Answers to common questions from parents about NDS, who it is suitable for, how assessments work, family involvement and how to book an appointment. FAQ FAQ FAQ FAQ 01 Do I need to choose a specific service? No.With us, you do not book individual services. The starting point is always Neuro-Developmental Stimulation (NDS). Only after the initial assessment do we determine which areas need to be addressed and in what order. You do not have to guess where to begin – together, we will set the next steps based on the assessment results. The only service you can book separately is the additional service of craniosacral therapy. 02 What if I have no idea where to start? That is exactly why NDS exists.You do not need to know whether the issue is speech, attention, writing or something else. It is enough to know that your child’s development is not progressing smoothly. The initial assessment is designed to map the child’s situation clearly and create a structured plan for the next steps. 03 How many appointments will be needed? It is not possible to say in advance without an assessment.Every child has a different developmental history and a different level of developmental immaturity. After the initial assessment, parents always have a clearer idea of:what we will focus on,the expected time frame,and how progress will be evaluated over time. We do not work with fixed “packages”, but according to the child’s actual needs. 04 Is NDS Suitable for Younger Children? Yes.Neuro-Developmental Stimulation is also suitable for preschool children – and this is often when it can make the most sense. The earlier developmental immaturities are identified, the less strain they may place on the child later on, especially when starting school. 05 What if we have already tried something and it did not work? This is a very common reason why parents come to us.Many children have already tried speech and language therapy, exercises or other therapies – without a clear result. NDS allows us to look at the situation from a broader perspective and determine whether previous work may have been built on foundations that were not yet sufficiently mature. This does not mean that the previous support was wrong – it may simply have come at a different stage. 06 Do we need to have a diagnosis? No.A diagnosis is not required to begin NDS. We work with the child’s functional development, not with a label. If a diagnosis already exists, we take it into account. If not, this does not prevent us from working together. 07 Will I have to go back and forth between several specialists? No.NDS is the main framework for the entire process. Individual specialists become involved only when it makes developmental sense – and we share information with one another. Parents do not have to act as intermediaries or “messengers” between different services. 08 How can I book an appointment? Appointments can only be booked for a Neuro-Developmental Stimulation – Initial Assessment. Specific areas such as speech, attention, writing and others are addressed based on the results of this assessment. Explore more on our website Neuro-Developmental Stimulation (NDS) How we work Our Team Prices Our centre Contacts Areas we support ADHD Developmental Language Disorder (DLD) Speech and language difficulties Autism Spectrum Disorder (ASD) Dyslexia and reading difficulties Attention and concentration difficulties Dysgraphia and writing difficulties School readiness

Discover how the NDS approach helps explain ADHD in children by looking beyond symptoms to functional factors affecting attention, behaviour and postural stability. ADHD ADHD ADHD ADHD What parents often tell us “They cannot stay still.” “They are always on the move, always interrupting.” “At school, they cannot keep up. At home, they explode.” “When something interests them, they can manage it. Otherwise, not at all.” Parents often come to us with ADHD already in the picture — or with a suspicion that ADHD may be involved. Sometimes their child already has a diagnosis. At other times, parents simply feel that their child functions differently from other children and that the usual advice does not work. What they often have in common is everyday exhaustion. For the child and for the parents. How ADHD-related difficulties may be connected with retained primary reflexes In some children, behaviours that resemble ADHD may be connected with retained primary reflexes in the nervous system — automatic responses that were expected to become inhibited during early development. When these reflexes remain active, they can subtly affect exactly the areas that parents and teachers notice most: physical restlessness — the child keeps fidgeting and finds it hard to stay seated, sensory overload — noise, movement around them or touch may all feel like “too much”, a quick shift into stress — outbursts, irritability or fatigue, fluctuating attention — not because the child does not want to focus, but because the brain does not have a calm foundation. Typical examples we may see in connection with ADHD / attention difficulties: The Moro reflex may keep the body “on alert”. The child may be easily distracted and may shift into a stress response more quickly. The Spinal Galant reflex may make calm sitting more difficult. Contact between the back and the chair can act as an irritating trigger for the body. STNR — Symmetrical Tonic Neck Reflex — may affect postural stability during sitting and desk work. The child fidgets, changes position and seems unable to “sit still”. And when the brain is overloaded, its natural ability to filter sensory input may also work less effectively. Maintaining attention then becomes genuinely difficult. It is important to say that this is not an “excuse” and not a shortcut explanation. It is a specific developmental layer that may show outwardly as restlessness, impulsivity or difficulty concentrating. During the initial NDS assessment, we look at whether retained primary reflexes are present and whether they may be contributing to your child’s everyday difficulties. If so, they become part of the support plan. How we approach this in NDS In children with ADHD-like difficulties, we do not focus only on “attention”. We look at what supports attention — and what makes it harder to maintain. Within our work, we focus on: the presence of retained primary reflexes and their impact on everyday functioning, body stability and postural control — sitting, support, muscle tone and endurance, sensory processing, especially the vestibular and proprioceptive systems — balance and body awareness, regulation — moving between activation and calming, and the child’s tolerance of load, coordination and motor planning, so that the brain does not have to spend so much energy managing the body and has more capacity left for learning, simple home activities for a few minutes a day, adjusted according to the child’s responses. 💡 Good to know You are not booking a separate “ADHD therapy” appointment. You are booking an initial NDS assessment. Only after this assessment do we create a plan: where to begin, what is most important right now, and in what order to proceed so that the steps make developmental sense. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje The relationship between retained primary reflexes and ADHD-related difficulties is an area of growing scientific interest. Wang, M. et al. (2023). Attention deficit hyperactivity disorder is associated with (a)symmetric tonic neck primitive reflexes: A systematic review and meta-analysis. Frontiers in Psychiatry, 14, 1175974. Konicarova, J. & Bob, P. (2012). Retained Primitive Reflexes and ADHD in Children. Activitas Nervosa Superior, 54(3–4), 135–138. Konicarova, J., Bob, P. & Raboch, J. (2013). Persisting primitive reflexes in medication-naïve girls with ADHD. Neuropsychiatric Disease and Treatment, 9, 1457–1461. Volemanová, M. & Květoňová, L. (2018). Persisting primary reflexes – one of the causes of behavioral and learning disorders. Sborník Stejné a jiné, Praha. Volemanová, M. (2018). ADHD ve škole. Co s tím? Integrace a inkluze ve školní praxi, VI(2). You can find the complete list of scientific sources on the Scientific Background page.

