MNRI® – Historical Approach on Reflex...

R e f l e x e s o f t h e B R a i n

22 « © 2015, Svetlana Masgutova Educational Institute® for Neuro-Sensory-Motor and Reflex Integration, SMEI (USA)

t h e o R y a n d h i s t o R y o f m n R i ® R e f l e x i n t e g R a t i o n

Introductionver the last two decades many new ideas and methods have been researched and put into action to assist children and adults with neurodevelopmental and learning challenges, such as: dyslexia, hyperactivity (ADHD/ADD), multiple physical, mental or emotional delays, Autism Spectrum Disorder (ASD), Down syndrome, CP, PTSD,

anxiety, behavioral, and many other recognized developmental disorders and neurodefi-cits. When discussing these neurodeficits with professionals who work with children and adults exhibiting these delays, the conversation comes back to how the number of individ-uals diagnosed is growing. The conversation often moves next to the concern that treat-ment options currently used do not make significant changes with this population. These professionals are looking for more research studies and tools that offer treatment options to provide non-invasive, stable, and positive change. Much of the current research is based on traditional studies oriented on the symptoms and characteristics of each neurodeficit. This book offers a shift from the traditional paradigm of treatment options based on symptom orientation and provides informa-tion from therapists, parents, and other helping professionals who have implemented the MNRI® integrating techniques into their daily therapy sessions. These MNRI® integrating techniques are oriented on problem solving concepts and based on the fact that each reflex has its own developmental dynamics and role. Delayed maturation and integration of the reflex can disrupt/inhibit the next level of sensory-motor development and cognitive function.

The research completed by Dr. Masgutova and MNRI® specialists over the last two decades has found that primary sensory-motor and motor development offers a genetically based cause for neurodeficits. The de-velopment of these primary sensory-motor schemes are a portal to physical, intellectual, emotional, and per-sonality development. This research and direct observation by family members and professionals discovered the underlying cause of many of the above mentioned physical, cognitive, emotional and social challenges falls under the category of Reflex Integration Disorder (S. Masgutova, 2011, 2012). The underlying features of Reflex Integration Disorder (RID) have been established through work with over 30,000 children and adults with challenges by Dr. Masgutova and MNRI® Specialists in Poland, Russia, Canada, USA, and other countries. This research has been ongoing by Dr. Masgutova and others since 1989 and builds on the concept of reflex integration: the work of sensory (afferent) nerve pathways, processing part (Central Nervous System), and mo-tor (efferent) pathways though activation of sensory, motor, vestibular and proprioceptive systems within the

MNRI® – Historical Approachon Reflex IntegrationPatty Shackleford, Ph.D., MNRI® Instructor, Melrose, FL, USA

O

Patty Shackleford, Ph.D

© 2015, Svetlana Masgutova Educational Institute® for Neuro-Sensory-Motor and Reflex Integration, SMEI (USA) » 23

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patterns (schemes) of a specific reflex that are genetically given. Dr. Masgutova and the MNRI® Specialists used the following definition of a reflex when conducting their research: A reflex is a genetic pattern of physiologi-cal function created by nature as a code and structure insuring neurosensorimotor development. In working with reflexes, an underlying net is touched– a net that serves like the infrastructure of the nerve system. A re-flex is the informational unit for positive survival and gradual physical, emotional, and cognitive development.

This research is based on the following features of a reflex. A reflex is a feedback response and is not an independent response. It is a result of feedback to a stimulus and on the excitation of the nervous system. Mo-tor neurons transmit nerve impulses from the CNS to muscles and glands all over the body. A reflex responds to changes in the environment.

The repatterning or integration procedures and exercises used in the MNRI® programs offer sensory re-ceptors and motor response pattern activation associated with that reflex in order to create a more efficient neurological pathway for every day successful functioning. Dr. Masgutova’s background as a professor in de-velopmental psychology; her extensive investigation into Russian literature; and, her experiences working with hundreds of children whom had experienced significant traumatic events formed her understanding of this area. The following events were the springboard for her life work based on the full spectrum of natural neurosensorimortor development as the door to the Masgutova Method® concept of Reflex Integration and its MNRI® programs.

The Development of the Masgutova Method®Dr. Masgutova’s professional work as a psychologist was based not only on student lectures and seminars,

but included real life situational and historical events that shaped the background knowledge she developed in her Master’s and Ph.D. programs. Dr. Masgutova worked with victims of different disasters which strongly influence her personal and professional values, life rules, and has contributed to her experience in working with the survivor’s escape and survival mechanisms.

One more notable event that has molded Dr. Masgutova’s understanding is her work with victims of the Chernobyl disaster which occurred on April 26, 1986 while Dr. Masgutova was working on her doctorate. She received an invitation from the Post-Graduate department of the University of Tula, to work with evacuated children from a radiation damaged area, and also in 1990-1994 she continued to work with families evacuated to Orechovo-Zouevo.

The Chernobyl disaster had two main elements: the atomic explosion and the fire which released a huge amount of radiation into the atmosphere. The radioactive cloud spread over western Russia and several Euro-pean countries. This was a nuclear disaster, probably the worst of the world after Hiroshima and Nagasaki. The mortality was very high. In the disaster 64 people were killed, mainly the nuclear station workers. Two hundred thousand people died from results of the radiation, 985 of them died from the early neoplastic disease. Dr. Masgutova’s contribution was lecturing to professional psychologists, teachers, and specialists at boarding schools on how to support the children in their post-traumatic stress and survival. She taught the profession-als how to work with these children within the framework of reflex integration as a program base which had been created from 1977-1980 when she was a student of the University. In 1989 another new program, Educational Kinesi-ology, was added to her expertise. Most of her work was with children who displayed severe phobias and exhibited highly challenging cases of diseases of their vascular, lymphatic, and respiratory systems which constantly increased anxiety and fear. The work with this tragedy moved Dr. Masgutova and her team to new professional discoveries with survival and uncon-ditioned humanism with emphasis on the importance of reflex integration in supporting survival mechanisms when damaged by Post-Traumatic stress. Also this tragedy gave evidence of how survival influences information processing and learning in children. This experience led her to a bigger understanding of the potential of recovery through specifically organized mo-tion and kinesthetic anchoring, creating new possibilities for

Chernobyl nuclear disaster in 1986.



‘changing the outcome of grief and tragedy’ into ‘resourceful and unfolded possibilities’. The work with these children was continued in the following years and in 1992 Dr. Carla Hannaford, on suggestion of Dr. Paul Den-nison, the Founder of Educational Kinesiology (USA), was invited by Dr. S. Masgutova to Tula to work with professionals dealing with these children.

