NeuronUP is the leading platform for occupational therapists and professionals in cognitive rehablitation. The best tool for brain training, which allows a personalized and intensive neurorehabilitation. Each activity is follows technical parameters that allow the therapist to adapt them to the cognitive skills of the user. Our goal is to save time when professionals are designing sessions, thinking in the importance of customization and ecological validity. For this reason, Neuronup contains a patient management tool to store and monitor the results.
Activities especially designed for children, developed by psychologists, speech therapists and pedagogues, aimed to work with ADHD, learning disorders and other neurodevelopmental disorders.
These exercises are designed for all skill levels and especially for children. Particular emphasis has been placed on creating fun activities that enhance the motivation to increase the involvement of children in the brain training activities. NeuronUP Kids proposes specialized and interactive material for cognitive stimulation to work with intellectual disability, ADHD, autism, learning disorders such as dyslexia, dysgraphia, dyscalculia, speech and comprehension disorders.
Activities with high ecological value developed by neuropsychologists and occupational therapists, aimed to work with brain damage, mental illness, healthy aging and neurodegenerative diseases such as multiple sclerosis, Parkinson’s or Alzheimer’sdisease.
Activities to work on memory, attention, language, orientation, social cognition, praxis, visuospatial skills, executive functions and other cognitive functions, and more than 3,000 additional resources, most of them based on the daily living which main purpose is a functional cognitive rehabilitation. NeuronUP has a huge variety of exercises for brain training with ongoing technical support. All these features allow the professional to save time and money and make NeuronUP the best tool for cognitive rehabilitation, with implementation in 12 countries.
More than 6,000 brain training activities based on daily life
NeuronUP is accessible anytime and anywhere, with a 24/7 service for a professional and motivating brain training, based on a solid theoretical framework.
Brain Training Multi-Format
Customize therapies according to patients’ needs with activities in touch, computer or paper formats. Allows for adapting the therapeutic interface activities to the technology that best suits the cognitive rehabilitation needs of your patients. Save and monitor the results through a user management tool.
NeuronUP has a wide range of activities to work on memory, attention, language, orientation, social cognition, praxis, visualspatial skills, executive functions and other cognitive functions. You can access from any Internet enabled device (laptop, tablet,smart TV …). We recommend a minimum size of 9.7-inch for tablet, and a processor i3 with a 17-inch for laptops and desktops. It is also important to use browsers such as Firefox and Chrome, which are updated automatically, so you can make the most of our multimedia activities. If you use Internet Explorer as your browser it is very important that you upgrade it to the latest version (lower versions than 10 are out of date and we cannot ensure the proper functioning of our brain training exercises). Another thing to note is there are neurorehabilitation activities with high load additional content, such as games and digital records that include photos, audio or many images. The waiting time until the full charge of the activity can be increased if the speed of the internet connection is slow or if your computer hardware is not powerful enough.
Areas of focus!
What is attention?
Attention is the process of directing cognitive resources towards certain aspects of the environment, or towards the execution of certain actions that seem most appropriate. It refers to the state of observation and alertness that allows awareness of what is happening in the environment (Ballesteros, 2000).
In other words, attention is the ability to generate, direct, and maintain an appropriate state of alertness to correctly process information.
There are five different attention processes:
- Sustained attention: the ability to continuously maintain focus on a task or event over a long period of time. This type of attention is also called vigilance.
- Selective attention: the ability to direct attention and focus on a task without interruption or interference from either external or internal factors or stimuli.
- Alternating attention: the ability to rapidly shift focus from one task to another.
- Processing speed: the rate at which the brain performs a task (it will evidently vary according to the task and depending on other cognitive functions involved). It is measured by the elapsed time between the onset of a stimulus and the individual’s response.
- Hemineglect: great difficulty or inability to direct attention to one side (usually the left) of external space or one’s own body.
Why is attention important?
Throughout our lives we need attention for all kinds of things. From early childhood we learn to focus on certain stimuli while ignoring other stimuli that are judged less important. We sometimes are able to easily remember a conversation that we have had but cannot remember other secondary aspects: the place, the clothes of the conversation partner, whether it was cold or hot, etc. Another example is when we must concentrate on something over a long period of time, even if it is boring, like a class lecture or a meeting at work.
What are executive functions?
Executive functions are complex cognitive processes necessary for planning, organizing, guiding, revising, regulating, and evaluating behavior necessary to adapt effectively to the environment and to achieve goals (Bauermeister, 2008).
Executive functioning involves abilities and processes vital for daily life such as:
- Working memory: a limited capacity system that allows the temporary storage and processing of information. It is a workspace in which specific information is available for its manipulation and transformation during a limited period of time.
- Planning: the ability to set goals, develop action plans to achieve those goals, and to choose the most appropriate actions based on the anticipation of consequences.
- Reasoning: the ability to consciously solve problems of all kinds by establishing causal relationships between them.
- Flexibility: the ability to adjust behavior to changing environmental circumstances.
- Inhibition: the ability to ignore impulses or irrelevant information–both internal and external–when performing a task.
- Decision making: the ability to select between possible alternatives, after weighing the outcomes and consequences of all available options.
- Time estimation: the ability to estimate the passage of time and duration of a task or event.
- Dual-task: the ability to perform two different-modality tasks simultaneously while directing constant attention to both.
- Branching (Multitasking): the ability to organize and effectively perform multiple concurrent tasks by combining them, while keeping in mind the goal of each task.
Why are executive functions important?
In our daily life we need executive functioning to navigate our environment and to achieve our goals. For example, executive functions are crucial to planning the day when we wake up in the morning: we think about what has to be done, in which order, how long it will take us, etc. Executive functions are necessary when we have to modify plans on the go due to unforeseen events, or in case some new task we were not expecting needs performing.
NeuronUP activities for the rehabilitation of executive functioning
To enhance working memory, one of the activities we have consists of ordering a sequence of moving numbers, which becomes more difficult as more numbers are added.
To improve reasoning, a very useful task involves matching common everyday concepts to the category to which they belong.
For the rehabilitation of planning, one of the most commonly used activities by our users is “Ordering the steps of a task”, which has both picture-only and a text-only version.
What is gnosis?
Gnosis is the ability of the brain to recognize previously learned information such as objects, persons, or places collected from our senses. Thus, there are different types of gnosis, one for each sensory modality, and gnosis which combine different sensory modalities.
Simple gnostic processes (in which only one sensory modality is involved):
- Visual gnosis: the ability to recognize different stimuli (objects, faces, colors, shapes) by sight and assign meaning to them.
- Auditory gnosis: the ability to recognize different stimuli (sounds) by hearing.
- Tactile gnosis: the ability to recognize or identify different stimuli (texture, objects, or temperature) by touch.
- Olfactory gnosis: the abilityto recognize different stimuli (odors) by smell.
- Gustatory gnosis: the ability to recognize different stimuli (flavors) by taste.
Complex gnostic processes (in which more than one sensory modality is involved):
- Body schema: the ability to recognize and mentally perceive the body as a whole and its various parts, the movements that can be performed with each body part, and the orientation and position of the body in space.
Why is gnosis important?
Gnosis is of vital importance in our daily life performance. Thanks to this ability we can recognize our close relatives (there is a disorder called prosopagnosia which is an inability to recognize familiar faces) or identify our favorite song (there are individuals who are unable to recognize music as a result of a disorder called amusia).
Can you imagine how your life would be if you were unable to identify certain parts of your body as belonging to you? Or how it would be to touch a common object like a spoon and being unable to recognize it?
NeuronUP treats gnostic difficulties with different activities. Regarding visual gnosis, there are tasks such as recognizing partially covered objects (even when one cannot always see the whole object, nevertheless a person is able to recognize it by seeing one of its significant parts) and selecting which objects meet certain characteristics.
