Autism Recovery Telesummit...Autism Recovery Telesummit Dr. Masgutova has been leading research...

Autism Recovery Telesummit


Masgutova S. (2015). MNRI®: The Neurosensorimotor Reflex Integration to PromoteLearning and Neurodevelopment.

Published by:S. Masgutova and Svetlana Masgutova Educational Institute ® for Neuro-Sensory-Motor and Reflex Integration (USA)

ALL RIGHTS RESERVEDThis Presentation uses materials taken from Dr. Svetlana Masgutova Institute

Program under the title Masgutova Method® and MNRI ® Neurosensorimotor Reflex Integration. No part of this presentation may be reproduced in any form or by any means electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, for any purpose, including resale or instructional purposes, without permission in written form from the program holder.

Editor: Pamela Curlee, Sally Averkamp.© 2015 Dr. S. Masgutova and Svetlana Masgutova Educational Institute® for Neuro-Sensory-Motor and Reflex Integration (USA)

SVETLANA MASGUTOVA EDUCATIONAL INSTITUTE®

For Neuro-Sensory-Motor and Reflex Integration (USA)


Dr. Masgutova has completed three years of medical studies (in paramedics), and massagetherapy school, and several programs on psychotherapy. She received a post-graduatedegree in Clinical Neuro-Speech Development at the Medical Academy in Poland.

She is the creator of the MNRI - Neurosensorimotor Reflex Integration Program.

She is currently a lecturer on the Early Intervention Faculty of the Wroclaw MedicalAcademy, Director of the International Dr. Svetlana Masgutova Institute for MovementDevelopment and Reflex Integration (Poland), and Director of the Svetlana MasgutovaEducational Institute® for Neuro-Sensory-Motor and Reflex Integration, LLC (USA;Masgutova.com), and Founder of the Masgutova Foundation (2014). Dr. Masgutova hasauthored over 150 published works on psychology, education, Neurosensorimotor ReflexIntegration and sensory-motor based development, traumatic stress and PTSD.

SVETLANA MASGUTOVA received her Doctorate in Developmental andEducational Psychology in 1988, and her Associate Professor (Post-Doctorate) degree in 1992, in Russia. She has continued herprofessional career as a university lecturer and Dean of PracticalPsychology department, and also as a researcher at the RussianEducation Academy. Her doctoral paper and work based on works of L.Vygotsky, A. Luria, P. Anokhin, A. Uznadze, N. Bernstein, I. Bozovich, I.Dubrovina and N. Tolstyckh was the result of her earlier research onMA topic ‘Unconscious Processes, Unconditioned Reflexes and HumanAttitudes’.

About the Creator of the MNRI Program


Dr. Masgutova has been leading research since 1989 for the MNRI® Institutes, and has studied the

influence of primary sensory-motor patterns on different aspects of development and learning. Her work

focuses on the concepts of Reflex Integration to facilitate sensory-motor rehabilitation, emotional

recovery from traumatic stress, as well as learning and developmental enrichment. Recently she has

conducted the IRB Approved research in 2011-2012 and 2013 in the USA. Her Organization is the

provider for continuous education for helping specialists for ASHA, AOTA and several other

organizations in the USA.

Dr. Masgutova gained extensive experience with post-traumatic stress disorder (PTSD) working with

victims of the Chernobyl disaster (1986-1996), the Baku conflict (1990-1991), the earthquake in

Armenia (1989-1999), the train crash in Ufa (1989), the Chechen War (1996-1999), conflicts in Israel

(2001-2005) and other traumatic situations. Her work with PTSD became the foundation of the MNRI®

Program, opening resources for survival and beyond, including her last work with MNRI® Team using

Reflex Integration PTSD Protocol with individuals who experienced trauma in Newtown, CT USA

(January-October 2013; 264 MNRI Sessions for 174 people). The MNRI® Team also took part in

expedition in Philippines helping survivors of Typhoon and earthquake in 2013. She lives and works in

the USA leading the MNRI® International Team bringing her work to individuals with developmental

delays, cerebral palsy, neuro- and genetic disorders, autism, traumatic brain injury and PTSD. She with

her Team have worked with over 30,000 children and adults worldwide for last 28 years. The MNRI®

program now is used around the world by over 22,000 professionals.


