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Mgr. Marja Volemanová, Dis., marja.volemanova@pedf.cuni.cz doc. PhDr. Lea Květoňová, Ph.D., lea.kvetonova@ pedf.cuni.cz Charles University, Faculty of Education, Department of Special Education, Magdalény Rettigové 4, 116 39 Praha 1. Annotation This study set out to explore the links between specific language impairment (SLI), motor development and literacy acquisition in children. We focus on motor deficits which are mostly common in children with SLI, further we look if SLI can by caused by persisting primary reflexes or if they can make the symptoms of SLI worse. After that we try to find out, if it is possible to predict SLI, already at small kids by an early development assessment and if a specific movement intervention program would be useful to help children with SLI. A significant relationship between motor impairment and speech/language impairments in children was found. Children with developmental speech/language impairments are at higher risk for reading disability than typical peers with no history of speech/language impairment (Schuele, 2004). However, we still not fully understand the causes and biological basis of SLI. Till now, there is no early developmental assessment available, which comprehensively tests both motor development and language skills. Specific movement intervention programs for children with SLI and other developmental challenges are already developed, but we miss fundamental research which shows success rate for children with SLI. There are available several case studies on this topic. Further research shall be conducted to identify children who may need special intervention even before they get the SLI diagnosis, and to search for approaches, which can help to mitigate the impairment. Keywords Specific language impairment (SLI); motor development; literacy acquisition; Neuro-vývojová terapie; persisting primary reflexes. Discussion Schuele (2004) states, that children with oral language impairment, whether or not they have concomitant speech impairment, are at great risk for reading disabilities. The reason is quite simple, if the child has difficulties with coding events in spoken language structures and in understanding spoken language, the same difficulties will appear in writing and reading. We however still not fully understand the causes and biological basis of SLI. As Hill (2001) said: „The only guaranteed conclusion that one can, currently, draw is that the deficits of children with SLI are not specific to language”. A significant relationship between motor impairment and speech/language impairments in children was found and so further research must be done to identify children who may need special intervention in time, and to search for approaches, which can help to mitigate the impairment. Within the context of reading disabilities, children with a history of SLI should be viewed as a subgroup from children with reading disabilities but no history of speech/language impairment, while intervention needs of children with SLI are potentially different from children with reading difficulties alone. Full text at http://pages.pedf.cuni.cz/gramotnost/3-2017/. VOLEMANOVÁ, M.; KVĚTOŇOVÁ, L. (2017) Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání , ročník 1, číslo 3, 2017. Available at http://pages.pedf.cuni.cz/gramotnost/3-2017/.

Annotation The development of motor skills, primary reflexes, and speech are interconnected. But how exactly? I work daily with children who have persistent primary reflexes. These children often experience difficulties at school (learning disabilities, attention deficits), motor issues (delays in gross motor skills, fine motor skills, graphomotor skills, and coordination), autistic-like symptoms, or speech development problems — the main focus of this article. I am committed to collaborating with speech therapists to provide the most comprehensive approach and care for children with these challenges. The goal of this article is to clearly and concisely explain the links between primary reflexes and the development of motor skills and speech. In the final section, I briefly mention intervention options that (clinical) speech therapists can incorporate into their speech therapy practice. Keywords Psychomotor development, speech development, gross motor skills, fine motor skills, primary reflexes, neuro-developmental therapy, neuro-developmental stimulation Conclusion From the above, it follows that the development of gross and fine motor skills is fundamental for the ability to communicate through speech. According to research conducted by Bilbilaj in 2017, 71.4% of children with delayed speech development also had persistent palmar reflex, TLR (tonic labyrinthine reflex), and sucking and rooting reflexes (Bilbilaj, 2017). It is therefore essential that even (clinical) speech therapists can identify persistent primary reflexes and have basic intervention skills to inhibit these reflexes. Various methods are used worldwide to inhibit primary reflexes. The most well-known include Rhythmic RTM Training, the INPP Method, and the MNRI Method. In the Czech Republic, the most widely used approaches are Neuro-Developmental Stimulation (NVS) and Neuro-Developmental Therapy (NVT) (not to be confused with the term "neurodevelopmental therapy," which sometimes refers to a