A social training device for autistic children

Abstract

The utility model belongs to the autism rehabilitation technical field, concretely is a kind of social training device of autism children, including the push -and -go component that can make the device easily moved to required position, push -and -go component both sides are provided with the training component that can be trained to autism children after unfolding and is conveniently stowed after use is completed, locking component is arranged between two groups of training components, can make the device stable placement when not being used.The utility model is convenient for being moved by the mode that the reversible walking platform is set in the both sides of standing platform, the device can be conveniently stored, and when using, two autism children are in the position of not contacting each other, guided by staff and individually or mutually social training, and by the displacement piece and blocking piece arranged in walking platform, staff can easily master training rhythm, so that autism children complete the training prepared in the process of gradually approaching and obtaining prize.

Description

Technical Field

[0001] This utility model belongs to the field of autism rehabilitation technology, specifically relating to a social training device for children with autism. Background Technology

[0002] The lack of social skills is a core deficiency in children with autism, which seriously affects their social development. Early intervention is especially important for children with autism.

[0003] Chinese patent document CN221867006U discloses a social training device for children with low-functioning autism. It increases user interaction, provides personalized settings, enhances feedback mechanisms, and integrates multiple sensory stimuli to conduct social training for children with low-functioning autism by setting up touch balls, display devices, etc.

[0004] However, in the existing technology, training devices are inconvenient to store and move during daily use, and can usually only be used for training a single autistic child. Therefore, a social training device for autistic children is proposed. Utility Model Content

[0005] The purpose of this invention is to provide a social training device for children with autism.

[0006] The technical solution adopted in this utility model is as follows:

[0007] A social training device for children with autism includes a push component that allows the device to be easily moved to the desired position. Both sides of the push component are provided with training components that can be deployed to train children with autism and can be easily folded up after use. A locking component is provided between the two sets of training components to ensure that the device is stably placed when not in use.

[0008] The pushing assembly includes a standing platform;

[0009] The training components include a flipping element that enables a child with autism undergoing training to walk along a predetermined path toward the standing platform in the device, a blocking element that limits the distance a child with autism can walk toward the standing platform in a single instance, and a displacement element that can move the blocking element as needed after operation.

[0010] The flip-up component includes a walking platform that is movably connected to both sides of the standing platform. A rubber pad is fixedly connected to one side of the walking platform, and a railing is fixedly installed on the other side of the walking platform. An arrow mark is provided on the side of the walking platform closest to the railing.

[0011] Preferably, the shifting component includes a guide rail fixedly installed inside the walking platform, a support movably connected to the guide rail, a dual-axis motor fixedly installed on the support, a gear fixedly connected to the output end of the dual-axis motor, and U-shaped frames provided in front of and behind the dual-axis motor, with racks fixedly installed inside the U-shaped frames.

[0012] Preferably, the blocking component includes a bracket disposed between the walking platform and the support, a cylinder is movably installed inside the bracket, and a stop bar is provided between the bracket and the telescopic end of the cylinder.

[0013] Preferably, the standing platform and the walking platform are rotatably connected.

[0014] Preferably, the guide rail and the support are slidably connected, and the gear and the rack are meshed.

[0015] Preferably, the walking platform is slidably connected to the support, and the cylinder and the stop rod are rotatably connected to the support, with the cylinder and the stop rod being rotatably connected.

[0016] The beneficial effects of this utility model are as follows: by setting up a rotatable walking platform on both sides of the standing platform, this device can be conveniently stored and moved. When in use, it allows two autistic children to conduct social training individually or with each other in a position where they do not touch each other, under the guidance of staff. The shifting and blocking components set in the walking platform make it easy for staff to control the training rhythm, so that the autistic children can complete the pre-designed training as they gradually approach and receive the prize. Attached Figure Description

[0017] The accompanying drawings are provided to further illustrate the present invention and form part of the specification. They are used together with the following detailed description to explain the present invention, but do not constitute a limitation thereof. In the drawings:

[0018] Figure 1 This is a schematic diagram of the structure of a social training device for children with autism as described in this utility model;

[0019] Figure 2 This is a schematic diagram of the front view structure of a social training device for children with autism as described in this utility model;

[0020] Figure 3 yes Figure 1 A schematic diagram of the structure when the training components are unfolded;

[0021] Figure 4 yes Figure 1 Schematic diagram of some component structures;

[0022] Figure 5 yes Figure 3 A schematic diagram of the structure of some components from another perspective;

[0023] Figure 6yes Figure 5 Schematic diagram of some component structures;

[0024] Figure 7 yes Figure 6 A schematic diagram of some of the component structures.