The Masgutova Method® is a set of programs focused on the restoration and maturation of primary sensory-motor patterns, reflexes, development of skills for optimal brain functioning. The Masgutova Method® is oriented on: - Resilience and strengthening the nervous system, - Stress-management, and post-trauma and PTSD recovery- Maximizing the neuroplasticitythrough support of neurophysiological reflex circuit functions.

System/Modality for MNRI® Program: neurosensorimotor reflex integration as the unit of the nerve system functioning, resilience, survival, and neurodevelopment.

MNRI® Therapy Modality object/subject: Neurosensorimotor reflex integration, aimed at strengthening the resilience of the nerve system and its plasticity.

The Mission of the MNRI® Program is to provide individuals reliable knowledge and safe tools for the use of natural, genetic sensory-motor resources to facilitate successful neurosensorimotor development, stress-management and successful learning.

MNRI® - Neurosensorimotor Reflex Integration


*ASHA - American Audiology and Speech-Language-

Hearing Association (2010)

*AOTA - American Occupational Therapy

Association (2009)

*PTBC - Physical Therapy Board Of California

(2009)

*NCBTMB - National Certification Board for

Therapeutic Massage & Bodywork (2009)

*PTSD ISTSS - Membership in International Society

for Traumatic Stress Study (2013)

*APA - Membership in American Psychological

Association (2010)

*ICPS - Membership in International

Convention Psychological Science (2010)

*NORA - Membership in the Neuro-Optometry

Rehabilitation Association (2009)

http://r20.rs6.net/tn.jsp?f=0010uh_5VIGlCgXJci-hdlKjKdS7vSEoq5yIpuTWQ4tX6jeeqzBu2HEJ4OH3FNi8AC1u4F5uSFPdHqEeWELyAqIRWNJThXfvbHI72GTAN8A0hQeWyvnpdCikQpZRL4Uir3BGwMhfw83gCF90n7S0pVvVnAvPLuQVtfk_U9o1vNDrNC4MiezAAs3mACRGWkiMK3x&c=GGerMAiEJBYqWzTUR4CiMC19h8VAOkax24dZJ9b077DIe1jC8rXmHA==&ch=75ighffCii_lbPvsc-tQJAEF6tsOXo_2sINjlbm26td0gMCcwfbnhw==

http://r20.rs6.net/tn.jsp?f=0010uh_5VIGlCgXJci-hdlKjKdS7vSEoq5yIpuTWQ4tX6jeeqzBu2HEJ4OH3FNi8AC1u4F5uSFPdHqEeWELyAqIRWNJThXfvbHI72GTAN8A0hQeWyvnpdCikQpZRL4Uir3BGwMhfw83gCF90n7S0pVvVnAvPLuQVtfk_U9o1vNDrNC4MiezAAs3mACRGWkiMK3x&c=GGerMAiEJBYqWzTUR4CiMC19h8VAOkax24dZJ9b077DIe1jC8rXmHA==&ch=75ighffCii_lbPvsc-tQJAEF6tsOXo_2sINjlbm26td0gMCcwfbnhw==

https://nora.cc/

https://nora.cc/

http://www.apa.org/index.aspx

http://www.apa.org/index.aspx


The Parents’ Guide to MNRI® has received high support from parents and professionals.

Both of the above mentioned books were sent for free for support of Indonesia tsunami, Japan earth quake victims, Families suffered Newtown Tragedy and Typhoon Victims in Philippines in 2013.


New book on MNRI research, case studies and success stories of 60 authors is published in 2015.


