# Cognitive activity of infants after severe brain damage (early habilitation/ rehabilitation)

## TL;DR

This study examines cognitive activity in infants with severe brain damage to guide early rehabilitation and education strategies.

## Contribution

The paper identifies specific cognitive indicators to assess and support infants during early habilitation.

## Key findings

- Three distinct groups of cognitive activity were identified among infants based on their responses and abilities.
- Children in Group 3 showed the least developed cognitive and motor skills compared to the other groups.
- Cognitive indicators like gaze fixation and response to sound help tailor rehabilitation approaches.

## Abstract

One of the forms of early comprehensive care for children after severe brain injuries is inpatient habilitation/ rehabilitation. Children receive help from a team of medical, psychological and pedagogical specialists. The process of special education consists mainly in the development of cognitive interest, because it is the basis of socialization.

To study cognitive activity in children who have suffered severe brain damage.

observation, pedagogical examination, psychiatric supervision.

36 children aged 1.2-1.8 years during hospital treatment.

According to the results of the pedagogical survey, three groups of children were identified.

Group 1 (11%): fixed gaze; emotional response to sound (smile); short-term eye tracking of an object; ability to touch an object and hold it for a short time; walking skill is formed.

Group 2 (33%): short-term gaze fixation; reaction to sound by involuntary hand movements; lack of eye tracking of an adult’s face; lack of ability to touch or hold an object; walking skill is formed.

Group 3 (56%): lack of fixed gaze; reaction to sound by shouting and increased motor activity; lack of ability to touch or hold an object; lack of walking skills.

Indicative responses to an adult’s voice and face, eye tracking of an object, sensorimotor activity, and so on. these are indicators that show whether a child has cognitive activity. The rehabilitation team can rely on these indicators when choosing treatment and the content of the special educational process.

Key words: early intervention, toddlers, organic damage of central nervous system, rehabilitation/ habilitation

None Declared

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Source: https://tomesphere.com/paper/PMC11860315