This article examines the potential of virtual reality (VR) as an educational tool for enhancing social skills in children with autism spectrum disorder (ASD). By synthesizing findings from a comprehensive review of recent studies, it highlights the effectiveness of immersive VR environments in reducing anxiety, improving communication, and fostering meaningful social interactions. The analysis includes a comparison of various approaches, such as the use of collaborative virtual environments, social stories, and avatar-based simulations, to identify best practices in leveraging VR for social skills development. Despite its promising benefits, the article addresses key limitations, including the need for repeated training, high implementation costs, and the lack of longitudinal studies. Recommendations are provided for future research and practical applications, emphasizing the role of VR as a bridge between theoretical insights and real-world practice in supporting individuals with ASD.

This study investigates the impact of combined special education and occupational therapy intervention on cognitive functions in Alzheimer's patients. Specifically, it evaluates changes measured by the Addenbrooke's Cognitive Examination (ACE-R) after six months compared to a control group receiving standard care. A longitudinal, controlled experiment was conducted with random assignment to experimental and control groups. The experimental group underwent three weekly interventions of 45-50 min over eight months in 2021. Cognitive functions were periodically assessed using ACE-R. Power analysis determined a sample size of 128 participants for adequate statistical power; the study included 60 participants (30 per group). Data were analyzed using non-parametric methods due to non-normal data distribution. The experimental group showed significant improvement in ACE-R scores compared to the control group. The mean difference in scores was 10.27 points (SD = 2.83) for the experimental group, indicating improved cognitive function, while the control group showed a mean decrease of 5.67 points (SD = 2.06). Statistical analysis confirmed significant differences between groups at both interim and final assessments (p < 0.001). The combined special education and occupational therapy intervention led to significant cognitive improvements in Alzheimer's patients compared to standard care. The study supports the efficacy of such interventions in enhancing cognitive functions, as evidenced by the substantial score increases in the experimental group.

• MeSH
• Alzheimerova nemoc * rehabilitace   psychologie   patofyziologie   MeSH
• ergoterapie metody   MeSH
• kognice * fyziologie   MeSH
• lidé středního věku MeSH
• lidé MeSH
• longitudinální studie MeSH
• senioři nad 80 let MeSH
• senioři MeSH
• výsledek terapie MeSH
• Check Tag
• lidé středního věku MeSH
• lidé MeSH
• mužské pohlaví MeSH
• senioři nad 80 let MeSH
• senioři MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• randomizované kontrolované studie MeSH

OBJECTIVE: The article presents the results of a research study on a patient after an ischemic cerebral stroke, as presented in a case study. The aim of the research was to determine the impact of combined therapy, utilizing long-term and intensive special pedagogical care, occupational therapy and psychology, on the development of the patient's motor and communication abilities. The contribution deals with the possibilities of development and support for individuals in childhood after experiencing the illness, with the potential correction of identified deficits from a multidisciplinary perspective. CASE REPORT: The case study highlights a patient at the age of 7.2 years, following an ischemic cerebral stroke during the post-hospitalization period. Based on the analysis of medical documentation, we have developed a therapy proposal that reflects the individual needs of the patient from the perspective of special pedagogy, occupational therapy and psychology, taking into account the patients of school age. CONCLUSION: The results of the research study indicate that when working with a patient after an ischemic cerebral stroke, regular collaboration of a multidisciplinary team, along with effective integration of the various components of comprehensive rehabilitation, is necessary. Furthermore, this case study serves as a poignant example of the efficacy of such integrated therapy approaches in addressing the complex needs of pediatric stroke survivors. It not only highlights the potential for substantial functional recovery but also emphasizes the essential role of ongoing collaboration among diverse healthcare professionals.

• MeSH
• cévní mozková příhoda terapie   psychologie   MeSH
• dítě MeSH
• ergoterapie * metody   MeSH
• ischemická cévní mozková příhoda terapie   rehabilitace   psychologie   MeSH
• kombinovaná terapie MeSH
• lidé MeSH
• rehabilitace po cévní mozkové příhodě * metody   MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH

This pilot study focused on analyzing the impact of regular participation in Snoezelen sessions on the responses of the tested subjects. Ten subjects were divided into experimental and control groups, with repeated stays of children in the multisensory Snoezelen room being monitored. The results suggest that this practice can positively influence changes in participants’ responses. Five sensory areas stimulated in the multisensory Snoezelen room were considered during the experiment. The evaluation focused on the overall change in reactions to objects used during Snoezelen sessions. Since Snoezelen emphasizes the experience and development of the individual as a whole, the assessment was not limited to individual senses but reflected the individual responses of each participant. The research provides new insights into the potential benefits of regular participation in Snoezelen sessions, highlighting the multidimensional nature of this therapy. These findings can serve as a basis for further studies and optimization of the use of multisensory rooms for the benefit of individuals with various needs with recommendations for pedagogical practice

OBJECTIVE: The paper deals with the possibilities of the development and the support of individuals with developmental dysphasia with regard to the legislative framework of the Czech Republic in the field of education and presents the results of a systematic case study of a child patient diagnosed with developmental dysphasia (according to ICD-10; F80.1 and F80.2). CASE REPORT: The study aimed to determine the effect of combined therapy using long-term special educational, rehabilitation and psychological intervention, speech therapy and music therapy on the development of the patient's communication skills. The proband was selected by random, stratified sampling based on pre-determined relevant characteristics (age 6 years i.e., before entering primary school, diagnosed with developmental dysphasia). A 6-year-old child patient participated in the research with the consent of the legal representative. The therapy was focused on special educational care, speech therapy, music therapy and psychological intervention (including psychotherapy). During the hospitalization and post-hospitalization care, there was also the presence of a physiotherapist and an occupational therapist. CONCLUSION: The results of the research point out the need for regular and close multidisciplinary cooperation of an occupational therapist, a physiotherapist, a special educator, a speech therapist, a music therapist and a psychologist when working with patients diagnosed with developmental dysphasia. These professions focus specifically on specific areas of support with a focus on cognitive, phatic and motor functions with the support of social adaptability.

