1. Level a the Level of Comprehensive Tonic Adjustment

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Contents

INTRODUCTION

1. Level A – the Level of Comprehensive Tonic Adjustment

1.1. A Brief Description of Movements Construction at Level A

1.1.1. Afferentation

1.1.2.Efferentation

1.1.3. TonusesMergerintheInteractionof Two Bodies Supported by Somestic Sensitivity

1.2. Communication at Level A

1.3. Emotional Responding at Level A

1.3.1. Protopatic Affectation Response

1.3.2. Emotion Tonic Unity

1.4. Typical Features of Behavior at Level A

1.4.1. Avoidance Reactions

1.4.2. Seizing by the Hair1

1.5. Child – Parent Relations at Level A

1.5.1. Awareness throughthe Tonic Communication

1.5.2. Firm Hugging

1.6. Ontogenesis

1.7. Malfunctioning at Level A

1.7.1. Movements Impairments

1.7.2. Communication Impairments

1.7.3. Fears

1.7.4. Child – ParentRelationsImpaired

1.8. DiagnosingatLevelA

1.8.1. Diagnosing Movements Impairment

1.8.2. Diagnosing Impairments of Vestibular Perception

1.8.3. Diagnosing Communication Impairment

1.9. Correction at Level A

1.9.1. Movements Correction

1.9.2. Correction of Communication

1.9.3. CorrectionofParents’ Tonic Regulation

1.10. Examples of Correction

1.10.1. An Example of Corrected Impairments of Vestibular Perception

1.10.2. AnExampleofCorrectedTonic Interaction between the Child and the Mother

1.11. The Significance of Level A as the Level of Mental Regulation

2. Level B as the Level of Communication through Reciprocal Contact

2.1. A Brief Description of Level B

2.1.1. Afferentation

2.1.2. Efferentation. Main Movements

2.2. Communication at Level B

2.2.1 . SinkingintheBodilySensations

2.2.2. Inborn Facial Expressions and Gestures. Turning the Cheek

2.2.3. “No”

2.3. Emotional Reacting at Level B

2.3.1. Emotional Tone of Sensations

2.3.2. Fears

2.3.3. Emotions of Movement

2.3.4.Motional Expression of Emotions

2.3.5. ReadingEmotions

2.4. TypicalFeaturesofBehavioratLevelB

2.4.1. Playing

2.4.2. Movement in a Flock

2.5. Child – Parent Relations at Level B

2.5.1. Child’s Awareness of His or Her Own Movements by Means of Communication

2.5.2.A Natural Symbiosis

2.6. Ontogenesis

2.6.1. Development of Movements

2.6.2. Development of Communication

2.7. Malfunctioning at Level B

2.7.1. Movements Impairments

2.7.2. Jammed Development

2.7.3. Communication Impairments

2.7.4. Child –ParentRelations’ Impairments

2.8. Diagnosing the Intactness of Movements and Communication at Level B

2.9. Correction

2.9.1. Correction of Movements

2.9.2. Correction of Communication

2.10. AnExampleofParents’ ActiveWork at the Reciprocal Contact Level

2.11. The Significance of Level B as the Level of Mental Regulation

3. Level C – Communication at the Level of the Spatial Field

3.1. A Brief Description of Level C

3.1.1. Afferentation.Specific Features of Perception

3.1.2. Efferentation.Specific Features of Movements

3.2. Communication at Level C

3.2.1. The Sense of Smell, Taste, Eyesight and Hearing in Communication. Looking “EyetoEye”.

3.2.2. Communication of Hands

3.2.3. Facial Expressions and Gestures in Communication

3.2.4. Active Involvement in Communication

3.2.5. “Here and Now”

3.2.6. Sincerity in Communication

3.2.7. Communication Distance

3.2.8. Togetherness in Paying Attention

3.2.9. Alternation, Dialogue

3.2.10. Mimic Imitation

3.3. Emotional Response at Level C

3.3.1. Emotional Tone of Impressions

3.3.2. Imprinting of Emotionally Significant Objects

3.3.3. Emotional Togetherness in Communication

3.3.4. Emotional Charging of Goals in Space

3.3.5. Curiosity

3.3.6. Emotions in Communication

3.3.7. Emotional Sounding

3.3.8. Crying and Laughing

3.4. Typical Features of Behavior at Level C

3.4.1. Space – “Mine” and “Alien”

3.4.2. A Flock

3.4.3. A Leader

3.4.4. “Friends” or “Foes”