MNRI® Clinics and Conferences are organized for children and adults with challenges:

Autism, Asperger syndrome Cerebral Palsy Hyperactivity (ADHD, ADD) Traumatic brain injury Traumatic Stress, post-trauma and

PTSD Disorders and challenges in learning

(dyslexia, dyscalculia, dysgraphia) Intellectual development challenges Emotional disorders (anxiety, obsessive

compulsive disorder, depression) Attachment disorder (oppositional

defiance disorder) Dyspraxia and gross and fine

motor/dexterity delay Auditory processing disorder, hearing

impairment

Language disorder (expressive speech delay, apraxia, articulation disorder, dysarthria, stuttering, pervasive developmental disorder, eating/ feeding disorder )

Tic disorder/Tourette’s Visual processing disorder,

vision impairment Genetic disorders

(Down, Prader-Willi and other) Epilepsy/seizure disorder

(Rett Syndrome) FAS Post-Stroke Alzheimer’s (Dementia) Parkinson’s Other


Reflex Integration is the Key for reaching genetic resources and beyond – for easy and natural development, learning stress management, and cognition.

“All acts of conscious and unconscious life are

reflexes by their origin”. I.M. Sechenov

(1995/1863), the world-known Russian physiologist

Our conscious is used and expressed for 15% of any of

our activity. 85% of our activity is unconscious or/and sub-

conscious.

“The first infant movements do not disappear; they continue to work in union with higher nervous formations, entering into their structure as subordinate elements and transferring part of their functions to higher, “younger” and new centers.” - L.S. Vygotsky, 1930


Hard Boring Failure Low-self esteem Lack of safety, school and learning fear

Safety Curiosity, interest Ability, ease Action, creativity Success Joy, courage New motivation

Reflex – Neurophysiological Foundation for Learning

Poor Reflex – Poor Learning


Neuro-Physiological Basis for

Neurosensorimotor Reflex Integration

* Development and the maturation of

reflex patterns

This also includes other automatic and

conscious (learned) motor programming

and control.

* Maturation of the nervous system and

brain functioning

* Neurophysiological and Psychological

basis for sensorimotor repatterning

and integration of a reflex pattern as a

support for physical, emotional and

cognitive development

Assessment of Early Motor Coordination

Systems and Reflex Patterns:

* Reflexes gross motor coordination

* Reflexes Fine motor coordination:

- Visual reflexes - Manual fine motor

- Auditory reflexes - Oral-Facial

* Sensory-motor coherence in reflex

pattern

* Integration with protection and survival

functions

* Reflexes behavior/emotional control

* Reflexes intentional motor and

motor-cognitive system

NEURO-PHYSIOLOGY AND PSYCHOLOGY

STUDIES OF MOVEMENT


Brain integration concepts by

A. Luria

A. Anokhin

N. Amosov

Neurophysiological functioning

of a reflex as a response of the nerve

system for external and internal

stimuli

I. Pavlov, I. Sechenov

Simonov, C. Sherrington

A. Asratian

*Concepts of the Development

L. Vygotsky, L. Bozowich

J. Piaget

S. Rubinstein

*Concepts of the motor and overall development by:

N. Bernstein

N. Leontiev

*Other concepts and programs of modern neuro-sensorimotor development

NEURO-PHYSIOLOGY AND PSYCHOLOGY

STUDIES OF MOVEMENT


MNRI® PROGRAM

STRUCTURE

A) MNRIReflex Assessment

*B) MNRINeurodevelopmental Programs for support of:

*Archetype motor patterns (i.e. homologous, homolateral, cross-lateral)

*Reflexes and their patterns:

1) utero 2) birth 3) post-birth 4) newborn 5) infant

6) early childhood 7) lifelong 8) visual and auditory 9) oral-facial

• Neuro-sensory-motor coordination of a reflex circuit

• Reflex circuit and protection function integration

*Reflex patterns and motor skills (motor programming and control)

*Reflex patterns and emotional response (limbic system)

*Reflex patterns and cognitive skills (cortex)


MNRI - MASGUTOVA NEUROSENSORIMOTOR REFLEX INTEGRATION PROGRAM

ACTION PROGRAMS Education/Clinic/Family Conference

DIRECTIONS

ASSESSMENT of reflex/reflex patterns integration

Basic Specialized

Reflex Assessment: Reflex patterns is

developed and:● Corresponds to age ● Reflex circuit is normal – sensory stimuli triggers corresponding response ● Unconditioned and conditioned response corresponds to neurological norm● Integration of the Neurostructural and functional aspect (protection) of a reflex circuit ●All reflex parameters evidence about maturation oflower motorneurons/extrapyramidal nervous system.