[0025] The annotations in the attached figures are explained as follows:

[0026] 1. Pushing assembly; 101. Standing platform; 102. Omnidirectional ball; 2. Training assembly; 201. Walking platform; 202. Rubber pad; 203. Fence; 204. Arrow marker; 205. Guide rail; 206. Support; 207. Dual-axis motor; 208. Gear; 209. U-shaped frame; 210. Rack; 211. Bracket; 212. Cylinder; 213. Stop bar; 3. Locking assembly; 301. Limit block; 302. Pressure block; 303. Screw. Detailed Implementation

[0027] In the description of this utility model, it should be understood that the terms "center," "longitudinal," "lateral," "upper," "lower," "front," "rear," "left," "right," "vertical," "horizontal," "top," "bottom," "inner," and "outer," etc., indicating orientation or positional relationships based on the orientation or positional relationships shown in the accompanying drawings, are only for the convenience of describing this utility model and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation, and therefore should not be construed as a limitation of this utility model. Furthermore, the terms "first," "second," etc., are used for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of indicated technical features. Thus, features defined with "first," "second," etc., may explicitly or implicitly include one or more of that feature. In the description of this utility model, unless otherwise stated, "a plurality of" means two or more.

[0028] In the description of this utility model, it should be noted that, unless otherwise explicitly specified and limited, the terms "installation," "connection," and "joining" should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral connection; they can refer to a mechanical connection or an electrical connection; they can refer to a direct connection or an indirect connection through an intermediate medium; and they can refer to the internal connection of two components. Those skilled in the art can understand the specific meaning of the above terms in this utility model based on the specific circumstances.

[0029] The present invention will be further described below with reference to the embodiments and accompanying drawings.

[0030] like Figures 1-7As shown, a social training device for children with autism includes a pushing component 1 that allows the device to be easily moved to the desired position. Both sides of the pushing component 1 are provided with training components 2 that can be deployed to train children with autism and can be easily folded up after use. A locking component 3 is provided between the two sets of training components 2 to ensure that the device is stably placed when not in use.

[0031] In this embodiment: the pushing component 1 includes a standing platform 101, and a universal ball 102 is fixedly installed below the standing platform 101; the walking platform 201 is installed on the standing platform 101, and when the device is in use, it is used for staff to stand or for placing reward items. The universal ball 102 enables the standing platform 101 to be easily moved under the action of external force after the training component 2 is retracted.

[0032] In this embodiment: the training component 2 includes a flipping component that enables the autistic child receiving training to walk along a predetermined path toward the standing platform 101 in this device, a blocking component that limits the distance the autistic child walks toward the standing platform 101 in a single step, and a shifting component that can move the blocking component as needed after operation.

[0033] The flipping component includes a walking platform 201 movably connected to both sides of the standing platform 101. A rubber pad 202 is fixedly connected to one side of the walking platform 201, and a railing 203 is fixedly installed on the other side of the walking platform 201. An arrow mark 204 is provided on the side of the walking platform 201 near the railing 203. The shifting component includes a guide rail 205 fixedly installed inside the walking platform 201. A support 206 is movably connected to the guide rail 205. A dual-axis motor 207 is fixedly installed on the support 206. A gear 208 is fixedly connected to the output end of the dual-axis motor 207. U-shaped frames 209 are provided in front of and behind the dual-axis motor 207. A rack 210 is fixedly installed inside the U-shaped frame 209. The blocking component includes a bracket 211 set between the walking platform 201 and the support 206. A cylinder 212 is movably installed inside the bracket 211. A stop bar 213 is provided between the extension and retraction ends of the bracket 211 and the cylinder 212.

[0034] The standing platform 101 is rotatably connected to the walking platform 201, the guide rail 205 is slidably connected to the support 206, the gear 208 is meshed with the rack 210, the walking platform 201 is slidably connected to the bracket 211, the cylinder 212 and the stop rod 213 are both rotatably connected to the bracket 211, and the cylinder 212 is rotatably connected to the stop rod 213.

[0035] The unfolded walking platform 201 provides a platform for autistic children requiring training to walk. A rubber pad 202 replaces the walking platform 201 in contact with the ground, increasing friction between the device and the ground for stable placement. A fence 203 restricts the walking area of ​​the walking platform 201. Arrow markers 204 of a certain length indicate the walking direction and the distance a child can walk in a single session during training. Guide rails 205 limit the range of motion of the support 206 and provide a U-shaped frame 209. The system provides an installation location. The gear 208, driven by a dual-axis motor 207, meshes with a rack 210 mounted on a U-shaped frame 209. When the rack rotates, it reacts with the support 206, allowing the support 206 to move the bracket 211 along the walking platform 201 and the guide rail 205. The angle of the stop bar 213 relative to the bracket 211 is adjusted by the cylinder 212. When the stop bar 213 is perpendicular to the main body of the bracket 211 near the fence 203, it can prevent autistic children from walking on the walking platform 201 towards the standing platform 101.