Cortex Help provides Neuro-Developmental Stimulation (NDS) for children with ADHD, dyslexia, learning difficulties and developmental challenges. NDS Active Learning® A diagnosis is a set of symptoms. We look for the underlying causes. What is Neuro-Developmental Stimulation? Neuro-Developmental Stimulation (NDS) is a comprehensive approach that focuses on the connections between motor development, sensory processing, persistent primary reflexes, and difficulties that may affect attention, speech, coordination, or school-related skills. Based on the initial assessment, an individual programme of short activities and exercises is created for the family to practise regularly at home. During follow-up appointments, we monitor the child’s progress and gradually adjust the programme according to their current needs. NDS is a method developed by PhDr. Marja Volemanová, PhD. Marja is a physiotherapist, special educator, and author of professional publications. She has been focusing on persistent primary reflexes and their connections with movement, learning, and child development for many years. In NDS, she combines her experience in physiotherapy and special education into a practical programme that parents can incorporate into their child’s everyday routine at home. Learn more about Marja and our team How we can help you and your child You do not have to choose between different therapies or guess what “might work”. We begin with one initial assessment. From this, we create one clear plan — based on your child’s development as a whole, not just on one symptom. We learn through movement. When the foundation makes sense, the next steps begin to make sense too. You may be dealing with speech. Or writing, attention, school readiness or behaviour. But often it turns out that these are not “several different problems”. One underlying cause may simply be showing itself in different ways. Neuro-Developmental Stimulation looks at the connections between the body, the senses and the nervous system. We do not work only with symptoms. We look for connections and support the foundation on which further skills can build. Learn more about how we work What NDS — Neuro-Developmental Stimulation — can support Every child develops at their own pace. In some cases, however, difficulties may persist despite consistent support. These may appear in attention, coordination, balance, eye movements, graphomotor skills or school-related abilities. In these situations, it can be helpful to look more deeply at the neurodevelopmental connections behind these difficulties. Neuro-Developmental Stimulation (NDS) is based on the understanding that the quality of learning and behaviour is also influenced by postural stability, sensory processing and the maturation of basic movement patterns. In practice, this means that we look at the “building blocks” on which speech, learning and school skills are built: Primary reflexes and their retention (when primary reflexes are not inhibited at the expected time, they may slow down or weaken the development of higher brain functions). Balance and body stability (head and body control form the basis for further movement patterns). Sensory processing / sensory integration (the brain needs clear information from the senses and the ability to combine it into one meaningful picture). Body awareness and coordination (this includes left/right and upper/lower body coordination). Eye movements and visual functions ( fixation, focusing and tracking are important parts of visual information processing and learning). Only when this foundation is supported can the areas that concern parents the most begin to improve — writing, reading, concentration, speech or the child’s ability to manage school demands . That is why you do not book several separate therapies with us. You simply book NDS. NDS is a comprehensive approach. After the initial assessment, we set priorities together and gradually focus on what is most important for your child right now — first the foundation, such as balance, sensory processing and primary reflexes, and then the skills that build on it. More about NDS The Development Tree How we understand a child’s development Healthy child development can be imagined as the growth of a tree. A child’s development is not a set of separate skills. It is a process with a clear sequence. When one part of development has not had enough space to mature, it may show up somewhere else — often in the area where parents notice difficulties first. Crown Writing, reading, graphomotor skills and school-related abilities are the most visible parts. But they do not stand alone. They always grow from what lies beneath them. Branches This is where underlying skills develop — attention, pace, visual perception and auditory perception. This is often where the first difficulties appear. Their root cause, however, is usually lower down. Trunk Stability, balance, coordination and the maturity of the nervous system create support for further skills. Without a strong trunk, every activity costs the child much more effort. Roots Primary reflexes and sensory processing form the foundation for all further development. When the nervous system constantly has to “watch over the basics”, there is less capacity left for learning, speech or attention. More about how we work Cortex Help in Roztoky near Prague! From March 2026, you can find us at: Tiché údolí 687, Roztoky near Prague View on Google Maps The centre is easily accessible by car and by public transport. You can park at the public car park Tiché údolí, which is approximately 150 metres from the house, at the end of the street. The train station is about 1.2 km away, approximately a 10–15 minute walk. From the station, you can also take bus 359. The Maxmiliánka stop is approximately 100 metres from the house. Na čem stavíme / odborné zdroje Our approach is based on findings from developmental neurology, psychomotor development and sensory integration. Leahy, A. A. et al. (2024). Associations Between Motor Competence and Executive Functions in Children and Adolescents: A Systematic Review and Meta-analysis. Sports Medicine, 54, 1497–1517. Gieysztor, E. Z. et al. (2018). Persistence of primitive reflexes and associated motor problems in healthy preschool children. Archives of Medical Science, 14(1), 167–173. Volemanová, M. (2013). Přetrvávající primární reflexy, opomíjený faktor poruch učení a chování. Praha: Red Tulip. ISBN 978-80-905597-0-7. Volemanová, M. (2020). Neuro-vývojová stimulace v práci speciálního pedagoga. Disertační práce, Univerzita Karlova, Pedagogická fakulta. You can find the complete list of scientific sources on the Scientific Background page . Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment

See Cortex Help prices for Neuro-Developmental Stimulation, child assessments and therapy, including session types and the scope of support provided. Pricing Pricing Pricing Pricing Initial Comprehensive Assessment – 90–120 minutes – CZK 7,000 Follow-Up Appointment * – 40–50 minutes – CZK 2,400 Follow-up appointments are usually scheduled once every 4–8 weeks. Additional Service: Craniosacral Therapy – approx. 60 minutes – CZK 1,200 If you are insured with Vojenská zdravotní pojišťovna (VoZP), you may be eligible to apply for a contribution under the programme “Support for Child Development and Prevention of Mental Health Disorders”. More information here. If you are insured with Zaměstnanecká pojišťovna Škoda (ZPŠ), you may be eligible to apply for a contribution from the ZPŠ Prevention Fund under “Mental Health Support”. More information here. Cancellation Fee If you have an appointment and need to cancel it, please let us know no later than two (2) working days in advance so that we can offer the available appointment to someone else. This helps reduce waiting times, which unfortunately are currently often longer than six months. If an appointment is cancelled at the last minute, or not cancelled at all, we will ask you to pay a cancellation fee of 50% of the price of the assessment or follow-up appointment. Where to Go Next on Our Website Neuro-Developmental Stimulation How We Work Our Team Our Centre FAQ Contact What We Do: ADHD Developmental Language Disorder Speech and Language Difficulties Autism Dyslexia and Reading Difficulties Attention Difficulties Dysgraphia and Writing Difficulties Preschool Preparation

Dysgrafie a potíže s psaním u dětí: pomalé psaní, nečitelný rukopis, únava při psaní a souvislosti se zpracováním. Vysvětlení příznaků a dopadů. Dysgraphia and Writing Difficulties Dysgraphia and Writing Difficulties Dysgraphia and Writing Difficulties Dysgraphia and Writing Difficulties What Parents Most Often Come to Us With “The handwriting is illegible.” “Writing takes an enormous amount of effort.” “My child writes slowly and resists it.” “Their hand hurts after just a few lines.” Sometimes the child has a diagnosis of dysgraphia. In other cases, there are significant writing difficulties that do not match the child’s age, abilities or effort. The common denominator is frustration – the child feels that they are failing, even though they are trying. How Dysgraphia May Be Related to Persistent Primary Reflexes Writing is not just about the hand and the pencil. It is a complex neurodevelopmental skill that depends on the whole body. For writing to work well, the nervous system needs: stable sitting posture and postural control appropriate regulation of muscle tone good hand–eye coordination mature visual processing and orientation on the page the ability to maintain attention and an appropriate pace In some children, persistent primary reflexes may also play a role – automatic responses that should gradually have been inhibited during early development. If they persist, they may use up the capacity the child needs for fluent and effortless writing. Typical Examples We See in Connection With Writing STNR may make stable sitting and desk work more difficult – the child fidgets, changes position, leans on the desk or “slumps” over it. ATNR may interfere with crossing the midline and hand–eye coordination – handwriting may be uneven, the child may compensate by using the whole body, and may find it harder to maintain direction and stay on the line. The Spinal Galant reflex may make sitting still more difficult, especially when using a backrest – the body reacts to contact with the back and attention quickly breaks down. TLR may affect posture and muscle tone – the child may be either too “floppy” or, on the contrary, unnecessarily tense, press too hard with the pencil and tire quickly. The Moro reflex may increase the stress response – under pressure, such as speed, dictation or grading, performance may deteriorate significantly. This does not mean that “reflexes are responsible for everything”. It means that for some children, they are one of the developmental layers that can place a significant burden on writing – and it makes sense to assess them. How We Address This Area in NDS We do not begin with the shape of the letters. First, we look for what is making writing difficult at a more fundamental level – in the body, coordination, regulation and sensory processing. As part of our work, we focus on: assessing persistent primary reflexes and their impact on sitting, hand function and endurance stability of the trunk, shoulder blades and shoulders as a foundation for fine motor skills hand–eye coordination and orientation on the page regulation of muscle tone – relaxation versus precision, and endurance without excessive tension pace and attention during writing, so that the effort does not become overwhelming short home activities lasting a few minutes a day, which we continuously adjust 💡 Important to Know You do not book “dysgraphia therapy”. Writing difficulties are always addressed as part of Neuro-Developmental Stimulation (NDS), and the specific approach is based on the initial assessment. This means we do not focus only on what the handwriting looks like, but on making writing manageable and sustainable for the child. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje Writing requires the coordination of postural stability, motor control and nervous system maturity. Feder, K. P. & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317. McWhirter, K. et al. (2024). The association between learning disorders, motor function, and primitive reflexes in pre-school children: A systematic review. Journal of Paediatrics and Child Health. Goodarzi, S. et al. (2025). The Relationship Between Retained Primitive Reflexes and Motor Proficiency of Elementary School Children. J. of Motor Control and Learning, 7(1). Volemanová, M. (2013). Přetrvávající primární reflexy, opomíjený faktor poruch učení a chování. Praha: Red Tulip. Volemanová, M. (2016). Možnosti ovlivnění vybraných oblastí psychomotorického vývoje dítěte pomocí Neuro-vývojové terapie. Diplomová práce, UK Praha, PedF. Volemanová, M. (2024). Teoretické základy metody Neuro-vývojové stimulace. Druhý dotisk 1. vydání (z r. 2021). Statenice, INVTS. ISBN 978-80-907369-4-8 Volemanová, M. (2025). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. 3rd expanded edition. Statenice, INVTS. ISBN 978-80-907369-2-4 The complete list of scientific references can be found on the Scientific Evidence page.

