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Course/Conference Registration

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This course is offered for 2.4 ASHA CEUs
(Introductory level, Professional area)

MNRI® Reflex Integration and the Basal Ganglia

Dates: April 28-30, 2017
Location: Orlando, FL
Address: SMEI Training Facility
Address:  6275 Hazeltine National Drive
Address:  Orlando, FL 32822
Instructor: Dr. Svetlana Masgutova
Local Area  
Coordinator: Jessica Martin
Email: jmartin.dtp@gmail.com
Phone: 352-494-9829

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® REFLEX INTEGRATION AND THE BASAL GANGLIA 

Optimal Behavior and Skill Development for Individuals with Developmental 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 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 neurosensorimotor development and joyful learning.

Course Objectives
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 basal ganglia region of the brain in individuals with neurodeficits and learning challenges.

The basal ganglia of the human brain are a set of subcortical nuclei situated in the interbrain system and are associated with its many functions, such as motor activity, routine behavior, emotional processes, memory, and learning.

The course is based on traditional neurophysiological and recent scientific evidences in brain research demonstrating delay or poor development of the basal ganglia functions in children and adults with neurodeficits and also with autism, brain injury, and post-traumatic stress disorder.

Development of the cortex and subcortical areas of the brain is dependent on the neurological maturation of the lower motor neuron forming an extrapyramidal nerve tract in the brain stem - properly functioning physiological circuits, well-developed nerve net system, myelination of the axons and neurotransmission at synapses. This fact points out the importance of reflex maturation for the basal ganglia system to function properly. MNRI® Reflex Patterns Integration is a key program in the solution of the developmental challenges in the frame of basal ganglia work and its whole limbic system to which it refers.

Undesirable habits or limiting routine behavior and repetitive actions, poor or immature decision making, negative emotional anchors, lack of focus and memory, improper excitement, fear, tendency for aggression, poor socialization and social imitation – all these is the cause of the improper basal ganglia and whole limbic system functioning. Dysfunctions in this area of the brain can be rooted and seen in the non-integrated state of infant reflexes and early neural development. In turn, stress, distress, post-traumatic experience, brain injury, and being stuck in limiting behavioral-thinking patterns can also be the reason for dysfunctions of the basal ganglia system. Intensive or long-term stress, neuro-deficits activate our defensive responses and protection becomes a “chronic” ground for our activities and limiting our possibilities for motivation and learning. Dealing with cortex functions is not enough or productive in cases when the subcortical areas of the brain are involved and immature.

The strategy of solving the challenges in brain functioning at the level of the basal ganglia through reflex integration procedures is essential.

The course will present procedures and techniques for the work with primary reflex patterns that serve to establish proper physiological circuits, development and maturation of the limbic system and its basal ganglia and other corresponding centers and links. The basal ganglia being a part of the limbic system and being responsible for the coordination of motor activity and other brain functions can serve as the basis for integration of reflex patterns and as the executive function of the brain for formation of internal control at all levels of cognitive and unconscious functioning (L. Vygotsky, 1986) – for physical development, emotional life, and cognitive functions.

The participants of the course will get information about the role of reflex integration affecting the limbic system functioning. The limbic system consists of the basal ganglia, hippocampus, amygdalae, and some other parts that deal with emotional responses and behavior, long-term memory and skills, olfactory responses and feeling of comfort and safety, motivation and self-regulation and estimation, focusing and cognitive processes. Reflex integration affects different parts of the limbic system:

