Course Hours: 24
CEUs: This course is offered for 2.4 ASHA CEUs
(Introductory level, Professional area)
This course is offered for 2.4 AOTA CEUs / 24 Contact Hours
(Introductory; Occupational Therapy Process: Evaluation, Intervention)
CE Hours: This course is offered for 24 NCBTMB CE Hours
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. You can read more about Reflexes and MNRI HERE.
Watch an overview of how MNRI works
The Mission of the Svetlana Masgutova Educational Institute (SMEI) is to provide health, wellness and educational professionals, parents, and caregivers with non-invasive techniques to address maturational, developmental, and life challenges.
The Masgutova Method® is a set of programs focused on the restoration and maturation of primary movements, reflexes, coordination systems, and 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 programs, strengthen 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 Goal of this MNRI® Program is to provide children and adults reliable knowledge and safe tools for the use of natural, genetic sensory-motor resources to facilitate neurosensorimotor development, processing, stress-management and successful learning.
The most basic definition for ‘Dyslexia is “a variable often considered a familial learning disability involving difficulties in acquiring phonological and language processing that is typically manifested by a lack of proficiency in reading, spelling, and writing, and sometimes in arithmetic” shows that this disorder can be considered an educational and neurophysiological issue (National Institute of Child Health and Human Development - NICHD, http://eida.org/definition-of-dyslexia/). This disorder does not mean an abnormality of intelligence; with the individual often demonstrating a unique set of talents and creativity. Dyslexia is caused by a certain a-typical set of neurological characteristics and a lack of coordination between systems as hand-eye, ocular-vestibular and etc.
The MNRI® programs explain that the difficulties of dyslexia are involuntary and their cause is explained as the effect of developmental delays and lack of maturation of primary reflex and sensorimotor patterns. These difficulties can cause light, moderate or severe challenges in people with this disorder although their intelligence falls in the normal range (National Institutes of Health, 2015), with their motivation for learning high.
Problems at school, chronically delayed learning, grades below average, difficulties with internalizing studied curriculum are some of the effects of a learning disorder called dyslexia. Dyslexia may be considered as an educational determination of a Specific Learning Disability. Diagnostic procedures for every type of specific learning disorder uses standardized tests for evaluation of corresponding academic competencies, like for reading: (if overall reading skills, accuracy and comprehension correspond to a person’s chronological age, measured intelligence, and age-related education (school skills). In case of the presence of a sensory deficit in their disorder, difficulties in reading are considered as specific sensory deficit (http://ldhope.com/resources/dyslexia/dyslexia-diagnostic-criteria/).
The common symptoms of Dyslexia recognized by the International Dyslexia Association (2014) include:
Other markers of dyslexia, include: attention and hyperactive disorders (ADHD, ADD), and difficulties with perception and memorization of numbers. Some other obvious reasons for dyslexia include: the results of a traumatic brain and physical injury, stroke, poor brain myelination, or dementia. The early education challenges of language processing, difficulty memorizing, spelling, poor visual and reading skills are also indicators for possible dyslexia. Still, dyslexia must not be equalized to these symptoms and must not be mixed with challenges in reading because of insufficient teaching methods or hearing and vision impairments (National Institutes of Health, 2015).
The above list of reasons and symptoms studied by scientists still does not cover some important ‘markers’/signs of the disorder. One of those, considered throughout long-term MNRI® work with individuals with dyslexia include neuro-sensory-motor (or neurosensorimotor) reflex integration as a neurodevelopmental mechanism and phenomenon, and is considered the domain of brain subcortical structures and the extrapyramidal nerve system which determines the early developmental milestones. The immaturity and dysfunctions in development of reflexes leads to dyslexia, – with first sensory-motor patterns causing challenges in neurological organization which then leads to limitations for executive functions of the brain cortex responsible for the auditory-language decoding and processing system.
This MNRI® Program proposes analysis of the reasons for dyslexia on a deeper level of explanation based on the neurophysiological aspects of the maturation of reflex circuits.
