• The Korean Journal of Health Service Management
• /
• v.9 no.3
• /
• pp.255-266
• /
• 2015

Objective : The aim of this study was to examine the effects of the Home-based Multi-component Activity Program (Home-MAP) for the maintenance activities of daily living (ADL) for patients with mild Alzheimer's disease (AD) and on caregiver burden for caregivers. Methods : Nine mild AD patients and family caregivers. The Home-MAP was performed 1d/wk, for a total of 10 times over 10 weeks. Results : After the 10 sessions, participants' motor and process skills scores on the AMPS were found to have significantly improved (p=.028 and p=.028, respectively). The BPSD frequency score on the R-MBPC was found to be significantly reduced (p=.017). The BPSD symptoms related to caregiver reaction score on the R-MBPC and distress score on the NPI-Q were significantly reduced (p=.039 and p=.018, respectively). Conclusions : The Home-MAP appears to have contributed to the improvement of patients' capabilities in performing in ADL, to a reduction of BPSD, and to a reduction of burden related to BPSD.

• Journal of muscle and joint health
• /
• v.23 no.3
• /
• pp.169-178
• /
• 2016

Purpose: The purpose of this study was to evaluate effects of a cognitive improvement program on cognition, activities of daily living (ADL), depression, life satisfaction, and grasping power in small groups. Methods: A nonequivalent control group pretest-posttest design was used. Participants were 127 elders who were never diagnosed with dementia and could read (experimental: 61, control: 66). The program was consisted of 8 sessions to improve vocabulary and writing skills and fine motor skills. Each session was applied once a week for 8 weeks. A group was consisted of less than five members. Results: Cognition (t=3.82, p<.001), depression (t=-2.24, p=.027), life satisfaction (t=2.25, p=.027), and grasping power (Rt: t=2.44, p=.016, Lt: t=2.63, p=.010) except ADL (t=-0.49, p=.622) were significantly increased in the experimental group after the cognitive improvement program compared to the control group. Conclusion: This study indicates that the cognitive improvement program was effective to improve cognition, depression, life satisfaction and grasping power. Further study is needed in order to identify continuous effects of this cognitive improvement program.

• Journal of Korean Physical Therapy Science
• /
• v.12 no.3
• /
• pp.59-69
• /
• 2005

The purpose of this study was to investigate the effect of mental practice on the upper extremity function of the hemiplegic Patients, 8 subjects with hemiplegia patients participated in this study. They did the Mental Practice programme for twenty minute, two times a week, three weeks. The Mental practice effects was evaluated by Fugl-Meyer Assessment(FMA), Action Research Arm Test(ARA), Stroke Rehabilitation Assessment of Movement(STREAM). The data were analyzed using paired t-test. The result of this study are as follows: FMA score were significant difference test-retest(p<.05), ARA score were statistically significant improvement between test-retest(p<.05), On the STREAM, the patients had the score improved on 4 of the 10 items of the upper-extremity Scale. The result suggest that mental practice is a potentially useful method of practicing motor skills. Mental practice may be a cost-effective, non-invasive tool with wuhich patients with stroke can receive additional practice of functional skills, and realize greater outcome, than if therapy alone were used.

