RehaCom – Cognitive Therapy

What is RehaCom?

RehaCom is a comprehensive and sophisticated system of software for computer-assisted cognitive rehabilitation. This practical tool assists the therapist in the rehabilitation of cognitive disorders that affect specific aspects of attention, concentration, memory, perception, activities of daily living and much more.
By solving tasks, brain processes will be activated and important brain functions will be improved or restored. Successful training means that the user will be better able to cope with the challenges of everyday life. RehaCom can be used even at a very acute stage of injury - and remains relevant through all stages of recovery. Training modules can easily be selected based on a cognitive assessment or by using the growing number of Screening Modules.
Training in mother tongue The software has about 30 modules and is also available in 27 other native languages, so patients can work in their mother tongue. The software is auto-adaptive so the difficulty level will rise and fall depending on the performance of the patient. After a period of therapy inside a facility, the patient can also be supervised at home, over the internet, by using RehaCom’s remote supervised training option.
In addition to clinical therapy with RehaCom, patients can also be treated at home. The RehaCom home training is designed for this purpose and can be controlled and monitored by the therapist.

What are the main benefits of RehaCom?

For the Clinician

Rooted In Science he system has been developed by and for neuropsychologists over the last 20 years. Although it feels like a game, it is rooted in science and clinically proven. Multiple Language Options The software is available in 27 languages at no extra cost, so clients can train in their native language. About 30 modules are available in the English language. Universal Use The procedures cover all stages of rehabilitation. Training can start as soon as possible after ABI and continue all the way through rehabilitation. Deficit Specific The modules cover all cognitive deficits including attention, reaction, memory, and higher executive functions. This means deficits can be targeted and specifically trained. Auto-Adaptive The system is auto-adaptive, meaning the activity will get harder or easier depending on the performance of the client. This ensures steady progression and reduces frustration for the client. Screening RehaCom offers a number of Screening Modules to detect impairments and recommend corresponding cognitive training modules. Regular screening can also help show progression and provide detailed reporting. Remote Supervision Supervised training over the internet is available with Internet licenses. You can prescribe a training programme and monitor your clients remotely. Maximise Therapy Time Reinforce therapy strategies using RehaCom modules. It will enable you to work more efficiently with your clients and after a number of sessions, they can even work alone.

For the Patient

Improved Cognitive Function With consistent use the patient will see clear improvement in areas of cognitive deficit. Many tasks will reinforce the strategies of their therapist and maximise their recovery. Individual The software is adaptable to the patient. They can work in their native language, allow for visual deficits and even use familiar stimuli - such as family images - within the training. Remote Working RehaCom can be used remotely with therapist supervision over the internet. This means they can continue working on modules and reinforcing therapy strategies outwith their regular sessions, improving their recovery. Resists Frustration The modules auto-adapt to the patient’s success. When they find a task difficult they will find it gets easier until they can cope. If it is relatively easy the software will introduce a little more challenge and prevent boredom.

How does RehaCom work?

RehaCom has evolved to become the leading European tool for computer-based cognitive rehabilitation, with over 95 % of German rehabilitation clinics using RehaCom every day! This is not a brain training tool for amusement - although it is engaging to use. It was designed by clinicians and engineers to deliver real-world benefits for users with cognitive issues following a brain injury. With RehaCom you can have an unlimited number of Therapist and Client profiles. Clients can be assigned to multiple therapists as required. You only need some basic information to create a profile but there is scope to add much more if required. Once you have created a Client Profile you might want to try one or two Screening Modules to get an idea of their current status and get suggestions for starting modules.


There is a number of screening modules available for use, and these are improving and expanding on each release. Each screening module lasts around 15mins, so you may not want to test all of them in one go. We generally recommend beginning with Alertness screening as it points towards any attention deficits, which are the cornerstone of cognitive function. The screening module begins with an example and a practice session to make sure the client understands the task. Once this is complete the screening will begin. After screening the results page will show you where the client’s performance sits against aged matched norms. This gives a helpful indication as to the severity of the deficit and advises on the particular training module to be used. You can link directly to the training module from the results screen.


There are about 30 training modules available in English, and this number is steadily growing. Once the therapist knows which module to select they can double click on the icon and select a number of variables from the Parameters screen. Including:
  • Duration of session
  • Starting Level of the session
  • How sensitive the adaptivity should be
There are additional module specific variables available including:
  • time limit to solving tasks
  • audio feedback
  • stimuli choices and more
Once the therapist is satisfied the client can begin training (with or without setup instructions from the RehaCom system). As the training goes on, the task will become easier or harder depending on the client’s performance. This means that it can remain challenging without becoming frustrating. Training can always be paused or instructions repeated if necessary.


Once the training is complete the therapist can review the session from the Results screen. There is a wealth of data included that becomes more rich as the software is used more frequently. The data can be presented in a variety of ways including charts, graphs and comparisons. The most commonly read results are:
  • Level progression
  • No. of mistakes made
  • Time taken for each task
By analysing the data thoroughly the therapist is able to identify particular weaknesses e.g. noticing auditory stimuli, and address this further in the training.

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Which English training modules does RehaCom offer?