Jak mohou přetrvávající reflexy ovlivnit vaše dítě? Podívejte se na přehled projevů v pohynu, učení a chování a dozvíte se, jak primární reflexy projevují. How Can Persistent Primary Reflexes Affect a Child? Some difficulties in movement, learning or behaviour are not just a “phase”. They may be related to primary reflexes that should naturally have been inhibited during early development. Below are the areas where these difficulties most commonly appear. (Detailed information about primary reflexes and their connection with learning and behaviour can also be found on our website www.CortexAcademy.eu ) Learn more Download PDF The first signs can often appear as early as infancy: difficulty with tummy time around 3 months of age frequent startle responses, restlessness feeding or sleep difficulties a constant need to be rocked arching the body into a “bow” when turning skipping crawling or creeping asymmetrical crawling or dragging one leg standing and walking very early How Can This Show Up Later? If primary reflexes persist, the signs often begin to affect other areas: Motor Skills and Posture poorer balance and coordination difficulty learning to ride a bike flat feet, a protruding abdomen scoliosis poorer fine motor skills speech and pronunciation difficulties unstable eye movements (difficulties with reading) difficulty sitting still, constantly “fidgeting” in the chair Learning tense or awkward pencil grip slower or more difficult graphomotor skills poorer hand–eye coordination difficulty remembering letters difficulties with maths and numbers poorer orientation in time and space difficulties with reading inconsistent performance Attention and Emotional Well-Being easily distracted fluctuating attention sometimes seems not to be listening or aware hyperactivity or, on the contrary, low activity levels difficulty coping with stress resistance to change learning difficulties may occur Emotions and Self-Regulation rapid emotional outbursts difficulty calming down low frustration tolerance mood fluctuations anxiety challenging behaviour after school sleep difficulties Sensory Processing sensitivity to noise, light or the surrounding environment discomfort with touch (clothing, hair brushing) or, on the contrary, a need for deep pressure insecurity with heights or movement a need to spin or rock selective eating (textures, smells) frequent chewing on objects unclear body signals (e.g. toileting needs, unexplained stomach aches) What Does This Mean? One sign on its own does not necessarily mean anything. However, if several of these signs occur together and persist over time, it may be worth considering whether persistent primary reflexes could be one of the underlying causes. What Can You Do About It? You may already have tried different approaches – exercises, speech therapy or changes at school. But if the difficulties keep returning or do not improve, it may make sense to look more closely at their underlying cause. Find out how we work and how we can support you. Visit the Cortex Help page – How We Work: View the “How We Work” page

General Terms and Conditions for the Provision of Services – Cortex Help® Roztoky The service provider and merchant accepting payments is INVTS s.r.o., Company ID No. 043 17 131, with its registered office at Keltská 314, Statenice, 252 62. The Cortex Help® centre is located at Tiché údolí 687, Roztoky near Prague, 252 63. Contact details: e-mail volemanova@cortexhelp.cz 1. General Provisions The term “service” means the activity provided by the Provider consisting of professional counselling and consultations in the areas further specified in these General Terms and Conditions. The Cortex Help® counselling centre focuses on the inhibition of primary reflexes through Neuro-Developmental Stimulation and, more generally, on special educational counselling. The services provided are not healthcare services and Cortex Help® is not a healthcare facility. The term “client” means an adult who arranges services with the Provider either for themselves or for a child. The term “child” means a minor for whom the client acts as the legal representative and for whom the client arranges services with the Provider. 2. Provision of Services The Provider acts independently when providing services but is required to take the client’s wishes into account. The client agrees to provide the cooperation necessary for the proper provision of services. The client bears full responsibility for the child’s behaviour during the provision of services. The service is provided at the agreed time, either in person or online. If payment has been made in advance and the service cannot be provided at the agreed time for reasons attributable to the Provider, an alternative appointment will be offered or the payment will be refunded (see Refunds). 3. Cancellation Fee, Refunds and Refund Policy If the client cancels a booked appointment less than 18 hours in advance, the client will be charged a cancellation fee amounting to 50% of the price of the assessment or follow-up appointment. If the service cannot be provided for reasons attributable to the Provider, the client will be offered an alternative appointment. If the alternative appointment is not accepted, the payment will be refunded in full. If the client becomes entitled to a partial or full refund of a payment made by card, the refund will generally be made using the same payment method as the original transaction, i.e. returned to the card account. The refund will be submitted for processing without undue delay once the entitlement to a refund has arisen and the necessary administrative verification has been completed. The time required for the amount to be credited to the card account depends on the card issuer. 4. Price of Services The client agrees to pay for the services provided at the price stated in the current price list published on the website www.cortexacademy.eu/cortexhelp/cenik . The Provider reserves the right to change the price list for services. Prices are stated in Czech crowns and, where applicable, in other currencies such as EUR, as final prices inclusive of all taxes and fees unless expressly stated otherwise. 5. Payment Terms and Payment Gateway Unless agreed otherwise, payment for services is due no later than on the day the service is provided. Payment may be made either (i) in cash, (ii) by bank transfer to the Provider’s bank account, or (iii) online by payment card through the Comgate payment gateway. The payment gateway and card transaction processing are provided by Comgate a.s., Company ID No. 27924505, with its registered office at Gočárova třída 1754/48b, 500 02 Hradec Králové, a licensed payment institution supervised by the Czech National Bank. Accepted cards: VISA and Mastercard. No surcharge is charged to the cardholder for card payments. 6. Payment Complaints and Consumer Dispute Resolution Payment complaints: if you have any questions or notice any discrepancies relating to a payment, please contact Cortex Help® using the contact details above. If you believe that an unauthorised transaction has occurred, we also recommend contacting your card issuer (bank). Alternative Dispute Resolution (ADR): Consumers have the right to contact the Czech Trade Inspection Authority (ČOI) (www.coi.cz ) and request alternative dispute resolution. 