Sensory integration training escalator for infantile patient with autism

Abstract

The sensory integration training escalator comprises an escalator body, a connecting bridge and a slide, the escalator body comprises a step base layer, a plurality of first step blocks are arranged on the step base layer, containing grooves are formed in the step blocks, and second step blocks are arranged in the containing grooves in a sliding mode; the horizontal length and the vertical height of the second step block are both smaller than those of the first step block, when a young child uses the training ladder, a medical worker pulls the second step block out to the surface of the first step block, so that the height of the first step block is reduced, the young child walks on the training ladder more easily, and the training ladder is more convenient to use. Therefore, the concentration degree and the enthusiasm of the child patient in the training process are improved, and the perception ability of the child patient with autism is improved. The application is beneficial to improving the effect of sensory integration training of children with infantile autism.

Description

Technical Field

[0001] The present application relates to the technical field, and in particular to a sensory training escalator for children with autism. Background Art

[0002] Autism is a developmental disorder that occurs in early childhood and involves multiple aspects of perception, emotion, language, thinking, movement and behavior. Most children with autism are in the growth and development period, and their brains have strong plasticity and development. Through unified sensory training, children can be provided with multiple sensory stimulations such as vision, hearing, touch and vestibular sense, which can promote the brain's combination and unification of various information stimuli, achieve improvement of brain function, and thus improve children's motor coordination and perception abilities.

[0003] Currently, training escalators are mostly used for sensory integration training for children with autism. However, since most children with autism are between the ages of 0 and 14, there are differences in the body shapes of children of different age groups, so there are also obvious differences in the height of the steps they can cross. When training on the training escalator, younger children may find it difficult and strenuous because the steps are too high, which reduces the children's concentration and enthusiasm during training, thereby worsening the sensory integration training effect of the training escalator. There are obvious shortcomings. Utility Model Content

[0004] In order to improve the sensory integration training effect of the training escalator, the present application provides a sensory integration training escalator for children with autism.

[0005] The present application provides a sensory training escalator for children with autism, which adopts the following technical solution:

[0006] An escalator for sensory integration training for children with autism comprises an escalator, a connecting bridge and a slide. The escalator comprises a step base layer, on which a plurality of first step blocks are arranged, each of which is provided with a receiving groove, in each of which a second step block is slidably arranged, the horizontal length and vertical height of the second step block are both smaller than those of the first step block, and the first step block is provided with a limit assembly for preventing the second step block from sliding.

[0007] By adopting the above technical solution, when younger children use the training escalator, medical staff pulls the second step block out to the surface of the first step block, thereby reducing the height of the first step block, making it easier for younger children to walk on the training escalator, thereby improving their concentration and enthusiasm during the training process, and further improving the sensory integration training effect of the training escalator.

[0008] Optionally, it is characterized in that a guide block is provided on the bottom surface of the second step block, a first guide groove slidably matched with the guide block is formed on the side wall of the accommodating groove, a second guide groove connected to the first guide groove is formed on the surface of the first step block, and the second guide groove slidably matches with the guide block.

[0009] By adopting the above technical solution, the first guide groove and the second guide groove will guide the sliding of the second step block, reducing the probability of the second step block being offset during the sliding process. At the same time, through the sliding cooperation between the guide block, the first guide groove and the second guide groove, the sliding process of the second step block can be made smoother, allowing medical staff to pull out the second step block smoothly.

[0010] Optionally, a limiting groove is provided on the top surface of the accommodating groove, and the limiting assembly includes a screw rod and a guide rod respectively arranged at both ends of the limiting groove, the screw rod is rotatably connected in the limiting groove, and the guide rod is fixedly connected in the limiting groove, and a limiting plate is commonly connected to the screw rod and the guide rod, one end of the limiting plate is threadedly connected to the screw rod, and the other end of the limiting plate is slidably connected to the guide rod, and the limiting plate is slidably arranged in the accommodating groove.

[0011] By adopting the above technical solution, the limit plate will be driven to move upward or downward during the rotation of the screw rod, thereby realizing the closing or opening of the receiving slot. When the receiving slot is opened, the medical staff can pull the second step block. When the receiving slot is closed, the second step block will not be able to slide due to the blocking effect of the second guide groove and the limit plate, thereby increasing the stability between the first step block and the second step block, so that the sensory integration training of younger children can be carried out smoothly, further improving the training effect of the sensory integration training.