• Toxicological Research
• /
• v.31 no.4
• /
• pp.347-354
• /
• 2015

Excess manganese (Mn) is neurotoxic. Increased manganese stores in the brain are associated with a number of behavioral problems, including motor dysfunction, memory loss and psychiatric disorders. We previously showed that the transport and neurotoxicity of manganese after intranasal instillation of the metal are altered in Hfe-deficient mice, a mouse model of the iron overload disorder hereditary hemochromatosis (HH). However, it is not fully understood whether loss of Hfe function modifies Mn neurotoxicity after ingestion. To investigate the role of Hfe in oral Mn toxicity, we exposed Hfe-knockout ($Hfe^{-/-}$) and their control wild-type ($Hfe^{+/+}$) mice to $MnCl_2$ in drinking water (5 mg/mL) for 5 weeks. Motor coordination and spatial memory capacity were determined by the rotarod test and the Barnes maze test, respectively. Brain and liver metal levels were analyzed by inductively coupled plasma mass spectrometry. Compared with the water-drinking group, mice drinking Mn significantly increased Mn concentrations in the liver and brain of both genotypes. Mn exposure decreased iron levels in the liver, but not in the brain. Neither Mn nor Hfe deficiency altered tissue concentrations of copper or zinc. The rotarod test showed that Mn exposure decreased motor skills in $Hfe^{+/+}$ mice, but not in $Hfe^{-/-}$ mice (p = 0.023). In the Barns maze test, latency to find the target hole was not altered in Mn-exposed $Hfe^{+/+}$ compared with water-drinking $Hfe^{+/+}$ mice. However, Mn-exposed $Hfe^{-/-}$ mice spent more time to find the target hole than Mn-drinking $Hfe^{+/+}$ mice (p = 0.028). These data indicate that loss of Hfe function impairs spatial memory upon Mn exposure in drinking water. Our results suggest that individuals with hemochromatosis could be more vulnerable to memory deficits induced by Mn ingestion from our environment. The pathophysiological role of HFE in manganese neurotoxicity should be carefully examined in patients with HFE-associated hemochromatosis and other iron overload disorders.

• Journal of Biomedical Engineering Research
• /
• v.29 no.4
• /
• pp.307-315
• /
• 2008

In this paper, we developed a visual-auditory cue software for reading training of motor speech disorder patients. Motor speech disorder patients can use the visual and/or auditory cues for reading training and improving their symptom. The software provides some sentences with visual-auditory cues. Our sentences used for reading training are adequately comprised on modulation training according to a professional advice in speech therapy field. To ameliorate reading skills we developed two algorithms, first one is automatically searching the starting time of speech spoken by patients and the other one is removing auditory-cue from the recorded speech that recorded at the same time. The searching of speech starting time was experimented by 10 sentences per 6 subjects in four kinds of noisy environments thus the results is that $7.042{\pm}8.99[ms]$ error was detected. The experiment of the cancellation algorithm of auditory-cue was executed from 6 subjects with 1 syllable speech. The result takes improved the speech recognition rate $25{\pm}9.547[%]$ between before and after cancellation of auditory-cue in speech. User satisfaction index of the developed program was estimated as good.

• Journal of Korea Entertainment Industry Association
• /
• v.15 no.3
• /
• pp.203-210
• /
• 2021

Yuri Vasilyev - actor, director and drama teacher. Russian meritorious artist, winner of the stage "Medal of Friendship" awarded by Russian President Vladimir Putin; academician of the Petrovsky Academy of Sciences and Arts in Russia, professor of the Russian National Academy of Performing Arts, and professor of the Bavarian Academy of Drama in Munich, Germany. The physiological sense stimulation method based on the improvement of voice, language and motor function of drama actors. On the basis of a systematic understanding of performing arts, Yuri Vasiliev created a unique training method of speech expression and skills. From the complicated art training, we find out the most critical skills for focused training, which we call basic skills training. Throughout the whole training process, Professor Yuri made a clear request for the actor's lines: "action! This is the basis of actors' creation. So action is the key! Action and voice are closely linked. Actor's voice is human voice, human life, human feeling, human experience and disaster. It is also the foundation of creation that actors acquire their own voice. What we are engaged in is pronunciation, breathing, tone and intonation, speed and rhythm, expressiveness, sincerity, stage voice and movement, gesture, all of which are used to train the voice of actors according to the standard of drama. In short, Professor Yuri's training course is not only the training of stage performance and skills, but also contains a rich view of drama and performance. I think, in addition to learning from the means and methods of training, it is more important for us to understand the starting point and training objectives of Professor Yuri's use of these exercises.