The RehaCom system has been developed by and for neuropsychologists. Each module has been designed to train a specific deficit. Years of research, testing and adapting have gone into making this the most deficit specific software on the market. The design may look simplistic but this is intentional. Any extra, unimportant stimuli may affect the performance of the client. There are no sudden or negative stimuli that could upset or frighten a patient. This gives the patient the best chance for success. This is a nurturing and supportive system. Each module begins at Level 1 which can be used even at the most acute stages of recovery. Modules can progress upwards of 50 levels and remain challenging all the way through recovery. Each module is adaptable through its own specific set of parameters giving you incredible control.

Attention Training

RehaCom mit REVE
Attention disorders are very common in both neurological and psychiatric patients and affect all areas of life. While in everyday life a uniform concept is assumed and spoken of as "attention", science distinguishes between various subfunctions, such as alertness, sustained attention and selective attention. Depending on the disease or damage localization in the brain, different attention functions can be disturbed and require specific training.
Indications Symptoms from attention deficit disorder, chronic fatigue syndrome, depression. Aim: to increase intrinsic alertness, causing attention to be entirely cognitively controlled. It is necessary to improve the phasic alertness first, and then proceed to work on intrinsic alertness. For early phases of rehabilitation, this module can be used as a criterion for driving suitability or as supplementary training for clients with Neglect; aged 6 and above. Training Task The client's task is to observe a realistic street scenario and react quickly after a stimulus appears. The maximum response time can be set with two preselectable variants. RehaCom recognizes right, missed, and false reactions. Training Material The client will see objects (vehicles, animals, people, etc.) appearing in their line of sight. As the level increases, the complexity increases as well. The stimuli appears in different points on the screen (centrally, laterally, etc.). This produces a demand on anticipation and intrinsic reactivity similar to real life scenarios. Clients should train at least 10 mins (recommended).
Indications Reduced reaction speed (e.g. as a result of stroke, ischemia dementia, craniocerebral trauma, tumor development, etc.) mostly occurs in diffuse brain damage as well as in frontal and prefrontal lesions. Suitable for persons aged 8 and up. Training Task The task is to press the corresponding reaction button as fast as possible whenever a relevant stimulus - a traffic sign - is shown on the screen. Training Material During the learning phase, the client has to memorize traffic signs and the corresponding reaction buttons. During the training phase, relevant traffic signs are presented to the client who must react within a certain time interval. In higher difficulty levels also irrelevant traffic signs, which require no reaction, are shown.
Indications Impairment of responsiveness after cerebral lesions, disorders of selective attention performances, disturbances of visual and acoustic discrimination, cognition, and/ or behavioral performance. Suitable for persons aged 8 and up. The module is less suitable for persons with severe ametropia (visual refractive error) or poor hearing. Training Task Responsiveness is trained using simple reactions, simple choice, and multiple choice reactions with visual and/ or acoustic stimuli. The training contains either only visual (module 1) or visual and acoustic stimuli (module 2). After a stimulus has appeared, the client must press a particular button on the RehaCom panel as fast as possible. During acquisition phase, the client memorizes the assignment of relevant stimuli to corresponding buttons. Reaction speed and accuracy are measured and evaluated. Training Material More than 200 visual stimuli and 6 acoustic stimuli in 3 variations each are included in the training. The therapist can add visual and acoustic stimuli (pictures and sounds) through the integrated program editor.
Indications The training is indicated for clients with problems maintaining attention performance under the condition of a stimuli with a relatively low density over a longer period of time. Training Task The client’s task is comparing the objects on the conveyor belt, which pass by with varying spaces between them, with the original object. Objects on the conveyor belt that do not correspond to the originals must be sorted out. In the beginning of the training, the density (number of total objects) and the number of objects that need to be sorted out is rather high, however, it decreases during the course of training. Training Material Pictures with specific, real objects are available in 9 levels. Each original object comes with 3 modifications (differentiations in colour, outline and object details). The belt’s direction of flow and speed are adjustable.
Indications The training is indicated for clients with problems maintaining attention performance under the condition of a stimuli with a relatively high frequency and an increasing number of reaction choices over a longer period of time. Training Task As in module Vigilance 2, the client’s task is comparing the objects on the conveyor belt. Objects which do not match the original ones must be sorted out. Contrary to the training Vigilance 2, the stimuli density (number of total objects) and the percentage of objects that need to be sorted out, are increased. Training Material Graphic pools with specific, real objects are available in 9 levels. Each original object comes with 3 modifications (differentiations in colour, outline and object details). Adapting the difficulty is affected by the number and resemblance of the objects, the increasing stimulus interval as well as the number of wrong objects. The belt’s direction of flow and speed are adjustable.