[0012] Optionally, a driving assembly for driving the screw to rotate is provided in the limiting groove, and the driving assembly includes a first bevel gear arranged on the screw, a second bevel gear is meshed with the first bevel gear, and a knob coaxially arranged with the second bevel gear is provided on the outer side wall of the first step block.

[0013] By adopting the above technical solution, the medical staff turns the knob, the knob drives the second bevel gear to rotate, the first bevel gear meshing with the second bevel gear rotates, the first bevel gear drives the screw to rotate, and the limit plate threadedly connected to the screw will move upward or downward, thereby realizing the operation or release of the limit assembly.

[0014] Optionally, the slide includes a skateboard arranged at one end of the connecting bridge, and enclosures are arranged on both sides of the skateboard. Sliding grooves are provided on the opposite surfaces of the enclosures, and sliders are slidably arranged in the sliding grooves. A riding box is commonly provided between the opposite surfaces of the two sliders, and the riding box is slidably arranged on the surface of the skateboard. A driving mechanism for driving the riding box to slide is provided in the enclosures.

[0015] By adopting the above technical solution, when autistic children reach a high place via an escalator, they can slide down on a slide. The training method of sliding down a slide is more interesting and can attract the children's concentration on sensory integration training, thereby further improving the effect of sensory integration training.

[0016] Optionally, the driving mechanism includes a screw rotatably connected to one of the sliding grooves, one end of the slider is threadedly connected to the outer wall of the screw, a motor is provided on the outer wall of the enclosure plate, a third bevel gear is fixedly connected to the motor output shaft, and one end of the screw is fixedly connected to a fourth bevel gear meshing with the third bevel gear.

[0017] By adopting the above technical solution, after the medical staff starts the motor, the motor drives the screw to rotate, and the screw drives the riding box connected to the screw through the slider to slide on the surface of the skateboard, thereby realizing the sliding of the child on the skateboard. At the same time, for children of different age groups, the medical staff can change the sliding speed of the riding box on the surface of the skateboard by adjusting the speed of the motor, thereby increasing the adaptability of sensory integration training for children of different age groups, and also allowing the children to intuitively feel the different falling speeds, increasing the diversity of sensory integration training, thereby further improving the effect of sensory integration training.

[0018] Optionally, one end of the skateboard is rotatably connected to the connecting bridge, and an adjustment component for adjusting the inclination angle of the skateboard is provided under the skateboard.

[0019] By adopting the above technical solution, medical staff can change the tilt angle of the skateboard by adjusting the components. Different tilt angles can bring different sensory experiences to the children. The greater the tilt angle, the stronger the stimulation the children get, and the children's perceptual system is expanded, thereby improving the training effect of sensory integration training.

[0020] Optionally, the adjustment assembly includes multiple sleeves arranged under the enclosure, each of the sleeves is slidably connected to a support rod, the top of the support rod is connected to the outer wall of the enclosure, a plurality of adjustment holes are opened on the surface of the sleeve, a through groove is opened on the support rod, and a fixing part for fixing the support rod is provided on the adjustment hole.

[0021] By adopting the above technical solution, medical staff pulls the support rod to raise or lower the support rod in the sleeve. When the through slot moves to the adjustment hole of the corresponding height, the adjustment hole and the through slot are connected by a fixing member. At this time, the support rod is fixed on the sleeve and the length of the part extending out of the sleeve changes, thereby realizing the change of the inclination angle of the slide board.

[0022] In summary, the present application includes at least one of the following beneficial technical effects:

[0023] 1. The present application provides a first step block and a second step block. When a younger patient uses the training escalator, the medical staff pulls the second step block out to the surface of the first step block, thereby reducing the height of the first step block, making it easier for the younger patient to walk on the training escalator, improving the concentration and enthusiasm during the training process, and thus improving the sensory integration training effect of the training escalator;

[0024] 2. This application provides a slide and an escalator. When autistic children use the training escalator for sensory integration training, they will first go to the connecting bridge via the escalator, and then slide down to a lower place via the slide. Compared with the traditional training method of using up and down escalators, the combination of escalators and slides can make sensory integration training more interesting, improve the concentration of children on sensory integration training, and thus improve the effect of sensory integration training;

[0025] 3. The present application sets up a driving mechanism and an adjusting component. The driving mechanism can change the sliding speed of the child on the slide, and the adjusting component can change the inclination angle of the slide. The cooperation of the driving mechanism and the adjusting component increases the sensory experience of the child during training, and the child's perceptual system is expanded, thereby improving the training effect of sensory integration training. BRIEF DESCRIPTION OF THE DRAWINGS

[0026] Figure 1 It is a schematic diagram of the structure of this application.

