Nurture Their Nature

Nurture Their Nature
Preface
Beloved, let us love one another: for love is of God; and every one that loveth is born of God,
and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear:
because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
After over twenty years of being in education, I provide tutoring, consulting, and coaching on
dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an
increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties
and differences along with an increased number of children being medicated and misdiagnosed;
Therefore, I developed a revolutionary program that includes an evaluation that “looks at the
whole child.” I work with all stakeholders on constructive engagement when learning based on
my student “whole child” observation(s) inspired by Maria Montessori, Neville Lancelot Goddard,
Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard
Garner, Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik
Erickson. I have also developed a revolutionary training/intervention program for people with
unique learning and neurodifferences. This program is based on my own inductive reasoning
and a detective sense contributed to my own gift of dyslexia, countless hours of student
observations, educational research and studies along with my perpetual care for children.
The program I developed is named ELBERT which results include less passive student
engagement, confidence, health and wellness including more pleasurable learning while
participating in learning activities. Speaking of the “whole child”- you need to examine every
aspect of “the whole child” not just the end goal or result which is literacy and their appropriate
learning behavior. This program looks at the “whole child” and their unique neural development,
complete learning differences including the nature and nurture of the neurodifference including
their chakras, biofield (EM Field), and nervous systems.
I’m now making my expertise available to parents, teachers, administrators, stakeholders and
other learning communities. I observe the student’s sensory acute response to stress and
interview teachers, the child, and parents, observe input/output of motor, verbal, and written
behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge,
phonological awareness exercises, and working memory activities along with the student’s
interest survey and overall behaviors based on executive, somatic and autonomic functioning.
My program is named ELBERT based on see in store is based off my book: HERE and triune
brain which includes the following: Brainstem- I have a fight, flight and freeze
sympathetic/parasympathetic observational checklist; Midbrain- a screening for vestibular,
proprioceptive, somatic issues, along with speech/language development, auditory and visual
processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions,
Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative
suggestions for taking care of the whole child’s individual, dynamic needs which includes over
200 exercises and activities. Lastly, ELBERT also includes a self-guided literacy intervention
program along with other coaching through a course on understanding dyslexia and other
learning differences, and consulting (first one Free)!

Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor
© ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
2020
DISCLAIMER: This communication may contain privileged and/or confidential
information. It is intended solely for the use of the addressee. If you are not the intended
recipient, you are strictly prohibited from disclosing, copying, distributing or using any
of this information. If you received this communication in error, please contact the
sender immediately and destroy the material in its entirety, whether electronic or hard
copy. This evaluation, program, and suggestions are not to be substituted for
professional Medical advice. They should not be used to diagnose or prescribe. Tricia is
not a doctor.

Introduction
Cook, the author of Nurture Their Nature, looks at the “whole child” and complete learning
differences including the nature and nurture of the neurodifference. For learning to be
successful, we need to look at the “whole child” and their neuro-symatic learning functions. For
learning motivation and resilience (meaning) to be successful, you need to have a strong
cognitive, behavioral, and affective-spiritual components which include the following: central and
peripheral nervous systems- “our senses'' including our sensory system (especially visual and
auditory), regulated RAS & ACC/HPA, Pons (parts of the brain), thymus and biofield (including
electromagnetic field, internal chakras), neuroplasticity and IQ, positive perceptions specifically
strength and empathy (along with reduced perceptions of anger and shame), healthy and
functional physiological, sensory-motor systems, hormones released such as serotonin,
dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term
memory) and attunement (for meaning & motivation, speed processing, and short-term
memory). Therefore, when learning difficulties occur, our neurobiology (neurosystems), central
and peripheral nervous system, complete chakra, and electromagnetic systems are all
dysfunctioning or dysregulating simultaneously and individually at different degrees and causing
abnormal neuroplasticity. Our goal is for ALL our systems and senses to function equalized,
activated, and balanced. With a functional system, the child can trust themselves through
spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness
(eventually unity) through PYAM.
Again, speaking of the “whole child”- you need to examine every aspect of their learning, not
just the end goal or result which is literacy and their appropriate learning behavior. Now, we
know epigenetics relating to learning influences of generational anger and shame have
the ability of being healed and determines which genes will be expressed and how their
own systems will function. The main goal is to heal our very own DNA holistically through
exercises and activities which block or ease the production of specific inflammatory proteins
(toxicity) excreted by the gut-brain axis, decreasing biochemical reactions that happen between
the Pineal, Pituitary, Adrenal & Carotid Glands along with by activating and aligning the Thymus
(via vagus nerve chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing
decrease in deficiencies while regulating our own biofields (including electromagnetic fields).
This is the divine stamp where you are regulated and experiencing harmony, honor, wisdom,
and becoming devoted to your purpose. You need to again, speaking of the “whole child”- you
need to examine every aspect of their learning, not just the end goal or result which is literacy
and their appropriate learning behavior.
Ways to look at neurodifferences holistically: observe and take observational notes on the
child…50% Nature- 50% Nurture (focus on epigenetics and spiritual mindset along with selfdirected
neuroplasticity): What Is Epigenetics? [The Answer to the Nature vs. Nurture Debate.”
Center on the Developing Child at Harvard University, 30 Oct. 2020,
developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-childdevelopment/.]

Nature

The Body
Chapter 1
Nature- is the maturation of the brain and body; for the purpose of survival, it’s the ability to
perceive, give meaning, learn, and act including motivation and resilience of our very own
environments (patterns first). Speaking of the “whole child”- the vagus nerve connects the
brainstem to the body. It also connects and aligns the eight chakras, Pons, RAS & ACC/HPA
and thymus including their own biofield (including electromagnetic field). This vagal balance
allows the brain stem to receive the information (formulating patterned neural connections)
from the environment, the midbrain to monitor and receive information (firing pattern of brain
nerve cells in a network), and the frontal lobe to perceive the universal emotions which are the
following: anger, strength, joy, bliss, shame, courage, compassion, and harmony.
Executive functioning involves logic through analysis or evaluation; initially, the thymus is where
the mind deems how important based on cellular memory (what or why). Then onto the frontal
lobe where the “why” is based on context cues (evaluation) and the “what” is based on recursive
aspects (analysis). The vagus nerve controls vagal balance and the executive functioning
system (via the thymus- vagus nerve chakra). The thymus including the vagus nerve can be
deactivated, hyperactivated, hypoactive, underdeveloped, or variably then going inactive in
children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis
which can be toxic to the triune brain [accessed 1/2/2021 Sunny Sea Gold Updated January 27,
2021. “Here’s How the Brain Makes Memories-and What You Can Do to Keep Your Mind
Sharp.” Health.com, www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brainmemory-healthy-mind?amp=true].
In the field of psychology, emotions are not just our feelings as some may think. Emotions are
our feelings, thoughts, ideas, perceptions, physical sensations and involve the senses and their
systems all for which start in the mind. They create what we call mindset- needing a calm
mindset for equanimity is key. Our God mindset regulates every love or fear experience we
have and our very purpose of being here on earth. The ‘theory of mind’ is an assessment of an
individual human's degree of capacity for empathy and strength; as well as our understanding of
ourselves and others have a mind too. Where the mind is located has been a continuous
debate- I propose that the mind at least begin in our very own thymus. The thymus is the center
of both our higher and lower self. It is the epicenter of a vagus nerve highway including the
interchanges from our gut-brain axis, to our Pons, RAS including ACC and HPA (both housed
with-in the brain) which all control every system in the human body. The thymus can be
overtaken by love or fear- it’s where our consciousness and super consciousness
(consciousness and subconscious conjoin in unity) begins and ends.

In the field of child -psychology, “Every attitude has three components that are represented
in wh at is calle d the ABC model of attitudes: A for affective, B for behavioral, and C for
cognitive. Although every attitude has these three components, any particular attitude can
be based on one component more than another (Study.com, 2020).” The naming of the
word attitude as it relates to students learning can give someone a negative perception;
parents ask me all the time, “can you help me with my child’s attitude”. The attitude one
has for learning makes for a make or break type learning. I observe kids all the time with
Re sponsive System Dysfunction (RSD) which means it is hard to find meaning and
motivation for learning. When your child is learning under stress, fear, and having RDS,
they are learning from their mental or emotional bodies, primarily with a Sympathetic
(a n ger) Functional System which is a hyper-processing dysfunction and Parasympathetic
(shame) Functional System Dysfunction which is a hypo-processing dysfunction or both
anger/shame which is a Total Functional Dominance System which is a varied hyper-, hypodysfunction
of the RAS (Rectangular Activation System). This hyper-, h ypo- and varied
dominance affects the “whole child”.

Specifically, the mental body is anger brain dominant and perceives in the heart everything
related to learning with anger. The emotion al body is sh am e brain dom in ant an d perce ive s
in the heart everything related to learning with shame. According to my good friend, Tom
Heintz (An Emotional Code Practitioner -Creator of The Body Code) references Christine H.,
MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed
down from one generation to the next. Also, there are 10 emotions that can also be
inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those
who st ruggle with sensory triggers and learning stressors, like when experiencing reading
or writing, these negatively perceived and filtered experiences with anger and shame, can
cause a trauma type of developmental anxiety and sometimes even depression. Heintz
(2020) also refers to this following excerpt from Christine Hammond, MS, LMHC (2018):
1. Anger – There are three main types of unhealthy anger: aggressive anger, passive -
aggressive anger [shame], and suppressive anger [hatred - not kids usually] – all of
which can negatively affect a child. For example, if a parent is aggressively angry by
yelling, their child might grow up to mimic the same behavior or learn to redirect it
into their own manifestation of anger.
2. Shame – Hearing words from parents such as, “You will never be good enough,” or
“You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics
are pervasive in hyper -religious homes where a child i s told that they have to live up
to some unrealistic standard and very frequently are practiced by the child on
others once they have been exposed to such treatment” [Generational Healing:
tom@thebodyemotions.com; accessed on 2/19/20 “10 Emotions That Can Be
Inherited.” The Body Emotions, 21 Apr. 2020, thebodyemotions.com/10 -emotions -
that -can-be-inherited/].
In 2018, I created The ELBERT Responsive System Dysfunction (RSD) Checklist which is
Functional System Dominance Checklist. I have found in over 4 dozen students what I always
knew; that they develop anger first, if not given a healthy, safe, and supportive environment for
their anger. Also, anger can develop into shame. Then, the shame will be more dominant. This
ELBERT checklist and resources are important for those working with neurodifferences
because shame is harder to address than anger. Shame is the defense for anger and survival of
some people. Some people though are less susceptible to shame and remain in anger. I have
found more times than not where just anger has been marked; especially in younger students. I
interview the students and their parents (teachers too preferably) where an [x] means most of
the time in their learning environment and a [/] means some of the time in their learning
environment (see image 1.0). Note: if anger and shame are not addressed at a young age, it
can turn into hatred and grief. Also, anger appears anxiously (hyper activity) and shame

appears sadly depressed (hypo activity). Together with both anger and shame, someone can
appear anxious and sad. With shame, the body is calm but internally their mind can be
ruminating on negative thoughts, feelings, ideas and emotions which can be hard to know
unless your child shares them with someone. This is why the checklist and interview is so
important.
Image 1.0 The ELBERT Fu n ction al Syste m Do m in an ce Ch e cklist illu stration

“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and
disease and to adjust their activities in response to new situations or to changes in their
e n vironm ent” (De fin ition of Neu roplasticity, 2020). Also, I’m n ee din g to mention
developmental trauma!
When a child with neurodifferences is learning something new or stressful, if mindset is
perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right
lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex,
frontal lobe along with midbrain (left lobe) and emotional disorders with long term
memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe
lessened neuroplasticty of the prefrontal cortex, frontal lobe along with midbrain (left lobe)
and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with
more executive functioning issues and short term memory problems or midbrain. We can
attribute this constant speed shifting to the common problems of poor neuroplasticity.
Like wise, the lackin g a se lf-directed neuroplasticity such as positive mindset such as
attunement and autonomy (belief I AM GOOD ENOUGH & WORTHY), feeling safe and
secure in their environment, poor (body) sleep, diet, health an d we llness, lackin g ph ysical
activity, dysfunction of vagus nerve (soul- body) connection, sometimes even the (spiritsoul-body)
connection (much older teens), lacking gratitude including (heart-connection),
attunement and (mind-trust ) autonomy, love of self and others, sensory overload along
con sistently m u lti-tasking and/or context-switching (handling 2 or more tasks at the same
tim e ) espe cially in th is com ple x, non-connected (yet, connected), neurotoxic and EMF toxic
infused environment- ALL d e cre a s in g our very own electromagnetism and vagal tone.