The MNRI® system refers to this disorder as to a challenge as far as it that is treatable, with the quality of learning of a person diagnosed as dyslexia significantly improved or completely solved.
What are the reasons for different challenges in learning? Specifics in the functions of the nervous system and sensory-motor system leads to a seemingly “rigidity” of intellectual and cognitive processes. This rigidity includes “lower individual capacities of internalizing of the information”, dominance of processing information through image rather than through use of logical and verbal skills; and, other undeveloped learning skills. Other reasons may include: poor standard of teaching methods, lack of a strong will and motivation on the side of the students, a lack of zeal and diligence. This list also must include the fact, that individuals with diagnosed dyslexia are characterized by a developmental delay of neurosensorimotor reflex maturation. This is the missing piece in research and explanation of dyslexia. Understanding their ‘disorder” in terms of neurosensorimotor reflex delays (f.ex.: Babkin, ATNR, Balancing) and dyscoordination of early sensory-motor patterns (f.ex.: ‘hand-eye’, ‘vision-listening to’, palm-mouth-speech’) open new perspectives and strategies for solution of this old problem – dyslexia. The MNRI® research of individuals with diagnosed dyslexia shows lower level of maturity of a range of their reflex patterns (S. Masgutova, 2015). Our clinical observations show that delay in development of reflex patterns can be a big reason for limiting the “studying ability/capacity“ or “a special sensibility for learning” (term by Z. Kalmijkova, 1986). This program shares the information concerning the problematic areas of the neurosensorimotor reflex development in children and teenagers with dyslexia, and proposes corrective work of their primary coordination systems and repatterning of reflex schemes. Stress of learning and ‘fear of failure’ are typical for individuals with dyslexia. This program aims also to show the links between stress (HPA-Stress-Axis) and ‘learning trauma’ resulting in low self-esteem and self-respect, devaluation of own abilities and talents, low achievement motivation and refusals for active participation in learning and life, emotional/mood dysregulation, and the lack of coordination system and reflex patterns maturity (chronological and on level of happened ‘learning trauma’).
This MNRI® Program proposes to shift the focus of researcher and practitioners from strategy of helping the individuals with dyslexia oriented on ‘cortical’ (high brain) learning to the support of resources of the subcortical and extrapyramidal nervous system (basal ganglia – for regulation of excitatory and inhibitory neurotransmitters; hippocampus – for memorizing, limbic brain – for emotional and motivational support, hypothalamus and amygdala – to release the fear of failure and learning stress, and the pituitary gland – for growth factor hormones support and creating the basis for positive emotions and joy). The basis for this approach is that the extrapyramidal nervous and next subcortical brain structures develop during first ten years of a human life and is the basis for language and abstract thinking development. New research shows that historically that school education is oriented at the development of the cortex and uses the teaching methods typical for adult brain functions (classical nervous pathway) which does not correspond to the internal strategy of neurodevelopment of a child (called now “non-classic” pathways). The implementation of this new research must be the focus for new approaches of working with dyslexia individuals and other learning challenges. This new research places importance, on the neurosensorimotor development and on specific changes of the educational systems worldwide.
Participants of this MNRI® course will participate in both the course discussion and hands-on supervised practice. In the course, participants will be introduced to information about neurophysiological aspects of the reflex integration and its benefits for brain functions and control of behavior. The focus of this class is information about functioning of the subcortical and extrapyramidal nervous system (basal ganglia – for regulation of excitatory and inhibitory neurotransmitters; hippocampus – for memorizing, limbic brain - for emotional and motivational support, hypothalamus and amygdala – to release the fear of failure and learning stress, and the pituitary gland – for growth factor hormones support and creating the basis for positive emotions and joy). Region of the brain in individuals with neurodeficits and learning challenges.