Indications All disorders of visual and spatial perception, especially clients with parietal lobe lesions and/or neglect. Training Task This module consists of nine different tasks, which differ greatly from each other depending on spatial perceptive performances. Usually the training is carried out by comparing and adapting a spatial property to a reference object. The following performances can be trained: position estimation, angle estimation, relations estimation, one- and two-dimensional size estimation, parallelism estimation, length estimation, lines splitting and velocity and distance estimation. Training Material Multiple photorealistic and everyday graphics are available for each task. The short-term memory for spatial perception is trained in higher levels by fading out the reference object. The reconstruction must then be performed from memory.
Indications For treatment of cognitive disorders, especially of spatial perception functions. In addition, the module can be used to continue attention training on a high level. By using non-verbal material, the client can work with the module even with restrictions in language and understanding words. The training is less suitable for clients with severe intellectual impairment or distinct attention deficit disorder. Suitable for persons aged 10 and up. Training Task and Training Material In the upper half of the screen, a three-dimensional object is shown. In the lower half, three to six objects are shown which are more or less similar to each other depending on the level of difficulty. The client has to find the object below which matches exactly the object in the upper half of the screen. All objects on the screen can be rotated in three dimensions and thus can be viewed from all sides. As training material, a total of 432 3D objects in 67 groups are available.
Indications Loss of performance in visual-constructive tasks, items of the position-in-space-exploration as well as in spatial orientation in clients with damages of the frontal lobe and with right hemispheric temporal and parietal damage. The training is indicated for clients with lesions in this area, with diffuse brain damage or low intellectual abilities. The training is less suitable for clients with severe intellectual impairment or distinct attention deficit disorder. Training Task On the screen, several objects are displayed which have to be compared to an object on the edge of the screen. The client has to find the object matching the “comparison picture” in every detail. Regarding the corresponding picture in the matrix, the “comparison picture” in the plane is rotated. Training Material Geometric figures like triangles, squares, hexagons, etc. are used as objects. In high levels of difficulty, the training material becomes more complex up to concrete objects and maps.
Indications Attention disorders (functionally and organically caused) after acquired brain damage. They are found in 80% of all persons affected by stroke, TBI, diffuse organic brain impairments (e.g. caused by chronic alcohol abuse or intoxication), as well as in other diseases of the central nervous system. Suitable for clients with disorders in attention and concentration and for children aged 11 and up. Training Task A picture shown separately on the screen has to be compared to a matrix of pictures. The client must find the picture in the matrix matching exactly the “comparison picture”. Training Material A total of 77 picture pools are available, each with 16 colored illustrations. All pictures are optimized concerning visibility and differentiability. According to parameter settings, either concrete objects (fruits, animals, faces etc.), geometric objects (circles, rectangles, and triangles of different size and order) or letters and numbers are displayed.
Indications Disorders in divided attention occur with almost all diffuse brain damages (caused by e.g. intoxication or alcohol abuse) as well as with local damage of the right hemisphere, especially of parietal parts. Affected clients have difficulties in focusing attention to multiple objects at the same time. Also suitable for children aged 11 and up. Training Task On the lower part of the screen, a driver’s cabin is shown. Thus, the client can observe the railway like looking through the windscreen of the driver’s cab. He must react to the elements of the cabin and to relevant objects on the railway. Training Material The driver’s panel contains a speedometer, a so-called “Deadman’s lamp” and the “emergency stop lamp”. On the speedometer, a “target speed” is set that the client must keep. As soon as a lamp lights up, the client has to press the corresponding button on the RehaCom Panel (e.g. the stop button). If a relevant object appears on the railway, the client also has to react to it (e.g. stopping at a red signal).
Indications Disturbances in focussing on certain aspects of a task, such as reacting quickly to relevant stimuli while ignoring irrelevant stimuli. This occurs in 80% of all patients after stroke, TBI, diffuse organic brain impairment (e.g. as a result of chronic alcohol abuse or intoxication) as well as in other diseases of the central nervous system. Also suitable for children aged 10 and up without significant developmental deficits. Training Task and Training Material On the screen, the view through the windscreen of a car as well as at the car’s dashboard is simulated. On the left, the speedometer is shown. A green area marks the speed the client should drive. For accelerating the car, you push the arrow key up, for slowing down push the arrow key down. There is a display for the way to go and for the expired time. The aim is to drive a certain distance within a limited time. Irrelevant as well as relevant objects move towards the user. Additionally acoustic stimuli are presented.
Indications Constructional apraxia is mainly caused by parietal lesions. For managing the tasks constructive abilities, attention and memory performances are needed. Therefore, these cognitive functions are also demanded and trained. The training is indicated for clients with light or medium performance loss in the visuo-constructive field or with generalised functional disorders. This performance decrease is often found in diffuse organic brain damage caused by intoxications, alcohol abuse, etc. The training is particularly suitable for clients with serious apraxia, amnesia, and concentration disturbances. Training Task The training is made like a puzzle. At the beginning of a task, a picture is shown with which the client has to memorise as many details as possible. Once the client presses the OK button or after a defined time, the picture is divided into a certain number of puzzle pieces and has to be reconstructed. Training Material For this module, photographs and drawings are used, e.g. houses, faces, everyday objects or paintings. The pictures appear on the screen in very high resolution.