7. Effective Date These General Terms and Conditions for the Provision of Services are valid and effective from 5 January 2026. Appendix: Information for Clients and Consent to the Processing of Personal Data (GDPR) Information for Clients We would like to draw your attention to several important points. If your child has persistent primary reflexes, you will receive the first exercises aimed at inhibiting these reflexes immediately after the initial consultation. It is possible that your child’s condition may temporarily worsen at the beginning of the exercise programme, because it may sometimes be necessary to strengthen the reflex first so that the correct neural connections can develop. Only then can the reflex be inhibited and appropriate physical and psychological response patterns develop through the exercises. It is therefore very important to practise regularly every day. If the exercises are performed irregularly, it is possible that the child will only become irritated, without the subsequent inhibition of the reflex and improvement in the child’s condition. The exercises take only 5–10 minutes a day, but consistency is essential. It is advisable to make the exercises part of the daily routine. It is like brushing your teeth – we may not always feel like doing it, but it is so automatic that we simply do it. :-) All primary reflexes are interconnected. Once we begin to inhibit the earliest persistent reflexes, this will very likely also affect other reflexes. We therefore need to monitor gradually how the reflexes develop and then select the next exercises accordingly. We cannot inhibit all reflexes at once; it is important to follow the correct sequence. Primary reflexes are gradually inhibited first. We then need to strengthen or activate postural reflexes and strengthen connections between the brain and the body, between different brain centres and between the cerebral hemispheres. The exercises you receive are therefore intended only for you, or more specifically for your child. Please do not give them to friends or acquaintances on the assumption that they might help them as well. If the exercises do not correspond to the child’s developmental stage, the child’s condition may even worsen. Please confirm below that you consent to the processing of your personal data and, where applicable, your child’s personal data. Consent to the Processing of Personal Data (GDPR) I consent to the processing of my personal data and the personal data of my child by INVTS s.r.o., Company ID No. 043 17 131, with its registered office at Keltská 314, Statenice, 252 62, acting as the data controller, for the purpose of providing care at the Cortex Help® counselling centre. I consent to the processing of personal data by the controller to the following extent: first name, surname, date of birth, information concerning health status and other information provided in the questionnaire, as well as personal data contained in reports submitted by other specialists, for example from an educational-psychological counselling centre, speech and language therapy, occupational therapy, etc. Personal data will be processed in accordance with the applicable legislation on personal data protection, in particular Regulation (EU) 2016/679 (GDPR – General Data Protection Regulation) and Act No. 110/2019 Coll., on the Processing of Personal Data. I give this consent as the child’s legal representative. If an adult attends Neuro-Developmental Stimulation or another therapy at the Cortex Help® counselling centre, they hereby consent to the processing of their own personal data.

Hledáte kontakt na Cortex Help? Najdete zde adresu centra s instrukcemi k dopravě a parkování, telefon, e-mail. CONTACT CONTACT CONTACT CONTACT Contact Details 📧 info@cortexhelp.cz ☎️ +420 774 820 375 📝 Contact Form Billing Details INVTS s.r.o. Keltská 314 Statenice, Prague-West 252 62 Company ID: 04317131 VAT ID: CZ04317131 Links to Other Pages General Terms and Conditions and GDPR Policy Where Can You Find Us? In Roztoky near Prague – at this address: Tiché údolí 687, Roztoky u Prahy View on Google Maps The branch is easily accessible by car and public transport. You can park at the Tiché údolí public car park, approximately 150 metres from the building at the end of the street. The train station is about 1.2 km away, approximately a 10–15 minute walk. You can also take bus 359 from the station – the Maxmiliánka stop is approximately 100 metres from the building. Kontaktní formulář Jméno* Telefon* E‑mail* Vaše zpráva Odesláním formuláře souhlasíte se zpracováním osobních údajů Odeslat

Vývojová dysfázie je specificky narušený vývoj řeči u dětí. Popis příznaků, příčin a přehled řešení zahrnující funkční přístup NVS a diagnostiku komunikace. Developmental Language Disorder Developmental Language Disorder Developmental Language Disorder Developmental Language Disorder What Parents Most Often Come to Us With “My child speaks, but it is difficult to understand them.” “They do not understand instructions, even though they are trying.” “Their vocabulary is limited.” “They know what they want to say, but they cannot get the words out.” Parents often come to us with a diagnosis of developmental language disorder – or with concerns that their child’s speech and language development is not progressing as expected. Many have already attended speech and language therapy, sometimes for a long time, but progress is limited, unstable or keeps slipping backwards. This creates frustration. And above all, one question: why is it not working when we are trying so hard? How Developmental Language Disorder May Be Related to Persistent Primary Reflexes Developmental language disorder is not just a “problem with speaking”. It concerns how the nervous system processes language – understanding, sorting information, organising it and then expressing it. Speech and language are also skills that sit relatively “high” in the developmental hierarchy. To function well, they need support from more fundamental functions: sensory processing, so that the brain can receive and organise input effectively stable regulation, including pace, attention and tolerance of load integration of movement and perception, including body awareness, coordination and planning the ability to hold and combine information, including working memory and sequential processing Typical Examples We See in Connection With Developmental Language Disorder In some children, persistent primary reflexes may also affect language processing – because they influence stability, regulation and sensory processing, all of which provide important foundations for speech and language. The Moro reflex may keep the nervous system in a state of “alert” – the child may become overloaded easily, find it harder to maintain attention during speech and language tasks, and tire more quickly. ATNR (Asymmetrical Tonic Neck Reflex) may interfere with coordination between the eyes, hands and both sides of the body – which may also appear as difficulties with sequential processing, organisation and imitation. TLR (Tonic Labyrinthine Reflex) may affect posture and muscle tone – when the body does not have a stable “setting”, working with language and