Reflex Assessment –Parameters and Features

Are reflex patterns functioningproperly ?

A) Part –I – Basic pattern:● Normal/corresponds to the age● Shows proper response for stimulus ● Has proper and stable circuit

B) Part two – Variant patterns:● Proper programming aspect● Proper control aspect● Able to serve for intentional motor and cognitive activity

C) Part three - parameters and features● Proper work of a reflex circuit (sensory-motor coordination)● Proper direction of a reflex response (movement/posture)● Proper strength of reaction/action (muscle tone regulation in pattern)● Proper timing of response (time for emergence, duration and completion) ● Symmetry in a response for the stimulus.

FAMILY CONFERENCE /CAMP CLINIC WORK

MNRI Programs:● Neuro-Structural Reflex Integration● Neuro-Tactile Integration● Re-patterning of Dynamic and Postural reflexes ● Re-patterning of Lifelong Reflexes● Oral-Facial Reflexes Integration● Visual and Auditory Reflexes Integration●Archetype Movement Integration● Proprioceptive-Cognitive Integration ● Birth and Post-Birth Reflexes Integration● Breathing Reflex Integration●Aqua-Reflex Integration● PTSD and Reflex Integration●Art-Reflex Integration● Upper Limb Reflex Integration

Complementary MNRI Programs:

● Basal Ganglia and Reflex Integration● Reflex Integration for Gifted Individuals● Dance-Therapy and Reflex Integration ● Speech Development based on Reflex Integration ● Stress-Hormones andReflex Integration


“All acts of conscious and unconscious life are reflexes by their origin”.I.M. Sechenov (1863/1995), the world-known

Russian physiologist

“A reflex is a nervous system reaction caused by the stimulation of receptors of skin, tendons, muscles, mucous membrane and pupil receptors”

(I.P. Pavlov, 1927,I.M. Sechenov, 1947).

Reflex Definition


Reflex Definition

the genetic/epigenetic inherent

automatic response

unite of the central nervous system

response for stimulus

reaction

protection and survival strategy

HPA-stress axis


New 3D Ultrasound Scansby Professor Stuart Campbell at London’s Create Health Clinic

18 weeks: yawning

26 weeks: scratching, smiling, crying, hiccuping and sucking.

12 week: unborn babycan stretch, kick and leap around the womb


3D Ultrasound scan picture of A) 13 week unborn baby activating Leg Cross Flexion Extension, B) Trunk Extension reflex - vertical spine lengthening, B) Eye tracking (From materials by Prof. E. Ronin-Walknowska and Dr. S. Masgutova, 2006).

Primary motor activity is the basis for the brain development and sensory-motor integration and gross and fine motor coordination – we use all these later as the neurophysiological basis for future development for everyday functioning and learning.


STRUCTURE OF REFLEX DEVELOPMENT


REFLEX DEVELOPMENT and SYSTEMS


Babkin Palmomental Reflex

*Neurological loop connects the hands with lip and tongue movements.

*Pressure on both palms causes infant to open mouth and bend head forward. Pressure on one palm causes head to turn to the activated side.

*Affects:

1. Eating functions

2. Hand-Eye coordination

3. Emotional Expression

Supports the development of:1. Sucking, Swallowing, Breathing2. ATNR3. Head Righting


Asymmetrical Tonic Neck Reflex

(13 weeks in utero to 6-7 months of life)

Position: Supine - lying on back.

Sensory Stimulus: Initially-automatic turning of the head to side. Later, in a month or two, the response is also to auditory-visual-kinesthetic stimulus.

Proprioceptive Stimulus: Head turns to side with assistance (spontaneous turning) and on request (self-controlled turning).

Motor Response: Upper trapezius muscle contraction triggers the extension of the limbs on the same side of the head turning. Sacrospinalis and Quadratus Lumborum muscles contract the limbs on the opposite side.