Memory Training

RehaCom mit VIDE
Impairment of memory occurs both after brain damage and after psychiatric illness. A distinction is made between different forms of memory (e.g. working, short-term, long-term memory). In most cases, the absorption and permanent storage of new information is disturbed, while the retrieval of already stored information is preserved. For affected patients, memory deficits often have serious consequences. These can be reduced by training, but above all by teaching compensation strategies.
Indications Disorders of the working memory after brain damage due to stroke or TBI. The training module can be used for training the visuo-spatial sketchpad for short-term storage of visual impressions, for training the phonological loop for storing nonverbal information, and for training the central executive for linking information to the long-term memory. Since non-verbal material is used, the training is suitable for persons aged 10 and up. Training Task The client has to memorize and manipulate an increasing number of cards. The content to be memorized can be presented visually or acoustically. Initially, the client only has to memorize the items. In higher levels, additional tasks influence the memory process. Thus, this task trains not only the working memory, but also accompanying abilities such as problem solving, reasoning, deductive reasoning, speech comprehension, calculation performances, and intelligence. Training Material For the training, a complete deck is used. Training material is completed by diverse distractors on the cards, animated distractors for training the resistance to interference as well as graphics for increasing the performance feedback.
Indications The training is suitable for clients with light and moderately severe disorders of learning abilities. Training Task The task is to memorise terms that are displayed on the monitor. These are either presented as pictures or as words. With the help of an offered learning strategy (visualisation and storage on a body route, or visualised writing of a word) the terms have to be memorised and recognised after a simple distraction task. Training Material Approx. 200 objects are displayed as high-resolution photos or words in 18 levels. The two different learning strategies are taught as tutorials.
Indications All memory disorders or impairments for verbal and nonverbal contents. Amnestic syndromes can be observed for all diffuse cerebro-organic diseases (dementia, intoxications, chronic alcohol abuse, etc.) as well as for all left-sided or bilateral lesions of the medial or basolateral limbic lemniscus. Furthermore, vascular diseases, TBI or brain tumors in prefrontal, temporal or parietal cortical areas can lead to memory deficits. Training Task In the so-called “memorizing phase”, a variable number of cards (depending on the level of difficulty) with concrete pictures or geometric figures are displayed on the screen. The client has to memorize the position of the pictures. After a preset time – or manually by pressing the OK button – the pictures of the matrix are hidden (turned face down). The client must find the picture matching the one indicated on the right side of the screen. Training Material Altogether, 464 pictures of concrete objects, geometric figures, and letters are available. The number of simultaneously displayed cards varies from 3 to a maximum of 16.
Indications Suitable for clients with visual prosopagnosia where the ability to recognize faces and to connect meaningful associations to them is impaired or lost. The problem can also be related to memory components that are responsible for remembering faces. The training is indicated for all clients with right-sided or bilateral lesion of the temporal lobe of different aetiology in which the mentioned impairments are observed. Training Task During "learning phase", the client has to memorize a specific number of faces. Then they must pick these faces out of a ‘line-up’ of different faces. In higher levels of difficulty, a name and a profession are also shown. The client has the task now to find out the face associated with the name or the profession. Training Material A total of 47 persons have been photographed from four different directions. The pictures reach photo quality. It is possible to add photos from the client’s environment via an integrated editor.
Indications Impairment of vocabulary and reduced recognition performance, especially for clients with beginning amnestic syndrome. This occurs in persons with diffuse cerebroorganic damage and left hemispheric or bilateral lesion (especially of the limbic lemniscus with damage of the thalamic parts). Also suitable for clients with functionally caused impairments and for children aged 11 and up. Training Task During the "learning phase", the client has to memorize a list of words (from 1 up to 10 words). With an increasing level of difficulty, the number of words in the list as well as the difficulty of the words grows. The words presented during the “learning phase” must then be selected from a number of different (irrelevant) words. Training Material The words appear big and clearly visible on the screen. The movement of the words across the screen happens continually and fluently. The speed of the words “rolling by” can be adapted.
Indications All memory disorders (especially disorders of the working memory) for verbal and nonverbal contents. The training module is also suitable for clients with impaired ability to name objects as well as with difficulties in conceptual classification (organically or functionally caused). With average vocabulary, this module is applicable for persons aged 11 and up. Training Task At the beginning, pictures of concrete objects are shown. The client has to memorize the terms of these objects. The client completes the “learning phase” by pressing the OK button. After that, different terms move by on the screen from the left to the right. Whenever the term for an object shown during the learning phase passes through the marked area, the client must press the OK button. Training Material About 200 pictures of concrete objects are used, of which 100 objects have a high classification safety. It is possible to adjust the speed of the terms moving by. This ensures that clients (and children) with a different speed of reading can use this module for training.
Indications Disorders or impairments of the short-term or mediumterm verbal memory. They might occur in almost all diffuse brain damage (dementia, alcohol abuse, etc.) as well as in bilateral or left-hemispheric lesions of different aetiology. The training can also be used to improve memory performance in children aged 11 and up. Training Task A short story is shown on the screen. The client should memorize as many details of the story as possible (names, numbers, events, objects). The learning phase is completed by pressing the OK button. After that, the client must answer questions about the content of the story. Training Material More than 80 short stories are available. Depending on the setting, either the computer or the therapist selects a story for the client. An extension of the pool of stories is possible by using an integrated editor.