• MeSH
• afázie * MeSH
• dítě MeSH
• lidé MeSH
• speciální vzdělávání * MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• kazuistiky MeSH
• Geografické názvy
• Česká republika MeSH

The presented results focus on selected intervention methods aimed at memory and attention development in students with specific learning disabilities. The research sample consisted of 30 pupils aged 9.1–10.0 years. This age range corresponds to the 3rd and 4th years of elementary school. The respondents were selected based on stratified sampling. The group was intentionally divided into experimental and control groups of 15 students each. The common denominator was the general diagnosis of moderately severe learning disability (according to ICD-10; specific developmental disorders of scholastic skills) for all pupils. We applied diagnostic tools focused on memory and attention to evaluate the effect of the intervention. These were mainly the Learning Memory Test, the Path Test and the Attention Concentration Test. The intervention in the form of individual therapy lasted from September 2021 to January 2022 and it took place 2 times per week for the duration of 30 minutes. The presented results point to a positive impact of the intervention in the experimental group.

The content of the article encompasses the results of a research survey of a patient with a history of ischemic stroke (hereinafter referred to as ICMP, according to ICD-10; I63 cerebral infarction and I69.3 – consequences of cerebral infarction). The aim of the research was to find out the effect of combination therapy using long-term special educational (speech therapy and music therapy), occupational therapy, and psy- chological interventions on the development of cognitive and fatal functions of patients after ICMP (cognitive rehabilitation). The paper deals with the possibilities of develop- ment and support of individuals after the disease with a possible correction of deficits from a multidisciplinary point of view. The person was selected by random, stratified selection and corresponded to relevant characteristics in advance (age over 45 years, acute ICMP, cognitive and fatal disorder, hospitalization). The selected person partici- pated in the research (female, 47 years old, acute ischemic stroke – March 12, 2021). For our needs, the therapy was focused on special educational care (speech therapy, cognitive rehabilitation, music therapy) and psychological intervention (psychic intervention and psychotherapy). A physiotherapist and an occupational therapist were present during hospitalization and post-hospitalization care. In the implemented research process, we point out the selected case study of the person, which corresponded to the relevant fea- tures, and the design of therapy with a focus on special education and psychology. The results of the research point to the fact that when working with patients with a history of ICMP, there is a need for regular multidisciplinary cooperation of an occupational therapist, a physiotherapist, a special educator (speech therapist, music therapist), and a psychologist. The given professions focus on specific areas of support with a focus on cognitive, fatal, and motor functions with the support of social adaptability.

In this study we focus on the application of standardized tests aimed at evaluating the functional degree of independence in children (client 1, WeeFIM test; and client 2, FIM test) in special education diagnostics. The target group consisted of two clients with a diagnosis of mental functional diversity (n = 2; client 1: mild mental retardation, according to ICD-10: F70, aged 6.5 years; and client 2: moderate mental retardation, according to ICD-10: F71, aged 13.4 years). Special pedagogical intervention was primarily applied to the clients, focusing on identified deficits in the areas of cognitive, motor, and social skills. The presented results demonstrate the importance of the application of these tests in special pedagogy. An improvement in the observed indicators of the given tests was demonstrated for both probands after the intervention. The aim of this article was to draw attention to the suitability of using functional independence tests in special pedagogical practices. The authors discuss the further implications of this application for future practice.

• MeSH
• dítě MeSH
• lidé MeSH
• mentální retardace * diagnóza   MeSH
• speciální vzdělávání MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• Publikační typ
• časopisecké články MeSH

Publikace obsahuje přehledové studie, které se zaměřily na metody rehabilitace nemocí nervového systému. Určeno odborné veřejnosti.

• MeSH
• nemoci nervového systému rehabilitace   MeSH
• neurorehabilitace MeSH
• vzdělávání pacientů jako téma MeSH
• Publikační typ
• přehledy MeSH

• Konspekt
• Patologie. Klinická medicína
• NLK Obory
• neurologie
• rehabilitační a fyzikální medicína
• NLK Publikační typ
• kolektivní monografie
• studie

The article discusses issues associated with the manifestations of aggressive behavior in an individual diagnosed with moderate intellectual disability and behavioral disorders (according to ICD-10; F7; F711-moderate intellectual disability, significant impairment of behavior requiring attention or treatment). In the research survey, we focused on a client corresponding with relevant features. The research was carried out at the beginning of hospitalization, ongoing hospitalization, and the end of hospitalization, followed by a recommendation to limit the legal capacity of the client and his placement in a residential care home. The case study points out individual approaches to special education and psychology and outlines the key steps in the cooperation of selected helping professions suggesting conclusions and recommendations for practice regarding these selected issues. Upon the termination of our investigation, there was a rapid deterioration of the client being admitted to the intensive care unit with a follow-up treatment in a long-term intensive care unit.

• MeSH
• agrese MeSH
• hospitalizace MeSH
• jednotky intenzivní péče MeSH
• lidé MeSH
• mentální retardace * psychologie   MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH