Gerstmann syndrome and similar symptom combinations are outcomes, not diseases. Treatment, therefore, is dedicated to the underlying neurological abnormality. Cognitive rehabilitation may be useful for the symptoms that interfere with activities of daily life, such as agraphia and<unk> . There are several ways in which rehabilitation of<unk>  is carried out. Tsvetkova proposes using the "number reconstruction" method. It is started by incorporating certain "visual elements (e.g., completing eight, starting from the number 3), looking for certain elements within a number (e.g., looking for the number 1 in the number 4), and finally, performing a verbal analysis of the similarities and differences that can be observed between numbers". At the same time that these number reconstruction technique is used, spatial orientation exercises, comprehension of the right-to-left relationship, and visual analysis of geometrical objects and forms should be developed. In a more basic form, the method used was rote practice: the retrieval of simple arithmetical facts through drill or through conceptual training, or the creation of strategies for solving concrete problems. Sohlberg and Mateer have said that "treatment should then include exercises that permit spatial analysis and visual motor ability training." Rehabilitation tasks are implemented following a program that progressively increases difficulty, beginning with simple movements designed for reaching for or indicating objects following by copying figures in two dimensions, and concluding with the construction of three-dimensional figures. In a case study, Rosselli and Ardila describe the rehabilitation of a 58-year-old woman with spatial alexia, agraphia, and<unk>  associated to a vascular injury in the right hemisphere. The patient could adequately perform oral calculations but was completely incapable of performing written arithmetical operations with numbers composed of two or more digits. In a special test of written arithmetical operations (addition, subtraction, multiplication, and division), and initial score of 0/20 was obtained. She was observed to have mixed up the arithmetical procedures and inadequately oriented the columns in mathematical problems. The rehabilitation techniques implemented included the following: # "Using short paragraphs with a red vertical line placed on the left margin and with the lines numbered on the left and right sides, the patient, using her index finger, had to look for the numbers corresponding to each line. The clues (vertical line and numbers) were progressively eliminated. # In a text with no more than 12 lines, the patient had to complete the missing letters (i.e., perform sequential and ordered spatial exploration). # Letter cancellation exercises were repeated constantly, and clues to facilitate their execution were included. Time and precision were recorded. # In spontaneous writing exercises using lined paper with a thick colored line in the left margin, the patient had to look for the vertical line when finishing each line. Later, the line was eliminated, but the patient had to verbalize (initially aloud and later to herself) and explore to the extreme left before beginning to read the next line. # To facilitate the relearning of numbers through dictation, squares were used to place the numbers in space, and the concepts of hierarchy were practiced permanently (units, tens, hundreds, etc.). # To provide training in arithmetical operations, she was given in writing additions, subtractions, multiplications, and divisions with digits separated in columns by thick colored lines and the tops of the columns were numbered (from right to left). The patient had to verbalize the arithmetical procedures and, with her right index finger, look for the left margin before she could pass to the next column. Later, the patient herself would write the operations she was dictated. The techniques described previously were proven useful 8 months after the treatment was started. The patient presented significant improvement but in no way a complete recovery." Individuals with<unk>  generally live normal lives, unless there are other disabilities or traumatic injuries present that prevent normal living. Details from a case study published in 2003 described the condition of a 55-year-old woman living with<unk> . "In addition to writing and calculation deficits, both spelling and reading had declined. Lapses of memory occurred occasionally. Despite these deficits, daily living activities remained intact". Another case study published in 1990 described the condition and management of a former female accountant who had "suffered a small circumscribed left parietal subdural hematoma in an auto accident." She was able to speak, read, and write normally, but she was unable to perform simple addition past the number ten. The case study reports that the patient also demonstrated "severe finger agnosia, and in fact the finger agnosia appeared to be directly related to her inability to perform calculations." The patient was somewhat able to manage her<unk>  by visiting a therapist who worked with her specifically on finger recognition tasks, especially on finger calculations. This therapy raised her mathematical ability to a high school level after she received treatment for a number of months.
Acalculia
Dyscalculia
Genital wart
Acral nevus
Hypertrichosis cubiti
Hyperthecosis
Generalized lentiginosis
Tuberous breasts