Executive Functions Training

RehaCom mit LODE
Executive functions is a collective term for various higher order mental processes associated with action planning or goal-oriented behavior. Patients with deficits in the executive functions show difficulties in planning and adhering to rules, often have little sense of social norms and problems in suppressing undesirable behaviour. Executive functions are closely linked to the frontal brain. Neurological diseases or injuries of the frontal brain as well as psychiatric diseases (e.g. schizophrenia) show abnormalities here.
Indications Deficits in working memory and difficulties in concept development and action planning as a result of TBI, stroke, cerebral tumor surgery or cerebral haemorrhage. The module can also be used for maintaining the mental performance of elderly people as well as for children aged 11 and up. Not suitable for clients with attention deficits. Training Task Client gets a shopping list of articles that he has to look for in a supermarket and put into a trolley. When all articles are in the trolley, the client can leave the supermarket by using the “cash” button. Beyond a certain level of difficulty, additional demands are made on the client’s mathematical abilities (a certain amount of money is specified, the products are marked with prices, etc.). Training Material The training module currently uses more than 100 articles illustrated photo-realistically (food, household objects, etc.). These articles appear on shelves from which the client must choose them. The training programme disposes of a voice output, which means all articles are named when selected. Two shops can be chosen: supermarket or hardware store.
Indications Disorders of cognitive functions, especially of planning skills. The ability to plan and to organise everyday life is one of the most complex human skills. It can be affected by any brain damage, especially by damages of frontal structures or diffuse cerebral damages. The module Plan a Vacation can also be used for training memory skills. It is not recommended in very heavy amnestic disorders. The presence of a therapist is strongly recommended for seriously impaired clients. Training Task The training task is to prioritize a list of tasks in optimal order. For this purpose, a map is shown on the screen with different buildings and roads from bird’s-eye view. Clients have to “visit” one building after another according to their time schedule and enter them in their diary. There are three different request types: Note priority Minimise travelling time Maximise the number of completed tasks Training Material Plan a Vacation provides an almost endless number of different tasks since new combinations of tasks can be generated randomly.
Indications Acquired damage of the frontal lobe, where impairments in abstract logical thinking can be observed. Those losses of performance often occur in clients with chronic alcohol abuse, dementia, and stroke, as well as schizophrenia. The training can also be used for children aged 12 and up, provided that they are capable of comprehending simple abstract-logical conclusions. Training Task From several symbols (pool of answers), the client has to find out the one that correctly continues a given sequence of symbols. Training Material A sequence of symbols (circles, triangles, squares, etc.) of different shape, color, and size are displayed on the screen being in a regular relation to each other. If the answer is wrong, special pieces of information about the type of error (shape, color, and/or size) are given.
Indications Impairments of arithmetic cognitive skills. Disorders of cognitive functions can be diverse. They range from reduced basal disorders when estimating sizes and quantities to problems in applying basic arithmetic operations and difficulties in solving complex mathematic problems. Training Task The training has a high diversity of tasks. The client starts with simple comparisons of size or quantity and with sorting tasks. After that, basic arithmetic operations adding and subtracting are trained, both mentally and in writing. In higher levels of difficulty, the client is instructed in very realistic situations to handle money. He has to offer the exact amount of money, give change or check their own change. Finally, multiplication and division tasks are available. Training Material Size and quantity tasks are trained using pictures of simple objects until the client passes on to calculations with numbers. Written addition and subtraction is shown in small numbers in the carry over. For money handling pictures of realistic banknotes and coins are used.

Visual Field Training

Visual field failures are frequent side effects after stroke or hypoxic brain damage. The visual information is transmitted from the eye via the optic nerve and via the visual radiation to the occipital lobe for processing. If these nerve tracts are damaged, the required visual information no longer arrives there and cannot be processed - resulting in a visual field failure. Those affected have particular difficulties with reading and visual orientation. Targeted training can significantly reduce the effects on everyday life.
Indications Impairments in visual exploration on one half of the visual field. They often occur in neglects or extended cerebral infarcts in the area of distribution of the middle or posterior cerebral artery. Other organic brain disorders can also cause these functional impairments. Suitable for persons aged 8 and up. Training Task The client can see a horizon on the screen with a very simple structured landscape. In the middle of the screen, a big sun is displayed. At irregular intervals, an object appears left or right of the sun. Whenever the client notices an object, he has to press the corresponding reaction button (left or right arrow key of the RehaCom Panel). Training Material On the screen, a horizontal line is visible. At easier levels, a sun is indicated in the middle for a better orientation of the client. In irregular temporal intervals, different objects or symbols, e.g. animals, cars, bikes, motorcycles etc., appear on the horizontal line. At higher levels of difficulty, the symbols become smaller, the horizon disappears, and additional deflecting stimuli are shown and fade again.
Indications The training is recommended for clients with homonymous visual field impairments, impaired visual exploration or visual neglect. Training Task There are four different types of tasks. In the task „Search for missing numbers“, numbers scattered around the screen must be searched one after the other and the missing numbers must be identified. In „Search objects“, certain objects embedded in scenes must be found and clicked on. In the task „Search and count object“, the number of presented objects must be determined. The task „Superimposed figures“ is used for training the detailed analysis. Simple figures are presented superimposed. The patient must decide which basic forms the superimposed figure consists of. Training Material There are many detailed images and scenes available for the „Find object“ and „Find and Count objects“ tasks. The task „Superimposed figures“ contains many simple geometric figures that are differently colored or black.
Indications Neurological visual impairments such as Hemianopia and resulting perception, processing disorders, reading and attention problems, and visual neglect. Training Task A fixation point is displayed on the screen. When a light stimulus appears, the client should respond by pressing a key (mouse click, keyboard, etc.). The client has to react when the fixation point changes colour and respond to every visible light stimulus. If the client misses a stimulus, it will disappear, and then reappear. Training Material The light stimulus is displayed by using a specific algorithm. The stimuli will move and appear in different positions on the screen, including close to, and over, the border of the impaired side of the visual field. Repeated and intensive activation of this area will encourage a positive change in the visual field over time. Audio feedback/signals will provide feedback to help sustain the client’s attention. RESE is auto-adaptive, changing the difficulty according to the client’s performance. It is recommended to use the chin rest to stabilise the head, maintaining a consistent distance from the screen.