Moro Embrace Reflex(9 weeks in utero to 3-4 months)

Position: Supine - lying on back.Sensory Stimulus: Kinesthetic stimulus caused by the body position in space.(The Moro Reflex may inappropriately be presented as the response to auditory, visual, or tactile stimuli = negative compensation for a non-integrated Fear Paralysis Reflex). Proprioceptive Stimulus: tilting of the head backwards 30 degrees or a sudden downward movement of the whole body. Triggered by any unexpected movement and changes in body position.Motor Response:1. Phase 1: Body and limbs open and extend the core - fingers open - inhalation of breath.2. Phase 2: Body and limbs close and flex the core - fingers clench into fist - exhalation and possibly associated crying.


The MNRI® Program offers the ‘Missing Link’to bring integrity on:

● the neural level for protection and survival

● the integration of the reflex patterns and brain strategy and associated functions of sensory processing, motor activity, routine behaviors, emotional processes, memory, and learning.


Maitreyi, 6 year-old girl, CP - quadriple, nonverbal. Before MNRI Program: no head and trunk posturalcontrol, no indpendent sitting, no standing, no walking.In July 2007 Maitreyi requires a great deal of assistance to support herself while standing.

After September 2007Maitreyi requires help to hold her head up ... She developed postural control extreemly fast. She started her walking with support using nice automatic stepping. She can walk up the stairs with support.

SVETLANA MASGUTOVA INSTITUTENeuro-Sensory-Motor and Reflex Integration (USA)

www. MasgutovaMethod.com 2013 © S. Masgutova and Svetlana Masgutova Educational Institute® for Neuro-Sensory-Motor and Reflex Integration, LLC. All rights reserved.

March 2008She has some neck support, and is able to coordinate her limbs to steer and pedal her cycle. Maitreyi is showing her ability to hold her head and her body up with limited assistance. Sheis on the way to develop herhand supporting motor pattern.

May 2008. Her cognitive skills of focusing and comprehension areimproving. She ismuch more presentfor learning. She isa very cooperativeand curious child.

She is so good in math.


M., 5 y.e. genetic and seizure disorder, clones, muscular-tendoneous hypertonicity. Before MNRI Program: no head and trunk postural control, no independent sitting, no standing, no walking

After MNRI Program - better muscle tone regulation, less spasticity, improvement in head and trunk righting. One lesson for postural control, equilibrium and standing on knees allows her to do this independently with no support and she starts to walk on knees!



Elly. Before integration procedure

Before MNRI session: Eyes tracking – In laying down position

After MNRI session: Eyes tracking – In sitting down position

A. Eye convergenceB. Horizontal eye

tracking

B

A

A

B


Elly. 10 days later after one session

After MNRI Program in 10 days: Eyes tracking – In sitting down position


E, 4 y.e, Autism Disorder. No visual contact, nonverbal, crying at any new person, with high tactile defensiveness, and allergies. Happiness is when the child starts real speech, becomes present for interaction and curious. These differences in development occurred in just 8 months with the MNRI program.



Genetics form a neural framework:• At birth, each neuron starts off with

2,500 connections. • At age of two/three, each neuron

now boasts around 15,000 synapses.

Sensory stimulation and environmental experience takes full advantage of the brain’s plasticity.

Neurophysiology of a Reflex Circuit


Reflex Arc

Quadriceps Stretch (Myotatic) Reflex

Acc.: Duane E. Haines. (2002). Fundamental Neuroscience, Second Edition. N.Y. Edinburgh, London, Philadelphia. U.K. P. 144-145

A. Primary Sensory Neurons• Substance P (PS), • CGPR (Calcitonin gene – related

peptide)• Glutamate

AcetylcholineDopamine, GABA


The Anterolateral Tract

Pathways cross over to

opposite side of spinal cord

to ascend. e.g. from pain or

temperature receptors

The Dorsal Tract

Pathways ascend ipsilateral

and then cross over in

brainstem. e.g. from vibration

or joint position receptor.

Unconditioned reflex –has a stable, non-changeable receptive fields and rigid nerve links between receptors and effectors.

Conditioned reflex –has a changeable receptive fields and changeable nerve links between receptors and effectors.


