How We Work
NDS is the starting point, not a label.
We do not address one problem in isolation. We look at the child’s development as a whole – how the nervous system, body and senses work together.
Many parents who come to us with their child have already tried different approaches – online courses, exercises or therapies. Sometimes there is a short-term improvement, but then progress stops. In other cases, one area improves while new difficulties appear elsewhere. The result is often similar: exhaustion, uncertainty and the feeling that they do not really know where to begin.
That is why we start with the foundations and proceed step by step. We use the Tree of Development – a simple but very precise model that shows where it makes sense to begin and why.
The Tree of Development – How to Understand It
What parents notice and worry about most is usually at the top.
Reading, writing, speech, attention, school performance and behaviour.
But these skills do not develop on their own. They depend on what lies underneath – on how the nervous system, body and sensory processing function.
Crown – What Brings Parents to Us
Graphomotor skills, reading, writing, speech and school-related skills. These are the things you can see. The things school evaluates. The things that make everyday life more difficult for the child.
Branches – Specific Functions
The branches represent attention, pace of work, visual and auditory processing, orientation and specific cognitive functions. This is often where support already takes place – but if the trunk is not strong enough, the branches keep “breaking”.
Trunk – Stability of the Nervous System
The trunk represents stability, balance, coordination and the overall maturity of the nervous system. This is where it is determined whether the child can sit still, concentrate, regulate tension in the body and respond appropriately to a situation.
Without a strong trunk, any further work becomes demanding and its effects may be short-lived.
Roots – The Foundation You Cannot See
The roots represent primary reflexes and sensory processing. In other words, how the body and nervous system respond to sensory input from birth, and how the child perceives their own body, movement, touch, balance and space.
When the roots are weak or immature, the tree can still grow – but it grows unevenly, with great effort and less stability.
Why We Do Not Start “at the Top”
Writing provides a very clear example: for the hand to write fluently, the body needs a stable base of support. If a child is struggling with sitting, posture, muscle tone, spatial orientation, coordination or sensory processing, writing becomes significantly more demanding.
The same applies to speech and language. Speech and language therapy may be excellent, but if the nervous system does not yet have sufficiently developed “foundations” – regulation, sensory processing, coordination and stability – progress may be slower or less stable.
NDS does not say, “this does not work”. It says: let’s look at the roots. That is why we do not begin only with the visible difficulty, but with the fundamental developmental functions that hold the entire system together.
Who Works at Cortex Help
NDS is always our main framework. Based on the initial assessment, we know where to begin, what should follow and what needs to take priority.
All subsequent steps are managed within Cortex Help. As development progresses, the child may later transition smoothly to another professional within our team, depending on their specialisation and on what is most important at that particular stage.
We share information within the team. Parents do not have to act as a “messenger” between different therapies, carry reports from one professional to another, or try to piece the whole picture together at home.
The entire process is coordinated and continuously evaluated. Every step has a clear reason and follows logically from the previous one.
Our internal CortexApp system also helps us coordinate the process, ensuring that the different elements of support fit together and remain clear and organised.
Booking an Initial Assessment
The first step is always an initial neuro-developmental assessment with PhDr. Marja Volemanová, PhD.
During the assessment, we look together at your child’s difficulties, development, motor skills, sensory processing and any persistent primary reflexes. Based on the results, we prepare an individual plan for further support.
Follow-up appointments are then led by an NDS therapist whose experience and specialisation best match your child’s needs. This allows the ongoing support to be as targeted as possible while remaining accessible in the long term.
Marja remains the professional supervisor of the entire process and regularly consults with the therapists on progress and any necessary adjustments to the programme.
How the Process Works
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Initial Assessment with Marja
A detailed evaluation of your child’s development and current difficulties. -
Individual Programme Plan
Based on the assessment results, we create a plan for home exercises and further support. -
Selection of a Suitable NDS Therapist
For follow-up appointments, we recommend a therapist according to your child’s needs and the therapist’s area of expertise. -
Regular Follow-Ups and Programme Adjustments
The therapist monitors your child’s progress, adjusts the exercises and consults the overall approach with Marja when needed.
Book an Initial Assessment
Your first appointment is booked directly with Marja. We select the most suitable therapist for follow-up appointments only after the assessment results are available.
The NDS approach follows developmental principles and is grounded in scientific evidence.
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Zafeiriou, D. I. (2004). Primitive reflexes and postural reactions in the neurodevelopmental examination. Pediatric Neurology, 31(1), 1–8.
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van der Fels, I. M. J. et al. (2015). The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review. Journal of Science and Medicine in Sport, 18(6), 697–703.
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Volemanová, M. (2013). Přetrvávající primární reflexy, opomíjený faktor poruch učení a chování. Praha: Red Tulip.
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Volemanová, M. (2025). Primární reflexy v pediatrické praxi: prevence problémů s učením začíná u miminka. VOX Pediatriae, 11/2025, no. 9.
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Leisman, G. and Melillo, R. (2025). Evaluating Primitive Reflexes in Early Childhood as a Potential Biomarker for Developmental Disabilities. J Paediatr Child Health, 61: 846–851. https://doi.org/10.1111/jpc.70053
The complete list of scientific references can be found on the Scientific Evidence page.
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