the prevention of optical dysgraphia in preschoolers with MR in an inclusive education based on a neuropsychological approach. To conduct an empirical study, the methodology by Zh.M. Glozman, A.Yu. Potanina, A.E. Soboleva “Neuropsychological diagnostics in preschool age” was used, which reveals the factors of predisposition in preschoolers with MR to optical dysgraphia. The study involved 64 preschoolers with MR. According to the results of the ascertaining experiment, 47% of preschoolers with MR showed a high level, 16% – a very high level and 19% – a critical level of predisposition to optical dysgraphia, with the most pronounced disorders in the development of spatial gnosis and visual memory. Speech therapy on the prevention of optical dysgraphia in preschoolers with MR, aimed at the development of basic functions (object gnosis, spatial gnosis, hand-eye coordination, visual memory, attention concentration), the formation and development of letter gnosis has proven to be effective. There were significant changes in the qualitative characteristics of the predisposition to optical dysgraphia (p> 0.01). Research materials can be used by speech therapists in organizing and performing correctional and developmental work with this category of children with disabilities in an inclusive education.

PECULIARITIES OF IMPLEMENTATION OF INDIVIDUAL COMPLEX CORRECTIONAL PROGRAM WITH PSYCHOLOGICAL ACCOMPANYING OF CHILDREN FROM JUNIOR SCHOOL AGE

The study involved 67 aged 6 to 8 years (mean age 6.7 years) with a diagnosis of ADHD, diagnosed by a psychoneurologist. Among the respondents there were 64 boys and 3 girls. All children attended general secondary education or studied at home.Purpose. Рreliminary theoretical analysis of the basic methods of correction and the formulation of the basic principles of the implementation of individual programs of psychological correction for children from ADHD of preschool and young school age; Experimental development of the level of effectiveness and individual programs of psychological correction in work with ADHD in children of senior preschool and young school age.Methods. Тheoretical analysis of the peculiarities of the implementation of individual correction programs in work with children of preschool and young school age, which have symptomatic of ADHD; diagnostic questionnaire of Vanderbilt; methods of neuropsychological diagnostics; methods of mathematical statistics for related samples.Results. The results of the preliminary survey allowed dividing the children into 4 subgroups. For each subgroup, a set of strategies and corrective exercises was selected, based on the previously selected correction algorithm and general principles of correctional work. During the development of the correction program, emphasis was placed on the individual format of the specialist's work. This is due, on the one hand, to the difficulties of working in groups, which are not always available for children with ADHD and their social environment, and on the other to the difficulties of organizing such work during the COVID-19 pandemic, or possible deterioration of the epidemiological situation in our country in the future.When organizing the correction, the individual characteristics of children were taken into account. In addition to individual work with children, work was carried out with their social environment. The latter included psychoeducation, providing recommendations on strategies and methods for stabilizing the child's condition, involving parents in the process of performing corrective exercises in the psychologist's office.After corrective work, a re-examination was conducted. The data obtained from its results indicate positive changes in the psychological state of children in all 4 subgroups. In addition to reducing the intensity of pathological manifestations characteristic of ADHD, in some children there was an increase in efficiency, motivation to perform tasks, critical thinking.Conclusions. The results of the study allow us to talk about the effectiveness of an individualized approach to the correction of ADHD. This approach helps to minimize pathological manifestations and children, which, in turn, allows them to effectively master new activities.Key words: hyperactivity, attention deficit, impulsivity, attention deficit hyperactivity disorder (ADHD), behavior, preschool children, primary school children, psychological support, ADHD psychocorrection algorithms. У дослідженні взяли участь 67 дітей віком від 6-ти до 8-ми років (середній вік становив 6,7 років) з діагнозом СДУГ, установленим лікарем-психоневрологом. Серед респондентів було 64 хлопчики та 3 дівчинки. Усі діти відвідували заклади загальної середньої освіти або проходили навчання вдома.Мета. Теоретичнийаналіз існуючих методів корекції та формування основних принципів упровадження індивідуальної програми психологічної корекції для дітей зі СДУГ дошкільного та молодшого шкільного віку; експериментальне вивчення ступеня ефективності індивідуальної програми психологічної корекції в роботі зі СДУГ у дітей старшого дошкільного та молодшого шкільного віку.Методи. Теоретичний аналіз особливостей впровадження індивідуальних корекційних програм у роботі з дітьми дошкільного та молодшого шкільного віку, що мають симптоматику СДУГ; діагностичний опитувальник Вандербільта; методи нейропсихологічної діагностики; методи математичної статистики для пов’язаних вибірок.Результати. Результати попереднього обстеження дозволили поділити дітей на 4 підгрупи. Для кожної підгрупи було вибрано свій комплекс стратегій та корекційних вправ, що базувалися на вибраному попередньо алгоритмі корекції та загальних принципах організації корекційної роботи. Під час розроблення корекційної програми було зроблено акцент на індивідуальному форматі роботи спеціаліста. Це пов’язано, з одного боку, зі складнощами роботі в групах, яка не завжди є доступною для дітей зі СДУГ та їхнього соціального оточення, а з іншого – зі складнощами організації такої роботи в умовах пандемії COVID-19 чи можливих погіршень епідеміологічної ситуації в нашій країні у майбутньому.В організації корекції було враховано індивідуальні особливості дітей. Окрім індивідуальної роботи з дітьми, проводилася робота з їхнім соціальним оточенням. Остання включала психоедукацію, надання рекомендацій щодо стратегій та методів стабілізації стану дитини, долучення батьків до процесу виконання корекційних вправ у кабінеті психолога.Після проходження дітьми курсу корекції було проведено повторне обстеження. Дані, отримані за його результатами, вказують на позитивні зміні у психологічному стані дітей в усіх 4-х підгрупах. Окрім зменшення інтенсивності патологічних проявів, характерних для СДУГ, в окремих дітей було виявлено підвищення працездатності, мотивації до виконання завдань, критичності.Висновки. Pезультати дослідження дозволяють говорити про ефективність індивідуалізованого підходу до корекції СДУГ. Такий підхід сприяє мінімізації патологічних проявів у дітей, що у свою чергу дозволяє їм ефективно опановувати нові види діяльності. Останнє в перспективі буде призводити до подальшої корекції симптомів СДУГ.Ключові слова: гіперактивність, дефіцит уваги, імпульсивність, синдром дефіциту уваги та гіперактивності (СДУГ), поведінка, діти дошкільного віку, діти молодшого шкільного віку, психологічний суgровід, алгоритми психокорекції СДУГ