June 1989 – Historic Train Wreck in the Urals of RussiaThis tragedy was one of the most tragic train accidents in the history of the world. Dr. Masgutova heard of

this incident and decided to pack up her five-year old son who stayed with relatives as she worked as a vol-unteer for 3½ months at a hospital turned into clinic for burned children who were victims of this fiery crash. It was this experi-ence that cemented in Dr. Masgutova the concept that each of us have the strength of a WINNER. During the first few days of working with these gravely injured children, every sixth child died in the hands of the medical personnel. Because the chil-dren were in such deep shock and phobias, Dr. Masgutova real-ized that none of the methods she had learned from her Ph.D. training would be of any assistance. She had been trained in what to do after children came out of shock. She instinctively picked up a little orange book simply called Brain Gym® by Dr. Paul and Gail Dennision (1992) and opened it. (It had been given

to her by her scientific leader N. Tolstykh before she left.) Instinct and a deep understanding of the relation-ship of developmental reflexes with corresponding emotions triggered Dr. Masgutova to use the information in this little orange book. She used words and movements simultaneously to help the children to step into a new reality and know that they were now safe. She found that the use of the Brain Gym® movements with her statements on safety in the current situation pulled many children out of their stuck place of shock in two to four days. She also found that children were demanding tactile touch. In this process, Tactile and Art Therapy were added as each child was capable and ready to move forward. Dr. Masgutova realized that developmen-tal movements reminded the body of its primary strategies that are all based on the security and survival. It became very clear that the integration of the infant and life long reflexes were crucial for the growth and development of the emotional and physical body. Working with this group of children, Dr. Masgutova moved forward with a new idea of combining psychology and kinesiology. Once Dr. Masgutova returned to Moscow, she shared the new findings from this experience and inspired many research projects to find the deeper meaning of what she experienced and learned from these children. Her further research has shown that the work with reflex patterns was a missing link in facilitation of survival. This is why she again focused on her Re-flex Integration idea, that she started developing as a university student.

Work with Children – Victims of Baku ConflictDr. Masgutova’s work with children and adult victims of the conflict in Baku of 1990-1991 was emotion-

ally very difficult in her professional experiences. This horrific seven day war caused huge moral and material damages. Over 300 people were killed in this war. Dr. Masgutova worked with several children of families that managed to escape to the Moscow district. No words could express the tragedy and the fear these people, especially the children, suffered: war, darkness, night, fire, being molested or killed, fear of death of parent, and others. The hair of two children aged 10 and 11 turned gray due to the cruel reality of the war and the tension accompanying them every day. They developed neurotic symptoms, phobias, and speech impediments such as stuttering. The basic techniques Dr. Masgutova used were psychomotor including reflex integration and several Educational Kinesiology exercises. The results were splendid and highly beneficial. The therapy for the two children described above turned to be very productive and their problems of stuttering was solved in two weeks! These children received elements of psychotherapy in combination with techniques known today as MNRI® Tactile Therapy, MNRI®Neuro-Structural Reflex Integration, and MNRI®Reflex Repatterning.

Dr. Masgutova continued her work with victims of wars, other tragedies, and social crises. These expe-riences were instrumental in giving Dr. Masgutova the information she needed to compile the Masgutova Method® and MNRI® program that are now used at MNRI® Family Conferences, Clinics, and taught to parents

Train wreck at Ufa.



and professionals.In most recent history, Dr. Masgutova and certified MNRI® Core Specialists

had the honor of working with over two hundred children and families of the Sandy Hook tragedy in 2013. All the research and learning that Dr. Masgutova developed during the earlier tragedies was updated and put into action in the development of the MNRI® Reflex Integration and PTSD Recovery: Advancement for Children and Adults Experiencing Post-Traumatic Stress manual (2013).

The MNRI® Team also was involved in the recovery efforts of the Philippines which suffered from a major earthquake and Typhoon Haiyan in 2013. They as-sisted through both direct instruction to the professionals living on the island and hands-on work at many of the islands.

MNRI® Becomes Further DefinedBased on her hands-on experiences and from the research of many Russian psychologists, current MNRI®

research and work is devoted to unconditioned sensory motor reflexes present in the earliest stages of human development. Research and ob-servation have shown that the use of primary movements and reflex integration can awaken self-regulation of the sensory, motor, and pro-prioceptive systems that influence health, learning, and development. Dr. Masgutova’s theory on reflexes and protection finds that our reflex-es provide each of us with protection and survival; the dual purpose for protection is to activate the sympathetic nervous system and offer a signal for help to avoid harm. The positive protection provided by our reflexes indicate a matured neurologic system, a brain that can recog-nize stimuli and organize protective motor responses and a natural flow in the development of reasoning skills and overall development. If the reflexes are in negative protection then reflexes fail to mature, the sen-sory system functions poorly, and the brain is confused by incoming stimuli. Negative protection compromises our overall development and reasoning abilities.

In individual sessions with trained professionals and in residential family educational conferences, MNRI® programs have promoted neurosensorimotor development and improved motor, emotional, and cognitive function in children and adults with: Dyslexia, LD, ADD, ADHD, PDD, PDD-NOS, OCD, Apraxia, Asperger Syn-drome, Autism, Down Syndrome, Fetal Alcohol Syndrome, ODD, Emotional Disturbance, Sensory Processing Disorder, Post-Traumatic Stress Disorder, cerebral palsy, genetic disorders, after-effects of stroke, and many others.

There are many reasons for the failure of reflexes to emerge or integrate at the natural, appropriate time. These include: heredity, difficult or premature birth, disease, physical or psychological trauma, toxicity, and sensory-motor deprivation. The consequences of reflex abnormalities include hyper or hypotonic muscles, ves-tibular dysfunction, aberrant motor development, difficulties with auditory and visual processing, poor sensory-motor integration, delayed language/cognitive development, and poor social/emotional development.

Every neonate has unconditioned innate reflexes that facilitate adaptation to the external environment and organize protection strategy, and become the foundation of cognitive activity. The Masgutova Method® is a set of programs focused on the restoration and maturation of primary movements, reflexes, and coordination systems for the fulfillment of all potentials and learning skills. The modality for implementing the MNRI® pro-grams is the use of neurosensorimotor reflex integration as the unit of correction for adequate and appropriate nerve system functioning.

The Masgutova Method® system is based on research of the following physiologists:• Ivan Sechenov (1829-1905) was considered the ‘Father’ of Russian physiology and whose early works in-

vestigated the reflexes of the brain. Sechenov’s findings indicated that brain activity is linked to neuro electric currents (electrophysiology), that cerebral inhibition involved spinal reflexes, and chemical factors in the envi-ronment of the neuron factored into the way a reflex responded to a given stimulus.

• Ivan Pavlov (1849-1936) was awarded the Nobel Prize in 1904; contributed to many areas of physiological

Damage from Typoon Hiayan in the Philippines

Sandy Hook School Tragedy in Newtown, CT



science and specifically to the topic of unconditioned and voluntary reflex actions. Studies of reflex actions involuntary to stress and pain led to the discovery of transmarginal inhibi-tion (too much stress and pain – strength of nerve system) and adaptation of abilities for survival.