comprehension may also become more demanding. STNR may make sitting and desk work more difficult – the child may not have enough endurance for language-based tasks because a large amount of energy is being used simply to maintain posture. It is important to remember that this is not the “single cause”. It is one developmental layer that may significantly interfere with speech and language – and when we support it, the child’s ability to benefit from speech and language therapy may also improve. How We Address This Area in NDS For children with developmental language disorder, we do not focus only on speech itself. First, we look at how the nervous system functions as a whole and where developmental “bottlenecks” may be slowing down language development. As part of our work, we focus on: sensory processing, especially the vestibular and proprioceptive systems – balance and body awareness regulation of attention and pace – calming, endurance and switching between activity and rest integration of movement, perception and speech, so that language can rest on a stable foundation readiness of the nervous system for language-based work and its gradual strengthening simple home activities lasting a few minutes a day, which we adjust according to how the child responds 💡 Important to Know Developmental Language Disorder cannot be booked as a separate service with us. You are not booking “speech training” or “speech and language therapy”. This area is addressed as part of Neuro-Developmental Stimulation (NDS), and the specific approach is determined only after the initial assessment. Only then can we decide what truly makes sense to address at that stage – and what may first need more time to mature. Without this step, it is easy to keep repeating approaches that have already failed to bring stable change. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje Speech development is closely linked to motor development and the maturity of the nervous system. Iverson, J. M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229–261. Bishop, D. V. M. et al. (2017). Phase 2 of CATALISE: A multinational Delphi consensus study of problems with language development. J. of Child Psychology and Psychiatry, 58(10), 1068–1080. Volemanová, M. (2020). Primární reflexy a jejich vliv na motoriku a řeč. Listy klinické logopedie, 1/2020. Volemanová, M. (2016). Vývoj řeči a přetrvávající primární reflexy. Sborník I. klinicko-logopedického sympozia, Praha, 45–49. Volemanová, M. & Květoňová, L. (2017). Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání, 1(3). The complete list of scientific references can be found on the Scientific Evidence page.

Poruchy soustředění u dětí se projevují kolísáním pozornosti, únavou a nestabilním výkonem. Vysvětlujeme příčiny a souvislosti s neuro-vývojem. Attention Difficulties Attention Difficulties Attention Difficulties Attention Difficulties What Parents Most Often Come to Us With “My child can only concentrate for a short time.” “Everything distracts them.” “They cannot stay with homework for long and start acting up.” “At school, it seems as if they are not paying attention.” Not every child who has difficulty concentrating has ADHD. And not every child with attention difficulties is hyperactive. Often, these are children who are capable of paying attention, but their nervous system cannot sustain it over time. They become overloaded more quickly, have more difficulty filtering sensory input, and eventually simply run out of capacity. How Attention Difficulties May Be Related to Persistent Primary Reflexes Attention is not just about “willpower”. It is the result of cooperation between the nervous system, the body and sensory processing. In order to concentrate, a child needs: a stable level of arousal – neither overloaded nor under-aroused the ability to filter sensory input and keep attention on what is important a body that can remain calm and stable without excessive tension the ability to switch smoothly between tasks and return to the original task In some children, persistent primary reflexes may play a role. If these reflexes remain active, they can keep the nervous system in a state of “alert”, increase sensitivity to sensory input and use up the capacity the child needs for schoolwork. Typical Examples We See in Children With Attention Difficulties The Moro reflex may keep the nervous system in a heightened state of alert – the child is easily distracted, becomes overloaded more quickly and finds it harder to return to calm. The Spinal Galant reflex may make it difficult to sit still – the body reacts to touch on the back, so the child fidgets, changes position and “cannot sit still”. STNR may affect stability when sitting and working at a desk – when the body lacks sufficient support, attention breaks down more quickly. And when the brain is overloaded, its natural ability to “filter” sensory input also becomes less effective – attention then fluctuates even when the child is trying. If the nervous system remains overloaded for a long time, attention “falls apart” not because of laziness, but because maintaining it requires too much energy. How We Address This Area in NDS We do not take the approach of “more control” or “more attention training”. First, we look for the reason why attention is unstable – what is overloading the child and which underlying foundations may be missing. As part of our work, we focus on: the presence of persistent primary reflexes and their impact on regulation and sitting nervous system regulation – arousal ↔ calming, and tolerance of load sensory processing and filtering of sensory input, especially the vestibular and proprioceptive systems postural stability and body alignment – support, muscle tone and endurance pace, rhythm and smooth switching between tasks short home activities lasting just a few minutes a day, which we adjust according to the child’s responses 💡 Important to Know You do not book an appointment for “attention disorder therapy”. This area is addressed as part of Neuro-Developmental Stimulation (NDS), and the specific approach is determined only after the initial assessment. This means we do not just try to manage the visible signs. We look for what is maintaining them – and where it makes sense to begin. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje The ability to concentrate is related to the maturity of the nervous system and the integration of primary reflexes. Wang, M. et al. (2023). ADHD is associated with (a)symmetric tonic neck primitive reflexes: A systematic review and meta-analysis. Frontiers in Psychiatry, 14, 1175974. Feldhacker, D. R. et al. (2021). Primitive reflex retention and attention among preschool children. J. of Occupational Therapy, Schools, & Early Intervention, 15(1). Konicarova, J. & Bob, P. (2012). Retained Primitive Reflexes and ADHD in Children. Activitas Nervosa Superior, 54(3–4), 135–138. Volemanová, M. (2025). Primární reflexy v pediatrické praxi: prevence problémů s učením začíná u miminka. VOX Pediatriae, 11/2025, no. 9, vol. 25. Volemanová, M. (2025). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. 3rd expanded edition. Statenice, INVTS. ISBN 978-80-907369-2-4 The complete list of scientific references can be found on the Scientific Evidence page.

