This training was developed by a Hungarian therapist, LAKATOS Katalin, PhD. Planned Sensory Motor Trainings is a movement therapy program comprising more than 1000 exercises, that is personalised to the individual’s needs.

The first stage of the method (TSMT – I.) is recommended for children who have some sort of developmental delay (motoric, cognitive, speech and language, focus, etc.) and who needs individual therapy before they can take part in group sessions. The aim of these sessions is to support the child in reaching the developmental milestones, and to coordinate speech and movement. The activities are 45-min long and are performed on a weekly basis along with in home practice.

The next stage (PSMT-II.) is an advanced level of sensory-motor training that can be applied for older children and during group sessions. These develop seriality, the sense of rhythm, multiply attention and prepare the child for school. This program is recommended for rather ‘clumsy’ and hyperactive children.

The benefits of this ten-day training course tend to vary from person to person. The most frequent improvements seen are:

– listening and responsiveness

– attention and memory

– awareness of the environment

– social responsiveness

– communication and language

– sensory processing

– coordination

Ayres Sensory Integration (ASI) is a well-established and growing area of therapeutic practice with applications in various settings including the home, school, and community. Developed by A. Jean Ayres, PhD, OTR, FAOTA, an occupational therapist, psychologist, and neuroscientist, this framework was originally shown to be effective with children with learning and behaviour difficulties and has since emerged as an evidence-based practice for use with children with autism.

Applications have been broadly applied with individuals with a variety of disabilities and age-groups. It is designed to improve sensory perceptual abilities, self-regulation, motor skills, and praxis. In doing so, it supports the client’s ability to show improved behaviour, learning, and social participation.

Classic intervention is provided in a specialised therapy room with sensory equipment that provides tactile, visual, proprioceptive and vestibular opportunities in a structured manner in collaboration with the primary caregivers. Sensory integration difficulties are found in individuals with no diagnoses as well as infants, children, and adults with identified diagnoses.

This therapy has been found effective where problems such as learning difficulties, hyperactivity and attention deficit, dyspraxia, and autism are detected. During the therapy, the individuals learn skills or specific behaviours, but these are not the main objective, instead, the intention is that the physical activities produce sensations that lead to adaptive responses and consequently to even more complex responses. In the case of children, the intervention is centred in play, allowing the construction of sensory experiences and the planning of actions in relation to guided and growing challenges.

Filtered Sound Training is a method that uses music to re-train listening skills by filtering the sound in a specialised way.

FST is offered in a personalised package of 20 half-hour sessions. These sessions are done twice a day consecutively for 10 days. Changes that occur in listening and learning are seen over the period of 4 months following FST.

FST/AIT is a non-medical approach that often has far-reaching benefits. Experience and research has shown that the people who benefit the most from FST are those who have one or more of the following: hearing problems, auditory processing problems, dyslexia, autism, painful hearing, attention deficit, language delay, Down syndrome, Central Auditory Processing Disorder, ADHD, Sensory Integration problems, balance and laterality problems.

Functional vision screening involves observing the child’s visual performance in practical situations and examining visual function according to age and ability. In addition to the subjective observation of spontaneous visuality in a variety of playful/age-appropriate, movement-state and developmental situations, the test includes the objective recording of standardised visual performance tests (Preferential Looking Test, STYCAR Test, Lea charts, etc.)

A comparison of the observation and the measured results will show whether the child is using the potential of his/her visual system or whether he/she needs to be assisted to maximise his/her visual performance by means of equipment, environmental modification and development.

After a summary of the problematic visual and possibly related areas and characteristics revealed by the functional vision test, an INDIVIDUAL, COMPLEX VISUAL EDUCATION PROGRAMME can be started according to the guidelines of the examining special needs teacher, which may be of an intermittent counselling nature or may be implemented in the framework of regular individual or group sessions, depending on the severity of the problem.

In the case of a visual problem, there are therefore a number of functions and areas that are under-functioning or impaired, the most common of which are:

-Diminished visual acuity/restricted field of vision

-Blurred visual acuity

-Delayed visual development

-Difficulty of vision

-Visual attention deficit

-Visual impairment of brain origin

Synergetic reflex therapy according to dr. Pfaffenrot is a combination of multidisciplinary open systems on neuro-physiological basis. The method combines elements of world-renowned reflex treatments, such as acupuncture, acupressure, hand, head, foot reflexology, chiropractic and osteopathy, their combined use achieve a synergetic reflex or mutual enhancement.

Daily use of classical and modified manual intervention of these types of treatment is characterized by a storage and the buildup of the positive effects (cumulative effect). After a prolonged use of up to 10 treatments feel 95-96% of patients a spectacular manifestation effect in such areas, such as metabolism, psycho emotional functions, different Visceropathies, balance, muscle tone, movement coordination, perception of pain, mental and physical activities.

In that order the method meets the highest demands of holistic medicine. Indications for synergetic reflex therapy: Cerebral spinal and peripheral neuro-orthopedic movement disorders, for example: ICP Infantile Cerebral Palsy, meningomyelocele, hydrocephalus, paraplegia, M.Parkinson, multiple sclerosis, polyneuropathy, Guillain-Barre syndrome, stroke and craniocerebral trauma consequences.

This activity focuses on the development of the cognitive and learning skills. During the therapy visual, auditory and fine motor skills, concentration, cooperation and attention skills are also developed, hich are necessary for consistent and successful learning.

Individual and group therapies are available – type of therapy is recommended based on the child’s needs and initial assessment.

– Early speech and language development support

– Articulation therapy

– Tongue thrust remediation

– Dyslexia treatment

– PROMPT therapy

– AAC therapies for nonverbal children with ASD, CP etc.

– TEACCH program

– Alternative and augmentative communication training

– Picture exchange communication strategies – PECS

– Early start denver model – ESDM

– Positive behavioural management and support – PBM/PBS

Conductive Pedagogy developed by Dr. András Pető for children with CP (cerebral palsy), which provides complex development. The method is a Hungarian intellectual staple.

Children receive complex motor and cognitive development in a playful way, taking into account their needs.

The method helps children to be self-sufficient at home by practising different forms of movement (dressing, undressing, eating and drinking, cleaning, transporting themselves or with the help of assistive devices, …)

Parents and relatives can participate in the sessions, so that they can learn the process of learning and giving help.

The therapy is conducted by a conductor and is recommended for children with cerebral palsy and delayed motor development.