• Charles Sherrington (1857-1952) was awarded the Nobel Prize in 1932; added that re-flexes do not occur as isolated activity within a reflex arc, they require integrated reciprocal innervation of muscles.

• Lev Vygotsky (1896-1934) was a psychologist who proposed the theories of natural and cultural development in a child and the development of higher cognitive functions in children with the emergence of reasoning through practical activity in a social environ-ment. Vygotsky also was known for his zone of proximal development and the importance of a ‘natural crisis’ within age development of children and developmental transitions. His theory added to the natural development of inner control and that the maturation of au-tomatism at the reflex level allows a child to move to language and abstract thinking.

• Nikolai Bernstein (1896–1966) was a pioneer in the field of motor programing, con-trol and motor learning. He was considered the father of biomechanics and physiology of movements. His studies included information on the role of the central nervous system (CNS) in postural control and movement and on forming stereotypical patterns of kinemat-ics and muscle activation.

These researchers along with A. Luria (1902-1977) and P. Anokhin (1898-1974) helped Dr. Masgutova create and implement the Masgutova Method® which was first used in cases of trauma and then moved into the realm of children and adults with neurodeficits and delays. MNRI® was developed on the above base information and is an interdisciplinary program based on the concepts that the primary motor system interacts with different levels and aspects of motor development; that reflexes become matured and integrated and thereby support the development of controlled motor skills and cognitive functions; neuro-integration is used to correct dysfunctional patterns and to integrate reflexes which are not mature; integration of reflexes and reflex patterns is key to the development of natural protective mechanisms which affects brain functioning, the immune system, stress management, and cognitive skills.

It is interesting to note that studies of reflex action (involuntary to stress and pain) led to the discovery of transmarginal inhibition (too much stress and pain) and the different types of strengths of the nerve system (temperament) as well as the body’s ability to make adaptations necessary for survival.

Conceptual Approach to DevelopmentProblems in the natural course of human development have long attracted the at-

tention of scientific investigators. Extensive research has focused on theories of learning (Piaget, 1973; Montessori, 1995; Clark, 1995; Canfield, 1973; Galperin, 1972) and personality development (Allport, 1976; Bruner, 1960; Cattell, 1971, 1987; Goldberg, 2001; Lewis 2014; Greenwald, 1998; Maslow, 1943; Vygotsky, 1986; Lisina, 1987; Bozowitch, 1968). However, in the educational and psychological literature from Russia and other countries, only some research has been concluded examining sensory integration (J. Ayers, 1971, 1975), and very little research has been devoted to neuro-sensory-motor integration and natural motor development which is based on the development of the reflex pattern. Dr. Masgutova sug-gests these areas of development are significant factors contributing to delays and dysfunctions in children and adults who have experienced traumatic stress, PTSD, and other neuro-deficits. MNRI® programs propose an approach of correction of developmental and neuro-sensory-motor deficits based on the neural basis and natural strength of integration of the reflex patterns. Although motor pattern development is based on ge-netic motor programs typical for all humans, it is a unique process for each individual. During individual devel-opment, reflexes, as natural genetic programs, expand, integrate, and merge with learned motor experiences. Thus, the reflex’s most important task is to support the maturation of the nerve system (neurogenesis, synap-

Charles Sherrington

Lev Vygotsky

Ivan Pavlov

Ivan Sechenov



togenesis, and myelination) to allow automatic responses to protect the body and provide freedom for the development of higher cognitive level hands-on tasks. Consciously controlled motor systems develop at the next level, and offer the possibility for motor programming and control. Finally, with spontaneously repeated training, these learned motor programs become the foundation for the habituated individual motor program, and internal control for the emotional and cognitive spheres. (Bobath, 1972, 1984; Piaget, 1973; Sherrington, 1947; Pavlov, 1927, 1960; Sechenov, 1961, 1995; Luria, 1969; Vojta, 1989; Ayers, 1971, 1975; Silberg, 1996; Cohen, 1993; Semionova, 1999; Sadowska, 2001). Dr. Masgutova used analysis from the above authors to help her develop the basic concepts which is currently known as the Masgutova Method® using a system approach oriented on creating a plan to solve developmental problems based on functions of the neuro-sensory-motor circuit. It is based on recognized stages of natural child development, sensorimotor, emotional, and cognitive growth, including high level coordination, socialization, and the acquisition of academic skills. Research and direct experience with children and adults allowed development of the concept of Masgutova Neurosenso-rimotor Reflex Integration (MNRI®) as one formula to assist those who demonstrate the debilitating effects of Reflex Integration Disorder (RID). If controlled movements are in tune with natural basic movements, then con-trolled behavior and communication occur. Developmental challenges arise when the transition from innate primary sensory-motor patterns to subsequent controlled gross and fine movements has not been achieved. Uncontrolled movements in children are associated with emotional instability and frequent outbursts, and the movements of children who cannot control their emotions tend to be over protective. Such children are trapped in a vicious cycle. Poor sensory motor control can cause a wide spectrum of other challenges as well, such as impulsivity, hyperactivity, low motivation, worry, fear, dyslexia, tendency for aggression, and delays in speech and intellectual development.

The challenge for educators and other professionals is to facilitate a child’s shift from innate primary motor patterns and reflexes to subsequent controlled movements. This is the main purpose of the MNRI® programs. The correction of a dysfunctional motor pattern can profoundly and positively change a child’s behavior and improve their ability to communicate and learn in a socially appropriate and enjoyable manner. Inappropriate reflexes must be corrected noninvasively by integrating them with the whole kinesthetic-motor system.

Matured and controlled movements coordinate the center of the body and the limbs, and all body planes. Every movement is based on reflex patterns and is connected with other movements, and these connections develop brain function and myelination of its axons. This way movement becomes goal-oriented, easy for voluntary control, effective, strong, and harmonious.

An individual who demonstrates basic integrated sensory-motor reflexes and primary movements is ready to learn more advanced motor skills, to respond to multiple and diverse stimuli, and to attain higher levels of cognitive development. Appropriate and age-specific motor development can lead to the joy of exploring the self and the world through all our senses and movements. The role of reflexes is to give infants learning experiences that build the foundation for motor development and sensory integration. If these reflexes are underdeveloped, hyperactive, or non-integrated then they can interfere with cortical processing and impede development. Educators and parents who understand this developmental mechanism can shape the future of a child. The amazing fact about the role of reflexes is that at ANY age the missed stages of development can be replicated using the MNRI® processes and return to the natural sensory-motor patterns to reconnect or build new neural pathways. This is why maturation of a reflex pattern means freedom from rigid automatic responses and impulsivity, and improved ability to naturally and easily learn on the cortical level.