group of therapies like the Bobath approach or Handle therapy). Neuro-Developmental Therapy (NVT) is a highly individualized therapy that combines the inhibition of primary reflexes with physiotherapy, special education, and sensory integration. NVT is used with children from around 3-4 years of age, but it is also effective in adults. The treatment is based on simple exercises, which often mimic movements triggered by primary reflexes to stimulate proper neural connections in the brain, allowing it to naturally inhibit these reflexes. The activity of persistent primary reflexes is thus naturally suppressed through exercise, thereby eliminating the related problems. Neuro-Developmental Stimulation (NVS) is a program derived from Neuro-Developmental Therapy. NVS is primarily designed for (special needs) teachers, (clinical) speech therapists, and other professionals working with children with learning, behavioral, and communication disorders. The NVS program is adapted to the fact that these professionals may not have education in anatomy or kinesiology. The tests and exercises are structured in such a way that they can be effectively used with larger groups of children. I believe that Neuro-Developmental Therapy and Neuro-Developmental Stimulation can be successfully used, among other things, in the comprehensive rehabilitation of speech disorders. Article Author : PhDr. Marja Volemanová, PhD. The full article is available at: https://casopis.aklcr.cz/magno/lkl/2020/mn1.phpand at https://www.prolekare.cz/casopisy/listy-klinicke-logopedie/2020-1-36/primarni-reflexy-a-jejich-vliv-na-motoriku-a-rec-125607 Reference :VOLEMANOVÁ, M. Primary Reflexes and Their Impact on Motor Skills and Speech. Listy klinické logopedie , 1/2020. ISSN 2570-6179. Available at: https://casopis.aklcr.cz/magno/lkl/2020/mn1.php

Abstract The aim of the dissertation entitled Neuro-Developmental Stimulation in special education teachers work is to explain a lesser-known phenomenon (persistent primary reflexes and sensory-sensitive integration disorders in children) to determine the prevalence of persistent primary reflexes in pupils from 5 to 8 years and verify effectiveness of the method Neuro-Developmental Stimulation as a possible intervention program for special educators. The theoretical basis is current knowledge about psychomotorics, primary reflexes, sensory perception and sensory-sensitive integration. The main part of the work is research into the prevalence of persistent primary reflexes. The research group consists 345 pupils from 5 to 8 years of age attending regular kindergartens and primary schools and 26 pupils aged 8 to 11 years attending a primary school established pursuant to Section 16, Paragraph 9 of the Czech Education law. Intervention by the Neuro-Developmental Stimulation method is verified in a case study. The next part of the research maps the experience of special pedagogue teachers and speech therapists with the method Neuro-Developmental Stimulation as an intervention program. The research has a quantitative approach. For data collection, questionnaires were distributed among all special pedagogues and speech therapists who completed Neuro-Developmental Stimulation courses between January 2014 and June 2019. The research shows that 12.8 % of pupils aged 5 to 8 have at least one primary reflex completely (to grade 4) or at least two reflexes to grade 3. Here we can expect problems with education. Furthermore, research shows that if the primary reflex persists to a large extent, it will not disappear with age. Special intervention is needed. It is clear from the case study that persistent primary reflexes and his associated symptoms can be eliminated or alleviated by using the Neuro-Developmental Stimulation method. Neuro-Developmental Stimulation is perceived very positively by graduates of Neuro-Developmental Stimulation courses as another possible method of working with children with learning or behavioural disorders. Respondents appreciate that Neuro-Developmental Stimulation affects the child comprehensively, throughout its development. According to the questionnaire, the respondents were able to use the Neuro-Developmental Stimulation application mainly to improve gross motor skills and cooperation. Other areas with the most frequent visible improvements were coordination of movements, communication, and focus. It can therefore be stated that Neuro-Developmental Stimulation can be successfully included among special pedagogical methods. Key words:  Neuro-developmental stimulation; primary reflexes; psychomotorics; sensor-sensitive integration; sensory perception Discussion and recommendations for special education theory and practice Diagnosis in special education involves a comprehensive, multidimensional process that includes medical, psychological, social, and special education assessment. It is a complex cognitive process essential for determining subsequent support and intervention. Since human development is a dynamic process, a diagnosis should not be regarded as something fixed or unchanging over time (Přinosilová, 2007). The goal of the diagnostic process is to identify specific causes and barriers that the pupil has not yet been able to overcome and, based on this, to propose specific intervention measures (Bartoňová & Vítková, 2016). In practice, the processes of diagnosis