Explaining the methods and effects of stimulating the brain with rehabilitation shapes | column | 日常で気軽に実践できる片麻痺のリハビリ方法や機能を低下させない生活習慣などを解説

Rehabilitation using shapes has played an important role for many years in the fields of occupational therapy, speech therapy, and cognitive rehabilitation. In particular, shape puzzles and shape copying training, which are introduced to improve higher brain dysfunction, attention disorders, memory disorders, etc., are not just games, but specialized methods with clear rehabilitation effects. By stimulating the cognitive, perceptual, and attentional functions in a coordinated manner through visual stimulation, it is expected that the activation of the entire brain will be achieved.

In particular, in the rehabilitation of attention disorders and executive dysfunction, it can be difficult to improve by simply repeating monotonous tasks. Therefore, tasks that simultaneously activate multiple elements, such as selective spatial cognitive memory construction, like shape puzzles, are effective. Training using shapes, including copying and erasure tasks, makes it easy to adjust cognitive load and adaptability to tasks, and is considered ideal for stepping up training.

The table below lists some of the shape-based rehabilitation tasks and the main cognitive functions that each targets.

Rehabilitation methods that utilize these shapes play an extremely important role in rehabilitation medicine, and by implementing them in stages under the supervision of experts, it is possible to expect steady improvement.

In the rehabilitation of higher brain dysfunction, geometric drills and construction tasks are particularly noteworthy training methods. They have the characteristic of being able to effectively approach multifaceted cognitive decline, such as attention disorders, memory disorders, and executive dysfunction. These tasks can stimulate multiple areas of the brain simultaneously through the process of recognizing visual information and appropriately judging, processing, and reproducing it.

In particular, in occupational therapy and speech therapy, the use of shapes is said to be effective in reconstructing cognitive functions such as visual attention, construction ability, spatial cognition, memory retention, and problem-solving ability. Tasks such as copying, assembling, and exploring shapes that involve visual information processing are the foundation for training applied skills that are directly linked to real life.

For people with higher brain dysfunction, erasure tasks are extremely effective in restoring and maintaining attention. This task, in which a specific shape is erased from a visual presentation, is ideal for training selective attention and visual scanning abilities. Construction tasks also develop the ability to decompose and reconstruct shapes, stimulating spatial construction abilities and abstract thinking. Furthermore, adding time limits or changing conditions to these tasks is expected to improve flexibility and executive function.

Symptoms of higher brain dysfunction vary greatly from person to person, so careful selection of geometric tasks and difficulty settings are required. For example, giving a complex copying task to a person with attention disorders may confuse them. Therefore, it is essential to introduce and progress through tasks in stages. In the early stages, start with identifying and erasing simple shapes, and once the person becomes accustomed to them, proceed to construction and copying.

In rehabilitation settings, it is necessary to finely adjust the content of tasks according to individual symptoms and effectively assemble them according to the purpose. For example, in the early stages of dementia, we focus on shape matching tasks and train patients to maintain their thought patterns while their abstract ability is still intact. For patients with hemiplegia after cerebral infarction, we devise ways to include visual-finger coordination training in addition to shape copying.

Another important criterion for selecting a task is whether the teaching materials are professionally supervised. Reliable graphic teaching materials are designed to suit the level and stage of recovery of the subjects, and it is desirable to use them in an environment where they can be evaluated and supervised by rehabilitation professionals.

First, regarding paper teaching materials, this is the most common format and has been used for many years. Printed sheets are used to carry out figure copying, erasure, and construction tasks. These have the advantage that they are easy for the elderly to use, do not require special equipment, and can be easily used at home or anywhere in a facility. In addition, they are excellent for managing the progress of rehabilitation, as they make it easy to repeat visual training for attention disorders and memory disorders, and the progress and results of tasks can be easily confirmed with the naked eye.

On the other hand, app-type teaching materials are attracting attention due to the functionality that only digital devices can provide. They are effective for training visual memory, attention control, and executive functions, as they provide support such as recording functions, correct/incorrect judgment, automatic difficulty adjustment, and repetitive practice. Their strength is that they allow training to be carried out while utilizing objective data such as automatic scoring and grade records, making them a particularly effective option for those aiming for independent rehabilitation or those in an environment where their family members cannot provide assistance.

When selecting teaching materials, it is important to comprehensively judge the characteristics of the user's disability, living environment, and the purpose of the training, and use the appropriate format. The table below compares the features of each teaching material.

Not only does the format of the teaching materials matter, but how you use them also greatly affects their effectiveness. For example, with paper teaching materials, people with attention disorders may need to be creative in avoiding information being presented from a specific direction. With apps, you can set multiple tasks to be presented on a daily basis, making it easier to maintain continuous stimulation. With puzzles, it is more effective to rotate different shapes and sizes rather than using the same teaching materials repeatedly.

Rehabilitation using geometrical objects is said to be effective in recovering and strengthening many cognitive functions, such as spatial recognition, memory, attention, construction ability, and auxiliary language functions, with a focus on visual information processing. While the stimulation provided by repetitive simple tasks tends to be limited, geometrical objects can simultaneously activate multiple areas of the brain through a series of processes, including the recognition, judgment, and reproduction of shapes, arrangements, and structures. This is particularly important for the rehabilitation of higher brain dysfunction, attention disorders, and memory disorders.

One of the most notable effects of geometric tasks is the improvement of visual attention and spatial recognition. For example, in conditions such as hemispatial neglect, where attention to one side is difficult, training to use both visual fields equally through geometric copying and exploration tasks is effective. Furthermore, tasks such as geometric puzzles have been reported to be useful for maintaining abstract thinking and short-term memory in preventing dementia and slowing the progression of early symptoms.

Since geometric rehabilitation allows training across these areas, it tends to produce synergistic effects more easily than training that targets only a single function. For example, it strengthens not only memory, but also auxiliary functions such as attention and selective judgment for recalling memories, increasing the applicability to everyday life.

In rehabilitation using geometric tasks, the effects obtained may vary depending on the type and difficulty of the teaching materials used. For example, copying simple shapes is effective for memory retention and maintaining attention, while tasks that create complex patterns strengthen executive function and spatial awareness. In other words, better effects can be expected by adjusting the tasks according to the training phase and purpose.

To maximize the effectiveness of such training, support from medical and nursing professionals is essential. Rehabilitation results will only be seen if elements such as task design appropriate to the patient's symptoms, adjustment of training frequency, and progress management are carried out correctly. In addition, cooperation from family members will ensure continuity of training and improve generalization in daily life (the ability to apply what has been learned to daily life).

The great appeal of rehabilitation using shapes is that it can be done not only at specialized institutions but also at home without difficulty. For people with higher brain dysfunction, attention disorders, and memory disorders, training that can be practiced in daily life is an important step towards recovery. Recently, there are a wide variety of options for home use materials, from paper-based printed materials to handmade puzzles and simple apps using digital devices.

Among all the geometric rehabilitation materials that can be started at home, the most convenient and easy to introduce are printed materials. These can be used for a wide range of training, such as visual attention, memory retention, and construction ability, and are flexible enough to change the difficulty and format of the tasks as needed. There are variations such as geometric copying, construction tasks, erasure tasks, and selection tasks, and by using them according to the purpose, you can improve concentration and cognitive processing ability.

When using printed teaching materials, it is important to arrange an appropriate number of figures on A4 size paper and to make the composition simple and easy to see. For example, in the case of an erasure task, a format in which the child must find a specific shape among multiple similar shapes will lead to training attention selection and visual scanning abilities. In addition, in the case of a construction task, a format in which a figure is presented with part of it missing and the child must choose the shape that will complete it is effective.

Another example of homemade teaching materials is cut-out puzzles using thick paper or colored construction paper. Puzzles in which shapes are divided and then reassembled to return them to their original shape are ideal for training spatial recognition and problem-solving skills. For example, by using basic shapes such as triangles and squares and having children assemble them according to certain rules, it can stimulate both concentration and compositional skills.

In addition, sticker and stamp tasks are also very effective. These are used to strengthen dexterity, positional awareness, and attention control. In particular, for people with mild memory disorders or executive dysfunction, following the rules to complete tasks gives them a sense of success, which also leads to improved self-esteem.