Mind you again, learning with meaning, resilience, and motivation is complicated and that
the spirit-soul-body/connection-trust-love disconnection causes maladjustment and
be lon gin g in th is world. Don ’t worry, our spirit, soul, and body connection can also be
complicated to a point, if we understand that we are love and not meant for fear. Think
about it this way, when your child has a Hypo or Hyper, Total Responsive System
Dysfunction (RSD), their learning decreases due to disconnections to others-themselves,
soul-body disconnection of consciousness, perceptions of anger/shame along with
assimilation (meaning and motivation) of those perceptions. Sadly, the students who have
RSD dysfunctions, they can become labeled Learning Disabled amongst other labels.
The re fore, th e y are not le arn in g e ffective ly, cogn itive ly, or be h aviorally on a consciou s le ve l
nor helped in a way that is revolutionary nor effective.
With just a Sympathetic Functional System Dominance (S FD), they perceive in the mind
everything with anger during stress. When they have a Parasympathetic Functional System
Dominance (PFD), in the mind , they filter and attune themselves to everything with shame.
When we have both anger and shame in the mind (see child sample above), this is called a
Total Learning System Dysfunction (TLSD) which creates: this creates almost complete soul -
body disconnect (dysregulation) due to constant learning aka cognitive speed shifting
(hyper -. hypo-, and varied) which tire s out the brain’s (RAS) Rectangular Activation System
(chakras 6-8th including soma and alta -major chakras), Pons (crown chakra), and Thymus
(vagus nerve chakra) much quicker than the aligned and balanced learning brain and body
which, in turn, lessens neu roplasticity. When our very own DNA generationally
predispositions with dysfunctions of the Rectangular Activation System, Pons, and Thymus
and for learning differences (anger and shame predispositions), ALL our systems and
senses can have any dysfunctions , and therefore, we can actually have body -soul
disconnection in the mind!
Chapter 2
The Brain
Specifically, if the vagal system is comprised including the following areas of the brain:
Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra
The Cinguate Gyrus (CAN)- is a large arch-like lobe in the center of the inner brain that is a
part of the limbic system; it houses the organs and their interactions constitute the Anterior
Cingulate Cortex (ACC-shame) and the main function of this area of the brain functions to
process conscious emotional experience and the parasympathetic nervous system (right side)
(NOTE: the importance of conscious reappraisal of emotions such as shame/empathy and

anger/strength for the ARAS). Note: The amygdala, bulb at bottom not shown in pic.., is where
The Cinguate Gyrus (CAN) first receives perceptions from the mind via the thymus, via the
peripheral cranial/CNS nerves, then onto the ACC. A hyper-, hypo- amygdala works harder and
the VACC can get dysregulated (shame mainly).
2.0 ACC & Cinguate Gyrus (CAN) illustration
NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra
The hypothalamic–pituitary–adrenal axis is a complex set of direct influences and feedback
interactions among three components: the hypothalamus, the pituitary gland, and the adrenal
glands associated with the soma chakra and anger . These organs and their interactions
constitute the HPA (anger) axis, a major neuroendocrine system that controls reactions to stress
and regulates many body processes, including digestion, the immune system and the
sympathetic nervous system (frontal lobe/left side). Note: Like above, the amygdala, bulb at
bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from
the mind (cellular memory- anger mainly) via the thymus, via the peripheral cranial/CNS nerves,
then onto the ACC. [Accessed on 12/29/2020- The Brain Network Driving Changes in
Consciousness —FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving
Changes in Consciousness.” Neuroscience News, 28 Dec. 2020,
neurosciencenews.com/consciousness-brain-network-17491/).]

2.1 HPA illustration
Vagus Nerve and Vibrating the Soma and Alta Major Chakra
The vagus nerve- is one of the cranial nerves that connect the brain to the body. More
specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the
vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the
body and vagal nerves carry somatic and visceral afferents that can alter the activity of the
brainstem at the point of the reticular activation centers (RAS). Remember the RAS & ACC
(shame)/HPA (anger) also allows the brain to monitor and receive information about several of
the body’s different functions and matters of the mind including the perceptions and filters of the
parasympathetic (shame), sympathetic (anger) & total (anger/shame) response system during
stress such as reading. When you activate the chakras (major 8 and soma/alta major- HPA
(anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will
stop the “epigenome” which are again the collection of chemicals markers (focus: inherently
dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive
attitudes (joy, bliss, and happiness) and make learning more pleasurable and effective;
therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve
(thymus- vagus nerve chakra). Note: The (ARAS) itself is on the cerebral cortex and is
responsible for the achievement of super consciousness (higher transpersonal self) . The ARAS
doesn’t fully develop in the brain until variably, around the ages 21–24 years old (Fowler, J.W.,
2015).
2.2 Vagus Nerve Chakra (Upper Heart Chakra-Thymus) illustration Note: includes Soma and
Alta Major chakras

Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is
connected to the eight chakras via RAS & ACC (shame)/HPA (anger)- by activating the eight
chakras including the soma/alta major via the vagus nerve, it can continue doing its job of
helping us connect our brain stem to the body; hence, regulating our biofield (including
electromagnetic fields). One of the major goals of the paper and program includes holistic
alternatives and activities for equanimity and to block or ease the production of specific
inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus
nerve, align and balance the eight chakras (soma/alta major also) including Pons, RAS and
ACC (shame)/HPA (anger) areas of the brain to regulate our own biofields aka senses
(including electromagnetic fields). Also, for the thymus (vagus nerve chakra) to become
regulated and balanced.
2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras
illustration

Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)
The Reticular Activating System (RAS)- is a network of neurons (hyper-, hypo-, or, varied)
located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such
as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the
cortex for activation of awake, desynchronized cortical EEG patterns. It is holistically and
spiritually known from being a center “where we can create our own reality” whether positive,
negative or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then
comes to fruition here in our RAS.
The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta
major chakra and shame.
HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra
and anger.
Both are associated with the thymus chakra aka vagus nerve chakra.
Note: Important RAS info. includes the following excerpt... ‘The RAS is said to be the gas pedal
[slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the
diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all longterm
memory/storage takes place] of the brain’ (Petty 1996).
Corpus callosum- links both hemispheres and to varying degrees. Hence students might have
a lateral cognitive dominance of the functioning system- the students with the right-hemisphere
dominance have Parasympathetic Functional System Dominance (PFD) and might have
dysphonetic dyslexia because language and analysis (break down category and sequencing)
which is a left-hemisphere task: therefore, students with right-hemisphere dominance might

have high functioning autism, can have language deficits such as dsyphonetic (auditory)
dyslexia.
Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)-
student might have high-functioning autism along with other learning differences (below).
Someone prominent in right-brain (ACC) has an unawareness of objects to one side of the
body or personal space. In severe cases, a side can be completely ignored when carrying out
certain tasks and everyday functions such as writing so may have dysgraphia. But another
important brain function is controlled by either the right side of your brain or the left side of your
brain depending on your handedness.
Sympathetic Functioning System Dominance (SFD) student has total (see below) or left corpus
callosum dysfunction then having a total right or left-lateral hemisphere dominance (HPA),
evaluation (specifically color, shape, size & dimension) is a right-hemisphere task; those with
a Sympathetic Functioning System Dominance (SFD) therefore, might have autism, Irlen
Syndrome, and dsyeidetic (visual) dyslexia.
Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)-
students might have autism (lower functioning) along with other learning differences (below).
Someone with dominant frontal lobe or the (left) dominant temporal lobe (SFD) can cause a
condition called aphasia, which is a serious disturbance of speech and communication.
When the short-term memory aka “working memory” is not equalized, then the information being
led by the Corpus Colosseum to the frontal lobe for executive functioning becomes deficient.
Whether the Corpus Colosseum is underdeveloped or deficient in it’s development for example:
there can be blockage, protein folding, insufficient synapse development (premature pruning),
poor fluid to transfer synapse message, etc. Also, if the Corpus Colosseum, the “short term
memory” is compromised this is also known as Mixed Brain Dominance or dysphasia and
forms of autism.
Chapter 3
The Soul- the high heart and mind
Limbic Areas that are typically included in the limbic system fall into two categories but
there’s a missing third component (thymus):
Limbic Areas that are typically included in the limbic system fall into two categories but
there’s a missing third component (thymus):

● RAS= HPA & ACC (body & brain= brainstem) processing side and short-term
memory and the arousal of the limbic cortex such as: ACC- amygdala, and the
hippocampus. It is where our dreams come into our reality and then onto fruition.
Correlated with chakras 6–8th.
● Pons (body & mind = midbrain) which is a small part of the brain above the pons
that integrates sensory information and relays it upward (RAS). Similar to the
RAS, it is responsible for arousal (hyper-, hypo-, and varied) and plays a role in
mood. In terms of long–term physiological changes, it is also associated with
long-term memory. This is also where dreams are centered based on our thymus
and what we focus on or need healing to become pure and blameless. Correlated
with chakras 9–11th.
● Thymus (high heart & mind= soul) a connection of perception between all affective
and behavioral cognitive experiences on a cellular level (cellular memory)
including the mainstream universal emotions of anger, strength, joy, bliss, shame,
courage, compassion, and harmony and relays it upward (PONS). It’s also where
you can find the “imagination” that lies within all of us of God’s Will. This is where
the mind creates our purpose by filtering, interpreting our world and experiences
which in turn creates our dreams into reality of miracles and blessings. Correlated
with chakra 12 and all the rest of the chakras.
● NOTE: A Total Learning System Dysfunction (TLSD) and Dysregulated and
Dysfunctional System Responsive System Dysfunction (RSD) works in a

downward effect from RAS-PONS-THYMUS:
NEEDING TO BE ADDRESSED- Learning Differences including Our Electromagnetic
System
All of our senses and corresponding systems give us vital information about our surroundings.
As well as, our EM and Torsion Field is our senses not what we think of as senses as the
vehicle (ear, eyes, nose, mouth, skin, balance) that sends messages through our nerve
endings, CNS and then to the brain. Our EM and Torsion Field, you will read more on later,
includes our chakra system. These senses depend very closely on the thymus ‘our mind’ to
make sense of our own world and experiences including relationships with others. Our senses
give us our perceptions of our universal emotions, plus are we gonna live in fear or love. Our
senses include our cellular memory and how we act. Again, for the divergent thinker it is where
our mind consciousness makes our decisions not logic. What is the law of conservation of
energy? It states that energy can be converted in form, but not created or destroyed. I need for
you to think about the universal emotions as energy that can be transformed or changed
amongst being hereditarily passed down through generations and stored in the thymus (vagus
nerve chakra) as well as translate into our very own DNA. Electromagnetic energy is part of our

quantum-self; there are three forms of electromagnetic energy: visible light, infrared radiation,
and radio waves. Let’s focus on 7 spheres of invisible light converted into visible light and ‘as
you focus, so you are there in superconsciousness’ (see below) as 5 dimensional light- Glory
and Victory.
In the same way, let your light shine before others, that they may see your good deeds
[honor] and glorify your Father in heaven. Mathew 5:16
Affirmation of Hope: I am Honor. I have Light.
3.0 EM and Torsion Field illustration