The course is based on traditional neurophysiological and recent scientific evidences found in brain research by different authors. This research demonstrates delay or poor development of the subcortical and extrapyramidal nervous system functions in children and adults with neurodeficits such as autism, brain injury and post-traumatic stress disorder affects their everyday functioning and learning.
The course will present procedures and techniques for the work with primary reflex patterns that serve for the establishing the proper physiological circuits, development and maturation of the limbic system and its basal ganglia, as well as other corresponding centers and links.
This program shares the concepts: by L. Vygotsky (1932/1986) on chronological development of intelligence and consciousness and language, oriented on explanation of delays and immaturity of primary cognitive processes; by A. Luria’s concerning the role of brain damage and loss of normal functions of language processing and cognition by patients; also and by Pavlov’s concept of activation of three channels of information perception: visual, auditory and kinesthetic-motor. Pavlov Orientation Reflex is discussed as the bases for restauration of the ‘studying capacity’ and ‘critical thinking’ development.
Repatterning techniques and exercises for these reflex patterns are necessary to create a sufficient neurophysiological basis for development of inner control for cognitive skills – focusing, decoding, memorizing and thinking. Development and maturation of the group of reflexes concerned with the work of basal ganglia and limbic system helps the development of the links between motor coordination and inner control for behavior, emotional life and cognition. This course will offer examples of techniques, games, and activities to make the integration sessions using MNRI® exercises interesting and motivating for children and adults. One of most important goals of the course is to develop motivation and social skills through activation of so called mirror neurons responsible for the formation of imitation mechanisms.
The MNRI®: Reflex Integration for Dyslexia Neurosensorimotor Techniques for Individuals with Learning Challenges Program can be used with children and adults considered to be dyslexia with challenging behavior and immature emotional sphere, memory deficits; motor and speech delays; poor social skills and disorientation, problems with decoding, and modeling, “mapping” and imitating problems; and, as a stress/distress release program. Course participants will also learn about primary and natural movements and reflexes, as well as specific exercises to integrate neurodevelopment delays.
Upon successful completion of the three-day, 24-hour MNRI® Reflex integration For Dyslexia Neurosensorimotor Techniques for individuals with Learning Challenges course participants will:
Course Hours: 24
Hour 1: Neurosensorimotor Reflex Integration basis for the successful support of individuals with
Hour 2: MNRI® and dyslexia support
Hour 3-4: Reflex Circuit
Hours 5-7: Studying Abilities
Hours 8-9: Types of Dyslexia
Hours 10-11: Behavioral-Cognitive Links
Hour 12-15: Reflexes and Techniques
Hour 16-18: Inner Control
Hours 19-20: Challenging Behavior
Hour 21: Motor-Cognitive Coordination
Hours 22-24: Techniques for the functions of coordination systems
Financial Disclosure: Tina Marks & Lisa Ortego receives a stipend based upon an enrollment percentage.
Non-financial Disclosure: Tina Marks - No relevant relationship exists.
Lisa Ortego - 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 firstname.lastname@example.org at the time of registration so that needed accommodations can be made prior to the course.
Course Completion Requirements: Full attendance is required to receive a certificate of completion and any available credit hours or CEUs.
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.
In Person Courses: Self Assessment and technique demonstration.
On line Courses: Self Assessment and technique demonstration.
Online courses are subject to cancellation due to lack of minimum required participants registered for the course within 2 days of the course start date. Full refunds will be issued if the course is canceled due to the low number of attendees.
Participants who wish to transfer registration and payment to another
SMEI course may do so up to 5 days prior with no penalty. If within the
5 days, a 10% administration fee will be charged.
*Participant must have selected the course they wish to transfer to at the time of the request. All refunds will be held until the transfer course has been selected.
* A 2.5% transaction fee (processing fee) will be withheld on all refunds that were processed using credit card/PayPal. If a participant wishes the refund to be paid directly to their account via credit card/PayPal, PayPal may also charge the participant an additional 2.5% transaction fee (processing fee). Refund by check is available upon request. For questions contact us.