What is language?
Language is a high-level cognitive function that develops processes of symbolization related to encoding and decoding.
According to Lecours et al. (1979), language refers to the production of spoken or written signs that symbolize objects, ideas, etc. in accordance with a linguistic community’s own convention.
Within language there are various functions which can be disrupted:
- Expression: the ability to formulate ideas in a coherent, grammatically correct manner.
- Comprehension: the ability to understand the meaning of words and ideas.
- Vocabulary: lexical knowledge.
- Naming: the ability to name objects, persons, activities or actions.
- Fluency: the ability to produce linguistic content in a rapid and effective
- Discrimination: the ability to recognize, distinguish, and interpret language-related content.
- Repetition: the ability to produce the same sounds that are heard.
- Writing: the ability to transform ideas into symbols, characters, and images.
- Reading: the ability to interpret symbols, characters, and images and to transform them into speech.
Aphasia is a general term relating to total or partial loss of language function, but there are many types of aphasia depending on specific deficits. Some language disorders affecting production are mutism, anomia, and agrammatism. But if comprehension is affected, we can speak of disorders like verbal deafness or, if the person has writing impairments, we can speak of agraphia. These are just some examples but there is a wide range of language disorders since language is a very complex function.
Why is language important?
Humans are by nature social animals and use language in its many forms (oral or written) to communicate.
Therefore, and since we are right now immersed in the information society, language problems can result in difficulties in many facets of the daily life of a person. Can you imagine not being able to express your thoughts? For sure at some point you could not remember the exact word for what you wanted to say: this would be just the tip of the iceberg. Apart from communicating what we want or need, understanding what others say is also essential. Imagine yourself in a country where everyone speaks a foreign language and you are not able to understand anything. Imagine if you were not able to read a sign because you are mixing the letters, or if you were not able to write the shopping list on a piece of paper. As you can see, language is fundamental in our daily lives.
NeuronUP has numerous activities for the rehabilitation of language such as “Hangman”, an entertaining game to work on vocabulary that consists of guessing an unknown word, one letter at a time.
An ideal task to treat naming deficits is to name objects with the help of phonological cues.
To improve comprehension, the activity consists of indicating whether a series of sentences are correct or incorrect in relation to a situation that is depicted in a picture. There are two versions of this task: one, in which sentences are presented orally, and another one, in which they are presented in writing, since not all patients have the same type of deficit.
What is memory?
Memory is the ability to encode, store, and effectively retrieve previously learned information or past experiences. Memory is divided into two main types:
- Explicit or declarative memory: involves the storage of information that is recalled consciously. This type of memory can be further subdivided into episodic memory (our memory of facts and events, past personal experiences in the context of both time and space) and semantic memory (knowledge about the meaning of words and objects, as well as general knowledge).
- Implicit or procedural memory: refers to certain actions or a sequence of actions that have been learned, most of which are automatically retrieved without any conscious thought (procedural knowledge is often difficult to verbalize).
“Memory is the diary we all carry about with us” (Oscar Wilde)
Why is memory important?
Memory is the storage of information and personal experiences. Thanks to it we can recall with whom we were yesterday, where have we been on holiday, conversations we have had in the past, our academic knowledge, professional experience, etc.
Thanks to memory we are who we are, we learn and change according to the relationships we have and the needs of our environment.
Disorders like Alzheimer’s–in which memory fades away gradually–therefore destroy little by little the essence of the person.
NeuronUP, has different activities to improve memory, for example, for disorders like Alzheimer’s. For episodic memory, one activity is “Animal Pairs”, which consists of finding the matching pairs among the face-down cards. The person flips a pair of cards and if they do not match, turns them face down and tries again. To improve semantic memory, there is a task involving matching items to their appropriate category.
What is orientation?
Orientation is the ability that allows awareness of oneself and one’s surroundings at all times.