The mission of the MNRI® program is to support children and adults with theoretical knowledge of neu-rosensorimotor development and practical applications for the use of natural, genetic neurosensory motor resources for successful motor, emotional, and cognitive development and joyful learning.



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The MNRI® Specalist Team sends well wishes to all the children and families that gave us the oppor-tunity and privilege to work with them and gather the data needed for development of the MNRI® theory and practical tools.

Ukhtomsky, A.A. (1950-1952). The study of dominance. Collected works in 6 books. Book 6. Leningrad, Russia.Vojta, V. (1989). Die Posturale Ontogenese als Basis der Entwicklungsstorungen. Monatsschr. Kinderheilkd.Vygotsky, L. (1986). The child psychology. The problems of child development. In 6 Books. Book – 4. Moscow. Russia: Pedagogika.Watson, J. B. (1924). Behaviorism. New York, NY, USA: J.B. Lippincott.www. wikipedia.org/wikiwww.MasgutovaMethod.com

PicturesChernobyl disaster –picture from Internet/Google: Chernobyl: Capping a Catastrophe, By Henry Fountain. Photographs by W. Daniels.

The New York Times, April 27, 2014. Historic Train Wreck in the Urals of Russia; from: Masgutova S., Curlee P. (2004, 2007).Sandy Hook tragedy in 2013; by S. Desilets. Philippines Island - earthquake and Typhoon Haiyan in 2013; by M. Busma. Scientists pictures: http://en.wikipedia.org/wiki/.



MNRI® in Theoryhe MNRI® program is frequently called the ‘missing link’ by professionals from around the world. It synthesizes information on reflex integration, and places it in the frame of both higher and lower nervous system activity (Pavlov, 1927, 1961; Sechenov, 1961; Luria, 1969). In place of the traditional theory of reflexes as primitive

responses that become cortically inhibited with normal development (Ayres, 1971, 1975; Vojta, 1972, 1981; Semionova, 1999; Goddard, 2002), MNRI® proposes the concept of reflexes as not only protective re-sponses to stress and danger, but also the neuro-physio-logical foundation for higher level physical, emotional, and cognitive development. This concept allows reexamination in research of the relationship between primary sensor-mo-tor development and physical, emotional, and cognitive skills. The key element in MNRI® is the understanding of a reflex as a genetic motor code and unit for both primary and conscious sensory-motor system development.

MNRI® focuses on the invitation for healthy neurological development of the infant, child, or adult using exercises rebuilding the sensory-motor reflexes (codes) rather than on diagnosis and treatment of neurological disorders and diseases. The following concepts form the theoretical core of the MNRI® ap-proach:

• sensorimotor integration is an essential factor in human development• motor development involves physical growth and cognitive differentia-

tion necessary for the attainment of skills and learning• the motor system develops on a foundation of integrated sensory percep-

tion and brain processing• natural learning is achieved by the integration of the sensory-motor, emo-

tional, and cognitive spheres• a fully functional neurosensorimotor system integrates survival mecha-

nisms and motor, emotional, and cognitive spheres.The neurophysiology of a healthy nervous system is such that each reflex

t h e o R y a n d h i s t o R y o f m n R i ® R e f l e x i n t e g R a t i o n

MNRI® – Neurotypical Development and Reflex Integration DisorderPatty Shackleford, Ph.D., MNRI® Instructor, Melrose, FL, USA

TSensory stimulation:

• Tactile system• Proprioceptive system• Vestibular system• Visual system• Auditory system• Olfactory system

Processing by Nerve System (Peripheral Nerve System,

Brain Stem, Thalamus, & Cortex):• Normal • Dysfunctional• Pathological

Motor response:

• Normal (matured)• Dysfunctional (hyper-/hypo-active)• Pathological (reversed, a-reflexive, hyper-/hypo-active)

Patty Shackleford, Ph. D



must integrate on the sensorimotor level; a specific sensory stimulus must cause a corresponding motor re-sponse. This precise link between the sensory and motor aspects of a reflex circuit through brain processing is genetically based. Each reflex consists of a three-part circuit that permits a motor response to a specific stimulus:

Part I – Sensory Stimulation, Part II – Brain Processing, and Part III – Motor Response In the case of poorly integrated reflexes linked to dysfunctions or developmental delays, errors somewhere

in the three-part circuit are likely. If the stimulus is not recognized by the sensory apparatus or transmitted efficiently by the afferent nerve system, then the brain misinterprets the input. If the efferent nerve system incorrectly channels a command to the motor system, an inappropriate reflex pattern will develop. Then mat-uration and integration of that reflex with controlled movements and skills will be unreliable, especially in the presence of learning challenges and stressors.

In the dynamics of healthy integration each reflex emerges at a specific time and develops its own basic patterns during the first three of seven phases (Mas-gutova, Akhmatova, 2004) (see figure at right). The transitional fourth phase prepares for the emergence of variants that appear during the fifth, sixth, and seventh phases. Each phase has its particular purpose. For ex-ample, a basic pattern (phases 1-3) codes the three part sensory-motor circuit and creates the nerve network that produces an appropriate response to a specific stimulus. By other words, natural training of the coor-dination of sensory and motor neurons takes place. The time of development of phases 1 to 3 corresponds to the time of development of the brain stem functions of physiological activity and survival. The transition phase - 4 prepares for the emergence of variant patterns, and chronologically corresponds to the time of starting more active work of the diencephalon functions (emotional communication and memory). During the last three phases, the maturation of a reflex is completed by highly developed neural networks – coordination of sensory and motor neuron work, proper electrical conductivity and biochemical neurotransmitters, and a balance of excitatory and inhibitory processes. Reflex patterns progress from the basic or unconditioned level (responsible for protection and survival) through a higher level of a conditioned response incorporating ele-ments of learned experience and intentional action moving to maturation. With complete integration of all components of the reflex circuit and formation of myelination of the axons, proper transmission takes place, which affects the whole nervous system growth and myelination of its neural net system.

