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Neurosensorimotor Reflex Integration for Autism: a New TherapyModality Paradigm, Extended Abstract

Masgutova SK , Akhmatova NK Sadowska , Shackleford P and Akhmatov EA

The goal of this research was to evaluate the effect of
the Masgutova Neurosensorimotor Reflex Integration
(MNRI) therapy modality in improving the behavioral,
cognitive, and physical functioning of individuals
diagnosed with Autism Spectrum Disorder (ASD). The
MNRI® program is based on knowledge and
experience of neurodevelopment through the use of
reflex patterns to develop physical and cognitive skills
as well as behavioral and emotional regulation.
Reflexes are genetically determined motor-behavioral
patterns that must be integrated by every child into
consciously controlled sensory-motor abilities and
skills (Sechenov, 1995; Sherrington, 1947; Vygotsky,
1986; Myles, Huggins, Rome-Lake, et al., 2003;
Masgutova, 2011). They provide an individual with the
neurological foundation to process sensory input,
program and control motor and behavioral actions,
enhance memory and learning, and develop appropriate
language and communication skills. Our research group
utilized the MNRI therapy modality based on
knowledge of the neurophysiology of reflexes, clinical
observations, and studies of reflex pathologies which
can be key to improving neurodevelopment in children
diagnosed with ASD. The MNRI program uses specific
strategies and techniques which access innate natural
resources – reflex circuit pathways of the nervous
system aimed at supporting maturation within their
neuro-sensorymotor patterns. Symptoms of children
with ASD are reflected in their lack of sensory-motor
integration, poor social interaction and language
development, repetitive behaviors and actions, and
hyperactive and anxiety disorders. The current study
involved three groups: the Study Group of children
diagnosed with ASD that received the MNRI program,
and two control groups that did not receive the MNRI
treatment program – Control Group 1: 94 children
diagnosed with ASD (total n=618) and Control Group
2: 683 children with neurotypical development. A
Reflex Assessment was given to all children before and
after the study period. Statistical analysis revealed that
a large spectrum of reflex patterns (86.67% or 26 of 30
patterns) were dysfunctional or pathological in children
diagnosed with ASD compared to those with
neurotypical development. Based on this specific data,
the MNRI program utilized techniques and exercises that
targeted the restoration of reflex circuit components and
protection functions of the children with ASD. A Reflex
Assessment completed prior to and after the MNRI
intervention (duration – 6 hours daily, 48 hours total)
demonstrated a statistically significant (p<0.05)
improvement in 83.3% of the reflex patterns of children
with ASD in the Study Group. Further qualitative
analysis confirms that children in the Study Group also
showed improvement in the level of sensory-motor
integration, communication, physical and cognitive
functioning, particularly, in such areas such as: postural
control, motor coordination, balance, tactile sensitivity,
behavioral control, state of “presence” and selfawareness,
and other abilities and skills, observed by
their therapists, parents, and sometimes even themselves.
Based on the data from the current study, MNRI
intervention appears to have a beneficial effect on
children with autism with 80% of the study participants
demonstrating improved sensory-motor integration as
well as physical, behavioral, emotional, and cognitive
development.
Therapy were correlated with results obtained by the
Questionnaire of Skills Progress [11] within ten domains:
behavior, emotional regulation, communication, and
others. This is how internal control develops. Children
with mature reflexes can maintain their posture, move,
and use reflex motor patterns and their variants without
having to think about it, so they are free to learn, interact,
and grow naturally and easily. A child with immature
and hyperactive reflexes must consciously try hard to
initiate and control many functions that should activate
and be controlled automatically. So when reflexes are
delayed, hypo/hyperactive, or non-integrated, they
interfere with cortical processing and impede
development. Consequences of abnormal reflex
development include hyper- or hypotonic muscles,
metabolic diseases, neurotransmitter function deficits,
Extended Abstracts Vol 5, Iss1
This work is partly presented at 4th International conference & Exhibition on Neurology and Therapeutics July 27-29,
2015 Rome,Italy Volume 5• Issue 1
vestibular dysfunction, poor brain plasticity, aberrant
motor development, difficulties with auditory and
visual processing, poor sensory-motor integration,
delayed language, and poor social, emotional, and
cognitive development.
Comparative analysis of progress made by Study Group
in their reflex patterns and of their abilities/functioning
in areas of behavior/ emotional regulation,
communication and cognitive functioning after
participation in the MNRI therapy training shows
significant progress (p>0.05). The changes were
particularly noted in: improved postural control, motor
coordination, balance, tactile sensitivity, behavioral
control, self-awareness, as well as other areas. ASD, an
early childhood disorder, is increasing in the whole
world, particularly in technologically developed
countries [32,33]. The U.S. Center for Disease Control
research indicates that, in some states, one out of every
68 children (one out of 42 boys) is diagnosed with
ASD, a 30% increase from 2012 [34]. This pervasive
developmental disorder is also on the rise in other
countries.
This study describes the efficacy of the MNRI program
in improving the overall and specific neurodevelopment
of children with ASD through targeting individually
specific reflex patterns that develop and improve
physical and cognitive skills as well as improve
behavioral and emotional regulation. MNRI program
has found that dysfunctional reflex pattern expression is
evident in two separate groups of children diagnosed
with autism: 1) those whose reflexes were immature
and deeply dysfunctional from birth, and 2) a group
who appeared to develop normally but regressed
suddenly into autism at age 2 or 3. In this second ASD
group, their reflexes may have been immature at the
time of birth but not noticed by parents or specialists
until the stress of new learning patterns and more
interaction with others occurred during their toddler
years. Possibly their nerve systems were not resilient
enough to handle these extra stressors and their reflexes
were not able to naturally move into a more matured
state due to the asynchronicity in their cortical and
brain stem functions. This unrecognized weakened state
only becomes more evident as the child grows older
and expectations become higher. Other life stressors
can also interrupt the natural course of
neurodevelopment such as physical and emotional
traumas, food intolerance, or reaction to toxins.
References 1. Haines DE (2002) Fundamental
neuroscience for basic and clinical application. (4th
edn.), Elsevier Saunders, Philadelphia, USA, pp. 504.
Citation: Masgutova S, Akhmatova N, Sadowska L,
Shackleford P, Akhmatov E. Progress with
Neurosensorimotor Reflex Integration for Children
with Autism Spectrum Disorder. J Neurol Psychol.
2016; 4(2): 14. J Neurol Psychol 4(2): 14 (2016) Page -
013 ISSN: 2332-3469 2. Sechenov I (2012) Selected