IP Films & publications – Inclusive Practices

Autism. Maternal contribution.

ACTUAL 3D SPACE. AUTISTIC CHILDREN LEARN IN 3D SCENE.

Maternal NeuroCoaching.

What is Neuropsychosocial model?

IP Mobile Technologies

Community Development and disability.
How to make the IACD standards work?

10-14 April 2019

Inclusive Practices Workshop (Ureki, Georgia)

Empathic Inclusion and Disability: Neuropsychosocial Approach to Empathic Connectedness.

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3-5 October 2018

Conference “Inclusive Community Development Practices” (Ureki, Georgia)

Empathic interaction paradigm for Inclusive Communities: Modern Neurophysiological Context.

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2017

Publication in the Scientific Library of the Russian Medical Academy of Continuing Professional Education:

Atlas of the most important neurofunctional structures and systems. Development of Consciousness and Speech of Children Overcoming Autism.

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July 15, 2013

Holistic Functional Approach to Autism: A Case Study

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June 12, 2010

SOCIAL AUTISM. Problems and their overcoming in the delicate and underlying structures of brain – body activity

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Publication in the bulletin of the Medical Center of the Office of the President of the Republic of Kazakhstan (2014)

TALKING BRAIN: FMRI DATA OF THE FORMER AUTISTIC CHILDREN (p. 34)
Converging neuroscientific evidence has suggested that the neuropathology of autism spectrum disorders is widely distributed, involving impaired connectivity throughout the brain. The purpose of the fMRI paradigms is to study positive changes in the brain functional connectivity on the assumption of vision, learning and talking within the actual 3D scenes.
As participants of our fMRI study we recruited children who predictably overcame an autistic state. Visual perception, learning and talking in the actual 3D scenes were critical for their treatment. For the purpose of comparison we involved a normal child who didn’t have such experience. Besides for the same purpose of comparison we recruited healthy child and mothers of autistic children with the experience vision, learning, talking in the actual 3D scenes and without.
We hypothesize that due the visual perception, learning and talking in the actual 3D scenes brain functional connectivity changes structurally so that leads to much more effective way of real 3D environment acquirement.

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Publication in the bulletin of the Medical Center of the Office of the President of the Republic of Kazakhstan (2015)

BREAKING INTO THE AUTISTIC BRAIN THROUGH THE ACTUAL 3D SPACE: FMRI STUDY (p. 281)
It is well-known that babies are born with a primitive sense of where they are in 3D space. This sense develops rather intensively and contributes immensely into developing appropriate brain functional configurations in the brainstem, in the subcortical and cortical areas. FMRI studies suggest that, for example, he grid system (system which provides global mapping and actual spatial positioning) is fully established at around three or four weeks after birth.
An autistic child misses the chance of such normal 3D spatial grasping the world. As the result, the crucial brain functional configurations turn to be undeveloped causing pervasive autism spectrum disorders.
We hypothesize that the actual motion in the real 3D scenes may serve as the egocentric reference frame for developing appropriate brain functional configurations and contribute into overcoming an autistic state.

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Orienting reflex is the key to autistic brain: fMRI study

Recent researches show that the neural emulators in sensorimotor apparatus determine the keeping and modulation of existing repertoire of efferent objects. Consciousness helps people to break out of the vicious circle of the former perceptual experience, but more and more often we face with a situation where a child in the pre-speech period is a prisoner of its own adaptive memory. Care inward becomes a biological necessity of his autistic pervasive disorders. Our functional Magnetic Resonance Imaging (fMRI) studies show that in case of the reflexive affective vestibular-proprioceptive presence in the 3D space doesn’t cause sense differentiation in sensorimotor apparatus does not form efferent objects. Such presence arouses affective perception in a child, “What is this?” The child literally absorbs with 3D scenes Pavlovian spatial orientation reflex “What is it?”. Besides, “what is it?” reflexive affective efferent state in the actual 3D space contributes into the neural organization of the subcortical and cortical structures, contributes into General Adaptation Syndrome.

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