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CAPT CertificationAOTA Certification
The assignment of AOTA CEUs does not imply
endorsement of specific course content, products, or
clinical procedures by AOTA or indicate AOTA approval
of a certification or other professional recognition.
This course is offered for 1.6 AOTA CEUs /
16 Contact Hours (Introductory level;
Occupational Therapy Process: Evaluation, Intervention)
NCBTMB CertificationASHA Certification
This course is offered for 1.6 ASHA CEUs
(Introductory level, Professional area)

MNRI® Solution for Dyslexia

Dates: September 29-30, 2018
Dates: Registration at 8:30am, course begins at 9am
Location: Pineville, NC
Address: Hilton Garden Inn Pineville
Address:  425 Towne Centre Blvd., Pineville, NC 28134
Instructor: Patricia Shackleford
Local Area  
Coordinator: Adele Schiessle
Email: optimal.you@att.net
Phone: 704-618-3997

The Masgutova Method® is a set of programs focused on the restoration and maturation of primary movements, reflexes, coordination systems, skills for optimal performance of natural mechanisms, developmental processes, brain functioning, and sensory-motor integration. The Masgutova Method® is oriented on the stimulation of reflex patterns in order to awaken natural, genetic motor resources, self-regenerating strength of motor memory and sensory-motor coherence. This achievement innately carries the implication of the fulfillment of all potentials within movement abilities and learning skills.

The Mission of the Svetlana Masgutova Educational Institute® Neuro-sensory-motor Reflex Integration, LLC is to provide children and adults reliable knowledge and safe tools for the use of natural, genetic motor resources to facilitate successful neuro-sensory-motor development and joyful learning. 

MNRI® Solution for Dyslexia

Neurosensorimotor Techniques

for Individuals with Learning Challenges 

MNRI® Solution for Dyslexia

2 day 16 hour course

Learning Objectives:

This 16-hour workshop will:

  1. Describe how Neurosensorimotor Reflex Integration provides the basis for the successful support of individuals with dyslexia and supports positive changes in motor, behavioral and emotional responses and cognitive/academic tasks.

  2. Explain the behavioral-cognitive links in individuals with challenges and how “anchors” are created based on natural innate mechanisms of neurodevelopment and neuroplasticity for formation of the inner control.

  3. Explain the theory of the neurophysiology of how a reflex circuit functions and links with dyslexia and limits “studying abilities”.

  4. Describe the rules applied to and create behavioral-cognitive anchors through reflex repatterning including the HPA axis.

  5. Demonstrate reflexes from a standing position and how they directly effect the development of imitation, inner control mechanisms for cognitive, physical and emotions skills needed for:

Open for Learning: Greeting the body

Motor Control: Copying from the board and handwriting     

Ability to Listen: Note taking, lessen distraction of background

Reading with Ease: Better retention, Ease of eye movements, comprehension   

Writing: Getting Ideas on paper, Ability to find the right word, organizational skills

Spelling: Differentiation of similar sounds, visualizing words      

Spatial-Temporal: Left-right differentiation, telling time, orientation in space     

Selective-Perception Focusing: Figure-ground, Focus control      

Memory: Sequences, Time tables, Names     

Thinking: Speed of internalization, Ability to study, focus, memorize, and think

Creativity-Motivation: Motivation to succeed, Self-expression, Emotional coherence      

  1. Explore how these reflexes are involved in motor programming and control, and emotional and behavioral responses.

  2. Describe the basis for the development of inner control, cognitive fine motor coordination, speech, self-regulation, and self-management through role-playing games.

  3.  Explain why protection, fear and amygdala interactions as a reason for challenging behavior.

  4. Demonstrate methods to facilitate non-cortical (non-classical) auditory perception and processing using developmental potentials of basal ganglia, thalamus and amygdala through reflex patterns development.

  5. Discuss the basis for the formation of motor-cognitive coordination and fine motor skills: cognitive differentiation-memory anchoring, hand-eye, hands-auditory-articulation system, and auditory-vestibular system.

  6. Demonstrate examples of games and activities to enhance the MNRI® process integration exercises in an interesting and motivating manner.

  7. Apply knowledge gained in this class to develop individual programs using this MNRI® Program to repattern, activate, and integrate these standing reflex patterns.

  8. Apply knowledge gained in this class on how to use the Dyslexia Solution Flower to integrate reflexes that are not supporting growth and development of cognitive, emotional, and physical skills.

  9. Describe the rules for creating the links between reflex circuit functions (automaticity level) and skills (consciously programmed, planned and controlled) to base the learning process on natural sensorimotor patterns to make it productive, easier and reliable in stress.  

  10. Apply the following standing or sitting reflex patterns to help find the individualized solution for Dyslexia: Trunk Extension, Spinning, ATNR, STNR, Sound Directions Game, Acoustic-Stapedius-Game, Acoustic-Stapedius tapping, Visual circles, Horizontal eye tacking, Convergence-Divergence, Hands Supporting, Segmental Rolling, DANCE for developing the skill to identify Yesterday-Tomorrow, Hands Grasp, Babkin Palmomental, Game-Finger Differentiation, Tongue-Eye coordination, Head Righting, Trunk Extension, Spinal Galant, Mouth Spine Rotation, Grounding, Cross lateral Archetype Moves, Bauer Crawling, Bonding Embracing Squeeze, and Landau.


Suggested Hotel-

Hilton Garden Inn Pineville
425 Towne Centre Blvd., Pineville, NC 28134
Phone 704-889-3279 Fax 704-889-3289

Financial Disclosure: Patricia Shackleford receives a stipend based upon an enrollment percentage.

Non-financial Disclosure: No relevant relationship exists.

Course Disclosure: The Svetlana Masgutova Educational Institute has developed and patented a licensed technology trademarked as MNRI®. Because there are no other like-kind products available, course offerings will only cover information that pertains to the effective and safe use of the above-named products. This presentation will focus exclusively on MNRI® and will not include information on other similar or related products or services.

Special Needs Requests: If you require special accommodations, please notify SMEI at events@masgutovamethod.com at the time of registration so that needed accommodations can be made prior to the course.

Course Completion Requirements: This course is not approved for partial credit. Participants must attend the course in its entirety to receive continuing education units.

Target audience:
Speech Language Pathologists, Speech Language Pathologist Assistants, Occupational Therapists, Certified Occupational Therapy Assistants, Nurses, Physical Therapists, Physical Therapist Assistants, Educators, Psychologists, Physicians, Massage Therapists, Mental Health Counselors, Other Health Care Providers, Parents.

Courses are subject to cancellation due to lack of minimum required participants registered for the course within 8 days of the course start date. Full refunds will be issued if the course is canceled due to the low number of attendees.

Please reach out to the Local Area Coordinator listed to confirm that the course will be held prior to registering if within the 8 day window.

Course Hours: 16

CEUs: This course is offered for 1.6 ASHA CEUs
(Introductory level, Professional area)
This course is offered for 1.6 AOTA CEUs / 16 Contact Hours
(Introductory level; Occupational Therapy Process: Evaluation, Intervention)

CE Hours: This course is offered for 16 NCBTMB CE Hours