and re-education often overlap, as special support is provided based on the diagnosis, and during this process, not only are impaired functions re-educated, but diagnostic knowledge is also refined (Přinosilová, 2007). When diagnosing many of the main areas of special education diagnosis (gross and fine motor skills, graphomotor skills, drawing, laterality, social development, communication skills, etc.), it is important to focus on key factors such as primary reflexes and sensory-sensitive integration. Persistent primary reflexes and sensory-sensitive integration disorders can cause symptoms related to learning disabilities, behavioral disorders, communication problems, and difficulties with concentration. Specific learning disabilities (SLD) affect a large percentage of the child population. According to Bartoňová (2018), 3–4% of school-age children and youth suffer from learning disabilities. The prevalence of SLD is significantly higher in boys, which is linked to functional differences in the brains of men and women. A particularly interesting topic for further research could be an attempt to investigate and document the number of children with diagnosed SLD who are also diagnosed with persistent primary reflexes and/or sensory-sensitive integration disorders. Objective of the dissertation The aim of this dissertation was to explain a relatively unknown phenomenon (persistent primary reflexes and sensory-sensitive integration disorders in children) and to determine the prevalence of persistent primary reflexes in pupils aged 5 to 8 attending mainstream kindergartens and primary schools. A secondary objective was to verify the effectiveness of a potential intervention approach for special education teachers (Neuro-developmental Stimulation – NDS). Importance of early intervention When considering the possible symptoms of individual persistent primary reflexes, it becomes clear that they can significantly affect a child's development and academic performance. Therefore, early detection and intervention aimed at inhibiting these reflexes are essential. Ideally, intervention using NDS should begin before the child enters primary school. Connection between primary reflexes and sensory-sensitive integration Primary reflexes and sensory-sensitive integration are two closely related areas that influence different parts of the brain. By combining activities aimed at inhibiting primary reflexes with those aimed at improving sensory-sensitive integration, the intervention becomes more effective. Differential diagnostics using tests for primary reflexes and sensory integration Tests for persistent primary reflexes and sensory-sensitive integration can serve as differential diagnostics. It is essential to note that primary reflexes often persist in children with atypical development. Therefore, it is highly likely that children with SLD, attention disorders, autism spectrum disorders (ASD), as well as those with various physical, intellectual, or sensory disabilities, will also have persistent primary reflexes. Persistent primary reflexes can further exacerbate their difficulties, but they may not necessarily be the root cause. In practice, there is a group of children whose diagnoses have not been correctly established. These are most often children diagnosed with SLD, attention disorders, or autism spectrum disorders. Sometimes, the symptoms caused by persistent primary reflexes or sensory-sensitive integration disorders are very similar to the aforementioned diagnoses. However, the intervention approach should be different. If persistent primary reflexes are detected, efforts should first be made to inhibit these reflexes. Only then is it possible to accurately diagnose SLD or ASD. Inhibiting primary reflexes is therefore one of the possible methods of intervention. Research on the prevalence of persistent primary reflexes This dissertation presents quantitative research on the prevalence of persistent primary reflexes in preschool and early school-age children. The quantitative study, which included a research sample of 345 pupils aged 5 to 8, reveals that 12.8% of pupils have significantly persistent primary reflexes, meaning at least one reflex at level 4 or at least two reflexes at level 3. For these pupils, it can be assumed that these reflexes will negatively impact their education. Another 42.8% of pupils had more than two persistent reflexes or at least one reflex at level 2. It is likely that these pupils will face mild difficulties, for example, with (grapho)motor skills, concentration, or learning. However, these difficulties may not be severe enough to be recognized, and these pupils may not be referred for diagnosis. As a result, they may not receive the intervention they need, even though their school performance could be improved. Preventive intervention in kindergartens Given these findings, it is worth considering offering Neuro-developmental Stimulation as a preventive program in kindergartens. This idea was also supported by many graduates of the Neuro-developmental Stimulation courses (see appendix). Structure of the NDS program Neuro-developmental Stimulation provides a comprehensive methodology for working with children. It can be used by special education teachers as part of both complex diagnostics and intervention. The method combines activities for inhibiting