Successful completion of the phases described above ensures the development of specific reflexes and integrates them with motor skills and cognitive abilities, a combination that improves academic (elementary reading, drawing, writing, calculating) and other skills. A delay in reflex development or the failure to complete any of these phases always affects the formation of future skills. If an essential phase is omitted, then an ap-propriately matured neural network is not created. As a result, dysfunction or compensations may develop, but these are not true reflex patterns, and they are unreliable during periods of stress or unexpected transition. In summary, reflex development, maturation, and integration must progress successfully through each of the seven phases. This concept differs from the widely held limiting metaphysical view that healthy development requires reflex inhibition. (Masgutova, 2010; Akhmatova, Masgutova, 2006)

These concepts are based on recent neurological and neurophysiological research on the levels, stages, mechanisms, processes, strategies, and structure of primary sensory-motor integration. They draw on the the-ories of brain integration proposed by the outstanding scientists A. Luria (1963), A. Anokhin (1973), L. Vygotsky (1986), and A. Amosov (1978) and on the concept of neurological reflexes as responses by the brain-body sys-tem to external and internal stimuli (Pavlov, 1927, 1960; Sechenov, 1974; Simonov, 1987). MNRI® emphasizes the

Appearance

Phase - 1 Phase - 2 Phase - 3

Phase - 5 Phase - 6 Phase - 7

Phase - 4

Transition

Integration

Development - 1:Basic pattern

Development - 2:Variants of a reflex



importance of primary motor development for intentional movements, motor skills such as eating, self-care, drawing, and writing; and visual and auditory processing abilities in the overall development of the motor system in children as described by numerous investigators (Vygotsky, 1986; Piaget, 1976; Rubinstein, 1984; Bo-zovich, 1968). The approach has been enriched by incorporating the concepts of movement development pre-sented by N. Bernstein (1947), F. Lesfaft (1989), N. Leontiev (1974), V. Vojta (1989), B. Bobath (1972), L. Sadowska (2001), M. Feldenkries (1991), and P. Dennison and G. Dennison (1972) and theories of sensorimotor integration according to J. Ayres (1971, 1975).

Dr. Masgutova’s Master’s Thesis, Unconditioned Reflexes, Unconscious Processes and their Effect on Personality Attitudes (1980) reflected her study of these reflexes and gave her great insight into the impact reflexes have on human development.

MNRI® in PracticeMNRI® techniques are designed to restore neurosensorimotor development; to integrate primary mo-

tor system and skills; and voluntary motor skills. They activate innate reflex patterns; develop sensorimotor systems; improve sensory processing and promote cognitive and emotional growth. MNRI® also enhances cognitive abilities in highly functioning individuals. This approach encourages joyful learning in children and adults as they improve their neurosensorimotor abilities. The unique results from the pilot studies suggest that the Neurosensorimotor Reflex Integration processes have been used worldwide to change the future of challenged children and adults for positive development. Dr. Masgutova’s previous research and clinical work using Neurosensorimotor Reflex Integration was devoted to unconditioned motor reflexes present in the earli-est stages of child development.

Practical application of MNRI® has evolved from a combination of the theoretical basis discussed above with decades of experience and research on over 30,000 children and adults, suggesting that:

• in cases of dysfunction and delayed development natural noninvasive activation of the primary motor patterns promotes sensorimotor integration

• simple noninvasive exercises that stimulate reflex motor patterns can serve for repatterning of poorly developed, dysfunctional, or retained reflexes, and integrate into the whole sensory-motor system

• professionals, educators, and parents can assist with the transition from involuntary uncontrolled re-sponses, emotional reactions, and spontaneous motor activity, to self-regulation and inner control.

The MNRI® program has developed ‘regressive¡-¢progressive’ repatterning procedures that ‘remind’ the brain-body system of its genetic neurosensorimotor programs. These procedures involve repatterning exer-cises to correct basic reflex patterns and/or their variants when they are dysfunctional, immature, or unin-tegrated. The term ‘regressive¡-¢progressive’ refers to the use of a developed or matured version of a ge-netically based motor pattern, combined with a precise posture and associated sensory or proprioceptive stimulation, as the foundation for future neurodevelopment. In going back (regressive) to the ‘pure’ innate form of the three part reflex circuit, the brain recognizes a template for growth and development (progressive) supplied by its genetic inheritance. Thanks to neurological plasticity the relevant nerve net system can then rebuild according to its original code and subsequently mature and integrate. MNRI® repatterning procedures are unique and highly effective, and their results are reproducible. They facilitate the integration of reflexes, regardless of the individual’s age and neurological state. To correctly use these repatterning techniques, how-ever, practitioners must understand the stages and specifics of human sensory and neuromotor development and be thoroughly trained in MNRI®.

All MNRI® programs use noninvasive natural techniques that can be easily learned by professionals, par-ents, and other adults who work with challenged individuals. Many techniques involve stimulating neuro-motor and sensory-motor points on the body, stretching the trunk and limbs, and rotating the joints. These procedures relate to the interactions among sensory or proprioceptive stimulation, reflex motor patterns and body postures. Other techniques release congestion and muscular tension throughout the body, stimulate the proprioceptive system, open communication among the muscles, tendons, and ligaments, and adjust re-ceptors of deep touch and pressure. Reflex repatterning reconnects, strengthens, or builds neural circuitry by returning to and practicing natural reflex motor patterns and their variants in conjunction with associated sensory stimulation. The MNRI® programs address every possible aspect of a reflex and its relationship to over-all sensory-motor development such as Dynamic and Postural Reflex Integration, Lifelong Reflex Integration,



Visual-Auditory Reflexes Integration, and others.The MNRI® programs are used by professionals who specialize in and are certified to practice the Masguto-

va Method MNRI® programs. For further information on MNRI®, see the website: www.MasgutovaMethod.com.

Reflex Pattern Profile of Neurotypical ChildrenDr. Masgutova’s initial intent in working with children was to strengthen those with post-traumatic stress

and next with neurodeficits. Dr. Masgutova has also worked with children considered to have learning chal-lenges, to be gifted/talented, and to be neurotypical. She realized that if the Masgutova Method® was going to move forward with identifying children and adults with Reflex Integration Disorder (RID), a data base was needed to see what the reflexes looked like in neurotypical children.

The research done by Dr. Masgutova from 1989-2013 on neurotypical children (2 to 19 years of age) con-cerned the reflexes and their parameters that display unique signs and serve as the point of orientation to mea-sure noted deficiencies and deficits in reflex patterns of ‘typical’ children and adults. This information will assist in identifying children and adults with neurodeficits and learning challenges that fits within the concept of RID (S. Masgutova, 2011). The assessment procedures used for this research included assessing the 30 reflex patterns with results statistically verified with analysis by Prof. Anna Krefft (Krefft Algorythm, 2007). The results from this research (for the seventeen years of 1989-2006) on the reflex profile of neurotypical children (730 individu-als) indicated that development of reflex patterns for this group of individuals was in the normal range of average – 16.77 points. The results from the data collected in 2007-2013 (780 children) showed that reflex patterns in the modern neurotypical children have changed – with the new ‘normal’ level of reflex development decreasing to a lower point – of 15.80 (compared to a norm of 16-17.75) (see graphs 1, 2, and 3). Comparison of these two results gave statistically significant differences and shows that the modern neurotypical group (2007-2013) range of reflex pat-terns have dropped in scores for Hands Pulling and ATNR, (Graph 1), Automatic Gait, Bauer Crawling, Hands Supporting, Fear Paralysis, Landau, Flying and Landing, Grounding, Head Righting (Graph 2), STNR, Spinal Galant, TLR, Foot Tendon Guard, Spinning, Lo-comotion and Balancing (Graph 3). Modern children have demonstrated an increase of points in only one reflex - Pavlov Orientation – the reflex that triggers

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Graph 1: Sagittal PlaneRe�ex Patterns Pro�le of Children

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Re�ex Patterns Pro�le of Children with Neurotypical Development (ages 2-19)

Graphs 1, 2, & 3: Motor Responses within Sagittal, Horizontal, and Dorsal Planes of the Body. 730 individuals in the year of 1989-2006, 780 individu-als in 2007-2013.