The Senses & Corresponding Systems NOTE*works in threes
Lower Personal Self: The Gifts

Concrete Thought (conscious develops around age 2)
● Physical Self (chakras 1–3): anger/strength, joy, bliss, peace, shame/empathy
● Vestibular & Somatosensory Senses & Proprioception, Tactile Senses= RAS (chakras 6-
8, body and brain)
● dysgraphia, dysphasia, cp
God, what’s my (Your) reality? What are my gifts? (physical, emotional rational mind, personal
power and will- Ego Center)
The vestibular system is a sensory system that is responsible for providing our brain with
information about motion, head position, and spatial orientation; it also is involved with motor
functions that allow us to keep our balance, stabilize our head and body during movement, and
maintain posture. Awareness of body balance and movement are monitored by the vestibular
system. The vestibular senses (the sensations of body rotation and of gravitation and
movement) arise in the inner ear; the sense organs are the hair cells that send out signals over
the auditory nerve. The somatosensory system is the part of the sensory system concerned
with the conscious perception of touch, pressure, pain, temperature, position, movement, and
vibration, which arise from the muscles, joints, skin, and fascia. The tactile stimuli are detected
by mechanoreceptors and produce sensations of touch and pressure. The proprioceptive
system is located in our muscles and joints. It provides us with a sense of body awareness and
detects/controls force and pressure. The proprioceptive system also has an important regulatory
role in sensory processing as proprioceptive input can assist in controlling responses to sensory
stimuli. The proprioceptive sense tells us about our body position. It is stimulated every time
we move. Each time we use our muscles or stretch and bend our joints. Receptors for this
sense are all over our body, deep within our joints and muscles. The tactile system refers to
our sense of touch. Tactile doesn't just refer to our hands! The main way we perceive this input
is through our skin, which has many receptors all over our bodies for all different kinds of
sensations. Tactile sense related to touch, specifically the information received from varying
pressure or vibration against the skin. Tactile sensation is considered a somatic sensation,
meaning it originates at the surface of the body, rather than internally. (Somatic & Vestibular
Issues See Pons including Basal Ganglia Below)
Lower Personal Self: The Dreams
Abstract Thought (spiritual conscious begins develops around age 7, makes a jump at
12)
●
●
●
Mental Self (chakras 4–6, cognitive brain)
Visual, Auditory Senses= Pons (chakras 9-11, body & mind- Note: only total functional
dominance)
dyslexia, higher functioning autism

God, what are my (Your) dreams? What are my gifts? (creativity, visionary, aspiration, wisdom-
Dream Center)
The visual system comprises the sensory organ (the eye) and parts of the central nervous
system for visual processing. Again, remember the proprioception also referred to as
kinaesthesia (or kinesthesia), is the sense of self-movement and body such as visual sense
and the vestibular system, to create an overall representation of body position, movement, and
acceleration. The auditory system is the sensory system for the sense of hearing. It includes
both the sensory organs (the ears) and the auditory parts of the sensory system. The auditory
parts help us to process sounds and language. Auditory sense is the ability to hear; the
auditory faculty; auditory modality, sense of hearing, hearing. auditory system - the sensory
system for hearing sense modality, sensory system, modality - a particular sense. (Somatic &
Vestibular Issues See Pons including Basal Ganglia Below)
Lower Personal Self: The Wishes
●
●
●
Social/Emotional Self (chakras 6–8, soul mind)
Olfactory & Gustatory Senses= Thymus (12th chakra, all chakras, high heart & mind)
all learning difficulties, higher functioning autism
God, what’s my (Your) purpose? What are my wishes? (Higher Purpose & Will- Acceptance of
Christ Center and His Will & Purpose)
The olfactory system, or sense of smell, is the sensory system used for smelling (olfaction).
Olfaction sense is one that has directly associated specific organs. Most mammals and reptiles
have a main olfactory system and an accessory olfactory system. The gustatory system is the
sensory system responsible for the perception of taste and flavour. In humans, the gustatory
system is composed of taste cells in the mouth (which sense the five taste modalities: salty,
sweet, bitter, sour and umami), several cranial nerves, and the gustatory cortex. There is tons
of research on how olfactory & gustatory senses are related to emotions.
Higher Transpersonal Self: Miracles and Blessings
● SuperConscious Thought (around age 21–24, makes a jump at 30)
● Divine UNITY of Spirit God (chakras 9–12)
● Grace, Mercy, Gratitude, Purity, Blamelessness, Power, Acceptance, Curiosity, Glory &
Victory
● All mental disorders and dementia, lower functioning autism
God, what’s my (Your) question? What are my miracles and blessings?

“Now all glory to God, who is able, through his mighty power at work within us, to accomplish
infinitely more than we might ask or think.” Ephesians 3:20 NLT
Affirmation of Power: I am Glory. I have God.
NEEDING TO BE ADDRESSED- Our Dysregulation In OUR Biofield “Our Senses” (see
chakras below)
3.1 Biofield illustration

Learning Differences including Our Chakra Systems & The Vagal Tone
Our Chakra System
The chakras spin like a wheel which fuels our MIND (thymus) and EM and Torsion
Field. The chakras spins like a wheel and sets our minds’ vagal tone (ultimately thymus)
which can be Hypo - or Hyper -, Varied. The chakras need to be balanced and equalized for
our mind (thymus) not to be dysregulating our senses nor other systems. When your child
has a Hypo- or Hyper -, Varied Responsive System Dysfunction (RSD), their learning and
motivation (attunement) through their senses decreases due to disconnections to o thers -

themselves along with soul -body disconnection of consciousness. The hypo-An ger
Sympathetic Functional Dominance (SFD) means certain chakras (usually 1st-8th chakras)
are spinning too fast in which the lower self needs strength. The hypo-Sham e
Parasympathetic Functional Dominance (PFD) means they are spinning too low and need
e m p athy. If va rie d To tal Fu n ctio n a l Dom in a n ce (TDF), the lowe r self (1st-8th chakras) are
going deactivated or going inactive along with thymus and need both strength and
em pathy in clu din g joy, bliss, an d pe ace . Note: the 8th chakra includes the vagus nerve
(thymus), in turn includes alta major and soma chakras.
Body
--------------------Physical Ruled by 2nd chakra--------------------
(suggestion: consciousness begins around age 2 years)
-1st chakra (base) Shame/Empathy- meaning
-2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation
-3rd chakra (solar plexus) Anger/Strength (can do 1 & 3 together- gaia gate)- meaning
-------------------Mental Ruled by 8th chakra (RAS)--------------------
(suggestion: starts to develop around age 7, big jump at age 12+)
-4th chakra (heart) Hatred/Courage
-5th chakra (throat) Grief/Compassion (can do 4 & 5 together-earth star)
+thymus (see number 8 below)
------------------Emotional (mind and cellular level) Ruled by 8th chakra (RAS)
-6th chakra (third eye) Grace (freedoms-abundance, devotion)
-7th chakra (cosmic) Mercy (forgiveness-release fear/unconditional love)
-8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes
the vagus nerve (thymus), in turn includes alta major and soma chakras (RAS, Pons)

Soul- heart and mind
--------------------BODY-SOUL CONNECTION Ruled by 11th chakra (ARAS)--------------------
(suggestion: start to work after the age of 21+)
-9 chakra (star child) Divine Purity (Hope- cleansed, rebirth, patience, reverence, and righteous)
-10th chakra (causal) Divine Revelation (Faith- blameless life, virtue, and reconciliation)
-11th chakra (soul star) Divine Power (connection, curiosity, integrity, honor, and trust) & Divine
Authority aka Salvation (beauty, greatness, blessings, miracles, and light) (can do 9, 10 & 11
together)
Spirit
--------------------Authentic SOUL-SPIRIT CONNECTION--------------------
(suggestion: super consciousness starts around age of 30+)
-12th chakra Divine Unity (stellar gate) gifts, wishes, blessings and miracles (peace and
comfort)
“The Lord bless you and keep you; Lord make his face shine on you and be gracious to
you; Lord turn his face toward you and give you peace.” Numbers 6: 33-26
Affirmation of Faith: I am blessed. I have peace.
3.2 Chakra illustration (see below)- NOTE: 1st is Base (shame) and 3rd is Solar Plexus (anger);
* for kids the 8th chakra Thymus, Soma, Crown, & Alta Major is key as well as 1st & 3rd.

Note: The Earth Star and Gaila Gate (bottom two) along with Stellar Gate (top) can’t be
worked-on just have fairy and be prepared to lighter as healing goes on along with
receiving honor, wisdom, and glory. Glory has undesirable attributes.
“Open up, ancient gates! Open up, ancient doors, and let the King of glory enter.”
Psalms 24:9 NLT
Our Electromagnetic System “Our Senses” affects other parts of the brain that have a part in
some of the most important aspects of learning which includes the following tasks:
analysis (break down category and sequencing)
sensory processing
memory/learning (short and long term memory)
motor control

autonomy (meaning) and attunement (motivation)
3.3 image Cook’s Brainchat 7/30/20 illustration
Functional System Dominance (FSD)- when the RAS & ACC (anger)/HPA (shame) and the
brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame)
systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory
information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have
mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame-
PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and
shame- TFD) and varied processing. Lastly, it helps to be familiar with the midbrain (mammalian
brain) which includes: medulla oblongata and pons do their jobs effectively such as…
Basal ganglia- regulating motor functions. Students with Sympathetic Functional System
Dominance (anger-SFD) have mostly hyper-sensory processing and hyperactivity in their
proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type &
cerebral palsy) and Parasympathetic Functional System Dominance (shame- PFD)- have
mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular,
and fine-motor abilities (ADHD-inattentive type & dysgraphia). Varied is, of course, Total
Functional System Dominance which is most common with dysgraphia (anger and shame-
TFD).
Hippocampus- Parasympathetic Functional System Dominance (shame- PFD)- have mostly
hypo-sensory processing and hypoactivity of the hippocampus which helps humans process
and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative
memories are those related to facts and events. Examples include learning how to memorize
speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial

elationship memories appear to be stored in the right hippocampus. The hippocamp is also
where short-term memories are turned into long-term memories. Relative to the hippocampus,
these memories are then stored as polarities in the brain-experiences and reality of
consciousness the past, future and present. (see RAS specially ACC above- associated with
the alta major chakra and shame and see PONS and Thymus below)
3.4 Light Cone (perceptions of past, present, & future)
*Aside: Interesting Research- on those with memory loss, they did have faster thinning of the
entorhinal cortex due to amyloid level as well as brain shrinkage of the hippocampus [retreived
on 4/25/20 Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and
Memory Problems?, apple.news/A0bfYT-YLR2u8kRquMsjKRA?fbclid=IwAR2].
Relevantly, the Wnt pathway has been recognized as critical for the central nervous system
development, several Wnt components retain their expression in the adult brain, including the
hippocampus, and have proven to be fundamental in both the development and function of
synapses (Inestrosa and Arenas, 2010; Inestrosa and Varela-Nallar, 2015). Altogether, these
findings strongly suggest that Wnt signaling might be down-regulated during aging, leading to
increased vulnerability of the neural network and increasing the risk for the onset and

progression of age-related pathologies, such as AD. Wnt inhibitors, including the secretedfrizzled-related
protein 1 and 2 (SFRP-1 and SFRP-2) and Dickkopf-1 (Dkk-1), all them
antagonists at the cell surface. As a result, mice deficient in Dkk-1 exhibit enhanced spatial
working memory and memory consolidation and also show improvements in affective behavior
(Caricasole et al., 2003, 2004)[retreived 12/27/2020 Scienmag. “SCIENMAG.” What Comes
First, Beta-Amyloid Plaques or Thinking and Memory Problems?, apple.news/A0bfYT-
YLR2u8kRquMsjKRA].
***Ask me about the dorsal raphe nucleus at the brainstem, TDP-43 (FTLD–TDP) folding
proteins, beta-amyloid plaque build-up, Dkki-1 at the midbrain stem, prefrontal cortex and the
frontal lobe for Alzheimer’s (dyslexia as well). Also ask me about the RAS-conscious around the
age of three, ARAS and God awareness age 21–25 (Montessori, Piaget, and Fowler research
as well today’s research)! Petty, Peter G. “Consciousness.” Journal of Clinical Neuroscience,
vol. 3, no. 4, 1996, p. 390., doi:10.1016/s0967-5868(96)9004.
Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes melatonin,
serotonin, and dopamine and cortisol which helps you respond to stress (reading for example)
and has many other important functions. Also melatonin studies recently show that melatonin
exhibits many bioactivities, such as antioxidant activity, anti-inflammatory characteristics,
boosting immunity, anticancer activity, cardiovascular protection, anti-diabetic, anti-obese,
neuroprotective and anti-aging activity. Note: Students with Sympathetic Functional System
Dominance (SFD) are deficient in dopamine, melatonin, and have hyer-norepinephrine
production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic
Functional System Dominance (PFD) are deficient in serotonin, melatonin, and have hyponorepinephrine
production (hypoarousal, memory retrieval, diligence/motivation-freeze). Note:
The pineal gland helps with a meditative state if the head is covered- it’s great for Calm (I will
write more about calm ahead! Varied is, of course, Total Functional System Dominance (TFSD)
which is most varied in hormones and the hardest time being calm with mood swings along
gaining equanimity also can be diagnosed congenital adrenal hyperplasia. [accessed on 4/27/20
Singleton, Omar, et al. “Change in Brainstem Gray Matter Concentration Following a
Mindfulness-Based Intervention Is Correlated with Improvement in Psychological Well-Being.”
Frontiers in Human Neuroscience, Frontiers Media S.A., 18 Feb. 2014,
www.ncbi.nlm.nih.gov/pmc/articles/PMC3927233/.]
Remember: ACC- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta
major chakra), HPA- is also part of the RAS (Hypothalamic–Pituitary–Adrenal Axisassociated
with the soma chakra) Both are associated to the thymus chakra aka vagus
nerve chakra.
Medulla Oblongata at the EM Field Including the Pons
3.5 Internal Medulla Oblongata Brain illustration

Thalamus- integrates and sends sensory information such as autonomic functions
(para/sympathetic) aka sensory relay nucleus.
Olivary body- motor learning and perception of sound (auditory and visual processing
specifically).
Hypothalamus- speed processing of information also you need to remember the important
RAS info. which includes the following excerpt: ‘The RAS is said to be the gas pedal [slow,
accelerate or varied cognitive speed processing] that ignites the diencephalon (the
hypothalamus and thalamus) as well as, the cortical areas [where all long-term memory/storage
takes place] of the brain’ (Petty 1996). Also, includes the hippocampus (see above)- which is
in the limbic system and regulates perceptions (such as the perception of shame, long-term
memory). Students with Sympathetic Functional System Dominance (SFD) react with anger and
have hyper-speed (accelerated) processing and long-term memory issues (both also varied
from trying to regulate accelerated-slow so one and so forth). Students with Parasympathetic
Functional System Dominance (PFD) filters with perceptions of shame, have slow speed
processing (also the controversial- slow cognitive speed tempo) and bypassing the facts needed
for short-term memory (effects sequencing skills, background knowledge)-headed straight to
filtering based on meaning and perceptions (again shame)- short term memory issues are
actually a prefrontal lobe executive functioning issues. Again, the frontal lobe to perceive the
universal emotions which are the following: anger, strength, joy, bliss, shame, courage,
compassion, and harmony (executive functioning logic through analysis or evaluation) where
the mind deems how important (what or why). Basically, Remember the RAS-alta major chakra,

pineal and pituitary gland (pituitary chakra), crown chakra specifically for Parasympathetic
Functional System Dominance (PFD) & HPA- soma chakra, hypothalamic–pituitary–adrenal
axis for Sympathetic Functional System Dominance (SFD). Varied speed processing (hypo-,
hyper-) is, of course, Total Functional System Dominance which is most common with
dysgraphia (anger and shame- TFD) [Petty, Peter G. “Consciousness.” Journal of Clinical
Neuroscience, vol. 3, no. 4, 1996, p. 390., doi:10.1016/s0967-5868(96)9004].
Chapter 4
The Divine Stamp- Soul & Body
The Spirit
In a deeper sense, the divine stamp is our will to make a transformation and renew strength and
empathy by accepting Him, so we can heal ultimately in courage, compassion, harmony and
unconditional love for others, and mainly ourselves in acceptance of the true mercy and grace of
God! Discovering how to live a blameless and pure life once realizing the issues of learning and
relationships HAD TO HAPPEN and ALL problems with others such as: being the teachers,
school and learning, relatives such as brothers/sisters, or the other kids. It really isn’t others or
the neurodifference itself; It is our understanding of the greater purpose in life so for the greater
good to glorify His Kingdom! It’s our life’s lesson to the journey of learning to glorify God along
with gaining his blessings of Peace, Freedom, and Victory.
Key Contemplation: Stay Blamess & Know It ALL Had to Happen
Intention: God awareness and unity
Affirmation: I AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY
BODY and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES, FEELINGS,
DREAMS AND VISIONS (see image 4.0 below)
Daily Functional System Regulation (DFSR) Thymus (Soul) -Pons (MidBrain)-RAS
(Brainstem)
Versus
Responsive System Dysfunction (RSD): * Dysregulation Functional System Regulation
RAS (Brainstem)-PONS (MindBrain) DISCONNECTION THYMUS (SOUL)

*NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD)
and Total Learning System Dysfunction (TLSD)
PONS-THYMUS:
works in a downward effect from RAS-
Affirmation of Faith
The internal flame is the divine stamp of infinite and complete wholeness with God. There's
peace and comfort knowing he is my help, lamp, and savior!! The way to a complete functional
system again is replacing anger with strength and shame with empathy (adults hatred with
courage and grief with compassion). Why anger with strength? Have you seen a paranoid,
anxious, angry person, who's absorbed in their “ego”, ever want to face and examine their
anger feelings and triggers? It takes a lot of strength to do this! Why shame with empathy?
Have you ever seen a withdrawn, self-absorbed, and ashamed person who’s almost defeated,
ever want to have empathy for themselves (or others)? Jesus has already taken their suffering,
so stay blameless. Those with a SFD, or PFD or TFD just need to accept Him into their heart ,
actually thymus (internal-sacred flame- high heart, thymus) and ask for help by growing in
eternal strength and wisdom to increase their own peace and comfort (harmony) while gaining
infinite “wholeness”. This is the divine stamp that we are promised!
The Lord bless you and give you peace. Numbers 6:23-24
Affirmation of Faith: I am blessed. I have internal peace.
Image 4.0 Divine Stamp of Spirit Illustration

Pons
image 4.1 Pons Illustration works with RAS (*aka God Awareness Chakra)

The pons integrates both the medulla oblongata and the thalamus (NOTE: the importance of
conscious reappraisal of emotions (emotional reappraisal) such as shame/empathy and
anger/strength for the ARAS). In the thalamus, students can have a slow (hypo-), accelerated
(hyper-) or varied processing and they have a problem with sensory integration disorders and
emotional intensity or insensitivity with their neurodifference. The Pons, like the RAS, is
responsible for arousal (hyper-, hypo- and varied). Plus, the pons connects areas of the brain
that controls autonomic functions (parasympathetic (shame) /sympathetic (anger)): Acting or
occurring involuntarily, without conscious control, in the somatic nervous system such as
sleep and histamine inhibitors: The part of the peripheral nervous system that transmits
signals from the central nervous system to skeletal muscles, and from receptors of external
stimuli such as mediating sight, hearing, and touch and movement including speaking with
conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus
Nerve Chakra)).
Since the pons and the thymus (see below) as well as the RAS work together, Students with
Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” and
“feeling worthy”- for God awareness they need circumstantial evidence or can go to extreme
become ulta-religious constantly “breaking down” the Bible and religion. Those with a
Parasympathetic Functional System Dominance (PFD) have problems “Hearing God '' and
“feeling enough”- for God awareness being calm in the mind- being present and ruminating on
past/future a must. (PONS is addressed more in my ELBERT program: includes PYAM &
RAS exercises body, breath, calm through prayer, yoga, affirmation, and meditation which
connects us to God- see section below). Note: Students with Sympathetic Functional System
Dominance (SFD) and Parasympathetic Functional System Dominance (PFD) have high allergy
rates and sleep disturbances (see other complications below).