[0027] Figure 2 It is a schematic diagram of the structure of the first step block and the second step block in an embodiment of the present application.

[0028] Figure 3 It is a cross-sectional view of the first step block in the embodiment of the present application.

[0029] Figure 4 In the embodiment of this application Figure 3 Enlarged view of point A in the middle.

[0030] Figure 5 It is a structural schematic diagram of a slide in an embodiment of the present application.

[0031] Figure 6 It is a cross-sectional view of a slide in an embodiment of the present application.

[0032] Figure 7 It is an exploded view of the support rod, sleeve and fixing member in the embodiment of the present application.

[0033] Explanation of the accompanying drawings: 1. escalator; 11. step base; 12. first step block; 121. second guide groove; 13. second step block; 131. handle; 132. guide block; 2. connecting bridge; 3. slide; 31. skateboard; 32. enclosure; 33. riding box; 4. accommodating groove; 41. first guide groove; 42. limiting groove; 5. limiting assembly; 51. screw rod; 52. guide rod; 53. limiting plate; 6. driving assembly; 61. first bevel gear; 62. second bevel gear; 63. knob; 7. sliding groove; 71. slider; 8. driving mechanism; 81. screw rod; 82. motor; 83. third bevel gear; 84. fourth bevel gear; 9. adjusting assembly; 91. sleeve; 911. adjusting hole; 912. suction cup; 92. support rod; 921. through groove; 93. fixing part. DETAILED DESCRIPTION

[0034] The following is combined with Figure 1-3 This application is described in further detail.

[0035] The embodiment of the present application discloses a sensory training escalator for children with autism.

[0036] Reference Figure 1 An escalator for sensory training of children with autism includes an escalator 1, a connecting bridge 2 and a slide 3. The escalator 1 and the slide 3 are respectively arranged on both sides of the connecting bridge 2. The escalator 1 includes a step base 11 installed on one side of the connecting bridge 2, and a plurality of first step blocks 12 are fixedly installed on the step base 11. The slide 3 includes a slide plate 31 rotatably connected to an end of the connecting bridge 2 away from the escalator 1, and enclosures 32 are fixedly installed on both sides of the slide plate 31.

[0037] When autistic children use the training escalator for sensory integration training, they will first go to the connecting bridge 2 via the escalator 1, and then slide down to a lower place via the slide 3. Compared with the traditional training method of using up and down escalators, the combined training of the escalator 1 and the slide 3 can make the sensory integration training more interesting, improve the concentration of the children on the sensory integration training, and thus improve the effect of the sensory integration training;

[0038] Reference Figure 2 Each first step block 12 is provided with a receiving groove 4, and each receiving groove 4 is slidably connected with a second step block 13. In this embodiment, the horizontal length and vertical height of the second step block 13 are both half of the first step block 12. A handle 131 is embedded in the second step block 13;

[0039] For older autistic children, the escalator part of the sensory integration training can be completed through the cooperation between the first step blocks 12. When younger autistic children are training, medical staff use the pull ring to pull the second step block 13 to the surface of the first step block 12. Under the superposition effect of the second step blocks 13, the height between adjacent first step blocks 12 becomes half of the previous height. Younger children can complete the sensory integration training more easily, and their concentration and enthusiasm during the training process are improved, thereby improving the sensory integration training effect of the training escalator.