Adrenocorticotropic (ACTH) hormones

Stress Hormone:Glucocorticoids - cortisol - corticosterone

Glycogen and free amino-acids which increases the pulse rate and blood pressure

Cortisol significantly affects the immune system by preventing the production of cytokines

HPA-Stress-

Axis


http://www.google.com/imgres?imgurl=http://www.nature.com/nrn/journal/v10/n6/images/nrn2648-i1.jpg&imgrefurl=http://www.nature.com/nrn/journal/v10/n6boxnrn2648_BX1.html&h=836&w=400&sz=66&tbnid=JV2U2Naf_yZ9M:&tbnh=90&tbnw=43&zoom=1&usg=__ZKiobTN1vreK1dGCiN1UEdVcIYs=&docid=NK7P3m3EFd-CaM&sa=X&ei=CJZsUvf0J4qukAfsuIEw&ved=0CEEQ9QEwBA

Stress Signaling Pathways


Stress usually affects our emotions. Symptoms may include the following feelings and behavior:

• Inability to relax • Inability to focus and • Easily distracted• Internal pressure• Feeling overwhelmed• Improper muscle tone

regulation• Anxiety and anxiousness• Irritability, agitation,

aggression • Short temper and ‘steaming’• Moodiness

• Nervousness• Crying easily• Difficulty with sleeping and

changes in sleep patterns (sleeping too much or too little)

• Sense of loneliness and isolation from others

• Depression or general unhappiness

• Lack of motivation• Routine behavior• Non-predictable reactivity


- Reflex is a response of the Nervous System (I. Sechenov, 1863/1960, I. Pavlov, 1927/1960)

MNRI Concept

A Reflex is:

• A unit of Nervous System functioning• A unit for Survival and Protection• A unit for Neuro Development and Neuroplasticity • A support for Neuro-immune system • A unit of genetic motor memory• A bridge between automatic responses and consciously

learned movements and skills• A “language” and means for sensory-motor integration• A neurophysiological foundation for cognitive

development



MNRI® in ResearchThe MNRI® approach is based on the results of the research of the effect of the MNRI® exercises and techniques for motor-cognitive development of children with neurodeficits and learning problems. The research studies, both internal and independent, have been carried out by Dr. S. Masgutova and her team and scientific colleagues at different time periods since 1989 and in different countries. Over 30,000 children and adults were assessed by and went through the MNRI® Program. The study group of 3,650 children went through planned research aimed at several topics on neurodevelopment. The group of children with Autism – 340 total (out of 3700 that participated in sessions) went through MNRI® research in Poland and IRB approved research in the USA (2011-2012, 2013).

MNRI® in Research

• Mathematic Statistic research of the MNRI Reflex Assessment Procedure (Prof. Anna Krefft algorithm; Medical Academy of Wroclaw, Poland). • Research of the brain wave spectrum using the objective methods of EEG, EEGR, Brain Mapping, Evoked Brain Potential, EMG aimed at the analysis of changes in the brain wave spectrum under the influence of MNRI® exercises (340 children from Poland and the USA)

• Audiology research (internal research, 84 children from the USA)

• Studies on physiotherapy aimed at analysis of the effect of the MNRI® exercises on balancing proprioceptive system functioning (174 children from the USA)



MNRI® in Research

• Study on occupational therapy aimed at analysis of the effect of the MNRI® exercises on visual and manual system functioning (114 children from the USA)• Study on speech development therapy aimed at analysis of the effect of the MNRI® exercises on language comprehension, speech, and communication skills (114 children from the USA)• Research on the evoked brain potentials oriented on the study of the transmission of the visual and auditory nerves using BAER equipment – (3 year study, 60 children from Poland, USA and other countries)• Study of the MNRI® influence on motor and cognitive development of children (IRB Research, 114 children from the USA)



1. EEGR Research. In our research we have addressed the Electroencephalogram (EEGR) pilot study with the aim of finding of the possible effect of the MNRI® Program on the Brain changes. The EGGR study was used before, during and after MNRI® Program procedures.