Dyslexie a potíže se čtením: text si dítě přečte, ale nerozumí, plete slabiky a unavuje se. Náš přístup NVS zohledňuje zrak, sluch, stabilitu i pozornost. Dyslexia and Reading Difficulties Dyslexia and Reading Difficulties Dyslexia and Reading Difficulties Dyslexia and Reading Difficulties What Parents Most Often Come to Us With “My child reads slowly and with great effort.” “They mix up letters, syllables and lines.” “They can read the text, but they do not understand it.” “They try hard at school, but cry at home.” Sometimes the child already has a diagnosis of dyslexia. In other cases, there are simply clear reading difficulties that do not match the child’s intelligence or effort. The common denominator is fatigue, resistance to reading and a gradual loss of self-confidence. How Dyslexia and Reading Difficulties May Be Related to Persistent Primary Reflexes Reading is not just about letters. It requires complex cooperation between visual processing, auditory processing, attention, speech and the body. For reading to work well, the nervous system needs: stable visual processing and orientation good cooperation between both cerebral hemispheres appropriate timing and processing speed sufficient regulation of attention In some children, persistent primary reflexes may also play a role. If they remain active, they may interfere with exactly the areas that reading depends on: postural stability when sitting, coordination between the eyes, crossing the midline, processing speed and the ability to filter out distracting sensory input. Typical Examples We See in Connection With Dyslexia ATNR (Asymmetrical Tonic Neck Reflex) may interfere with coordination between both sides of the body and with eye movements when tracking text. The child may lose their place more often, confuse similar letters, struggle to maintain the rhythm of reading and tire more quickly. STNR (Symmetrical Tonic Neck Reflex) may make stable sitting and desk work more difficult. When the body is constantly searching for a comfortable position, the brain has less capacity available for reading itself and for comprehension. The Moro reflex may keep the nervous system in a heightened state of alert. The child may then be easily distracted, become stressed more quickly and experience reading as a “struggle”, even when they are trying hard. TLR (Tonic Labyrinthine Reflex) may affect posture, muscle tone and spatial orientation. When the body does not have a stable foundation, fine control of eye movements and overall endurance during reading may also be affected. It is important to remember that there is no “single cause for everyone”. This is one developmental layer that may place a significant load on reading – and when we support it, reading often becomes less exhausting for the child. How We Address This Area in NDS For dyslexia, we do not focus only on “drilling reading”. First, we look for what is slowing down fluent text processing – and what needs to mature so that reading can rest on a stable foundation. We focus, for example, on: the presence of persistent primary reflexes and their impact on reading visual functions important for reading (tracking, fixation, orientation within a line of text) auditory processing and the way language information is organised and combined the connection between perception and movement (bilateral coordination, crossing the midline) pace, rhythm and regulation of attention (endurance, switching, overload) short home activities lasting a few minutes a day, which we gradually adjust according to the child’s responses 💡 Important to Know You do not book an appointment for “dyslexia therapy” or for a specific method. This area is always addressed as part of Neuro-Developmental Stimulation (NDS), and the specific approach is based on the initial assessment. Without this assessment, it is easy to focus only on what is visible on the surface – and the result may then be uncertain and exhausting for the child. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje Research shows that persistent primary reflexes may affect visual processing and text tracking. Bilbilaj, S., Gjipali, A., & Shkurti, F. (2017). Measuring primitive reflexes in children with learning disorders. European Journal of Multidisciplinary Studies, 2(5), 285–298. Feldhacker, D. R. et al. (2022). The Correlation between Retained Primitive Reflexes and Scholastic Performance among Early Elementary Students. J. of Occupational Therapy, Schools, & Early Intervention, 15(3), 288–301. McPhillips, M. & Jordan-Black, J.-A. (2007). Primary reflex persistence in children with reading difficulties (dyslexia): A cross-sectional study. Neuropsychologia, 45(4), 748–754. McPhillips, M., & Sheehy, N. (2004). Prevalence of persistent primary reflexes and motor problems in children with reading difficulties. Dyslexia, 10(4), 316–338. https://doi.org/10.1002/dys.282 McPhillips, M. et al. (2000). Effects of replicating primary-reflex movements on specific reading difficulties: A randomised, double-blind, controlled trial. The Lancet, 355, 537–541. Shalaby A, Hazzaa N, Hassanein S, Khattab A, Metwally N, Naeem F. Assessment of primitive reflexes in children with learning disability. Egyptian Journal of Otolaryngology. 2026;42:56. doi:10.1186/s43163-026-01026-2. Volemanová, M. & Květoňová, L. (2017). Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání, 1(3). Volemanová, M. (2023). Dyslexie! Nebo ne? Aneb jak primární reflexy ovlivní vývoj vidění. Statenice, INVTS. ISBN 978-80-907369-5-5 Volemanová, M. (2025). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. 3rd expanded edition. Statenice, INVTS. ISBN 978-80-907369-2-4 The complete list of scientific references can be found on the Scientific Evidence page.

