For Elderly People

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INTRODUCTION

PrimaStem is a robotic complex consisting of a programmable robot and a control panel with a set of command chips. The complex can be used for prevention and correction of cognitive impairments in elderly people.

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Target Audience

• Elderly people with mild cognitive impairments
• Individuals after neurological diseases
• Patients in early stages of neurodegenerative diseases

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Contraindications

• Severe vision impairments
• Significant motor impairments of upper limbs
• Severe dementia
• Acute psychiatric disorders

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GENERAL PRINCIPLES

With age and neurodegenerative diseases, memory deterioration, reduced ability for abstract thinking, learning, and creative development may occur. Classes with the PrimaStem kit help slow down these processes by training various cognitive functions in a game format.

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Methodological Guidelines

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Organizing Classes

• Duration of one session: 30-45 minutes
• Frequency of classes: 2-3 times per week
• Format: individual or small groups (2-4 people)
• Required breaks: 5-10 minutes after every 15-20 minutes of work

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Principles of Conducting Classes

1. Gradual increase in task complexity
2. Consideration of individual characteristics and limitations
3. Creating a positive emotional atmosphere
4. Alternating different types of exercises
5. Mandatory feedback and encouragement

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MAIN CORRECTION AREAS

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Cognitive Functions

• Stimulation of intellectual activity
• Development of spatial thinking and memory
• Improvement of visual and auditory-verbal memory
• Training logical thinking and mental arithmetic
• Developing planning and activity control skills
• Training peripheral vision

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Socio-Emotional Aspects

• Maintaining personal potential and social activity
• Creating opportunities for self-expression
• Overcoming communication barriers
• Forming a positive emotional background

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TRAINING OPTIONS AND GAME EXERCISES

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1. Basic Exercises (Adaptation Period)

• Familiarization with command chips
• Simple robot movements in a straight line
• Performing basic turns
• Creating simple command sequences

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2. Spatial Thinking Training

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Route Building

• Shortest path
• With obstacles
• Using a random set of command tokens
• Following a given algorithm
• Choosing the correct route from proposed options
• Building a reverse route

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Difficulty Levels

1. Determining the endpoint from a given route
2. Choosing the correct route from a list
3. Determining the starting point from a known endpoint

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Working with Real Spaces

• Modeling familiar rooms (house rooms, corridors)
• Planning indoor routes
• Navigating mazes

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3. Planning Skills Training

• Building algorithms for everyday actions:
  • “I’m at the store – buy from a list”
  • “I’m getting ready to go outside – what are my actions?”
• Using cards with images of objects and actions

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4. Spatial Memory Training

• Memorizing and reproducing routes (visually, by ear)
• Using mnemonic techniques (Cicero Method)
• “MEMO” type game:
  • Finding and memorizing paired cards

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5. Mathematical Games

• Mathematical mazes – moving across cells with examples
• Arithmetic route – adding/subtracting the same number

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6. Word Games

• Finding proverbs on the field
• Composing words from scattered letters
• Creating routes based on images with specific sounds

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7. Pencil Games (Drawing)

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Graphic Dictations

• Building an algorithm based on a drawing
• Completing the symmetrical half
• Correcting errors in the algorithm
• Drawing a mirror reflection
• Rotating a figure by 90 degrees
• Creating patterns and ornaments using loops

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8. Communication Games

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Competitive Exercises

• Collecting maximum bonus tokens
• “Monopoly” type game with the robot
• Word game with letter search
• “Labyrinth” board game for two players

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EFFECTIVENESS EVALUATION

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Control Methods

• Regular testing of cognitive functions
• Observing task performance dynamics
• Collecting feedback from participants
• Keeping a session diary

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Success Criteria

• Improved task performance indicators
• Increasing difficulty of performed exercises
• Positive subjective evaluation from participants
• Transfer of skills to daily life

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PROGRAM ADAPTATION RECOMMENDATIONS

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Individualization

• Considering physical limitations
• Adapting session pace
• Modifying tasks to participant interests
• Creating an individual progression plan

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Group Work

• Forming groups by ability level
• Organizing competitive elements
• Supporting mutual assistance
• Creating a comfortable social environment