Don't miss out on the methods using app teaching materials. Using a smartphone or tablet makes it possible to carry out training with recording and grading functions. For example, tasks such as determining the rotation or inversion of shapes, or rearranging shapes within a time limit, stimulate memory, reaction speed, and judgment at the same time. Many of the tasks are easy to operate, and can be progressed by simply tapping or swiping, so even those who are not familiar with the operation can feel at ease.

Below is a list of geometric rehabilitation materials that can be used at home and their features.

The use of these educational materials is a great help for those who want to proceed with rehabilitation at their own pace. Another advantage is that even if family members are supporting the patient, no special qualifications or knowledge are required, and it is easy to follow with just simple explanations and samples. Furthermore, carrying out the program at home encourages rehabilitation to become a habit, which helps to regulate the rhythm of the patient's life as a whole.

When choosing geometric teaching materials, it is important to first fully understand the state of the individual's cognitive function and clarify the goal. Rehabilitation will be more effective if you help the individual accumulate successful experiences, rather than tackling a highly difficult task from the beginning. Familiar geometric rehabilitation that can be started right now will play a major role not only in recovering cognitive function, but also in improving self-esteem and quality of life.

Rehabilitation using shapes is an excellent training method that can simultaneously approach multiple cognitive functions such as vision, spatial cognition, attention, and memory. For people with attention disorders, memory disorders, and higher brain dysfunction, shape puzzles and copying tasks are easy to tackle and help improve their ability to apply the knowledge to everyday life.

There are various formats such as paper teaching materials, apps, and puzzles, and the choice of materials according to the user's condition and goals will greatly affect the recovery speed. For example, erasure tasks are effective for improving visual attention, and copying and construction tasks are effective for training construction ability. Materials that can be used at home in particular have the advantage that they are easy to continue with the cooperation of family members and are easy to naturally incorporate as part of daily life.

In addition, the difficulty and speed of the training materials designed by experts are appropriately adjusted to support both the motivation and safety of the trainee. In fact, there are many cases where the introduction of geometric tasks has extended attention spans, and daily living activities such as cooking and cleaning have improved as a result of the recovery of construction skills.

While you can start geometric rehabilitation without any special tools, you will not see sufficient results unless you set the right tasks and continue with the program. That is why it is important to choose teaching materials that suit you and proceed with the program under the support of a professional.

Q. Is geometric rehabilitation effective for attention disorders and memory disorders?
A. Geometric rehabilitation can simultaneously stimulate multiple functions such as visual attention, spatial cognition, and construction ability for attention disorders and memory disorders, making it particularly effective for those who have difficulty sustaining attention or who need to deal with memory tasks. By repeating construction tasks and copying tasks, the patient is trained to reproduce while retaining visual information, and it is a method that is also trusted in occupational therapy. As it is easy to feel the changes in daily life, it is implemented in many settings as part of continuous rehabilitation.

Q: Which is more effective: paper learning materials or app learning materials?
A. Paper learning materials are popular with the elderly because they make it easy to concentrate on visual memory and construction skills and to keep records. On the other hand, app learning materials can automatically manage repetition and timing, and can provide multifaceted training for attention distribution and memory, so they are popular with younger people and those aiming for independence training. Since each has different functions to address each task, it is most effective to choose according to the type of disability and the purpose of training. For those who need sensory or linguistic support, a combination of both is also recommended.

Q. What kind of geometric drills are suitable for people with higher brain dysfunction?
A. Many geometric drills suitable for higher brain dysfunction stimulate visual cognition, attention selection, construction ability, and abstract thinking. For example, erasure tasks train the patient to select a specific shape from the entire visual field, which helps improve executive function. Construction tasks strengthen spatial understanding and positional awareness through copying and reproduction. Many teaching materials are designed to respond individually based on the results of visual tests, and are popular for their ease in adjusting the quality and quantity of training. It is important to select teaching materials and training that match the patient's symptoms and training goals.

Company name: LAP Co., Ltd.
Location: 2-1-40 Oikawa, Atsugi City, Kanagawa Prefecture, 243-0212
Telephone number: 046-204-9343