Graph 3: Dorsal Plane


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curiosity. The higher score on this reflex can explain the influence of computer technology and entertainment programs on our children. Yet this score does not guarantee the development of voluntary control and learn-ing motivation. The statistic validity of the result is significant and equals 0.56 in the first group and 0.78 in the second, with p < 0,001.

Every reflex pattern has its own protective and neurodevelopmental task. A decrease in the level of devel-opment of these reflex patterns will evidently inhibit the overall physical, behavioral, emotional, and cognitive development. Comparison of reflex development in three groups demonstrate that the reflexes influencing the emotional maturation and stability, protective responses and survival, and postural control, has signifi-cantly decreased. This may be one important reason for challenges in the corresponding areas in the younger generation as reported by parents and professionals.

If changes are noted in this modern neurotypical group, consider what changes may be happening to chil-dren who are diagnosed as having neurodeficits. The downward trend in neurotypical children may be occur-ring due to changes in our natural environment, food supply, style of life, lack of movement, and other cultural practices such as methods used to safely raise our infants and babies.

Healthy children are naturally active, curious, and constantly moving, yet often their activity is reduced due to many factors: quiet behavior is valued and reinforced by adults in many cultures; today’s increase in technol-ogy has children immobilized for hours in front of electronic screens; and, accelerated academic curriculums leave less time for recess and physical education. Even infants move less. They miss beneficial tummy time because sleeping on their back is encouraged and they spend hours each day in restrictive devices such as car seats. This kind of restriction along with overall diminished movement inhibits natural growth and develop-ment. Perhaps this is the reason many students (children and adults) today struggle with focusing, abstract information processing, and learning. Children whose movement and cognitive activity are poorly integrated face a variety of learning, behavioral, and social challenges.

Over the past few decades such profound changes have occurred in child rearing practices, education and general life style that one cannot assume all our children will grow and thrive naturally. Environmental toxins, food additives, over-reliance on medication, electromagnetic fields, electronic devices, junk food, safety mea-sures that restrict movement and touch, developmentally inappropriate curricula, and decreased time for un-structured play have all moved childhood farther and farther away from natural development. These cultural and environmental factors can be reasons for lower results on reflex development in neurotypical children.

The unique results from the worldwide pilot studies looking at children’s progress after the use of the Mas-gutova Neurosensorimotor Reflex Integration (MNRI®) processes indicate positive growth and development for the children with challenges and neurodeficits.

Dr. Masgutova’s previous research and clinical work using MNRI® processes was devoted to unconditioned motor reflexes present in the earliest stages of human development. Every neonate has unconditioned innate reflexes that facilitate adaptation to the external environment and become the foundation of mental activity. The Masgutova Method® finds that innate primary movements and reflex patterns are expressed by every individual and are key elements of neurosensory-motor development of a human.

Many reflexes are essential for survival, especially during periods of stress and traumatic experiences (Mas-gutova, 2011; Akhmatova, Masgutova, 2007). These reflexes are the fundamental neurological building blocks for all learned skills and voluntary control, crucially influencing the development of the brain and many cogni-tive and intellectual processes as we mature. During certain events that occur in utero, at birth, or later in life, a child or adult may experience trauma that affects the ability to use those reflex patterns effectively. In addition, stressful situations may cause an individual to revert to using early infant reflexes. Experiencing stress (physical or emotional) that affects cognitive and intellectual maturation and the ability to learn is the main source of im-pulsive behavior and engenders a reliance on primitive reactions and reflexes, both of which lead to a regres-sion in the formation of coordinated sensory-motor systems and movement skills. Because reactive responses and primary reflexes are designed to protect the individual and to ensure survival, they often overshadow the reasoning that occurs in the neocortex of the human brain.

In some children and adults, primary reflexes may be retained after a stressful event because of devel-opmental motor problems, sensory processing disorders, or the poor integration of those reflexes with the intentional movements in infancy. Other survival reactions and reflexes are triggered and necessary protec-



tive and survival needs are unmet, emotions are suppressed, or everyday stressful events occur. In these individuals, primary reflexes remain active and do not integrate within their circuit. As a result, abnormal movement patterns develop and impede the development of more mature movements, skills, and intel-lectual processes.

Dr. Masgutova’s research on over 3,350 subjects (age range 1 month–18 years) with a variety of developmental deficits, noted a correlation between the poor development of reflex patterns and the deficit(s) identified. Seventy-eight percent of those individuals (age range 4–15 years) demonstrated vari-ous difficulties such as: hyperactive or hypoactive response to sound perception, also language delays when the Asymmetri-cal Tonic Neck Reflex was underdeveloped. This research found that 57% of those subjects who were considered to have at-tention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), and poor transition from concrete to abstract thinking had poor Symmetrical Tonic Neck Reflex development. Fifty-eight percent of the children with an attention disorder also exhibited problems with the Spinal Galant, Spinal Perez, and Asymmetrical Tonic Neck Reflexes.

In the USA alone, the chart at right provides information on the percentage of children of 3-17 years of age that in the 2008 census were considered as having a developmental disabilities that hindered typical growth in one of the necessary life skills. This chart also indicates the significant increase in these developmental dis-abilities of the last years.

Dr. Masgutova and MNRI® specialists have also gathered information on the changes that have occurred in both neurotypical children and children considered as ASD and PTSD. The graph (below-right and next page) shows the comparison of children diagnosed with Autism Spectrum Disorder (ASD) and Post-Traumatic Stress Disorder (PTSD) with neurotypical children.

The data demonstrates significant differences in all reflex patterns of modern children in the neurotypi-cal group (first column; average level – 15.8 points) and the ASD group (second column; 9.11 points). The last group shows a dysfunctional level of development of reflex patterns (9.11 point, while the norm is 16-17.75 points), except for Core Tendon Guard, Thomas Automatic Gait, and Trunk Extension. On these graphs (graph 4, 5, 6) the level of reflex development in children with ASD before (second column) and after 8 days of the intensive MNRI® program is presented (third column), showing significant positive changes in all reflex patterns, with an average of 10.40 points (com-pared to 9.11 before MNRI® program). The statistic va-lidity of the result is high and its significance equals 0.39 before and 0.51 after the MNRI® Program. The linear error in projection of change is not more than 1.77 – 2.80 percent and supports the conclusion that the MNRI® program produces statistically significant changes in reflex pattern development; p < 0,001.