There are three types of orientation:
- Personal orientation: the ability to integrate information relating to personal history and identity such as our age, civil status, or education level.
- Temporal orientation: the ability to manage information about different events or situations, and place them in chronological order. This is information relating to day, time, month, year, the moment of performing certain behaviors, holidays, seasons, etc.
- Spatial orientation:the ability to handle information relating to where one is coming from, where one is at a specific moment, where one is heading to, etc.
Why is orientation important?
One of the most important aspects of life is knowing how to locate ourselves and others in a specific place or point in time. In order to do so, we must be aware of ourselves and our surroundings which involves determining our proper location in time and space.
At any given moment, we need to know which day or time it is and which activities to perform (to have breakfast in the morning, to go to bed at night, to spend time with hobbies during the weekend, etc.).
To rehabilitate personal orientation, we have designed activities in which patients have to answer a series of questions regarding their personal life. These activities can vary in level of difficulty and assistance depending on the patient’s specific needs.
To improve temporal orientation, there are tasks in which patients must tell the time, the month, and the seasons of the year.
For spatial orientation, there are exercises in which patients connect different objects to the places where they can be purchased and the professionals who work in these places.
What is praxis?
Praxis refers to learned motor activity. In other words, praxis is the generation of volitional movement for the performance of a particular action or towards achieving a goal.
Different types of praxis include:
- Ideomotor praxis: the ability to perform intentional movements or simple gestures.
- Ideational praxis: the ability to manipulate objects/tools in a sequence of motor actions involving knowledge of object function, knowledge of action, and knowledge of serial order.
- Facial praxis: the ability to perform intentional movements or gestures with different parts of the face: lips, eyes, tongue, eyebrows, cheeks, etc.
- Visuoconstructive praxis: the ability to plan and execute the movements necessary to organize a series of elements in space to draw or copy a figure.
Why is praxis important?
As explained above, praxis is the ability to execute movement. When we walk, get dressed, or perform any motor activity, we use this ability; the inability to perform these actions is called apraxia. Praxis also involves knowledge of objects and tools as they relate to their functions, as well as knowledge of the actions to be carried out to manipulate an object or to perform a task.
Praxis is therefore a crucial part in our daily life because any action involves this ability. This ability is required in order to carry out simple yet important activities such as smiling or talking, tasks that apraxic individuals are unable to perform.
NeuronUP, has designed basic activities to rehabilitate praxis: for visuoconstructive praxis, there is copying a series of figures; for ideomotor praxis, there is pantomiming/demonstrating tool use, either on command or by imitation, to adjust task difficulty to individual needs.
What is social cognition?
Social cognition is a set of cognitive and emotional processes through which we interpret, analyze, remember, and use information about the social world. It refers to how we think about ourselves, about other individuals and their behavior, about social relationships, and how we make sense of all that information and behave accordingly.
This means that social cognition refers to our thoughts about the social relationships we have throughout our life. As we build social relationships, we store information in our brain about these experiences. The interpretation of such information will determine our social behavior in the future.
Why is social cognition important?
Thanks to social cognition we are capable of interpreting other people’s emotions, of thinking about the cause of their joy or sadness, of placing ourselves in their shoes in a certain situation in order to know what are they thinking or how will they react if we do or say something specific.
What are visualspatial skills?
Visuospatial skill is the ability to represent, analyze, and mentally manipulate objects. There are two important concepts relating to visuospatial skills:
- Spatial relations: the ability to represent and mentally manipulate two-dimensional objects.
- Spatial visualization: the ability to represent and mentally manipulate three-dimensional objects.
Why are visual spatial skills important?
Visual spatial skills are very useful in everyday life. Thanks to them, we can estimate the distance between two objects, which can be helpful, for instance, when parking a car to monitor the space between the car and the surrounding obstacles. We also use visual spatial skills when imagining a place or address that someone mentions, or when we mentally rotate objects in order to visualize what they would look like before actually doing it.