Autismus (porucha autistického spektra) se u dětí projevuje obtížemi v sociální interakci, komunikaci, vnímání a opakujícími se vzorci chování. Zjistěte příznaky, projevy a podporu. Autism Spectrum Disorder (ASD) Autism Spectrum Disorder (ASD) Autism Spectrum Disorder (ASD) Autism Spectrum Disorder (ASD) What parents often tell us “They seem to be in their own world.” “They find changes difficult.” “They do not understand social situations.” “They react too strongly — or not at all.” Sometimes parents come to us when their child has already been diagnosed with ASD — Autism Spectrum Disorder. At other times, they simply have a strong feeling that their child experiences the world differently — more intensely, more chaotically, or with a high level of overwhelm. They have often already tried many recommendations, methods and strategies. And yet there is still a feeling that the child is constantly expected to adapt to the environment, instead of the environment respecting what the child is able to manage. How autism may be connected with retained primary reflexes ASD is a neurodevelopmental difference — a spectrum of ways in which the brain and nervous system perceive, process and evaluate the world. That is why the signs can vary so much from child to child. For one child, communication may be the most visible area. For another, it may be social understanding. For another, it may be the need for sameness, routine and predictability. In practice, we often see that the child’s nervous system: has a different sensory processing profile — the child may be highly sensitive to sensory input, or may actively seek it, finds regulation more difficult — they may become overwhelmed quickly and need more time to return to calm, needs more structure and predictability in order to feel safe, reacts “too much” or “too little” in everyday situations — not out of defiance, but because the level of load is different for their system. From this perspective, the primary issue is not “bad behaviour” or “naughtiness”. It is about how the nervous system manages load, stress and regulation. Without understanding this foundation, support can easily turn into constant correction of visible behaviours — without real relief for the child or the family. Typical examples we may see in children on the autism spectrum in the area of body and regulation In some children on the autism spectrum, motor and postural difficulties may also be present. These can include stability, coordination, movement planning and, in some cases, retained primary reflexes. Retained primary reflexes are not “the cause of autism” and they are not a diagnostic sign of autism. They can, however, increase the load on the nervous system and make everyday functioning more difficult. The Moro reflex may keep the body in a heightened state of alert. The child may be more sensitive to sensory input, may find changes harder to manage and may become overwhelmed more quickly. TLR / STNR / ATNR may affect posture, movement coordination and eye movements. As a result, the child may have less capacity left for communication and learning. When the system is overloaded, tolerance of social situations, transitions and demands often decreases too. The child’s reactions may then look much stronger than they do in a calm and predictable environment. How we approach this in NDS Within Neuro-Developmental Stimulation (NDS), we do not approach ASD as a set of symptoms that need to be “fixed”. Our aim is to understand what stabilises the child’s nervous system, what overloads it, and how to create conditions in which the child can function more easily. We focus on: assessment and targeted work with retained primary reflexes, regulation and reducing sensory overload, mainly through vestibular and proprioceptive input, stability and a sense of safety in the body, including posture, muscle tone and body awareness, supporting predictability, transitions and changes through pace, structure and gradual steps, creating conditions for learning and communication. 💡 Good to know You are not booking a separate “autism therapy”. Support for children on the autism spectrum is part of Neuro-Developmental Stimulation (NDS) and is based on the initial assessment. This allows us to set the level of support, the pace and the form of work according to the individual child — not according to a general template. NDS does not replace diagnostic assessment or other necessary support approaches. On the contrary, we aim to make the individual steps in your child’s support fit together and make sense. Book an Initial NDS Assessment Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs. We will look at key developmental functions, including persistent primary reflexes and sensory processing. We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day. Book an Appointment Na čem stavíme / odborné zdroje Scientific literature documents specific patterns of sensory processing in children with ASD, as well as possibilities for support through sensory integration. Healy O, Reilly E, Davies J, Lovett V, Reed P. Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication. Journal of Autism and Developmental Disorders. 2024;54:4752–4756. doi:10.1007/s10803-022-05880-w. Schoen, S. A. et al. (2019). A systematic review of Ayres sensory integration intervention for children with autism. Autism Research, 12(1), 6–19. Marco, E. J. et al. (2011). Sensory processing in autism: A review of neurophysiologic findings. Pediatric Research, 69(5), 48R–54R. Melillo, R. et al. (2022). Retained Primitive Reflexes and Potential for Intervention in Autistic Spectrum Disorders. Frontiers in Neurology, 13, 922322. Minderaa, R.B., Volkmar, F.R., Hansen, C.R. et al. Brief report: Snout and visual rooting reflexes in infantile autism. J Autism Dev Disord 15, 409–416 (1985). https://doi.org/10.1007/BF01531785 Teitelbaum, Philip, et al. "Reflexes gone astray in autism in infancy." The Journal of Developmental and Learning Disorders (2002): 15. Volemanová, M. (2013). Přetrvávající primární reflexy, opomíjený faktor poruch učení a chování. Prague: Red Tulip. The complete list of scientific references can be found on the Scientific Evidence page.