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Cognitive activity of infants after severe brain damage (early habilitation/ rehabilitation)

Published online by Cambridge University Press:  27 August 2024

A. Zakrepina ,
D. Martishevskaya  and
Y. Sidneva
A. Zakrepina
Affiliation:
1Clinical and Research Institute of Emergency Pediatric Surgery and Trauma (CRIEPST) 2Federal state budgetary scientific institution “Institute of correctional pedagogy”/ ICP/
D. Martishevskaya
Affiliation:
1Clinical and Research Institute of Emergency Pediatric Surgery and Trauma (CRIEPST) 2Federal state budgetary scientific institution “Institute of correctional pedagogy”/ ICP/
Y. Sidneva*
Affiliation:
1Clinical and Research Institute of Emergency Pediatric Surgery and Trauma (CRIEPST) 3N.Burdenko National Medical Research Center of Neurosurgery, Moscow, Russian Federation
*
*Corresponding author.

Abstract

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Introduction

One of the forms of early comprehensive care for children after severe brain injuries is inpatient habilitation/ rehabilitation. Children receive help from a team of medical, psychological and pedagogical specialists. The process of special education consists mainly in the development of cognitive interest, because it is the basis of socialization.

Objectives

To study cognitive activity in children who have suffered severe brain damage.

Methods

observation, pedagogical examination, psychiatric supervision.

Materials

36 children aged 1.2-1.8 years during hospital treatment.

Results

According to the results of the pedagogical survey, three groups of children were identified.

Group 1 (11%): fixed gaze; emotional response to sound (smile); short-term eye tracking of an object; ability to touch an object and hold it for a short time; walking skill is formed.

Group 2 (33%): short-term gaze fixation; reaction to sound by involuntary hand movements; lack of eye tracking of an adult’s face; lack of ability to touch or hold an object; walking skill is formed.

Group 3 (56%): lack of fixed gaze; reaction to sound by shouting and increased motor activity; lack of ability to touch or hold an object; lack of walking skills.

Conclusions

Indicative responses to an adult’s voice and face, eye tracking of an object, sensorimotor activity, and so on. these are indicators that show whether a child has cognitive activity. The rehabilitation team can rely on these indicators when choosing treatment and the content of the special educational process.

Key words: early intervention, toddlers, organic damage of central nervous system, rehabilitation/ habilitation

Disclosure of Interest

None Declared

Type
Abstract
Information
European Psychiatry , Volume 67 , Special Issue S1: Abstracts of the 32nd European Congress of Psychiatry , April 2024 , pp. S188
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of European Psychiatric Association
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