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

Abstract

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