[0040] Reference Figure 1 and Figure 2 , guide blocks 132 are fixedly installed on both sides of the bottom surface of the second step block 13, a first guide groove 41 corresponding to the guide block 132 is opened on the bottom surface of the accommodating groove 4, the first guide groove 41 is slidably matched with the guide block 132, and a second guide groove 121 connected to the first guide groove 41 is opened on the surface of the first step block 12, the second guide groove 121 is slidably matched with the guide block 132, the first guide groove 41 and the second guide groove 121 are on the same straight line, and the length of the second guide groove 121 is the same as that of the second step block 13;

[0041] Under the limiting effect of the first guide groove 41 and the second guide groove 121, the guide block 132 will move along the first guide groove 41 and the second guide groove 121. Therefore, the probability of the second step block 13 being offset during being pulled by medical staff is reduced. At the same time, through the sliding cooperation between the guide block 132, the first guide groove 41 and the second guide groove 121, the sliding process of the second step block 13 can be smoother, so that the medical staff can pull out the second step block 13 smoothly.

[0042] Reference Figure 3 and Figure 4 In order to prevent the second step block 13 from sliding on the surface of the first step block 12 during sensory integration training, a limit assembly 5 is further provided on the first step block 12. A limit groove 42 is provided on the side wall of each accommodating groove 4. The limit assembly 5 includes a screw rod 51 rotatably arranged at one end of the limit groove 42, and a guide rod 52 is fixedly installed at the other end of the limit groove 42. The two ends of the screw rod 51 are respectively rotatably connected to the side walls of the limit groove 42, and a limit plate 53 is commonly connected between the screw rod 51 and the guide rod 52. The outer wall of the limit plate 53 is slidably matched with the side wall of the accommodating groove 4. One end of the limit plate 53 is threadedly connected to the screw rod 51, and the other end of the limit plate 53 is slidably matched with the guide rod 52. A driving assembly 6 for driving the screw rod 51 to rotate is provided in the limit groove 42;

[0043] The driving assembly 6 includes a first bevel gear 61 fixedly mounted on the screw rod 51, the first bevel gear 61 is rotatably arranged in the limiting groove 42, the first bevel gear 61 is meshed with a second bevel gear 62, a rotating shaft (not shown in the figure) is fixedly connected to the second bevel gear 62, one end of the rotating shaft extends out of the limiting groove 42 and passes through the wall thickness of the first step layer, and a knob 63 is fixedly mounted on one end of the rotating shaft extending out of the first step block 12;

[0044] When a younger child uses the training escalator, the medical staff turns the knob 63, which drives the second bevel gear 62 to rotate, and the first bevel gear 61 meshing with the second bevel gear 62 rotates, and the first bevel gear 61 drives the screw rod 51 to rotate, and the limit plate 53 threadedly connected to the screw rod 51 will move upward. At this time, the accommodating groove 4 is open, and the medical staff pulls the second step block 13 to the surface of the first step block 12, and then reversely turns the knob 63 to make the limit plate 53 move in the downward direction, and the accommodating groove 4 is closed. The second step block 13 will not slide under the blocking effect of the second guide groove 121 and the limit plate 53, and the stability between the first step block 12 and the second step block 13 is guaranteed, so that the sensory integration training of younger children can be carried out smoothly, and the training effect of the sensory integration training is further improved;

[0045] When an older child uses the training escalator, the knob 63 is turned to close the receiving groove 4 , and the second step block 13 will stay in the receiving groove 4 under the restriction of the limiting plate 53 .

[0046] Reference Figure 5 and Figure 6 The two panels 32 have sliding grooves 7 formed on their opposite surfaces, and the side walls of the sliding grooves 7 are slidably connected with sliders 71. The slide 3 also includes a riding box 33 fixedly connected between the two sliders 71. The riding box 33 is slidably arranged on the surface of the slide plate 31, and a driving mechanism 8 for driving the riding box 33 to slide is arranged in one of the panels 32;

[0047] The driving mechanism 8 includes a screw rod 81 rotatably connected to the sliding groove 7, one end of the slider 71 is threadedly connected to the outer wall of the screw rod 81, and a motor 82 is fixedly installed on the outer wall of the enclosure 32. In this embodiment, the motor 82 is a variable frequency motor 82, and the output shaft of the motor 82 passes through the enclosure 32 and extends into the sliding groove 7. The output shaft of the motor 82 is coaxially fixedly connected to a third bevel gear 83, and the third bevel gear 83 is rotatably set in the sliding groove 7. One end of the screw rod 81 close to the third bevel gear 83 is fixedly connected to a fourth bevel gear 84 meshing with the third bevel gear 83;