Modern Foreign Neurocognitive Approaches to the use of the Music-Enriched Environment in the Rehabilitation of Aphasic Disorders and Alzheimer's type Dementia

This paper presents an analysis of current foreign trends in neurocognitive rehabilitation of cognitive disorders in Alzheimer's dementia (AD) and neuropsychological rehabilitation of the most common form of vascular cognitive disorders (VCD) - aphasia. Two approaches to the restoration of higher mental functions (HMF), based on a different understanding of the neuroplasticity mechanisms, are described. The description presents non-invasive and functional methods of direct stimulation of HMF. Various methods of transcranial brain stimulation and Intensive Language-Action Therapy (ILAT) are reviewed and analyzed. The data of experimental studies present the application of these methods to the restoration of Broca's aphasia. The paper also considers an approach to neurorehabilitation based on the methodology of "workaround" recovery of HMF using sensory-enriched environment. The article describes and analyzes the theoretical foundations of Music Intonation Therapy (MIT), Thérapie mélodique est rythmée) (TMR), palliative MIT, Music Therapy (MT). The paper carries out an analytical review of the implementation of abovementioned methods in aphasics. Also, programs and neurocognitive correction methods in mild cognitive impairment (MCI) are considered. The paper describes the possibilities of using active and passive MT, STAM-DEM Therapy, and Multimodal Cognitive Enhancement Therapy (MCET) in AD. The study presents the data of systematic and meta-analytical reviews on their use in MCI. The paper describes the methodology of "musical" neuropsychological diagnostics in dementia.

Space in Luria Neuropsychology: Ideas, Clinical Phenomenology, Research Methods

The article discusses various aspects of research on spatial functions in Russian neuropsychology. According to the author, spatial functions are those mental processes whose main purpose is to obtain information about the spatial properties of objects and perform spatial actions and operations. The author analyzes some aspects of the neuropsychological approach to the perception and understanding of violations of the mental reflection of space. The article discusses some cultural and historical prerequisites for the emergence of a neuropsychological approach to the study of spatial functions. There are also data on references to spatial disorders in the works of the founders of clinical psychology in Russia – S. S. Korsakov and V. M. Bekhterev. The author writes that A. R. Luria's interest in space arose even before the emergence of neuropsychology as an independent science. In the research on the mental development of children, conducted by him in the second half of the 20s of the last century together with L. S. Vygotsky, the attentive reader will find data on the development of various spatial representations. Long-term study of violations of spatial functions in local brain lesions allowed A. R. Luria, his colleagues and students not only to describe various symptoms of disturbances of spatial components of perception, memory, thinking, and voluntary movements, but also to significantly clarify the idea of the complex brain organization of the so-called spatial factor. In addition, Luria neuropsychology was able to develop an original integrative model of the spatial organization of the human brain, in which various cerebral zones and structures work in concert to ensure the fulfillment of various mental and behavioral tasks. Analyzing the work of A. R. Luria, the author, along with undoubted achievements, notes some discrepancies and gaps in the study of spatial disorders. It is shown that in the fundamental monographs of A. R. Luria, violations of the spatial aspects of tactile and auditory perception and spatial memory were discussed very concisely. Ideas about the “vertical organization” of spatial functions, i.e. the contribution of not only cortical areas of the brain, but also subcortical structures to their implementation, also developed gradually. This statement is also true when it comes to a comparative analysis of violations of spatial functions in local lesions of the right and left hemispheres of the brain. A significant contribution to the development of the problem of functional asymmetry of the brain hemispheres in the processes of spatial analysis and synthesis was made not only by Moscow neuropsychologists, but also by their Leningrad colleagues – L. Ya. Balonov, V. L. Deglin, E. P. Kok, Ya. A. Meerson and others. After the death of A. R. Luria his followers (N. K. Korsakova, Yu. V. Mikadze, E. G. Simernitskaya) began to develop new areas of neuropsychological science – the neuropsychology of childhood and aging. The article discusses in detail the history of creation and current state of the complex of empirical methods used for neuropsychological diagnostics of spatial functions. Special attention is paid to the possibility of using the chronotope category in neuropsychological research.