Visuo-Motor abilities

Human movement is based on the coordination of different motor, visual and proprioceptive systems. In numerous everyday "fine motor" activities such as using cutlery or tools, the exact coordination of eyes, head and hands is essential. During motor activity, visual control plays an essential role - especially in the learning stage of movement sequences. Brain damage to the motor or sensory area, but also to the spatial or visual system, can result in serious difficulties of visuomotor function.
Indications Damages of the motor cortex (frontal lobe) causing deficits in the control of fine motor skills. They can be observed most clearly in coordination disorders of hand and finger movements. In many cerebro-organic diseases and damages, e.g. cerebral insults, haemorrhage, spacious tumours, craniocerebral trauma, etc., visuo-motor functions are also affected. The training is indicated for all disorders of fine motor skills. Training Task On the screen, a circular disc (rotor type abstract) and a dot are shown differing strongly from each other due to different colours. The client has to move the dot into the circular disk by means of the joystick or mouse. Then the disk starts moving along an unpredictable track. The client tries to follow the movement with the joystick (represented by the dot). In “rotor type concrete”, e.g. a flower is used instead of the circular disk and a beetle or a bee replaces the dot. Training Material For operating the training, a huge circular disk describing a given movement, and a dot that can be moved with the joystick or mouse, are used. In order to make the training more variable and interesting especially for children, 25 pairs of pictures are used as rotor/cursor in the “concrete” mode.

Which screening modules does RehaCom offer?

The RehaCom Screening modules were created to assist therapists in choosing which training modules to best use with their clients. RehaCom is a therapy tool so the screenings are not intended to replace comprehensive diagnostics, but rather guide the therapist into prescribing the most effective module for their deficit - based against any deviation from the norms. The results of the screenings are displayed graphically along a bar chart which shows your client’s results alongside aged matched norms. You are also able to dig much deeper into the specifics of the task - although this is not necessary to do. If the screening has identified a deficit, RehaCom will recommend a training module to commence with. Screenings can be performed every few weeks to measure progress and to adjust the prescription if necessary.

Alertness (ALET)

In this module the tonic alertness, the phasic alertness, and intrinsic alertness are measured. The first stage of the test is to measure the response time while the user has to push a button as soon as a fully filled square appears on the screen. In the second stage, response time to the same visual stimulus is measured while a signal sound is heard before the square appears. The client has to wait until the square appears on the screen to push the button, not reacting on the sound.

Selective Attention (GONT)

This screening measures the ability to react fast on certain stimuli and to inhibit reactions on other (GoNogo paradigm). In everyday life it is essential to suppress reactions in favour of internally controlled behavior. The mean reaction times and errors are recorded.

Campimetry (KAMP)

The field of vision can be examined binocularly or monocularly using the screening campimetry. In contrast to the three-dimensional perimetry, the campimetry is two-dimensional. In the test, stimuli appear on the screen at random intervals at different positions. While the client keeps his gaze fixed on a central point on the screen, he should perceive these stimuli and confirm them as quickly as possible with the answer button. To control the fixation, the fixation point changes its colour or shape at irregular intervals. The change of colour should also be confirmed as quickly as possible with the answer key. Before performing the test, parameters such as screen size, distance from eye to screen, size of the measuring matrix, as well as the eye to be tested, can be set.

Divided Attention (GEAT)

In this module the client has to solve a visual and an auditive task simultaneously. One trial contains 80 visual stimuli with about 15 % relevant stimuli as well as 160 auditive stimuli with approximately 10 % relevant stimuli. For a visual as well as an auditive stimulus, the client has to push the same button on the keyboard. Both tasks start at the same time.

Working Memory (PUME)

In this module, it will be determined the visual-spatial memory span and the visual-spatial memory function. It is also used for testing the implicit visual-memory learning and the working memory.

Spatial Numbers Search (NUQU)

In this module basal cognitive performance and selective attention are tested. In addition the test can be used for screening a visual neglect. The basal cognitive performance is associated in literature with perceptual speed. By selective attention is meant the ability to turn themselves to the relevant stimulus of a stimuli constellation and ignore irrelevant stimuli of this constellation, over a short time period. This task is deduced from the well-known “Digits-Connection-Test” developed by Oswald and Roth 1987.