[0048] When the child arrives in front of the slide via the escalator 1, the medical staff helps the child sit in the riding box 33, and then the medical staff starts the motor 82, which drives the screw 81 to rotate. During the rotation of the screw 81, the second slider 71 moves in the sliding groove 7 along the inclined direction of the slide 31. At the same time, the movement of the second slider 71 will drive the riding box 33 to slide on the sliding surface, thereby enabling the child to slide on the slide 31. The motor 82 uses a variable frequency motor 82, which allows the medical staff to change the sliding speed of the riding box 33 on the surface of the slide 31 by adjusting the rotation speed of the motor 82, so that the child can personally and intuitively feel the difference between different falling speeds. Different falling speeds can also be adapted to children of different age groups, increasing the diversity and adaptability of sensory training, thereby further improving the effect of sensory training.

[0049] Reference Figure 6 and Figure 7 The end of the slide plate 31 close to the connecting bridge 2 is rotatably connected to the connecting bridge 2, and an adjusting component 9 for adjusting the inclination angle of the slide plate 31 is arranged under the slide plate 31. The adjusting component 9 includes two groups of sleeves 91 installed on the two enclosure plates 32. In this embodiment, the number of each group of sleeves 91 is three, and the three sleeves 91 are arranged in sequence along the inclination direction of the slide plate 31. A support rod 92 is slidably connected in the sleeve 91 through the sliding cooperation between the slide groove sliders 71. The top of the support rod 92 extends out of the sleeve 91 and is fixedly connected to the bottom surface of the slide plate 31. A plurality of evenly distributed adjusting holes 911 are provided on the outer side wall of the sleeve 91, and a through groove 921 is provided on the support rod 92. The through groove 921 is horizontally arranged and the cross-sectional size of the through groove 921 is the same as the cross-sectional size of the adjusting hole 911. A fixing piece 93 connecting the adjusting hole 911 and the through groove 921 is detachably provided on the adjusting hole 911. In this embodiment, the fixing piece 93 is a bolt and a nut, and a suction cup 912 is fixedly installed on the bottom surface of the sleeve 91.

[0050] The medical staff pulls the support rod 92 to raise or lower the support rod 92 on the sleeve 91. When the through slot 921 moves to the adjustment hole 911 of the corresponding height, the adjustment hole 911 and the through slot 921 are connected by the fixing member 93. At this time, the support rod 92 is fixed on the sleeve 91 and the length of the part extending out of the sleeve 91 changes, thereby realizing the change of the inclination angle of the slide plate 31. When the child slides on the slide plate 31 with different inclination angles, he can get different sensory experiences. The larger the inclination angle, the stronger the stimulation obtained by the child, and the child's perception system is expanded, thereby improving the training effect of sensory integration training.

[0051] The implementation principle of the sensory integration training escalator for children with autism in the embodiment of the present application is as follows: when a younger child uses the training escalator for sensory integration training, the medical staff opens the receiving slot 4 through the driving component 6, pulls the second step block 13 to the surface of the first step block 12, and then reversely rotates the knob 63 to move the limit plate 53 in the downward direction, the receiving slot 4 is closed, and the second step block 13 is blocked by the second guide groove 121 and the limit plate 53 and cannot slide, and under the superposition of the second step block 13, the height between adjacent first step blocks 12 becomes half of the previous height, so that the younger child can walk more easily on the training escalator, and the concentration and enthusiasm during the training process are improved, thereby improving the sensory integration training effect of the training escalator;

[0052] When an older child uses the training escalator, the knob 63 is turned to open the receiving slot 4 again, and the medical staff pushes the second step block 13 into the receiving slot 4. The second step block 13 stays in the receiving slot 4 under the restriction of the limit plate 53. At this time, the height between the adjacent first step blocks 12 is restored, and the older child can perform the training escalator training;

[0053] When the child reaches a high place through escalator training, he can slide down to a lower place by riding the riding box 33 in the slide 3, and the medical staff can change the inclination angle of the slide board 31 and the sliding speed of the child by adjusting the component 9 and the driving mechanism 8, so that the sensory experience obtained by the child during the sensory integration training is increased, and the child's perceptual system is expanded, thereby improving the training effect of the sensory integration training.