[0036] In this embodiment: the locking component 3 includes a limiting block 301 disposed between two fences 203 at different lateral positions, a pressure block 302 is movably installed inside the limiting block 301, and a screw 303 is disposed between the limiting block 301 and the pressure block 302.

[0037] The limiting block 301 is slidably connected to the pressure block 302, and the limiting block 301 is threadedly connected to the screw 303. The pressure block 302 is slidably connected to the screw 303.

[0038] By rotating the screw 303 relative to the limiting block 301, the pressure block 302 is driven to move longitudinally relative to the limiting block 301, thereby adjusting the size of the area enclosed between the opening of the limiting block 301 and the pressure block 302. This area is enlarged when the training component 2 is retracted, allowing the locking component 3 to smoothly engage between the fences 203 of different groups of training components 2 and rotate to the position shown in the figure. Then, by rotating the screw 303, the limiting block 301 and the pressure block 302 are pressed tightly against the fences 203, thereby restricting the separation of the fences 203 of different groups of training components 2. Conversely, after removing the locking component 3, the training component 2 can be unfolded and laid flat for use.

[0039] Working principle: When this device is installed for social training of children with autism, after moving the device to a suitable position, remove the locking component 3 and unfold the flat training component 2. Then, through the operation of the dual-axis motor 207, the stop bar 213 is moved to the arrow mark 204 that is furthest from the standing platform 101. Then, the child with autism who needs training stands on the arrow mark 204. If there are multiple children with autism who need training, another child with autism can stand on another set of training components 2 in the same way.

[0040] Once preparations are complete, while the barrier 213 prevents the autistic child from moving toward the standing platform 101, staff can place items that the autistic child is interested in on the standing platform 101. Then, the staff can control the subsequent lateral movement distance of the barrier 213 according to the number of arrow markers 204. When the barrier 213 moves laterally, it should be positioned above the arrow of each arrow marker 204. The barrier 213 is only moved to the next arrow marker 204 after the autistic child has completed the pre-designed training program, such as completing a specified action, answering a specified question, or after two autistic children standing on different training components 2 communicate and interact under the guidance of staff.

[0041] After completing the corresponding number of training items, the cylinder 212 can push the barrier 213 above the arrow sign 204 that is closest to the standing platform 101 to stand up, so that the barrier 213 no longer blocks the autistic child from walking to the standing platform 101 and obtaining the prize. This allows the autistic child to understand the rules, complete the training, and improve their social interaction skills as they gradually obtain the prize.

[0042] The preferred embodiments of the present invention have been described in detail above with reference to the accompanying drawings. However, the present invention is not limited to the above embodiments. Within the scope of knowledge possessed by those skilled in the art, various changes can be made without departing from the spirit of the present invention.

Claims

1. A social training device for children with autism, characterized in that: It includes a pushing component (1) that allows the device to be easily moved to the desired position. Both sides of the pushing component (1) are provided with training components (2) that can be used to train children with autism after being unfolded and can be easily folded up after use. Between the two sets of training components (2) is a locking component (3) that allows the device to be placed stably when not in use. The pushing assembly (1) includes a standing platform (101); The training component (2) includes a flipping component that enables a child with autism undergoing training to walk along a predetermined path toward the standing platform (101) in the device, a blocking component that limits the distance a child with autism can walk toward the standing platform (101) in a single step, and a shifting component that can move the blocking component as needed after operation. The flipping component includes a walking platform (201) movably connected to both sides of the standing platform (101). A rubber pad (202) is fixedly connected to one side of the walking platform (201), and a fence (203) is fixedly installed on the other side of the walking platform (201). An arrow mark (204) is provided on the side of the walking platform (201) near the fence (203).

2. The social training device for children with autism according to claim 1, characterized in that: The displacement component includes a guide rail (205) fixedly installed in the walking platform (201), a support (206) movably connected to the guide rail (205), a dual-axis motor (207) fixedly installed on the support (206), a gear (208) fixedly connected to the output end of the dual-axis motor (207), and U-shaped frames (209) provided in front of and behind the dual-axis motor (207), with a rack (210) fixedly installed inside the U-shaped frame (209).

3. The social training device for children with autism according to claim 2, characterized in that: The blocking component includes a bracket (211) disposed between the walking platform (201) and the support (206), a cylinder (212) is movably installed inside the bracket (211), and a stop bar (213) is provided between the bracket (211) and the telescopic end of the cylinder (212).

4. The social training device for children with autism according to claim 1, characterized in that: The standing platform (101) is rotatably connected to the walking platform (201).

5. A social training device for children with autism according to claim 2, characterized in that: The guide rail (205) is slidably connected to the support (206), and the gear (208) is meshed with the rack (210).

6. A social training device for children with autism according to claim 3, characterized in that: The walking platform (201) is slidably connected to the support (211), the cylinder (212) and the stop bar (213) are rotatably connected to the support (211), and the cylinder (212) is rotatably connected to the stop bar (213).

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