●
Image 4.1a & 4.1b II Pons Axial Section and Peripheral Nervous System illustration
which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the
central nervous system (brain and spinal cord) and the peripheral nervous system.
Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial
longitudinal fasciculus of the pons carries information about the direction that the eyes
should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve)
and VI (Abducens nerve) together, and integrates movements directed by the gaze centers
(frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear
nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar
neurons. It is the nerve responsible for the special senses of hearing (via the cochlear nerve),
and balance (via the vestibular nerve). Then the cochlea detects the magnitude and frequency
of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear
infections, auditory as well as visual processing issues and sometimes balance and conflicting
signals in the inner ear, eyes, and sensory receptors.
Image 4.1a Pons Axial illustration
[accessed 2/28/20 Google Image Result for Https://Biologydictionary.net/Wp-Content/Uploads/2020/11/Pons.jpg, images.app.goo.gl/THSvxHLckja1]
The cranial nerves are controlled by the vagus of the peripheral nervous system. see
4.1b Peripheral Nervous System illustration (see the EM FieldSenses and Chakras Vagal
Tone above)

Thymus
image 4.2 thymus illustration works with RAS illustration

Thymus (12th chakra and all chakras, high heart & mind)-Upper or Higher Heart Chakra (*aka
God Unity Chakra, Ascension Chakra, Vagus Nerve Chakra). It is known as “the seat of the
soul” or the mind for the fact that it: holds a record of traumatic or painful events, dimensional to
the subliminal content (see intelligence model below) and ancestral narration. High Heart
Chakra, also called the ascended heart chakra, is connected with an organ: the thymus gland
which before birth and throughout childhood, the thymus is instrumental in the production and
maturation of T-lymphocytes or T cells, a specific type of white blood cell that protects the body
from certain threats, including viruses and infections; It plays a role in immunity, autoimmunity,
and aging (it’s basically our twin flame and fountain of youth). It’s the mind because it interprets
and filters our experiences and environment. It’s connection of perception between all affective,
behavioral and cognitive experiences including the mainstream universal emotions of anger and
shame on that of the pons, RAS (ARAS), vagus nerve and gut brain axis. It’s the internal fire
[sacred fire] that gives us our purpose for God awareness (RAS) and unity (ARAS) intelligence
(knowledge) connection. A healthy thymus gives us system regulation or unhealthy thymus
system dysregulation (disintegration) of all our systems: contents, models and operations
amongst our very own body, mind and spirit (see cubed model of intelligence illustration below).
“The core is not developing the new chakra-system, but rather to expand your
consciousness beyond what is perceived by the monkey mind.” [acessed on
12/13/20 Ourangelsguidance. “THE 12 CHAKRA SYSTEM AND TWINFLAME
PROCESS.” Our Angels Guidance, 13 Nov. 2016,
ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-andtwinflame-process/.]

If you are questioning if the thymus houses the mind, then ask yourself have you
ever felt or thought something outside your own consciousness (maybe you found
something out as you were journaling)? Try asking yourself is this true? You might
even perceive something in a different way? Read below because what I’m asking
and presenting to you might change your perception.
This cubed model of intelligence (see below) should be added to the ‘triarchic
theory’, “this theory of intelligence has three aspects: analytical, creative, and
practical (Sternberg, 1985). Analytical intelligence, also referred to as componential
intelligence, refers to intelligence that is applied to analyze or evaluate problems
and arrive at solutions’. [retrieved on 1/10/201,
https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical
issue for psychologists because they are divided on which perception [the mind]
relies directly on for information in the environment. Some argue that perceptual
processes are not direct, but depend on the perceiver's expectations and previous
knowledge as well as the information available in the stimulus itself.’ [retrieved on
1/10/20, https://www.simplypsychology.org/perception-theories.html]. I argue, the
IQ is a fluid as a person's EQ depending on the mindset, situational triggers,
circumstance, and environment as well as what is mentioned prior when writing
about functional systems. Think about the Necker cube, which is sometimes used
to test computer models of the human visual system, to see if consistent
interpretations of the image are the same. There is evidence that by focusing on
different parts of the figure, one can force a more stable perception of the cube.
The cubed model (image 4.3) should be added to how we test IQ because it takes
the variance of human perceptions, which is part of one's mindset and takes into
account: contents (facts), products (form/ functions), and operations
(feelings/future).
image 4.3 cubed model of intelligence illustration

As listed above on the cubed intelligence model, I need you to note under operations with
convergent and divergent operations. Most people are convergent and have deductive
reasoning and convergent thought. Those with neurodiversity have divergent production and
have inductive reasoning and divergent thought. This is not the norm. The convergent
production is based solely off of the “scientific method”- this thought process involves answering
“what” by theory, hypothesis, testing, and conclusion. The divergent production wants to answer
the “why” using their own observations, patterns, hypothesis and theory. In time, they observe
what’s developing in their own perceptions of their mind through symbolic, behavioral contents,
then evaluative memory of certain relations, systems, transformation and implications before
they come up with a variety of never been used ways for a solution. [accessed on 12/17/20
“Best Child, Career Counselling and Assessment Center in India.” Energiasoi,
www.energiasoi.com/.]
In my perspective all IQ testing nor standardized tests (even those by gold
standard) are not set up for neurodivergent learners; Actually, most of education
isn’t revolutionary and set up to tests this divergent way of thought- along with the
authenticity of each person’s mind. Anything that is subjective or factual knowledge
and not wise doesn’t meet the needs nor natural inquiry of the divergent minds’
perspective. -Tricia Cook Tcooktutoring. [“Preview Of My Book Dyslexia Help:
Reading in Research- Answering ‘Synonymous Whys of Dyslexia’…” Medium,
Medium, 30 Jan. 2021, tcooktutoring.medium.com/preview-of-my-book-dyslexiahelp-reading-in-research-answering-synonymous-whys-of-dyslexia-c9f9d1d31881.].

Approximately, how many neurodiveregent learners are in existence? 23% of all learners, just
under 1/4 of children and adults.
Further Focus
Before we move onto the next section on how to help yourself and your child. Please ask
yourself this question not from your brain, heart but from your mind these questions:
Self-regulation:
Is s/he frequently irritable?
Does s/he overreact to small problems?
Does s/he have intense, angry outbursts?
Does s/he have outbursts for little or no apparent reason? (specify situations in which
outbursts occur)?
Attention and Executive Function:
Is s/he easily distractible; does he act without thinking?
Is s/he restless, not able to sit still; is he overly active?
Does s/he have difficulty initiating or finishing tasks such as homework?
Does s/he have difficulty finding things in his/her room or desk?
Is his/her written work poorly organized, does s/he have difficulty planning ahead?
Does s/he forget to hand in homework?
Oppositional and Aggressive behavior:

Is your child destructive to toys or other objects?
Does s/he say “no” or refuse to comply when asked to do something?
Does your child regularly argue with you (parents), teachers?
Does s/he tease or bully another child? Has s/he been teased or bullied?
Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?
Does s/he swear, call names or make threats?
Anxiety:
Do you think your child worries more than other children?
What does s/he worry about?
Does s/he ever have problems falling asleep because she is worrying about something, can’t
turn his/her mind off?
Does your child have many fears?
Is s/he easily scared?
Can s/he be easily comforted by reassurance?
Depression:
What is your child’s mood like most of the time?
Is s/he often unhappy, sad or tearful?
Does your child’s mood change abruptly for no apparent reason?
Have you noticed a change in his/her interest in things s/he used to enjoy?

Have you noticed a change in his/her energy or activity level?
Is s/he more quiet than usual?
Have you noticed a change in his/her sleep patterns or appetite?
By The Research Autism Group or online [Accessed 16 Dec. 2019].
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.
Beloved, let us love one another: for love is of God; and every one that loveth is born of
God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth
out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John
4:18 (KJV)
Affirmation of God: I am love. I have harmony.
Nurture

The Body
Chapter 5
Nurture- is the adaptation of children responding to the demands of the environment in ways
that meet their own goals and function in a safe and secure way. Children with learning
differences have deficits in brain plasticity- The brain’s remarkable ability to rewire itself
throughout a person’s life is known as plasticity. The goal is spiritual mindsight and selfdirected
neuroplasticity- a child who has healthy neuroplasticity can heal their DNA via the
thymus- vagus nerve chakra, and RAS & ACC/HPA including the connection to the
consciousness (God awareness) and consistently being provided a safe, supportive, healthy,
and loving environment that facilitates their natural inquiry of learning (see chapter 10).
The main objective is to prevent kids from learning from primarily from learning with either their
mental, emotional and etheric bodies (anger/shame). Along with rewiring their perceptions and
filters of the parasympathetic (shame) and sympathetic (anger) response system during stress
such as reading, their perceptions of anger and shame are their lens to how they view and listen
to their very own existence in this universe. For anger, they need autonomy (I am Worthy) and
attunement for shame (I am Enough)- both need the two Bs: body and breath (see below for
more about the ABC’s of Self-directed Neuroplasticity).
Help Young Children Switch OFF Negative Markers Through Their Very Own DNA:
Will Allow Future Generations To Heal & Not Experience The Same Suffering Of
Their Past Ancestors.
- Tricia Cook
Relative to epigenetics, nature and nurturing, the child with neurodifference, it’s the brain nature
and nurture to integrate particular observations (patterns first) into a body to form coherent
knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and
motivation (ask me about autism, Sensory Integration and Executive Functioning issues and/or
disability). Therefore, the adult should make observational records including an anger and
shame checklist of children’s inductive reasoning and matters of the mind (discussed more
below) on all children before intervention!! The mind for instance: anger being replaced with
strength, shame being replaced with empathy and both with love and removal of fear: therefore,
they will increase their connection, trust, and love for themselves and others. I also touch on
the safe, positive learning environments, toxicity and other environmental factors for instance
you can view some of the activities and exercises: HERE.

In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)
Section 5 Physical Plane- (see illustration 5.0 above)
Emotional Body–Shame Parasympathetic Functional System Dominance (PFD)- needs
body/soul connection and attunement for help along with the following:
ACC- which is part of RAS (6-8th chakra) with the Pineal, Pituitary, Carotid Glands, and PONS
area of the brain especially the 8th chakra which is the Crown, 5th & 6th chakra, and Alta Major
Chakra which is known for increasing energy (hyperarousal), also includes VACC involved in
emotional appraisals, cognitive control, and error T. Also, work on the thymus with the thymus
chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra.
Mental Body– Anger Sympathetic Functional System Dominance- (SFD) needs body/soul
consciousness, connection, and autonomy for help along with the following:
HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS (6-8th chakra) along
with the 4th chakra especially the 7th chakra and 8th which is the Crown, Pituitary and Soma
Chakra (right behind 3rd eye) which is known for decreasing energy (hypoarousal) and
increasing consciousness.

Note: The HPA axis is responsible for the neuroendocrine adaptation component of the stress
response. Also, work on the thymus with the thymus chakra also known as the seat of the soul,
vagus nerve chakra, or aka etheric chakra (see below).
Etheric Body– Anger/Shame has problems with both the emotional and mental body (mind)
see Total Functional System Dominance (TFD)- needs Body-Soul Connection for help along
either the following:
RAS including ACC/HPA along with chakras 6–8th includes the Pineal & Pituitary Gland, PONS
part of the brain, Crown, Pituitary and Alta Major/Soma Chakra (Cingulate Gyrus- the cingulate
gyrus is a large arch-like lobe in the center of the inner brain that is a part of the limbic system.
This area of the brain functions to process conscious emotional experience).
Also RAS (6-8th chakra) especially the 8th chakra which mainly is part of the brainstem via the
vagus nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps to
learn such as focus/attention, sensory integration, hormones released, speed processing, LT/ST
memory, vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and
wakefulness, and control of reflexes. Also, work on the thymus with the thymus chakra also
known as the seat of the soul, vagus nerve chakra.
Other Complications
Anger Sympathetic Lateral Functional System Dominance
(Hyperarousal- mainly prefrontal lobe functioning): Possibly Dsyeidetic (visual) Dyslexia
including WORRY OF THE PRESENT. Tend to be the abuser (dominant others) as have been
abused (developmental trauma) need to believe they are “worthy” nurture(spirituality=God-soul
consciousness and connection). RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra
Issues (more common) (High Functioning Autism-below).
• Hostile • Irrational • Self-centered • Poor focus • Sleep disturbances • Tantrums • Coerciveness
• Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development- meaning
delays of reaching developmental milestones, and developmental disabilities (most common
and can be included in Autism); cohabit with ADHD, impulsive/hyperactive type. Possibly other
complications such as:
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Behavior disorders (ODD-hyper-dysregulation).
Brain injury (TBI).
Down Syndrome.
Intellectual Disability.
Spina Bifida.
Delays in reaching physical (Developmental Coordination Disorder especially gross
motor such as Restless Leg Syndrome, Cerebral Palsy all included in Autism)
Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other Autoimmune
diseases such as Congenital Adrenal Hyperplasia, Chronic Urticaria, Hashimoto’s,
Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid

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Arthritis (again- hyper-thyroid and thymus see Vertigo, Aphasia, Dsyeidetic (visual)
Dyslexia under SPD-below
Chronic Pain and Inflammation in organs such as the Pancreas (CFS), Duodenum,
Gallbladder, Liver, Tongue, Brain, Spleen, Stomach, and Throat (again- hyper- thyroid
and thymus) and Histamine Intolerance and other Autoimmune diseases such as
Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel
Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus); & Dementia.
Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken
for Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure.
Susceptible Developmental Trauma.
Personality Disorders such as Narcissism.
Abnormal Neuroplasticity.
Delays in reaching language (Specific Language Impairment/Delay)
Sensory Processing Problems/Issues — Specific Learning Disorders (SLD) such as
Hyperlexia and & Sensory Integration Disorder (normally labeled SPD Problems/Issues):
Hyper-visual problems such as Convergence (focus) and Irlen Syndrome
(dimension/color), ADHD- hyperactive.: Hyper-Sight/Visual …Visual Processing
Disorders Dsyeidetic (aka visual-surface) Dyslexia ex. Irlen Syndrome- hypersensitivity
to light; Convergence Issues (focus beyond the object) all included Autism; Hyper-
Sound/Auditory …Auditory Processing Disorders: Hyperlexia, or Aphasia, Central
Auditory Processing Disorder (HyperNoise-CAPD), Misphonia, Hyperacusis, all included
in Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder,
Hyper-Taste/Gustatory …social/emotional problems all included in Autism, depression;
Hyper Smell/Olfactory …Hyperosmia (hyper-smell); Attention-deficit hyperactivityimpulsive
disorder (ADHD), Tics, OCD- hyper obsessed (categories, sequencing), other
Anxiety Disorders and Tourette’s Syndrome.
Sensory Processing Problems/Issues (SPD)- Specific Language Disability
(SLD)/Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally
labeled SPD Problems/Issues)- Hyper-visual processing such as Dsyeidetic (visual)
Dyslexia, Hyperlexia, Dysgraphia (hyper-fine motor and coordination), and Dysphasia.
Shame Parasympathetic Lateral Functional System Dominance
(Hypoarousal mainly right hemispheric lateral functioning dominance): Possibly Dysphonetic
(phonetic) Dyslexia along with WORRY OF THE PAST & FUTURE- NEED to be Present. Tend
to be the victim (subordinate) as have been abused (shock trauma)- need to believe they are
“enough” (religion=God-soul connection). Paralysis of action • Dissociation • Emotional
numbing• Sad • Distracting • Self-soothing (stimming)• Reactive • Sulking • Whining/complaining
• Clinginess or neediness • Reluctance to explore the world • Delays in the 5 domains of
childhood development- meaning delays of reaching developmental milestones, and
developmental disabilities (most common and can be included in Aspergers (high functioning
autism); cohabit with ADHD, inattentive and distractible type, also RAS chakras 6th-8th= Pons &
Alta Major Issues (more common) (see Dyslexia under SPD-below) Specific Language
Impairment- Dysnomia included. Possibly other complications such as:

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Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders
and Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation),
Bipolar Disorder, Sleep Walking, Mood Swings along with being susceptible to
Emotional Intensity (EI), Post Traumatic Stress Disorder (PTSD), and Shock Trauma,
Bipolar Disorder (BPD), Narcissism.
Brain injury (least common).
Chronic Fatigue Syndrome (hypo-arousal).
Slow Speed Processing Disorder.
Executive Function Disorder.
Abnormal neuroplasticity.
Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia,
Autoimmune Dysfunctions such as Histamine Intolerances such as Chronic Urticaria &
Dementia including Alzheimers Disease (see hippocampus)).
Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive,
Heart, Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus).
Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small
intestine)-Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness
Addictions & Fetal Alcohol Syndrome
Aspergers (more common).
Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD)
included Specific Language Impairment (SLI) and & Sensory Integration Disorder
(normally labeled SPD Problems/Issues)- Hypo-auditory processing such as
Dysphonetic Dyslexia, Dyscalculia, Dysgraphia (hypo-fine motor), Dysomia, Vertigo
(hypothyroidism), ADHD- hypoactive, inattentive. Hypo-Sound/Auditory-Proprioceptive
Reading Dyslexia, Dyscalculia, Dysgraphia, Hypo-Touch/Tactile …All included
Aspbergers, Hypo-Taste/Gustatory …Social/emotional problems, eating disorders
(Bulimia) all included High Functioning Autism (Aspergers); Hypo-Smell/Olfactory
…Attention-deficit inattentive type (ADHD), Other Anxiety Disorders all included
Adspebergs; Hypo-Sight/Visual …Visual Processing Disorders- Hypoglycemia.
BOTH (Para/Sympth)Total Functional System Dominance– can be varied speed processing,
plus cohabit with ADHD, combined type with Hyperlexia and/or CAPD (hyper Noise)-
Dysphonetic (hypo Sound) and/or Convergence (hyper Focus), Irlen Syndrome (hyper Scotopic
Light Sensitivity). They can have Autism with varied learning differences.

Results: Acute Initial Response to Stress
Date:
Student:
DOB:
La b e l
Functional
Dominance
“Se n s e s ”
Pe riphe ral
System
Parts of
Brain
(premature
development)
“Senses”
EM Fields
Chakra
System
Visual
Dyslexia - aka
surface,
dyseidetic
dyslexia
(SFD)
Sympathetic
Functional
Dominance
(SFD- Anger)
Need
autonomy
CNS-
Sympathetic
(hyper -SFD)
*can be
varied
(HPA) le fthemisphere
dominance
including
Hypothalamic
–Pituitary–
Adrenal Axis
associated
with the
soma chakra
and anger.
EMF
peripheral
(thym u s-
cranial)
chakras (4th-
6th)
wh ich is
Mental Self
(chakras 4–6,
cognitive
brain)
Social/Emotio
nal Self
(chakras 6–8,
soul mind
which is
Olfactory &
Gustatory
Senses
Sympathetic
Functional
Dominance
(SFD- An ge r )
2nd chakra
(sa cral)
Pe ace, Bliss
and Joy
(happinessm
otivation )
3rd chakra
(so la r
ple xu s)-
Anger needs
Strength
(meaning)

Visual
Senses=
Pons
(chakras 9-
11, body &
mind)
Thymus (12
chakra and
all chakras,
high heart &
mind) need
for mental
body
*works in
threes
6th chakra
(visual-third
eye) which is
grace
(freedoms -
abundance,
devotion)
8th chakra
(crown) “high
heart -
mind=soul
chakra” -
Glorygratitude/Vic
tory -
harmony
(Includes the
vagus nerve
(thymus), in
turn includes
alta major
(RAS, Pons)
Thymus (12
chakra and
all chakras,
high heart &
mind)
Auditory
(aka
dysphonetic
dyslexia -
PDF)
Parasympath
etic
Functional
Dominance
(PFD-shame)
CNS-
Parasympath
etic (hypo -
PFD)
CC-right -
hemisphere
dominance
EMF
peripheral
(thymus -
cranial)
chakras (4th -
Sympathetic
Functional

Need
attunement
*can be
varie d
including
Anterior
Cingulate
Cortex
6th) which is
Mental Self
(chakras 4–6,
cognitive
brain)
Dominance
(SFD- An ge r )
1st chakra
(b a se )
The
Cinguate
Gyrus
(CAN)-
specifically
the Anterior
Cingulate
Cortex -ACCis
part of
RAS (Pine al
Glan d,
Social/Emotio
nal Self
(chakras 6–8,
soul mind
which is
Olfactory &
Gustatory
Senses=
Thymus (all
chakras, high
heart & mind)
Sh a m e / Em p
athymeaning
2nd chakra
(sa cral)
Pe ace, Bliss
and Joy
(happiness)-
m otivation
Pitu itary
Gla n d )
associated
with the alta
major chakra
and shame.
Thymus (12
chakra and
all chakras,
high heart &
mind)
7th chakra
(a u d itorycosmic)
Mercy
(forgivenessrelease
*works in
threes
fear/uncondi
tion al love )
See
Hippocampu
s- and ACC
8th chakra
(crown) “high
heartm
in d=sou l
chakra”-
Glorygr
a t it u d e / Vic
toryharmony
(In clu d e s the
vagus nerve

(thymus), in
turn inclu de s
alta major
(RAS, Po n s )
Thymus (12
chakra and
all chakras,
high heart &
mind)
Dyslexia
(auditory
and visual)
Total (TFDboth
anger
and shame)
Total
Responsive
System
Dysfunction
(RSD)
Total (varied -
so hyper &
hypo TFD)
Total
Responsive
System
Dysfunction
(RSD)
See above
EMF
peripheral
See above &
Visual ,
Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)
*works in
threes
Total
Learning
System
Dysfunction
(TLSD)
*works in
threes
Physical Self
(chakras 1-
3rd)
Mental Self
(chakras 4–
5th, cognitive
brain)
Emotional
Self (chakras
6-8th)
(adult) Visual
, Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)

Thymus (12
chakra and
all chakras,
high heart &
mind)
Dysgraphia
Total (TFDboth
anger
and shame)
Total
Responsive
System
Dysfunction
(RSD)
Total
(varied - so
hyper &
hypo TFD)
Total
Responsive
System
Dysfunction
(RSD)
Unilateral
Neglect (or
Hemispatial
Neglect)/
Total
Functioning
System
Dominance
(TFD)
Basal
gangliaregulating
motor
functions due
to RAS ACC
(anger)/HPA
(shame)
EMF
peripheral
Physical Self
(chakras 1–
3):
anger/strengt
h, joy, bliss,
peace,
shame/empat
hy
Vestibular &
Somatosenso
ry Senses &
Proprioceptio
n, Tactile
Senses=
RAS (chakras
6-8, body and
brain)
*works in
threes
To ta l
Learning
System
Dysfunction
(TLSD)
*works in
threes
Physical Self
(chakras 1-
3rd)
Mental Self
(chakras 4–
5th, cognitive
brain)
Emotional
Self (chakras
6-8th)
(adult) Visual
, Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)
Thymus (12
chakra and
all chakras,
high heart &
mind)

Dysphasia
(also
aphasia)
Total (TFDboth
anger
and shame)
Total
Responsive
System
Dysfunction
(RSD)
Total
(varied - so
hyper &
hypo TFD)
Total
Responsive
System
Dysfunction
(RSD)
Unilateral
Neglect (or
Hemispatial
Neglect)/Tota
l Functioning
System
Dominance
(TFD)- Mixed
Brain
Dominance
EMF
peripheral
Physical Self
(chakras 1–
3):
anger/strengt
h, joy, bliss,
peace,
shame/empat
hy
Vestibular &
Somatosenso
ry Senses &
Proprioceptio
n, Tactile
Senses=
RAS (chakras
6-8, body and
brain)
Total
Learning
System
Dysfunction
(TLSD)
*works in
threes
Physical Self
(chakras 1-
3rd)
Mental Self
(chakras 4–
5th, cognitive
brain)
Emotional
Self (chakras
6-8th)
(adult) Visual
, Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)
Thymus (12
chakra and
all chakras,
high heart &
mind)
The Soul