3.4.5. Hunting

3.4.6. Property Instinct

3.4.7. Gathering

3.4.8. Making a Nest

3.4.9. An Active Study of the Environment and the Objects. Curiosity, Interest

3.4.10. SupportiveBehavior(the Movement of Independent Living Skills)

3.4.11. Embellishment

3.4.12. Singing and Dancing

3.4.13. Playing

3.5. Child – Parent Relations at Level C

3.5.1. A Parent as a Socially Significant Adult

3.5.2. Upbringing at Level C Is a Demonstration

3.5.3. Aware of Oneself and One’s Body in Space

3.5.4. The Role Played by Parents in Building the Child’s Space

3.5.5. Defining the Child’s Status through the Attitude of Parents to the Child

3.6. Ontogenesis at Level C

3.6.1. Development of Motional Skills

3.6.2. Developing Communication

3.7. Malfunctioning at Level C

3.7.1. Impaired Movements at Level C Coupled with Tonic Impairments at Level A

3.7.2. Impaired Perception

3.7.3. Impaired Movements

3.7.4. Impaired Communication

3.7.5. Impaired Child – Parent Relations

3.8. Diagnosing Impaired Perception and Movement of the Spatial Field at Level C

3.8.1. Diagnosing Impairments

3.8.2. Impaired Movements

3.8.3. EarlyDiagnosingofImpaired Movements

3.8.4. Diagnosing Impaired Communication

3.9. Correction at Level C

3.9.1. General Recommendations Regarding Correctional Work

3.9.2. Correcting the Perception of the Spatial Field

3.9.3. Reclaiming the Space

3.9.4.Correcting Movements

3.9.5. Correcting Communication Skills

3.9.6. Dealing with Fears

3.9.7. Specificity of Dealing with Children Afflicted with the Autism Spectrum Disorders

3.9.8. Correction Work ith Parents

3.10. Examples

3.10.1. An Example of Correction in the Case of Impaired Perception of Intactness of One’s Own Body

3.10.2. An Example of Correction of the Spatial Field’s Impaired Perception

3.11. Significance of Level C as the Level of Mental Regulation

4. Level D – Communication at the Level of Actions, Images, Rules and Patterns

4.1. A Brief Description of Level D

4.1.1. Specific Features of Movements’ Construction

4.1.2. Motional Acts at the Actions’ Level

4.2. Communication at Level D

4.2.1. Establishing Communication in a Group of People

4.2.2. A Pattern

4.2.3. Situations of Communication

4.2.4. Anticipation – “Required Future”

4.2.5.Volition

4.2.6. Movements in a “Wrong Direction” and Sincerity of Communication

4.2.7. A Choice

4.2.8. Feedback in Communication

4.3. Emotional Response at Level D

4.3.1. An Emotional Appraisal of an Integral Situation

4.3.2. The Reading of Emotions as Determined by the Situation

4.3.3. Conditioning of Emotions

4.3.4. Anticipation of Emotions

4.3.5. Familiar Emotions

4.3.6. Emotional Expression Patterns

4.3.7. An Emotional Appraisal of Behavior

4.3.8. Controlling One’s Own Emotional State

4.3.9. Emotions in Communication

4.3.10. Shame, Pride, Guilt, Sorreow

4.4. Typical Features of Behavior at Level D

4.4.1. ALeader– Taking Care of the Immediate Family

4.4.2. The Patterns of Everyday Behavior

4.4.3. Culture

4.4.4. “Like Everyone Else”