primary reflexes with activities for improving sensory-sensitive integration. The entire program lasts 30 weeks, but it can be extended as needed. The specific method of working with children was described in detail in a case study. Based on the research, it can be concluded that NDS can significantly help prepare children for school. Survey of NDS course graduates As part of the second research study, questionnaires were distributed among graduates of the Neuro-developmental Stimulation courses. The quantitative approach yielded a wealth of useful information. A total of 137 graduates (participants of NDS I, NDS II, and sometimes supervision sessions) completed the questionnaire. Perception of NDS by graduates The questionnaire reveals that NDS is perceived very positively as an additional method for working with children with learning or behavioral disorders. Most respondents use NDS when working with preschool and early school-age children. They most often work with children individually or in small groups, either in counseling centers or in primary schools. Respondents appreciate that NDS has a comprehensive impact on the child's development as a whole. Parental involvement and support for other therapies Another important finding was that NDS requires the cooperation of parents with their child. Respondents also highlighted that NDS supports the child in such a way that other therapies (such as speech therapy) become more effective. Another advantage noted by respondents is that NDS does not require expensive materials (67% of respondents agreed with this statement). Training and practical feedback from NDS courses Most of the respondents learned about NDS from colleagues or acquaintances. They attended the course with the intention of incorporating NDS into their work. Over 87% of respondents stated that after completing the courses, they were able to recognize children with persistent primary reflexes. All respondents reported that their approach to children with persistent primary reflexes had changed. The courses were rated very positively — 68.6% rated them as excellent, and 31.4% rated them as very good. No respondents rated the courses as below average or poor. Respondents particularly appreciated the opportunity to try all activities and exercises themselves and the connection between theory and practice. They also valued the quality of the materials, the clarity of the theoretical explanations, and the availability of additional supervision. Some respondents noted that the volume of new information was too large. About one-fifth of the respondents said they would have liked a more detailed explanation of the child's psychomotor development. Challenges in using NDS The biggest challenge in working with NDS, according to respondents, is the lack of time. Some respondents suggested that NDS should be offered in kindergartens and primary schools or even included in the national curriculum (RVP, ŠVP). Recommendations for special education theory and practice The findings show that NDS has its place in the work of special education teachers. However, the results of the survey indicate that knowledge about physiological psychomotor development is currently insufficient among special education teachers and speech therapists. Therefore, it would be beneficial to include more information on the child's psychomotor development within the framework of special education studies. For special education teachers to work effectively with children with disabilities, they must first understand the principles of a child's physiological development. Interdisciplinary cooperation Another important conclusion from this dissertation is the importance of a comprehensive approach to working with children. Many respondents (97.8%) believe it would be beneficial to raise awareness of NDS among other fields, such as physiotherapy, occupational therapy, and psychology, to improve interdisciplinary cooperation. Conclusion The research objectives of the dissertation were met, and the research questions were answered. It can be concluded that NDS is a useful tool in the work of special education teachers. Early detection of difficulties related to persistent primary reflexes and sensory-sensitive integration creates space for effective support of the child's development. The full thesis can be found at   https://is.cuni.cz/webapps/zzp/detail/182844/ VOLEMANOVÁ, M.   Neuro-developmental stimulation in the work of a special education teacher  (dissertation). Charles University in Prague, Faculty of Education, Department of Special Education, 2020. Available at   https://is.cuni.cz/webapps/zzp/detail/182844/ Disclaimer:  The information provided in this article is specific to the Czech educational system and may not apply to other countries. Educational systems, policies, and practices vary widely around the world, so please consider this context when interpreting the content. Published: 9.12.2024