Cook’s Alternatives and Suggestions for Lateral
Functional System Dominance
You might need to contact me for help if you or your child/student can’t be reached
and seems disconnected; Also, when it comes to learning, they show some or all of
the following emotions and challenges: anger, frustration, shame, and sadness; has
chronic headaches, stomach aches, hives; appears to have low
-self esteem; squints
when reading; feels behind or "different" than the other kids; has behavioral and
learning challenges; emotionally intense or desensitized; complains; thrives for
constant attention ; labeled emotionally intense, gifted and talented or twice -
exceptional; has trouble focusing or paying attention; destroys their pencil, eraser,
and crumples up their paper after working very hard; problems with organization or
being on time; poor eye
-con tact, body -space awareness; sleep and/or digestive
problems; has problems spelling or with handwriting; complete interest
-based
learner; grips pencil very hard; has glasses but still complains about not seeing the
letters or words, ultra -sensitive, problem s with authority; doodles on paper;
problems understanding verbal directions; picks and scratches at their skin and
nails; can be needy, clingy, and "whinny"; described as dramatic, creative and very
imaginative by others; been or going to be held back in
school; has trouble
connecting to others; tired all the time; great with verbal comprehension and large
lexicon, shows anxiety, anxiousness or depression; overactive
-reads, writes, moves,
and thinks extremely fast or slow; sensory -processing problems or is sues; constantly
moving hands/feet or fidgeting; overly kind or pleasing others; considerably 'moody';
known for "daydreaming"; aggressive and violent; gets low grades: yet, highly
intelligent; can comprehend well but has trouble with spelling/reading flue
ncy;
adverse to learning or trying something new (resilience) as well as low in
motivation!

When we have sympathetic (anger) and parasympathetic (shame) functional system
dysfunction and this speed shifting tires out the brain much quicker than the balanced learning
brain. Mostly checked marked on both columns, then Total Functional System Dominance
(anger/shame) which is actually due RAS (chakras 6-8) and to constant speed shifting
(accelerated/slow and varied) of the prefrontal lobe along with midbrain (left/right lobe) and
information doesn’t know where to go which is due to poor (body) sleep, diet, lack of physical
activity, sickness, color deprivation, emotional intensity or desensitivity dysfunction of Vagus
Nerve and RAS; (spirit) connection, attunement; (mind) autonomy, trust, content switching,
multi-tasking, sensory overload along consistently multi-tasking or context-switching (handling 2
or more tasks at the same time) especially in this complex, non-connected, neurotoxic and EMF

toxic infused environment- bioelectromagnetism and again complicated and disconnected world
that we live in. The glass overflows-we see digression and misalignments.
*make sure essential needs are met first: sleep, diet, calm, and safety!
I have observed Autism, varied speed processing, and sensory processing issues (exercises for
these-see below for more information including Total Functional System Dominance).
Therefore, the information of learning gets scattered throughout the brain from lobe to lobe;
Hence, when doing hands-on-healing, I’ve felt that the energy gets scattered throughout the
brain and feels like scattered energy in the palms of the hands of someone with Autism. Also,
for anyone, if the crown, third eye, throat and alta major chakras start to go hyopactivating or
hyperactiving then you will get a migraine, vision problems, memory problems, “brain fog” and
allergies. Goal: Equanimity which is mental calmness, composure, and evenness of temper,
especially in a difficult situation. Calmness is in most meditative practices including breathing
techniques, 528Hz frequency of sound healing therapy, and Kundalini yoga which is good
equanimity. See steps for a “melt down” below:
During a Meltdown
1. Tell them ‘you are safe’.
2. Ask them, what are you feeling? State back to them their answer by saying, I
understand that you are feeling _______. What can we do to make it better?
(read below)
3. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over
them.
4. Follow up- see if they have redirected this emotion into something positive like
strength or courage.
Example:
Anger Replace With Strength
1. Say ‘you are safe’. Ask them, what are you feeling? Please help him find the
strength to identify the emotion: ex. anger (having to do the math homework).
2. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over
them. ‘God, please take their anger and replace it with strength.’
3. With courage, have them come up with a compassionate solution (PYAM, pray,
take care of themselves like doing breathing exercise, and write in their journal,
etc.)
4. Follow up- see if they have redirected this emotion into something positive like
strength or courage.
Shame Replace with Empathy
1. Say ‘you are safe’. Ask them, what are you feeling? Please help them empathy
for oneself to identify the emotion: ex. shame (someone they know is hurting)
2. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over

them. ‘God, please take their anger and replace it with empathy.’
3. With courage, have them come up with a compassionate solution (PYAM, pray
for them, sit down and listen to them, write them a letter, etc.)
4. Follow up- see if they have redirected this emotion into something positive like
empathy or compassion
Anger= Sympathetic Functional System Dominance– Student has overstimulated,
hyperspinning of the chakras and thymus: including Soma and RAS (chakras 6–8th) being
hyperactivated, or stopped altogether (deactivated) causing abnormal neuroplasticity via the
vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the
thymus. Note: also varied from trying to regulate, align, equalize by moving from acceleratedslow
so one and so forth. Goal is to regulate the deactivated or hyperactive chakras by slowing
down the needed chakras (see below).
Do number #3 for anger/strength, and # 5 for hatred/courage, #2 for peace/bliss then do #7
(visual-I see): lastly, end in RAS do #8 do 6–8th and soma together for the unity of abundance,
unconditional love & I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra
with pink quartz or pink tourmaline (thymus chakra) for I see God. I am worthy. Others can now
see me too!
Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory
processing, accelerated and varied speed processing will be regulated!!! Students will no longer
have — Known as being analytical-literal, verbal linguistic, strong auditory processing, logicalmathematical,
2-D learner and constantly breaking down information and the small details (good
in maths, especially computations and written comprehension as well). Needing Autonomy- ex. I
can do it! I am Worthy! Under stress, is known for fight-or-flight, flee response which is a
physiological reactive response. They can be ultra-religious or non-religious. Their “love
language” is action based! They consider what they do (actions) for God and vice versa along
with being instant on answered prayers.
Note: Students with Sympathetic System Function Dominance have a serotonin deficit;
therefore, have lessened pleasure, relaxation, contentment and sensitivity (meaning).
Speaking of the heart and not feeling “worthy”- They may have problems with receiving
strength, knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives
resistance, judgment based off logic (outward appearances, not seeing the heart of someone),
patience, courage, abundance, empowerment, attachment and autonomy, entrapment (desire,
lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation
(unconditional love) or transfiguration (joy). Again, they need the soma and RAS #8 chakra
(chakras 6th-8th).

Response: Better with short-term memory using habits and addictions based on facts,
forms/functions. They tend to focus again on the present and immediate situation. Which
dysfunction of the Vagus Nerve and RAS and the soma chakra leads to negative perceptions
and meaning of being angry– dominance, fight/flight (flee) and accelerated speed and varied
processing.
Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability dysgraphia, cerebral
palsy). They are active and about doing things.
Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have
hyper-speed (accelerated) processing and long-term memory issues. If they have autism, they
are known as `runners”. They think of the present and reacting instantly gets them to the
“What?” much faster. The “what” is the most important factor for gaining meaning. Therefore, for
them the “why” is not as important to answer for they use the scientific method of deductive
reasoning. They learn best from movement and “doing” including auditory experiences and
lectures, as well from reading and listening to others knowledge and information, analyzing
“facts” and circumstantial evidence, and then formulating their theory and hypothesis.
Hyper-visual processing leading to convergence and other visual processing issues (Third-eye
chakra #6, Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance=
Autism can have Irlen Syndrome which is a problem processing light (more common).
See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases.
Stimulating your liver with the detoxification layout releases toxins and encourages your
lymphatic system to remove them, bringing about a physical cleansing. A Yellow Jasper or
Obsidian at your solar plexus stimulates an emotional detox as well. This with Smoky Quartz,
Drusy Chrysocolla energetically stimulates liver function and moves heavy metals out of the
body.
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity
(See Below)
Shame= Parasympathetic Functional System Dominance– Student has understimulated,
hypospinning of the chakras and thymus: including Alta Major and RAS (chakras 6–8) being
hypoactive, or inactive, stopped altogether (deactivated) causing abnormal neuroplasticity via
the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the
thymus. Note: also varied from trying to regulate, align, equalize by moving from slowaccelerated
so one and so forth. Goal is to stimulate the deactivated or hypoactive chakras by
speeding up the needed chakras (see below).
Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then
do #6 (auditory- speaking, hear & listen); lastly, for RAS do #8 do 6–8th and alta major together

for the unity of abundance, unconditional love & I’m enough! Note: #8 is also (auditoryspeaking,
hear & listen) and the Higher Heart Chakra (thymus chakra) with moonstone for I hear
and speak of God. I am enough. Others now listen, hear/speak to me too!
Students with Shame a Parasympathetic System Function Dominance…Therefore, hyposensory
processing, slow and varied speed processing will be regulated!!! Students will no
longer have — Known as being evaluative- visual spatial reasoning (good with geometry and
maps and geography, computer graphics) learns best by “doing”, “whole-picture”, “out-side of
the box” thinkers, 3-D learner and constantly getting “the big picture”.
Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest”
response which is related to the autonomic nervous system. They can be ultra-spiritual. They
consider how they feel for God. Their “love language” are words of affirmation based! They have
a strong faith in God but feel not enough.
Note: Students with Parasympathetic System Function Dominance have a dopamine deficit;
therefore, have lessened pleasure, reward, motivation, and euphoria (meaning and motivation).
Speaking of the heart and not feeling “enough”- They may have problems with receiving
empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame),
entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony),
revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance
(gives resistance, judgment based off evaluation (outward appearances, not
listening/hearing/speaking to the heart of someone), compassion, beauty, joy, mercy,
attachment and attunement. Again, they need the alta major and RAS #8 chakra chakras 6th-
8th).
Response: Better with long term memory based off of perceptions and choices for meaning
(past and future) and motivation (autonomy and attunement), based on past experience and
need for future reference. Therefore, they tend to focus and filter based on the past/future. With
dysfunction of the Vagus Nerve and RAS and the alta major chakra, this leads to filters of
shame, subordinance, freeze, and slow speed and varied processing.
Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be
considered less active and have poor handwriting.
Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval).
Filters with shame and have slow speed processing (the controversial low cognitive speed) and
short-term memory issues. Remember, they are thinking of the past/future not so much the
present. Their meaning is not present related as much as the need for the future and past. The
“Why?” is the most important factor for gaining meaning. Therefore, for them the “why” is
important to answer. Therefore, for them the “what” is not as important to answer for they use
the scientific method of inductive reasoning from specific observations and intuitions to make
broad generalizations. They learn best from movement with gross motor and tactile experience,

as well from “doing” by experiencing visual observations, formulating their own theory and
hypothesis, and verbalized conclusions and confirmations.
Right-lateral dominance: Dyslexia, aspergers, can have specific language deficits including
dysnomia, apraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-
Lateral Dominance= Autism can have language deficits including dyspraxia (speech disability)
and even dysphasia with both possibly having dyscalculia (less common).
Hypo-auditory processing leading to dyslexia and other central auditory processing issues and
sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra
#8 RAS (chakras 6th-8th).
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity
(See Below)
NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD)
and Total Learning System Dysfunction (TLSD) works in a downward effect from RAS-
PONS-THYMUS which can have all dysregulation diagnosis. They need Daily Functional
System Regulation (DFSR) Thymus-Pons-RAS with doing Exercises & Activities for Lateral
(Para/Sym-above) & Total Functioning System Dominance). It is for the mind, senses, body and
spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be
functioning in alignment in the chakra system and balance of electromagnetism with mainly
complementary to medicine such as: On a physical, mind and sensorial level, color/sound
therapy, hands on healing, yoga, meditation, prayer/praise & worship, affirmations and
breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and
attunement, release anger and/or shame and replace with strength and empathy to have
bliss/peace, harmony, gratitude, comfort and unconditional love along with removing all fear and
ask me about autism (See Section 6-Note: CAN is ACC/HPA and both controlled by RAS).
image 5.1 the complete system function illustration