The tasks for this research was to investigate: • the brain wave-spectrum development and its adequacy in the

child for the level of his/her age development (which can indicate brain maturation),

• possible specific brain wave-spectrum disorders in the child,• possibilities of MNRI® program to supply the effects of the

brain wave changes and analyses of results for Program intervention,

• specific changes in the brain wave-spectrum for children with CP and other developmental deficits.




Boy of 4,5. The EEGR test (bioelectrical activity of the brain) results:The spectrum of brain waves shows the maximum theta wave activity in the occipital area of the brain - dominance of the frequency less than 8 Hz, which indicates the lack of proper brain development (in relation to the age).

The results obtained in the EEGR studies before, during and after the MNRI Reflex Integration showed changes in the alpha brain waves. Results revealed the effectiveness of Reflexes Integration techniques for the growth of brain maturity and improve the functioning of brain wave spectrum.


The results revealed that MNRI® intervention enhances the effects of standard drug treatment on immune system cells, in particular, normalizing

• the number of Т lymphocytes (CD3, CD4, CD8) and NK-cells,

• the metabolic function of leukocytes, and

• the level of regulatory and anti-inflammatory cytokines.


Reflex Patterns Profile of Children with ASD (Age 4-20; 480 children)and Neurotypical Development (Age 2-19; 780 children)

Group 1: Motor Responses within Sagittal Plane of the Body


Research Summary

*86.7% of reflex patterns in children with ASD (4-19 y.o.) are below the transitional point (10-11.75 points), which is dysfunctional.

*Only 13.3% of reflex patterns are above transitional point (10-11.75 points), which is very low and low level of development.

*Reflex Profile in children with ASD presents a Reflex Integration Disorder (RID; S. Masgutova, 2010-2013). 35 % of dysfunctional reflex patterns considered to cause overall RID; In ASD it is 86.7%.

*After MNRI treatment the level of development of reflex patterns improves math. significantly for 86 % (26 reflex patterns from 30; the coefficient of change is valid - 0.49 before the MNRI Program and 0.61 after; p < 0,001)

Reflex Development in Children with Autism Disorder comp. to Neurotypical


Reflex Integration Disorder (RID) S. Masgutova, 2010-2014

• Reflex Profile in individuals with challenges in learning and neurodevelopment (for ages 4-19; 14 groups) within given psychological and medical diagnosis presents a profile with 35% of dysfunctional reflex patterns. MNRI consider this as a fact to underline the overall RID behind the diagnosis.

• Dysfunctional reflex patterns in children with Autism (3700 children):

- Severe Autism – 86.6 % of patterns- Moderate – 72.4%- High functioning - 63.3%.

• After MNRI treatment the level of reflex patterns improves.

Math significantly improves for 80 % of patterns- 24 reflex patterns out of 30 (Ex.: based on research with 480 children with ASD). The coefficient of change is valid - 0.42 before the MNRI Program and 0.63 after- p < 0.001)

35

86.7

70

63.3

0 50 100

RID

Severe

Moderate

High…

% of Dysfunctional Reflex Patterns


Robinson Hands Grasp Reflex

The Robinson Hands Grasp Reflex influences the development of gross hand motor coordination, grasping and holding objects, manipulation of bigger objects, and later the development of fine motor coordination of fingers for drawing, writing, playing musical instruments, knitting, etc.


ROBINSON GRASP

Robinson Grasp Reflex (11 weeks in utero to 12 months)

Position: Supine - initially lying on back. Matured grasp is displayed when thumb is on top of closed fingers.

Sensory Stimulus: Touch or stimulate with pressure on upper area of palm at the base of the fingers (individual and both hands).2. These proprioceptive stimulation patterns are done with 90 to 42-43 degrees between the arms and head.

Motor Response: Grasp reaction should be firm and demonstrate the natural ability to hold hands in closed fists. Note positive muscle response to grasping with various sizes of objects (fingers, small and large objects).


Hands Grasp: Integration

Autism Recovery Telesummit...Autism Recovery Telesummit Dr. Masgutova has been leading research...

Documents

Transcript of Autism Recovery Telesummit...Autism Recovery Telesummit Dr. Masgutova has been leading research...