Memory For Words (WOMT)

This screening measures the client’s ability to memorise and recognise words. Firstly, the client is shown two words at the same time and must indicate whether the words are different or identical. In the second stage, the client will be shown one word at a time on the screen. The client must indicate whether this is the first time the word has appeared, or whether it has appeared before. This module requires the client to use their long-term memory and recognition methods to complete successfully.

Logical Reasoning (LOGT)

This screening measures the client’s ability to complete a sequence. It examines if the client can identify irregularities and is able to draw logical conclusions. Visual material similar to intelligence tests used by Weiss, Cattell, Horn Sturm and Melchers is used. A visual sequence of four blocks will be displayed on the screen. They must complete the sequence correctly by selecting a 5th block from the options available. This screening is an important part of executive function diagnostics.

Visual Field (VITE)

This screening measures the visual field and fixation accuracy of the client. In many hospitals, clinics and outpatient facilities, assessment of the visual field is difficult. This module provides them with an accurate tool. The client will be asked to focus on a circle in the centre of the screen. He must indicate when he sees that circle fills with colour. He must also indicate when a line appears from this circle with another circle on its end. He must not react if there is no circle at the end of the line. The results can be printed as a visual field map.

Who can use RehaCom?

Clinician Use

RehaCom is used extensively by neuropsychologists, occupational therapists and clinicians in rehabilitation centres, hospitals and clinics (both public and private). RehaCom is now used in 95 % of German rehabilitation clinics and extensively across the globe including most of Europe and Asia.

Internet Use

Increasingly RehaCom is being used over the internet. Therapists can prescribe modules for their patients to do, monitor progress and change their tasks using remote supervision. This is particularly favoured by Occupational Therapists working in the community who have a wide area to cover, or wish to enhance their patient’s therapy.

Patient Use

RehaCom has a wide range of applications but is used most commonly by those with acquired brain injury, including stroke. It can be used from the most acute stages, all the way through their recovery. RehaCom can also be useful for those with MS, ADHD, Depression and Visual Field difficulties. There are no contraindications to using the RehaCom system.

What is RehaCom home training?

Telehealth Cognitive Rehabilitation - Staying connected through RehaCom home training via internet

The therapy of cognitive disorders requires longer treatment time. The patient can continue the therapy started in the clinic under supervision at home. The therapist prepares a specific therapy plan for this. This plan is stored on an internet server. The patient downloads the plan and conducts the training at home. The results are automatically saved on the server. The aim is to ensure the continuous transition of the patient's cognitive therapy from the clinic or private practice via neuropsychology, occupational therapy or speech therapy, to training at home. Every day the patient has a program of various training modules planned for his rehabilitation needs. The therapist supervises and monitors the execution and the results of the home training, whereby the training plan is adapted to the individual needs and the actual performance. The therapist always has the opportunity to monitor the course of therapy and respond directly to fluctuating performances. The involvement of relatives is possible and desired for those with a particularly distinctive disorder. In the long term, this is the only way to sustainably improve the participation of those affected.

RehaCom Testimonials

Which version of RehaCom is current?

RehaCom is currently available in version 6.9. With this version, the various training modules have been changed and the functional errors have been fixed.

System requirements for RehaCom 6.9

Operating System:

Windows 10


Intel Core i3, i5, i7 6th generation or equivalent



Video Card:

DirectX 10.1, Intel HD530 or higher (at least 2 GB graphics memory)

Hard Disk:

10 GB free




Size according to patient requirements; minimum resolution 1024 x 768 px for step size 100 %, with a font size of 120 % 1024 pixels are required vertically

DVD Drive:

to install the software (alternatively via USB/network)


RehaCom panel, RehaCom keyboard


Printer, Mouse, Speaker

Which product options of RehaCom are available?

Depending on the country you are based there may be a number of different package configurations available to you. The main thing to consider when you want to use RehaCom is whether you wish to use it online to remotely supervise your clients. The main differences are: Non-Internet Licenses
  • Usually stored on a panel or dongle
  • Fixed term unlimited use
  • Unlimited therapists and clients
  • No remote training ability
Internet Licenses
  • Activated by code over the server
  • Available on a Pay-As-You-Go basis
  • Unlimited therapists and clients
  • Full remote training and supervision ability
There are also complementary products for use with the RehaCom system: A special custom panel or type of keyboard to allow clients with severe motor impairments to use the software and interact with the computer. Intended for visual field related training is the chin rest. This product allows the client to stay in a comfortable and reproducible position in front of the monitor, therefore maintaining the same viewpoint throughout the training session.
If you would like more information about RehaCom or purchase options, please contact our sales partners in your area.

What are the frequently asked questions about RehaCom (FAQ)?