I am selling my books on persistent primary reflexes for both experts and the general public. Hardcover or as e-books. Courses and E-shop Books Online courses and seminars Exercise Tools Books If you want to know more about primary reflexes and their influence on learning and behavior, you might be interested in one of the books. The first book "Persistent primary reflexes, a neglected factor in learning and behavior problems " is intended not only for experts but also for the general public. For this reason, I tried to present the issue in the most comprehensible form possible. The book "Theoretical Foundations of the Neuro-Developmental Stimulation Method " is primarily intended for experts and discusses the scientific findings on which the Neuro-Developmental Stimulation method is based. The objective of my latest book, "Dyslexia! Or Not?" , is to illustrate the impact of persistent primary reflexes on vision development, as well as the relationship between eye movements and coordination, and the symptoms of dyslexia and other reading difficulties. Dys lexia! Or not? Reading difficu lties can stem from sources other than dyslexia, such as persistent primary reflexes, which can negatively impact eye movement and coordination, resulting in similar symptoms to dyslexia. For children whose dyslexia symptoms are influenced by persistent primary reflexes, interventions must target inhibiting these reflexes first. Traditional dyslexia interventions may not produce the expected results for such children. The focus of this book is to explore the impact of persistent primary reflexes on vision development, eye movements, and coordination, and their relationship to dyslexia symptoms and other reading difficulties. Visual development can be envisioned as a lighthouse, with primary reflexes representing its foundation. To read correctly and smoothly, all the floors of the lighthouse must be in order, creating a stable base for the light (i.e., reading ability) to shine reliably. Throughout this book, we will examine each floor of the "lighthouse" and explore activities that can improve them gradually. (In Czech) Hardcover Price 490 CZK+ postage E-book Price 420 CZK I will send the book to e-mail Buy a book Buy an e-book New book! Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage Buy a book New book! NDS Active learning - Unlocking Potential through Neuro-Developmental Stimulation This book explores the role of primary reflexes—innate responses present in infants that play a crucial role in healthy development. These reflexes are designed to naturally fade once their purpose is fulfilled, but what happens when they persist? Retained primary reflexes can disrupt sensory perception, balance, motor coordination, and learning ability. They may also contribute to challenges such as difficulties in reading and writing, behaviours mimicking ADD, ADHD, or autism, and even affect gifted individuals by creating hidden barriers to their success. This book provides a clear, comprehensive guide to understanding primary reflexes, healthy psychomotor development, and the impact of sensoryafferent integration. You’ll also find practical tools, including reflex tests and activities that can be done at home to address sensory-motor challenges. PhDr. Marja Annemiek Voleman, PhD., born in the Netherlands and now residing in Prague, Czech Republic, is a renowned expert in Neuro-Developmental Stimulation (NDS). This book builds on her earlier work, Persistent Primary Reflexes – The Overlooked Factor in Learning Disorders (originally published in Czech). Drawing on decades of experience in the field, Dr. Voleman combines scientific insight with practical application, making this book an essential resource for parents, educators, and professionals seeking to unlock the full potential of every child. Whether you are looking to support children with specific learning difficulties, autism, or simply to improve motor and sensory skills, this book will provide the tools and knowledge you need to make a difference. Discover how addressing primary reflexes and sensory integration can open new pathways for growth and development! E-book Price 420 CZK I will send the book to e-mail Buy a e-book Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (Hardcover is only in Czech language, e-book is in Czech and English language .) Hardcover Price 490 CZK+ postage E-book Price 420 CZK I will send the book to e-mail Buy a book Buy an e-book Theoretical Foundations of the Neuro-Developmental Stimulation Method The book "Theoretical Foundations of the Neuro-Developmental Stimulation Method" (ISBN 978-80-907369-4-8) builds upon the previous work of the author, which was the second extended edition of "Persistent Primary Reflexes - A Neglected Factor in Learning and Behavior Problems". The focus of this book is to explore the scientific underpinnings of the method of Neuro-Developmental Stimulation, with extensive references to relevant research and publications. (In Czech) E-book Price 420 CZK I will send the book to e-mail Hardcover Price 490 CZK+ postage Buy a book Buy an e-book And what do readers say about my books? I would like to thank you for your books, I read "Persistent Primary Reflexes" about a year ago. Our son, 7 years old, had problems that suggested autism, but after a year of training to remove the primary reflexes, many of the symptoms improved and some problems disappeared completely. I would very much like your book to reach as many parents, therapists and pediatricians as possible. NDS