[0054] The above are all preferred embodiments of the present application, and the protection scope of the present application is not limited thereto. Therefore, any equivalent changes made according to the structure, shape, and principle of the present application should be included in the protection scope of the present application.

Claims

1. An escalator for sensory training of children with autism, comprising an escalator (1), a connecting bridge (2) and a slide (3), characterized in that: The escalator (1) comprises a step base layer (11), a plurality of first step blocks (12) are arranged on the step base layer (11), each of the step blocks is provided with a receiving groove (4), a second step block (13) is slidably arranged in each of the receiving grooves (4), the horizontal length and vertical height of the second step block (13) are both smaller than those of the first step block (12), and a limiting component (5) is provided on the first step block (12) for preventing the second step block (13) from sliding.

2. The sensory training escalator for children with autism according to claim 1, characterized in that: A guide block (132) is provided on the bottom surface of the second step block (13); a first guide groove (41) is provided on the side wall of the accommodating groove (4) and is slidably matched with the guide block (132); a second guide groove (121) is provided on the surface of the first step block (12) and is connected to the first guide groove (41); and the second guide groove (121) is slidably matched with the guide block (132).

3. The sensory training escalator for children with autism according to claim 1, characterized in that: A limiting groove (42) is provided on the top surface of the accommodating groove (4), and the limiting assembly (5) comprises a screw rod (51) and a guide rod (52) respectively arranged at two ends of the limiting groove (42), the screw rod (51) is rotatably connected in the limiting groove (42), and the guide rod (52) is fixedly connected in the limiting groove (42), and a limiting plate (53) is commonly connected to the screw rod (51) and the guide rod (52), one end of the limiting plate (53) is threadedly connected to the screw rod (51), and the other end of the limiting plate (53) is slidably connected to the guide rod (52), and the limiting plate (53) is slidably arranged in the accommodating groove (4).

4. The sensory training escalator (1) for children with autism according to claim 3, characterized in that: A driving assembly (6) for driving the screw rod (51) to rotate is arranged in the limiting groove (42), and the driving assembly (6) comprises a first bevel gear (61) arranged on the screw rod (51), a second bevel gear (62) is meshedly arranged on the first bevel gear (61), and a knob (63) coaxially arranged with the second bevel gear (62) is arranged on the outer side wall of the first step block (12).

5. The sensory training escalator for children with autism according to claim 1, characterized in that: The slide (3) comprises a slide plate (31) arranged at one end of the connecting bridge (2), and enclosures (32) are arranged on both sides of the slide plate (31). The opposing surfaces of the enclosures (32) are provided with sliding grooves (7), and sliders (71) are slidably arranged in the sliding grooves (7). A riding box (33) is commonly arranged between the opposing surfaces of the two sliders (71), and the riding box (33) is slidably arranged on the surface of the slide plate (31). A driving mechanism (8) for driving the riding box (33) to slide is arranged in the enclosures (32).

6. The sensory training escalator for children with autism according to claim 5, characterized in that: The driving mechanism (8) comprises a screw (81) rotatably connected in one of the sliding grooves (7); one end of the slider (71) is threadedly connected to the outer wall of the screw (81); a motor (82) is provided on the outer wall of the enclosure (32); a third bevel gear (83) is fixedly connected to the output shaft of the motor (82); and one end of the screw (81) is fixedly connected to a fourth bevel gear (84) meshing with the third bevel gear (83).

7. The sensory training escalator for children with autism according to claim 6, characterized in that: One end of the slide plate (31) is rotatably connected to the connecting bridge (2), and an adjustment component (9) for adjusting the inclination angle of the slide plate (31) is provided under the slide plate (31).

8. The sensory training escalator for children with autism according to claim 7, characterized in that: The adjustment assembly (9) comprises a plurality of sleeves (91) arranged under the enclosure (32), each of the sleeves (91) being slidably connected with a support rod (92), the top end of the support rod (92) being connected to the outer wall of the enclosure (32), a plurality of adjustment holes (911) being provided on the surface of the sleeve (91), a through groove (921) being provided on the support rod (92), and a fixing member (93) for fixing the support rod (92) being provided on the adjustment hole (911).

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