Analysis of development of reflex patterns in the group of Post-Traumatic Stress (PTSD; 340 individu-als) shows that this group’s reflex patterns are of a low and very low level (11.14 points average) as the result of going through unbearable trauma and dis-tress. Intense stress and distress activates a higher level of stress-hormones in the body and diminishes

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Graphs 4, 5, & 6: Motor Responses within Sagittal, Horizontal, and Dorsal Planes of the Body. Reflex Patterns Profile of Children with ASD (Age 4-20; 480 children) and Neurotypical Development (Age 2-19; 780 children).

Speci�c DevelopmentalDisabilities in U.S. Children

Aged 3-17 Years*

*Centers for Disease Control and Prevention, National Center for Health Statistics, NHIS, 1997-2008^Statistically signi�cant trend over four time periods (1997-1999,2000-2002, 2003-2005, and 2006-8)

Any developmental disabilityADHDAutismBlind/unable to see at allCerebral palsyModerate to profound Hearing lossLearning DisabilityIntellectual disabilitySeizures, past 12 monthsStuttered or stammered, past 12 monthsOther developmental delay

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Disability Percent Change between1997-1999 and 2006-2008



myelin of the axons in the reflex neuronal circuits and other nerve systems. The assessment of reflex patterns in individuals with PTSD clearly shows this damage to nerve circuits.

The data in the graphs 7, 8, and 9 for reflex pat-terns in individuals with PTSD demonstrate differenc-es in all reflex patterns compared to reflexes in the neurotypical group (first column; average level – 15.8 points). In the PTSD group (second column) reflexes are of very low and low level on the scale (11.14 points vs. the norm of 16-17.75 points), except for Hands Grasp, Leg Cross Flexion-Extension, Thomas Auto-matic Gait which are closer to the level of reflexes in modern neurotypical children.

On graphs 7, 8, and 9 the changes in the level of reflex patterns in children with PTSD before (sec-ond column) and after 8 days of the intensive MNRI® program is presented (third column), and indicates a significant positive increase of points for all reflex

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Graphs 7, 8 & 9: Motor Responses within Sagittal, Horizontal, and Dorsal Planes of the Body. Individuals with Traumatic Stress (Age 4-20; 340 chil-dren) compared to Neurotypical Development (Age 2-19; 780 children).

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patterns (average of 14.28 points compared with 11.14 before the MNRI® program). The statistic validity of the result is high and its significance equals 0.47 before and 0.61 after the MNRI® program. The linear error in pro-jection of change is not more than 1.67 – 2.56 percent which supports the conclusion that the MNRI® Program produces statistically significant changes in reflex pattern development; p < 0,001 (from lecture and presenta-tion materials by Dr. S. Masgutova in 2008-2013).

Dr. S. Masgutova’s research demonstrates the effectiveness of MNRI® for children with different challenges. Currently the MNRI® research has composed reflex profiles for 14 groups of children with neuro- and develop-mental challenges, including dyslexia, ADD and ADHD, cerebral palsy, genetic disorders, and others.

Problems in the natural course of human development have long attracted the attention of scientific inves-tigators such as Dr. Masgutova. Extensive research has focused on theories of learning (Piaget, 1973; Montes-sori, 1995; Clark, 1995; Dennison, Dennison,1972) and personality development (Vygotsky, 1986; Montessori, 1995; Bozowich, 1968; Leontiev, 1977). However, in the educational and psychological literature, little research has been devoted to natural sensory-motor and motor development. As a result, few professionals use a com-pletely natural approach to correct Reflex Integration Disorders and other neuro-motor and developmental disorders.

Currently there are many cognitive interventions aimed at mastery of specific skills by task analysis, gradual learning, and practice. Occupational and physical therapists now use sensory integration techniques to ad-dress the difficulty some children have in regulating their response to sensory input. Professionals practicing neurodevelopmental treatments emphasize the traditional idea of inhibition of retained or abnormal infant re-flex patterns. Developmental optometrists use vision training to address difficulties with visual acuity that lead to delays and dysfunctions in motor-balance system and visual cognitive development. Some educational and remedial programs make use of motor activity, including natural movement. All of these interventions either directly or indirectly address some, but not all aspects of the primary reflex system. Fortunately, many profes-sionals, educators, and parents are increasingly concerned and are interested in understanding the MNRI® processes used to improve the symptoms of Reflex Integration Disorders or poorly developed reflex patterns.

The Masgutova Method® differs from other traditional therapy systems with its concept of using a non-invasive procedure of neurosensormotor integration to rebuild the entire neural circuit of a reflex by reorganiz-ing the original motor/posture/sensory/vestibular-proprioceptive perception systems, and the exact basic pat-tern, sequence, direction, strength, timing, and symmetry that would characterize an ideal initial experience of that sensory-motor reflex pattern.

The MNRI® program brings positive growth and development to typical children and effective and posi-tive reflex integration using natural noninvasive sensory-motor techniques and movements that can be easily learned by parents, adults, and professionals who work with challenged individuals. The MNRI® techniques do not require many resources, and they complement other therapy programs such as sensorimotor integration and educational, psychosomatic, and motor sphere enhancement. The MNRI® integration exercises and tech-niques can be performed without equipment, require just minutes each day and can be practiced in almost any location (home, park, school, or clinic).

As the data in the above graphs demonstrate, Dr. Masgutova’s research and work with over 30,000 children has found that the primary motor system has its own structure, levels of development, self-regulating mecha-nisms, and ‘nonverbal language.’ Primary motor patterns develop according to natural laws. Each reflex, motor pattern and body plane Motor Coordination System (MCS) emerges, develops, and integrates with conscious motor skills at a specific age. Although motor pattern development is based on genetic motor programs typi-cal for all humans, it is a unique process for each individual. Dr. Masgutova’s early research and practical ap-plication of Neurosensorimotor Reflex Integration techniques has evolved through the combination of the theoretical basis discussed above and decades of experience. This research suggests that:

• in cases of dysfunction and delayed development natural noninvasive activation of the primary sensory-motor system promotes sensorimotor integration and brain development

• simple noninvasive exercises that stimulate reflex patterns can integrate poorly developed, dysfunctional, or retained reflexes into the whole body sensory-motor system

• professionals, educators, and parents can assist with the transition from involuntary uncontrolled respons-es, emotional reactions, and spontaneous motor activity, to self-regulation and inner control.