  • Basal Ganglia: (components: striatum, globus pallidus, substantia nigra, subthalamic nucleus) a subcortical structure; it controls and directs intentional movements, posture, production of dopamine neurotransmitter (cognitive and motor activator), inhibitory functions, curiosity, and pleasure from solving problems.
  • Hippocampus: involved in learning, internal cognitive mapping; spatial memorization, emotional arousal, links between working memory, short- and long-term memory, and also neurogenesis by generating the new adult-born granules (GC) neurons
    • Amygdalae – motivation, fear, reward, encoding, memory for details and their storage, autobiographical memory, attention (figure-ground differentiation), emotional and social processing, truth-worthiness and betrayal
    • Nucleus accumbens – comfort, eating, drinking, pleasure, sexual arousal, addiction, exhaustion
    • Orbitofrontal cortex – decision making
  • Thalamus: sends sensory and motor signals to the cerebral cortex, and regulates consciousness, sleep, and alertness
  • Hypothalamus: links the brain to the endocrine system, responsible for metabolic processes and activities of the autonomic nervous system, synthesizes some neurohormones, stimulates or inhibit the secretion of pituitary hormones, controls body temperature, hunger and thirst, parenting and attachment behaviors, sleep, cardiac cycles
  • Hippocampus: deals with inhibition, memory consolidation from short-term to long-term memory, space orientation and navigation, oxygen regulation, impact on brain wave spectrum, regulation of activity in behavior, olfaction
  • Pituitary endocrine gland or hypophysis: growth, maturation, sexual arousal, thyroid gland function, metabolism, fluids regulation in the body, blood pressure, temperature regulation, pain relief

The basal ganglia play a central role in “teaching” our brain-body system about the inhibition of non-productive and unneeded motor responses, emotions and behavioral actions. Its damage leads to poor internal control development, and its disorder in a number of neurological conditions can lead to more severe pathologies, including:

  • Motor disorders: Parkinson’s disease (degeneration of the substantia nigra cells producing dopamine), Huntington’s disease (a neurodegenerative disorder caused by damage of the striatum, seen in poor muscle tone regulation, uncoordinated and jerky body movements, behavior control and cognitive/mental abilities), Tourette syndrome (neuropsychiatric tic disorders including vocal signs), ballismus (motor disorder of limbs with interrupted, broken motion with wide amplitudes)
  • Behavioral: obsessive compulsive disorder (characterized by an obsession with something particularly with food, things, ideas, feelings/moods),
  • Health: Wilson’s disease (liver disease and neuropsychiatric symptoms)

According to neurological research, the basal ganglia (the nucleus accumbens, ventral pallidum, and ventral tegmental area) play an important role in rewarding learning through the use of the dopamine neurotransmitter. Improper work in this area can activate the repetitive or addictive patterns in behavior and emotions and cause a tendency for reactivity and routine actions. Basal ganglia also affect the GABA neurotransmitter and its inhibiting functions affecting internal control and focusing. A psychological explanation of this mechanism was presented by I. Setchenov in the 1930s, in his concept of overstimulation of certain centers in the brain leading to “dominant over-excitation”, and explained by L. Vygotsky in his theory of child cognitive development through the pallidar system in brain development. New objective brain research proves these concepts more clearly – the reasons for poor neurodevelopment root in lack of integration of the sensory-motor system and their corresponding work of excitory and inhibitory neurotransmitters. Reflexes play the determining role in the possibility of developing inner control and self-socialization with sensory-motor integration.  

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 the basal ganglia and the limbic system help the development of the links between motor coordination and inner control for behavior, emotional life, and cognition. This course offers examples of techniques, games, and activities to make the integration sessions using MNRI® exercises interesting and motivating for children and adults. One of the most important goals of the course is to demonstrate self-social development through activation of mirror neurons responsible for the formation of imitation mechanisms.

The MNRI® Reflex Integration and the Basal Ganglia course can be used with children and adults with challenging behaviors and immature emotional spheres, memory deficits; motor and speech delays; poor social skills and disorientation, decoding and modeling and “mapping” and imitating problems; and, as a stress/distress release program. Course participants will also learn about the assessment of 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 and the Basal Ganglia course, participants will:

  1. Develop knowledge of the neurosensorimotor reflex integration basis for the successful support of functions of the basal ganglia seen in positive changes in motor, behavioral and emotional responses and cognitive hands-on tasks.
  2. Investigate the behavioral-cognitive links in individuals with challenges and create the “anchors” based on natural innate mechanisms of neurodevelopment and neuroplasticity for formation of the inner control. Explore the rules and basis for creating these behavioral-cognitive anchors through reflex repatterning.
  3. Investigate the following reflexes and their specific involvement in the development of imitation and inner control mechanisms and cognitive skills: Core Tendon Guard in Flexion and Extension, Hands Pulling, Robinson Hands Grasp, Hands Supporting, Babkin Palmomental, Abdominal Physiological, Foot Grasp, Babinski, Sequential Rolling and Spinning, Gravity, Balancing, Grounding and Stability, Head Righting Ocular and Labyrinthine, Ocular-Vestibular, Ocular-Kinetic, Swallowing, and others.
  4. Investigate the following reflexes and their specific involvement in the development of mirror cells determining the work of imitation mechanisms: Breathing (pandiculation), Vestibular reflexes activation, oral-motor patterns; and leveling reflexes: Eye Leveling, Vestibular Leveling, TMJ Leveling, and Auditory System Leveling.
  5. Explore how these reflexes are involved in motor programming and control, and emotional and behavioral responses.
  6. Explore how these reflexes are involved in inner control and in the social behavior system.
  7. Discover the basis for the development of inner control, cognitive fine motor coordination, speech, self-regulation, and self-management through role games.
  8. Discuss the basis for the formation of primary coordination: kinesthetic memory-emotional response; Moro and Fear Paralysis and protection; positive memory activation and creating anchors; and protection, fear, and amygdala relations as the reason for challenging behavior.
  9. Facilitation of non-cortical (non-classical) auditory perception and processing using developmental potentials of the basal ganglia, thalamus, and amygdala through reflex patterns development.
  10. 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.
  11. Investigate examples of games and activities to enhance the MNRI® process of integration exercises in an interesting and motivating manner. The role of metaphors for limbic system and basal ganglia.
  12. Discuss the correlation of reflex patterns, emotions, behavior and learning skills.
  13. Evaluate and develop appropriate strategies to incorporate the use of the MNRIÒ Reflex Integration and the Basal Ganglia Program in daily practice.
  14. Receive supervised hands-on-training to:
  • Conduct assessments using this MNRI® Program to discover nonintegrated or immature reflex patterns causing protective responses and emotional and behavioral challenges.
  • Develop individual programs using this MNRI® Program to repattern, activate, and integrate these reflex patterns.
  • Work with specific techniques for dysfunctional and pathological reflex patterns.
  • Explore the possibilities of positive changes in body structure, posture, and movements, emotional and cognitive presence, and behavior. 
  • Apply this MNRI® Program to develop individual corrective programs based on assessment techniques and exercises for integration of given reflexes to enhance overall emotional, motivational, behavioral, and motor challenges.

This Program can be used with children and adults with such challenges, as: Autism, Asperger syndrome, hyperactivity (ADHD, ADD) and other behavioral instability, selective mutism, emotional instability and disorders, post-traumatic stress and PTSD, speech delay and pathologies, sensory processing disorder, deep disorders and challenges in learning, (dyslexia, dyscalculia and other), intellectual development problems, bipolar, genetic disorders, brain injuries, post-stroke pathologies, Alzheimer’s, Parkinson’s, cerebral palsy and other.

SMEI Training Facility is near Orlando International Airport (MCO)

Suggested Hotel

Staybridge Suites Orlando Airport South
7450 Augusta National Dr.
Orlando, FL 32822
(407) 438-2121
Contact Carolina Lopez to get special rate: clopez@dhmhotels.com 

Residence Inn Orlando Airport
7024 Augusta National Dr.
Orlando, FL 32822
(407) 438-2121
Contact Elyann Perez to get special rate: eperez@jhmhotels.com or (407)581-4336 

Financial Disclosure: Dr. Svetlana Masgutova receives a stipend for teaching based on course enrollment.

Non-financial Disclosure: Dr. Svetlana Masgutova is a Co-Owner of SMEI.

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.

Course Hours: 24

CEUs: This course is offered for 2.4 ASHA CEUs
(Introductory level, Professional area)

CE Hours: This course is offered for 24 NCBTMB CE Hours

Prerequisite Classes:
  • MNRI® Dynamic & Postural Reflex Pattern Integration
Any 2 additional classes are also required
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