Neurosquential Model of Therapeutics
The Neurosequential Model of Therapeutics™ (NMT) is not a specific therapeutic technique or intervention; it is a developmentally sensitive, neurobiologically informed approach to clinical work. NMT integrates several core principles of neurodevelopment and traumatology into a comprehensive approach to the child, family, and their broader community. The process helps match the nature and timing of specific therapeutic techniques to the child’s developmental stage and brain region and neural networks mediating the neuropsychiatric problems.
According to Dr. Perry, the creator of the model, The Neurosequential Model of Therapeutics maps the neurobiological development of maltreated children. Assessment identifies developmental challenges and relationships which contribute to risk or resiliency. Once identified, formal therapy is then combined with rich relationships by trustworthy peers and formal supports.
The Goal of NMT
The goal of this approach is to structure the assessment, articulation of the primary problems, identification of key strengths, and application of interventions (educational, enrichment and therapeutic) in a way that will help family, educators, therapists, and related professionals best meet the needs of each person. Active participation supports is important to the success of the NMT, by weaving various activities throughout the various relationships and environments.
Functional Brain Map
In the Assessment phase, the NMT process examines both the past and current experience and functioning, including a review of the history of adverse experiences and relational health factors to help create an estimate of the timing and severity of developmental risks that may have influenced brain development. Once determined, the information collected is plotted on maps to generate an overall risk assessment and then are compared to a “normal”/stable individual, to determine areas of focus. Based on the findings, and treatment plan, specific therapies and behaviors are modified in order to more closely align the child within clinical norms.