• Therapeutic Science for Rehabilitation
• /
• v.2 no.1
• /
• pp.13-23
• /
• 2013

Constraint-Induced Movement Therapy(CIMT) is considered as one of the most interesting upper extremity rehabilitation in the field of neurorehabilitation. CIMT is an intensive training provided in the affected upper limb for 6 hours a day, 5 days a week for 2 weeks, while unaffected arm is restrained for 90% of waking hours. Recently, instead of CIMT, modified Constraint-Induced Movement Therapy(mCIMT) has been applied because of the clinical limitations of CIMT. CIMT or mCIMT studies have used various outcome instruments to measure different aspects of upper limb function after intervention. There are various kinds of evaluation tools to measure different aspects of upper limb function after CIMT intervention. It has been proven that Pediatric Motor Activity Log(PMAL), Quality of Upper Extremities Skills Test(QUEST), Melbourne Assessment of Unilateral Upper Limb Function(MAULF), Assisting Hand Assessment (AHA) are effective. The purpose of this study was to investigate the cortical change in children with hemiplegic cerebral palsy after CIMT. As a result, use-dependent cortical reorganization was revealed. Also, increased activity of the contralateral motor cortex and decreased activity of the ipsilateral cortex were found. It supports the mechanism of cortical reorganization, the principles of neural plasticity and specifically activation of the contralateral cortex, for improving upper limb function after CIMT.

• Therapeutic Science for Rehabilitation
• /
• v.12 no.3
• /
• pp.7-18
• /
• 2023

Objective : This study aimed to confirm the research characteristics by analyzing the literature that applied the school readiness programs for children with disabilities. Methods : Studies were collected from the PubMed, Embase, Web of Science, and Research Information Sharing Service databases. The key terms were "School readiness" AND ("Occupational Therapy" OR "Rehabilitation") in English and Korean. Total eight articles were selected through the selection and exclusion criteria. Results : The programs included multi-type training, motor skill training, parent training, and mobile application training. The providers were psychologists, occupational therapists, physical therapists, speech pathologists, community workers, educators, and the psychologists who conducted most of the research. The program factors can be classified into academic function, motor function, social function, parental training, and others. Academic and social functions accounted for the largest proportion of the respondents. The intervention improved multiple skills, literacy, parenting skills, and gross fine motor function. Conclusion : This study aimed to provide basic data for school-based occupational therapy by analyzing school readiness programs for children with disabilities. Recently, interest in and research on school readiness has increased. Occupational therapists should also establish their roles in the field of school-related rehabilitation and provide various school-based occupational therapies.

• The Journal of Korea Robotics Society
• /
• v.8 no.3
• /
• pp.217-227
• /
• 2013

We introduce a learning system for the sight reading of simple drum sequences. Sight reading is a cognitive-motor skill that requires reading of music symbols and actions of multiple limbs for playing the music. The system provides knowledge of results (KR) pertaining to the learner's performance by color-coding music symbols, and guides the learner by indicating the corresponding action for a given music symbol using additional auditory or vibrotactile cues. To evaluate the effects of KR and guidance cues, three learning methods were experimentally compared: KR only, KR with auditory cues, and KR with vibrotactile cues. The task was to play a random 16-note-long drum sequence displayed on a screen. Thirty university students learned the task using one of the learning methods in a between-subjects design. The experimental results did not show statistically significant differences between the methods in terms of task accuracy and completion time.

• Phonetics and Speech Sciences
• /
• v.6 no.4
• /
• pp.141-148
• /
• 2014

Voice is the most common means for communication, but some people have difficulties in generating voice due to their congenital or acquired disorders. Individuals with speech disorders might lose their speaking ability due to hearing impairment, encephalopathy or cerebral palsy accompanied by motor skill impairments, or autism caused by mental problems. However, they have needs for communication, so some of them use various types of AAC (Augmentative & Alternative Communication) devices in order to meet their communication needs. In this paper, a mobile application for literate people having speech disorder was designed and implemented by developing accurate and fast sentence-completion functions for efficient user interaction. From a user study and the previous study on Korean text-based communication for adults having difficulty in speech communication, we identified functionality and usability requirements. Specifically, the user interface with scanning features was designed by considering the users' motor skills in using the touch-screen of a mobile device. Finally, we conducted the usability test for the application. The results of the usability test show that the application is easy to learn and efficient to use in communication with people with speech disorders.