Before you install a new version or update, you must back up the RehaCom database. You can reach the database backup through System → Backup → Backup / Restore. We recommend that you back up the RehaCom database periodically. You can reach the database backup through System → Backup / Restore Then select Backup or Restore from the tabs on the pop up. If you are connected to the internet you can update your current version through Help → Update RehaCom.
Firstly, remove and reconnect the dongle from the computer. Then check if the correct license mode is selected by going to "System" -> "License mode" -> “Licensing via patient’s panel or dongle" to select the dongle driver. If this does not resolve the issue, see below. With Installation DVD Remove the dongle from your PC. Insert the RehaCom DVD into your computer's DVD drive. The DVD should autostart in your PC. Click "RehaCom installation". The "RehaCom Setup" window opens. Click the button "dongle driver" and follow the installation instructions. If the autostart function of your computer is disabled, right-click on your DVD drive and select "Open". You will now see the contents of the RehaCom DVD. Scroll down and open the file "RSetup" (application) with a double click. It opens the "RehaCom Setup" window. Click the button "dongle driver" and follow the installation instructions. Even if there is an alert that the driver is already installed, you should continue with the installation. After installation is complete, the computer should be restarted and the dongle reconnected to the PC. When you restart RehaCom you should go to "System" -> "License mode" -> “Licensing via patient’s panel or dongle" to select the dongle driver. Without Installation DVD If you do not have an installation DVD please contact your local distributor.
Plug the panel into a USB port on your computer. Restart the computer. Restart RehaCom. Then check that the correct license mode is selected by going to "System" -> "License mode" -> “Licensing via patient’s panel or dongle" to select the panel driver. If this does not resolve the issue see below. With Installation DVD If the panel is still not recognised, insert the RehaCom DVD into your computer's disc drive and run automatic hardware detection ("Start" in the Windows menu bar -> "Settings" -> "Control Panel" -> " Hardware "). Restart RehaCom. Select "System" -> "license mode" -> "Licensing via patient’s panel or dongle". Without Installation DVD If you do not have an installation DVD please contact your local distributor.
You can find the manual for each of the therapy modules: at the RehaCom Media Center below in the library under Manuals on RehaCom DVD in  "...Manualsdirectory English" after installation in RehaCom folder (AUFM, GESI, VIGI ...) on your hard drive in RehaCom itself you can find help by pressing F1, or using the help button on any screen
Your trial has ended or licenses have expired After the trial period has ended, or you have used all of the time available on your licenses, you will only be able to access a limited portion of the software. You must now purchase a license in order to access the full software. You can check the status of your licenses by going to "System" -> “License" Your dongle/panel is not connected Ensure that your license dongle or panel is connected to your computer. Then, in the RehaCom startup window select "System" and then "licensing mode". Now select "Licensing on patient's keyboard or dongle".
To exit Patient Mode, press Ctrl -t on your keyboard when the patient login screen appears. You should be automatically taken to the RehaCom main window.
If you do not have a RehaCom panel, you can use your own keyboard as an input. The appropriate keys are marked in the image below. For some modules you may also use the mouse or touchscreen as an input. You can select this in the module Parameters, or check the module Help for details.
With some modules it is possible to use your own image an text files. You should refer to the Module Help for information. Memory for Faces/Physiognomic memory: You can edit or change a person's name, occupation, telephone number, gender, and the associated images. You do this in RehaCom main window by selecting the therapy module "Face Memory", click on "Parameters" then click "Edit". Verbal Memory: You can include your own "stories". Select the module from the main window, then “Parameters”, then “Edit”. Mental activation: You can edit a great deal within this module.You can edit or add to both the questions and answers, as well as integrate your own pictures or sound files. Shopping: If you want to use your own pictures, please contact Support for information.
The RehaCom panel is 100 % latex-free. The product does not come into contact with latex or latex sources during the production process.

Media Center

For Therapists and Doctors
  • RehaCom

    Complete Overview: Cognitive Therapy in Rehabilitation

  • RehaCom

    Studies overview

  • RehaCom

    Guideline for Arabic speaking countries

    1st Edition by Dr. Huda Jameel Abdul Ghani

  • RehaCom


  • RehaCom


User Manuals for Screenings
  • Campimetry (KAMP)
  • Alertness (ALET)
  • Divided Attention (GEAT)
  • Logical Reasoning (LOGT)
  • Memory for Words (WOMT)
  • Selective Attention (GONT)
  • Spatial Numbers Search (NUQU)
  • Visual Field (VITE)
  • Working Memory (PUME)
User Manuals for Modules
  • Restoration Training (RESE)
  • Acoustic Responsiveness (AKRE)
  • Alertness Training (ALTA)
  • Attention and Concentration (AUFM)
  • Calculations (CALC)
  • Divided Attention (GEAU)
  • Divided Attention 2 (GEA2)
  • Exploration 2 (EXO2)
  • Figural Memory (BILD)
  • Logical Reasoning (LODE)
  • Memory for Words (WORT)
  • Memory Strategy Training (LEST)
  • Physiognomic Memory (GESI)
  • Plan a Vacation (PLAN)
  • Reaction Behaviour (REVE)
  • Responsiveness (REA1)
  • Saccadic Training (SAKA)
  • Shopping (EINK)
  • Spatial Operations 2 (SPOT)
  • Spatial Operations 3D (RO3D)
  • Sustained Attention (SUSA)
  • Topological Memory (MEMO)
  • Two-Dimensional Operations (VRO1)
  • Verbal Memory (VERB)
  • Vigilance (VIGI)
  • Vigilance 2 (VIG2)
  • Visual Attention (RIGS)
  • Visuo-Constructional Ability (KONS)
  • Visuo-Motor Coordination (WISO)
  • Working Memory (WOME)




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