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Working memory, or the ability to keep something in mind for a limited amount of time is a central function in cognition. The Tactile Working Memory Scale manual gives a theoretical overview and presents a scale that can be used by professionals to identify and assess tactile working memory in a bodily-tactile perspective. It also provides tactile...
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Context 1
... example, a relatively larger proportion of a neural body map is given over to the representation of the hands than to other parts of the body, given their relative surface area (e.g., Nakamura et al., 1998;Penfield & Boldrey, 1937). See figure 7; the somatosensory homunculus is in blue. The neural body maps of the somatosensory cortex are an important part of how we build up an implicit sense of ourselves through the sense of having a body and feeling our body move. ...
Context 2
... the somatosensory cortex, the motor cortex is also somatotopic organized. (See figure 7 page 36: the motor homunculus is in red.) The three different areas of the motor cortex (primary motor cortex, premotor cortex, supplementary motor area), encode simple or complex patterns of motor output and select appropriate motor plans to achieve desired end results. ...
Citations
... The cortical representation of the abdominal wall and trunk is small compared to the face, hand, and limbs; This was initially demonstrated in Penfield's and Rasmussen's electrostimulation studies [16] (See Fig. 1 for a representation of the motor homunculus). Further evidence supporting that the abdominal area of the homunculus is smaller compared to other areas is provided by a recent intraoperative study that stimulated 608 sites in the precentral gyrus in 100 patients and did not identify the abdominal area of the homunculus [17] [February 2021 E-mail from author FE Roux; unreferenced]. ...
Unilateral abdominal wall clonic seizures are a rare manifestation of epilepsy. We report three cases of focal aware seizures manifesting as unilateral abdominal clonic motor movements. Standard EEG for patients with focal motor abdominal seizures is often unrevealing, which can make the diagnosis difficult. We report the first case of intracranial EEG in the diagnosis of a patients with this type of seizure. In the absence of ictal video-EEG monitoring, caution should be made with the diagnosis, and a careful history should distinguish between unilateral abdominal clonic jerking and other abdominal complaints.
... "Assessment of children who are deafblind should include functional vision and hearing evaluations to augment information from the audiology and ophthalmology reports" (Bruce et al., 2018, p. 86). Besides, the functional vision and hearing assessment must include assessment of brain related visual and hearing loss (i.e., CVI and APD) when suspected (Nicholas et al., 2019). The term brain related visual and hearing loss is used "when a neurological impairment is affecting the normal functioning of vision and hearing, due to central damage to the visual and auditory processing areas in the brain" (Saunders andEcht, 2012, p. 1044). ...
... A dynamic assessment approach (sandwich format) that uses test measures during the pretest phase and specific cognitive/ metacognitive instructions during the training phase could provide useful information on whether a child who is deafblind would benefit from a cognitively-based structuring procedure. Accordingly, the recent work of Nicholas et al. (2019) link the assessment and intervention of working memory in the tactile modality through a dynamic assessment approach. Tactile working memory can be described as the ability to keep relevant tactile information in mind for a limited amount of time using active touch and is "involved in the storage and retrieval of information about objects that people explore using active touch and motion" (Gallace and Spence, 2009, p. 394). ...
... The dynamic assessment of tactile working memory considers the optimization of the physical environment (i.e., the learning context), the social environment (i.e., partner competences), and the mediation of effective tactile learning strategies (i.e., perceptual, cognitive and social cognitive strategies) within the assessment. Moreover, this dynamic assessment procedure emphasizes a multi-informant and ecological neuropsychology approach (Nicholas et al., 2019). ...
The overall goal of a cognitive assessment is to improve communication, learning, and quality of life for a child who is deafblind. This article will give a brief description and perspective on different evaluation approaches as a basis for reliable cognitive assessments and offer suggestions on how to improve the quality of a cognitive assessment in our clinical practice. The assessor should be aware of the limitations of norm-referenced tests if standardized normative measures are applied to evaluate the cognitive functions of a child who is deafblind. However, if engaging a child with deafblindness in a standardized normative assessment, special considerations and assessment concessions would be required. Furthermore, key issues on how to improve the quality of a cognitive assessment by affording multiple assessment pathways for cognitive assessments will be addressed. Particular attention is given to the following assessment approaches: multi-method, multi-informant assessment, ecological assessment, and dynamic assessment. The use of multiple assessment pathways is necessary to reveal the genuine cognitive abilities and potentials of a child with deafblindness.
The paper focuses on the problem of organization and content of education of children from two to eight years old with Severe multiple disabilities SMD. The research relevance is conditioned by the fact that such children start attending educational institutions from an early age. However, the methods and techniques of teaching children with SMD are underrepresented in scientific research. The research involves 120 children from two to eight years old with various combinations of visual, hearing, intellectual, motor, speech, and behavior disorders. The experimental work was conducted in Sergiev Posad boarding school for deaf-blind children and young adults. The research methods include the analysis of medical and pedagogical documentation, structured observation, method of expert evaluations, and pedagogical experiments. The experimental study of the peculiarities of development of actions with objects in children with different combinations of sensory, intellectual, motor, and other impairments highlighted the criteria for assessing the child’s ability to act with objects appropriately. Varying levels of development of children’s abilities to appropriately act with familiar objects were described and implemented in the individual educational programs. The research results show a connection between the ability to act appropriately with familiar objects, the child’s age, and the duration of the learning experience. The authors reveal the correlation between the success in daily living skills and the level of actions with objects. Thus, the results indicate the necessity of paying special attention to the development of object matter activity in work with children with SMD. It makes the world clearer and more accessible for the child. It makes the child as independent as possible, and it improves the quality of life of the child and his or her family. For the first time, it was concluded that the formation of the ability to act appropriately with objects in a child and his or her understanding of the action should become primary components of educational programs for children with SMD. This conclusion was considered in the new educational program for children with SMD, recommended for all educational institutions in Russia.KeywordsMultiple disabilitiesPreschool ageObject matter activityEvaluation criteriaLevels of object matter activity developmentIndividual educational program
Congenital deafblindness (CDB) profoundly affects perception of the environment. CDB can affect both which objects are perceived, and which features of the objects are experienced. In order to gain better access to the environment and the social world, it could therefore potentially be beneficial if a child with CDB was perceptually directed by a seeing and hearing person. However, such a form of intervention is not unproblematic. This article argues that such a perceptual guidance is only acceptable if the leading in perception is agency sensitive and contains three features: that of joint perception; a culturally sensitive organization of perceptual fields, and a dynamic back-and-forth mode of leading and exploring.
