Up-to-dateness Modern high-tech medical care can save the lives of children with serious coexistent CNS inquiries. It has been established that all of them are in need of applying special pedagogical methods and techniques to fulfil mental capacities. The search for efficient forms and methods of special pedagogical assistance to children with diseases of the nervous system is a challenging issue of paediatrics.

Objective to investigate habits of unconditional response of children with serious coexistent CNS inquiries.

patients and research methods: 91 children with serious coexistent CNS inquiries aged 90 to 120 days have been investigated using ‘GNOM’ methods (Kozlovskaya G.V.), adapted methods of Pantyukhina G.V., Pechora P.L, Fruht E.L.

Results All children had serious CNS inquiries (100%), birth defects of other organs and systems (67%), adromia (49%), transmittable diseases (18%), decreased visual afferentation (11,8%), decreased impulse transmission in auditory tube structures (9%). No attempts to provoke unconditional responses natural to healthy newborns within their first days of life were successful during diagnostics of these sick children. Such unconditional responses were recorded only due to increased intensity of influence. According to quality of unconditional responses the children were divided into two groups: I group – 67 (73,6%) infants, which revealed rapidly vanishing unconditional responses from all sensory receptors when exposed to sensory stimuli of increased modality; II group – 24 (26,4%) infants showed rapidly vanishing unconditional responses from all sensory receptors, but motor ones. The children with different quality of unconditional responses revealed no statistically significant differences in health-related conditions.

Conclusion It is possible to reveal unconditional responses from main sensory receptors in children with serious coexistent CNS inquiries only using special polyfunctional instrumentation. Stimuli of increased modality may be classified as means of activation of psychological interaction between the child and the environment.