Glozman J M, Kalita N G, Tsyganok A A
Int J Rehabil Res. 1980;3(4):519-26. doi: 10.1097/00004356-198012000-00005.
One of the main and actual tasks of aphasic re-education is the development of group rehabilitation methods which contribute to the restoration of verbal communication and to the surmounting of personality problems in aphasics. In this paper, a new method for group lessons with aphasics is described. It is founded on theoretical conceptions concerning the relation between the word and its sensory basis and the problems of visual object images in aphasia. The group lesson is a system of methods including: (1) group discussion and classification of objects with a view to deblock verbal associations on the given theme; (2) drawing of objects or coding in drawing the meaning of utterances on this theme; (3) recognition of sensibilized pictures (patients' drawings). We have proposed two variants of the method: The first is to actualize the names for objects and the second one to increase the aphasics capacity for sentence making. This method was used in small therapeutic groups of aphasics and the influence of selected group factors on the patients' speech activity was studied. The described method ensures the system influence principle in the rehabilitation of aphasics.
失语症再教育的主要实际任务之一是开发群体康复方法，这些方法有助于恢复言语交流并克服失语症患者的个性问题。本文描述了一种针对失语症患者的群体课程新方法。它基于有关单词与其感觉基础之间的关系以及失语症中视觉对象图像问题的理论概念。群体课程是一个方法体系，包括：（1）针对给定主题对物体进行群体讨论和分类，以解除言语联想障碍；（2）绘制物体或在绘图中编码关于该主题的言语含义；（3）识别敏感化图片（患者的绘图）。我们提出了该方法的两种变体：第一种是实现物体的名称，第二种是提高失语症患者造句的能力。该方法用于失语症患者的小型治疗组，并研究了选定的群体因素对患者言语活动的影响。所描述的方法确保了失语症康复中的系统影响原则。