4.4.5. Playing

4.4.6. Sketchy Drawing

4.4.7. A Fairy Tale

4.4.8. Roles

4.5. Child – Parent Relations at Level D

4.5.1. Leadership. Imprinting

4.5.2. Upbringing

4.5.3. An Emotional Appraisal

4.5.4. Obedience

4.5.5. Disobedience

4.5.6. Conditioning

4.5.7. Learning the Signs of Communication

4.5.8. The Roles of Parents

4.5.9. The Roles of Children

4.5.10. Feedback in Communication

4.5.11. Communication Automatisms (Higher Automatisms)

4.5.12. Submerging into Anti-Type Storylines, Assuming a Role

4.6. Ontogenesis. Training

4.6.1. Maturation of Anatomical Substrates

4.6.2. Imprinting

4.6.3. Movements of the Daily Round

4.6.4. Symbolic Movements

4.6.5. The Crisis of the Three-Year-Olds. “I’ll do it alone!”

4.6.6. Communication. Affiliation in the Flock

4.6.7. EmotionalDevelopment atthe Level of Actions

4.6.8. Development of Child – Parent Relations

4.7. Malfunctioning at Level D

4.7.1. ImpairmentsattheSubjacentLevelsExercising Their Influence on the Formation of Actions at Level D

4.7.2. Children’s Sensory Apraxias

4.7.3. Impaired Communication

4.7.4. Specific Features of the Crisis of the Three-Year-Olds

4.7.5. Fears

4.7.6. Development Arrested at Level C

4.8. Diagnosing Undamaged Perception and Undamaged Movements and Communication at Level D

4.9. Correction

4.9.1. Correcting the Impairments of Movements

4.9.2. Correcting Communication Skills

4.10. Examples of Corrective Work When Dealing with Contextual Fears

4.11. Significance of Actions Level D

5. Levels E – Intellect Groups

5.1. A Brief Description of Movements’ Construction at Levels E

5.1.1. APossibleGapbetweentheAfferentSynthesisand Real Perception

5.1.2. A possibility of Inhibiting Instinctive Behavior

5.1.3. Notions

5.1.4. Symbols

5.1.5. I - Consciousness

5.1.6. Automatisms of Thinking

5.1.7. Training. Understanding

5.1.8. Speech

5.1.9. Non-Verbal Thinking

5.1.10. Musical, Theatrical and Choreographic Performance

5.2.Communication at Levels E

5.2.1. Developing Verbal Communication

5.2.2. Thinking

5.2.3. Rallying Round a Common Idea

5.2.4. Sincerity of Communication

5.3. Emotional Response at Levels E

5.3.1. Emotional Appraisal

5.3.2. Sincerity

5.3.3. Intellectual Emotions

5.3.4. Feelings

5.3.5. Invented Emotions

5.3.6. Designating Emotions

5.3.7. Emotional Fusion, Empathy

5.3.8. Acting Out Roles and Emotions beyond the Situation of Communication

5.3.9. Conscience

5.3.10. Options

5.3.11. Humaneness

5.4. Certain Specificities of Behavior at Levels E

5.4.1. Personalized Action

5.4.2. Talking to Oneself in One’s Mind

5.4.3. Self-Development

5.4.4. Science

5.4.5. Art

5.4.6. Playing

5.5. Certain Specific Features of Child – Parent Relations at Levels E

5.6. Ontogenesis

5.6.1. Self-Development

5.6.2. Awareness of Self as a Thinking Creature

5.6.3. Awareness of One’s Own Behavior

5.6.4. Speech Development

5.6.5. Reading

5.6.6. Specific Features of Emotional Development

5.6.7. A Teacher

5.7. Actions Malfunctioning at Levels E

5.7.1. Mental DevelopmentRetardation

5.7.2. Frontal Lobe Syndrome

5.7.3. Dissociation of Thinking from Perception and Activity

5.7.4. Emotional Tonifying

5.7.5. Verbal Development Impaired

5.7.6. Development Disparities

5.8. Diagnosing at Levels E

5.9. Correction of Actions and Behavior at Levels E

5.9.1. General Comments

5.9.2. Main Areas of Corrective Work

5.10. Examples

5.10.1. Correction of Speech and Communication

5.10.2. A Lot of Singing in the Absence of Speech

5.11. The Significance of the Intellect Group at Levels E

6. Generalization

6.1. Movements’ Construction

6.1.1. An Afferent Synthesis. Perception

6.1.2. An Efferent Response. Movement

6.1.3. Self-Development

6.2. Communication

6.2.1. Feedback in Communication

6.2.2. Multi-Dimensional Characterof the Levels of Communication. Binary Signals

6.2.3. Attention Paid by Adults

6.3. Emotional Response

6.3.1. Development of Emotional Response

6.3.2. Awareness

6.3.3. Multi-Directional Character of Emotional Messages

6.3.4. SincerityofEmotions

6.3.5. Emotional Unity and Contagion

6.3.6. Onset and Development of Specific Emotions

6.3.7. Facial Expressions

6.3.8. A Skill of Controlling Emotions

6.3.9. Self-Development

6.4. Behavior. Imprinting

6.5. Child – Parent Relations

6.5.1. Child – Parent Relations According to the Levels of Construction

6.5.2. Emotional Response When Communicating

6.5.3. Building Communication with the Child at the Dominant Level of Construction

6.5.4. Inception of Self-Consistency

6.5.5. The Status. Assertiveness

6.5.6.A Socially Significant Adult

6.6. Ontogenesis

6.7. Communication Malfunctioning – Parents

6.7.1. The Obstruction of Communication at the Lower Levels of Construction

6.7.2. “Bad” Habits of Communication

6.8. Diagnosing

6.9. Correction

6.9.1. A Child Imprints Not Only the Parents but Also the Educator

6.9.2. Non-Productive Emotions

6.9.3. Provocations

7. Conclusion. The Levels of Movements’ Construction as the Levels of Mental Response

Appendix

Comparison of Levels A and B

Comparison of Levels B and C

Comparison of Levels C and D

Comparison of Levels D and E

LITERATURE LIST