During individual development these natural genetic programs expand, integrate, and merge with learned movements. Consciously controlled movements develop at the next level. Finally, with repeated training, these learned motor programs become the foundation for the habituated individual automatic motor pro-gram. Motor development involves:

• the formation of primary motor systems such as global archetypal motor patterns, rhythmical move-ments, reflexes and reflexive reactions, systems of natural motor skills, abilities based on automatic move-ments and reactions, and instinctive behavior

• development of basic infant reflex patterns and their variants• integration of infant dynamic and postural reflexes with intentional and consciously controlled move-

ments• maturation of stages of motor development (turning from prone to supine and vice versa, sitting, stand-

ing, etc.) and the formation of transitional movements (turning around, sitting, and other motor skills needed for changing positions)

• coordination among body parts and sensory organs (left hand-right hand; hands-eyes; hands-eyes-ears; hands-legs; etc.)

• development of MCS and skills for the left and right sides of the body (involving left and right brain hemi-spheres), the upper and lower sections of the body (involving the cerebral cortex and midbrain), and the front and back of the body (involving the cerebral cortex and the back of the brain).

• formation of basic motor patterns used in fine motor skills such as drawing, writing, reading, playing an instrument, etc.

• development of intentional goal-oriented and controlled motor patterns, such as those used in sports, exercising, dancing, public performances, etc.

• enrichment of the pace and rhythm of motor activity• development of lifelong reflexes regulating antigravity mechanisms and postural control (gravity, ground-

ing, stability, and balance)• development of adequate functioning of the muscle system within the primary motor system• development of kinesthetic intelligence (sensory-motor aspects of consciousness, behavior, and activity)• development of neurological links between primary motor abilities and skills and their emotional, cogni-

tive, and behavioral expression.

ConclusionsDr. Masgutova is the originator of MNRI® and Director of the Svetlana Masgutova Educational Institutes in

Poland and the United States. Her Master’s Thesis, Unconditioned Reflexes, Unconscious Processes and their Effect on Personality Attitudes (1980) reflected her early interest in the study of reflexes and gave her great insight into the impact reflexes have on human development. Throughout her early professional career she was given op-portunities to see what happens to individuals as they experience trauma and tragedy in their lives. With her intellectual knowledge and practical experience, Dr. Masgutova has been able to bring to children and fami-lies a new paradigm on how to use the genetically given, innately developed concept of reflex development using a non-invasive, highly successful method called the Masgutova Neurosensorimotor Reflex Integration – MNRI®. The programs in this system have been used to help identify what is ‘typical’ for all children and how the non-integration of reflexes can cause challenges for children (and adults). This article has attempted to give research evidence of the positive growth and development that can occur when Dr. Masgutova’s process for reflex integration is applied. It is hoped that the reader of this article will begin to understand the impact of a Reflex Integration Disorder on the cognitive, physical, emotional, and social development of a child.



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Monographs in Cerebrovisceral and Behavioral Physiology and Conditioned Reflexes. USA.Amosov, N. M. (1978). Thinking about the health. Moscow. p. 16-29.Ayres, J. (1971). Characteristics of types of sensory integrative functions. The American Journal of Occupational Therapy, 25(27). USA. p.

329-334.Ayres, J. (1975). Sensory integration and the child. Los Angeles, CA, USA: Western Psychological Services. Bernstein, N. (1997). Bio-mechanics and physiology of the movement. Moscow, Russ: Moscow-Voroniez.Bobath, K. (1972). The normal postural reflex mechanism and this deviation in children with cerebral palsy. Physiotherapy, 57, p. 515.Bozovich, L.I. (1997). Basis of personality formation. Selected Psychological Works. Moscow, Russia.Clark, B. (1986). Optimizing learning. Columbus, OH, USA: Merrill Publishing Co. Dennision, P., Dennison, G. (1972). Brain Gym®. Teacher’s Edition. CA, USA.Goddard, S. (2005). Reflexes, learning and behavior: A window into the child’s mind: a non-invasive approach to solving learning & behavior

problems. Eugene, OR, USA: Fern Ridge Press.Haines, D. E. (2013). Fundamental neuroscience for basic and clinical application. 4th ed. Philidelphia, PA: Elsevier Saunders.Leontiev, A. N. (1977). The activity, consciousness, personality. Moscow, Russia; English translation: Prentice-Hall. Luria, A.R. (1966). The human brain and cognitive processes. University of Moscow. Transl: New York & London: Harper & Row Publishers. Masgutova, S. (2011). Infant dynamic and postural reflexes. Neuro-sensory-motor reflex integration. Revised and edited. Scientific-practical

manual. Orlando, FL, USA: SMEI. 190 p.Masgutova, S., Akhmatova, N. (2007). MNRI® Re-patterning and integration of dysfunctional and pathological reflexes - Svetlana Masgutova®

Method of neuro-reflex integration. Revised and changed. Orlando, FL, USA: SMEI. 82 p.Montessori, M. (1995). The absorbent mind. New York, NY, USA: Henry Holt and Co. O’Reilly, R.C., Morlet, T., Cushing, S.L. (2013). Manual of pediatric balance disorders. San Diego, CA, USA: Plural Publishing. Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Translated and edited by G.V.

Anrep. London: UK: Oxford University Press.Pavlov, I. P. (1960). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. (Anrep G.V., D. Sc. Trans., 1960).

New York, NY, USA: Dover Publications Inc. Piaget, J. (1976). The grasp of consciousness: Action and concept in the young child. Cambridge, MA, USA: Harvard.Sadowska, L. (ed.). (2001). Neurokinesiological diagnosis and treatment of children with impaired psychomotor development, Wroclaw, Ed.

AWF Wroclaw, ss. 71, 83-84, 94-95. Sechenov, I. M. (1961). Reflexes of the brain. (Russ.). Moscow, Russia. p. 28-54.Sechenov, I. M. (1995). Physiology of behavior. Scientific Works/Ed.: M.G. Yaroshevsky. Moscow, Russia. 319 p.; p. 26-130.Semionova, K.A. (1999). Rehabilitation treatment of the CP patients in residual state. Moscow, Russia.Sherrington, C. (1947). The integrative action of the nervous system. London, UK: Cambridge University Press.Vojta, V. (1989). Die Posturale Ontogenese als Basis der Entwicklungsstorungen. Monatsschr. Kinderheilkd.Vygotsky, L. The child psychology. The problems of child development. In 6 Books. Book – 4. Moscow, Russ: Pedagogika.www.MasgutovaMethod.comLecture and presentation materials by Dr. S. Masgutova in years 2006-2013.

My deepest gratitude goes out to all the children and families all over the world that have trusted the MNRI® processes found in the Masgutova Method®. It is only through the cooperation of these children and families that Dr. Masgutova and her MNRI® Team have been able to recognize the existence of Reflex Integration Disorder and the importance of making other helping professionals aware of this neurodevel-opmental challenge. – Patty Shackleford

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