This period involves a deeper self-awareness and the formation of an individual's identity. Primary reflexes also influence this stage of life. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Puberty Puberty is a significant period of change and transition from childhood to adulthood. It is a process driven by hormonal changes that lead to physical and emotional maturation, ultimately allowing an individual to reproduce. This period is characterized by an increased awareness of oneself and the formation of identity. In girls, puberty typically begins between the ages of 10 and 11, marked by the development of pubic hair. Growth rate increases rapidly, peaking at around 12 years of age. The first menstrual period, or menarche, typically occurs around the age of 13, approximately 2.3 years after the onset of breast development, and roughly 1 year after peak growth rate. Girls typically reach 95% of their final height by the time of their first period. The pelvis continues to grow and shape in a feminine direction during this time, and subcutaneous fat increases with a typically female distribution. Ovulation occurs in approximately 40-45% of girls in the first year after their first period, and 25% in the second year. In boys, puberty begins with an in crease in the size of the testicles, typically starting shortly after the age of 12. Pubic hair appears shortly thereafter, and the growth spurt begins later than in girls. The age of peak growth for boys is typically between 13 and 14 years. Voice mutation occurs around age 14, and beard growth usually begins after the age of 15. A deeper voice signals a slowing of growth. Precocious puberty occurs when any manifestation of puberty occurs more than 2.5 standard deviations earlier than the mean value of the population norm. This is typically defined as before age 8 in girls and before age 9 in boys. Delayed puberty is defined as the onset of secondary sexual characteristics after age 13 in girls (with first menstruation after age 16) or after age 14 in boys. According to Erikson, adolescence is a period of searching for personal and social identity. Adolescents often experience emotional instability due to hormonal activity, and engage in experimentation with sexuality, social norms, and addictive substances. They may also prefer intense experiences such as loud music or fast driving. Adolescents are seeking independence in decision-making, but may still rely heavily on parents in the social sphere. But I would like to quote Mark Eben, who described the "purpose" of puberty most beautifully: "Perhaps puberty is one of the tools that nature takes care of the human race so that it does not become extinct. Because a person would probably never willingly leave the safety of his own family, where he is cared for by loving parents, and parents would find it hard to accept that the adorable and the problem-free child suddenly leaves. But then comes the redemptive puberty, and the adorable child becomes an insufferable individual who despises his parents, their music, their clothes, their lifestyle, so that in the end, when he slams the door and leaves, the parents somehow survive . And what's interesting is that right outside, that unbearable individual is waiting for another unbearable individual, but of the opposite sex, who also slammed a door somewhere a while ago, and the two unbearable people will feel such an incredible affection for each other that they will connect their lives and become the wonderful loving parents, from whom no child would leave, if not for puberty. I think it's very reasonable, and what nature does, it does well ." Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers Support for the development of toddlers Stimulating child development during the first year of life Trust Your Instincts: What to Do If Your Baby's Motor Development Seems Delayed When Your Child Needs Extra Support: Navigating the Czech Education System Neuro-developmental stimulation in the work of a special education teacher Primary Reflexes Are Like Highway Builders ADHD and ADD Links between SLI, Motor Development and Literacy Acquisition in Children Dyslexia and dysorthography Specific learning disorders Dyspraxia The development of children from 1 to 3 years old Neuro- Developmental Stimulation Neuro-Developmental Stimulation in school practice as a tool for inclusion. Primary reflexes and their influence on motor and speech development Primary reflexes in a newborn Psychomotor development of the child The risk factors for persistence of primary reflexes School (im)maturity. Primary reflexes in preschool children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

On this page, you will find contact information and addresses of providers of neuro-developmental therapy and certified neuro-developmental stimulation facilities. Contact information Cortex Help contacts Certified NDS centers Company INVTS s.r.o. Contacts Contact information to Cortex Help, certified Neuro-Developmental Stimulation (NDS) workplaces and INVTS s.r.o. Cortex Help More information Certified NDS workplaces More information Contact informations More information

Den a čas schůzky jste zvolili při objednání- je napsané na faktuře. Pokud se nakonec chcete připojit do jiné skupiny, prosím se podívejte jestli je tam místo. Maximální počet účastníků je 25.

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Den a čas schůzky jste zvolili při objednání- je napsané na faktuře. Pokud se nakonec chcete připojit do jiné skupiny, prosím se podívejte jestli je tam místo. Maximální počet účastníků je 25.