Cook’s Theory of a Daily Functional System Regulation (child- DFSR) or Complete
Functional System Regulation (adult- CFSR)
If you use 10-25 percent of your brain power and you nurture our nature, you can do
exercises and activities on the thymus, pons and RAS including God awareness along
with healing DNA and the lower personal self (for children- different for adults ages 24
plus); then, as an adult you could reverse a dysfunctional system and have a complete
functional system regulation: Therefore, you can focus on higher transpersonal self by
healing your DNA by unlocking the rest of your (yourself & family- line) God-head unity
(twin flame) of glory, victory including increasing your brainpower, super genius, or
possibly acquire psychic powers like mind reading and telekinesis while reducing
illness, learning differences, relationship problems, etc…-Tricia Cook

Work Primarily PYAM Daily:
● Prayer working on Thymus (high heart chakra)
● Yoga working on Pons (crown chakra)
● Affirmation/Meditation working on RAS (soma, alta major chakras)
Especially, if there’s a day that might include triggers or learning stressors!
NOTE: For helping a Dysregulated and Dysfunctional System such as Responsive
Syste m Dysfunction (RSD) and Total Learning System Dysfunction (TLSD), I suggest
Daily Functional System Regulation (DFSR) Thymus-Pons-RAS
which works in an upward effect!! Go By The Promises Of God In The Bible (see below)
Our Promises From God (Truth Of Sod)- Held with-in the Thymus
Lower Self (1-8) Higher Self (9-12)
Grace
Mercy
Glory
Revelation
Transmutation
Power

Victory
Salvation
The Body & Soul (the heart & mind)
Chapter 6
Speaking of the mind along with not feeling “enough”nor “worthy” — those with neurodiverse
may have problems with receiving empathy, wisdom, hope, power, willingness, intuition,
destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage, trust),
transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy),
surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation
(outward appearances, not listening/hearing/speaking to the heart of someone), lacking
compassion, beauty, joy, mercy, attachment and attunement. This can be very troubling for the
child as well as the carer of that child. A troubled body and mind is not what we want nor what
God wants for us! We want comfort and peace that the Word has told of Jesus’ gifts, the Holy
Spirit transforming our wishes, and God’s promises of blessings and miracles! Roman 15:13; 2
Corinthians 12:9 (ERV) Also, Primordial Needs are our blessings and treasures due to God's
mercy and grace which includes God's Trust/Gifts and Truth/Wishes: Blessings/Miracles
(promise) that will happen on a body, mind and spirit level! Is your child having a hard time
learning from you? Are they angry or weepy (shame) especially when it comes to teaching your
child? How can you help them if you don’t have it in yourself. Here are some intents and prayers
of Acceptance of God’s own/others gifts, wishes, values, ideas, thoughts, and perspectives
(blessings/miracles) upon you, your child’s carer. Note: These intents and prayers below help
you to accept and not resist or judge the circumstances but know it had to happen.
The Body (Gifts)
The body and mind (Christ) & trust His gifts (Jesus- for adults chakras 1-8)- With Jesus
(gift), Positive body and soul which the Eyes that sees and hears the Truth (His word-Your mind)
intentes:
strength/empathy
comfort/joy

courage/compassion
bliss/harmony
gratitude/goodness
Prayer: God, please have mercy on us, I’m asking for Jesus to come into my heart, body and
mind. Please come to my aid to give me the ability to see and feel courage and compassion
also intercede for me to release fear and attain unconditional love. God, I trust in my gifts from
you. Thanks for giving me the gift of wisdom. Right now it’s the wisdom of acceptance that I
need. I am in acceptance of God’s own/others values, ideas, thoughts, and perspectives as
well as gifts of _____________[what you need from above]. God, what’s my gift?
S.O.A. P
Scripture:
Observations:
Affirmation:
Prayer:
The Soul (Wishes)
SOUL and the Heart (Holy Spirit) and Truth/Wishes (The Holy Spirit for adults chakras 9-
11)- With Holy Spirit (wish), Positive Soul with Upper Heart (thymus) and Soul that feels Trust
intents:
righteousness/peace
knowledge/wisdom
grace/mercy
hope/faith
freedom/forgiveness
Prayer: God, I’m asking for the Holy Spirit to come and bless us with our wishes. Also to my
aid to give me the ability to listen and feel mercy and grace and also intercede for me to have
abundance and devotion. God, There is truth (Your Word- My Mind) in having wishes. I wish for

hope. I ask for my peace, joy, bliss, harmony, gratitude, goodness, and righteousness, as well
as gifts of _____________[what you need from above]. I love you and want to better serve you,
God. God, what’s my wish?
S.O.A. P
Scripture:
Observations:
Affirmation:
Prayer:
The Spirit (Blessings and Miracles Promised)
Trust/Gifts and Truth/Wishes lead to miracles His Promise (God for adults chakras 12th)-
With God (blessing), then Spirit can see, hear and feel in unity God’s Heart (miracle) intents:
Righteousness/Beauty
Blameless/Pure
Gratitude/Harmony
Integrity/Mercy
Unconditional/Perfect Love
Prayer: God, again I’m asking for miracles of feeling freedom and forgiveness. God, I
understand you promised many miracles and blessings. Thank you for all my blessings. God,
what’s my miracle? (listen to Your Spirit)- feel your spirit. What do I feel today? God, please help
me to feel my spirit and allow Curiosity, Blamelessness, and Purity which the key to life lead me
closer to you and feel __________[what you need from above]. Also please help me make my
personal angels make themselves known to me. Lastly, God, what’s my question?
S.O.A. P
Scripture:
Observations:
Affirmation:
Prayer:

We pray that God himself, the God of peace, will make you pure [and blameless]—
belonging only to him. We pray that your whole self—spirit, soul, and body—will be kept
safe and be [pure] and blameless when our Lord Jesus Christ comes. 1 Thessalonians
5:23 (ERV)
Affirmation of Faith: I am blameless. I have purity.
Let me tell you about the ABCs of self-directed neuroplasticity, and more posts on the go. The
ABC’s of Spiritual Mindset and Self-directed Neuroplasticity along with the trust of the body,
soul, and spirit. They can be hard to heal due to each individual’s circumstances, experiences,
and attitudes. They can be hard because the anger/shame and hatred/grief responses are
survival tools and actually work for some people; to a point, where it doesn’t work for them any
longer and can be actually harmful to their and others’ safety. They have to want to release,
heal and lose control to gain connection. Plus, the findings on epigenetics (above) let us know
the epigenome can be something temporary. This is why RAS which includes the alta major
chakra and the ACC/HPA with soma chakra including the thymus takes awareness, work and
needs to be “worked on daily”. [No worries, I will give you ways in the revolutionary program,
ELBERT and I’m here to coach you along the way to heal your DNA- for generations can
benefit from revolutionary teaching! Again, awareness including knowledge and wisdom,
controlling chemical markers, and matters of the body, heart, and mind are key to all this
change.]
Marmas- OUR BODY POINTS OF LIGHT
Toxicity of negative thoughts, feelings and ideas especially disparagement and lack of
equanimity causes blockages in the marmas and nadis (see the pons and peripheral nervous
system along with the thymus above in ch. 4). Speaking of the “whole child”- there are pressure
points called marmas in our body. These can be given added pressure, massaged, tapped.
They have different ways of soothing that your child can learn as well as yourself. The following
can be done in 3-second increments (see right):
NOTE:
Hypersensitive child: do deep pressure press on the specific marma point.
Balanced child (both hypo/hyper- do tapping on the specific marma point.
Hypersensitive child: do light massaging on the specific marma point.
Tapping & EFT phrases- https://www.youtube.com/watch?v=TRq8o1MEUtU
Positive thoughts fire and wire together; meaning, when you're learning the assimilation and
accommodations done in the brain will be perceived in empathy and strength (children) or
courage and compassion (adults) or whatever affirmation or positive intent practiced most often.
The toxicity and flow of chi (balance of the ALL chakras especially thymus) again affects the

way our genes are expressed, genetic markers and creates epitome. [retrieved on 12/31/2020
“Pin on Magic.” Pinterest, pin.it/2hhVUOp.].

Note: Think of the body as the four pillars or sides of a pyramid are closely connected to
the symbolism of the TREE (Tree of Life); it also represents stability, and a broken pillar
represents death and mortality (Jesus’ Salvation). In the Hebrew and Christian traditions,
pillars of internal FIRE (Sacred Fire) and smoke signify the presence of God, and God
punished Lot by changing his wife into a pillar of salt. The Tree is also represented with
3 pillars based on Kabbalah (Gnosis) includes 3 pillars: The book of creation 22 Hebrew
letters which consist of God Consciousness at the head (crown) and root (our physical
being). The 3 pillars: Left pillar of Severity-Wisdom (Yin) is masculine (new brain-native
american), Right pillar of Mercy-Understand (Yang) is femine (old brain- native american).
Prayer, meditation, and studying the Torah/Bible (10 zipoph) which leads to true
spiritually will Balance-Will the pillars (YinYang). Other representations: The body is
Jesus, the heart is Mary (for Catholics), the mind is The Holy Spirit of God!! We are made
wonderful, actually perfect!
“But you are to be perfect, even as your Father in heaven is perfect.” Matthew 5:48 NLT
Affirmation of Glory: I am perfect love. I have no fear.
Cook’s ABC’s
Note: illustration 5.1 All three types of having a Functional System of Dominance (FSD) are
about the ABC’S of Self-directed Neuroplasticity:

Affective: Affirmations and Attunement
Behavioral: Body and Breath
Cognitive: Connection, Curiosity, and Consistency
Spiritual: Safe and Supportive
Facilitate: Natural Inquiry Of Their Mind
What most people don’t know! Losing Connection Is On A Soul-Cellular Level; Mainly,
Due To Pleading Disparagement and Needing to Gain Trust Your Mind, Others and Mainly
Yourself (God).
Disparagement- is expression of a low opinion of someone’s thoughts, ideas, & feelings which
causes anger and shame contributing to the biggest offense to someone’s soul. You’ve heard
the saying, ‘those who have shame, shame others; likewise those you have attract shameful
experiences.’ Every cell in your body holds hundreds of pages of information on all levels of
your being: physically, emotionally, mentally, and spiritually. Cellular memory is a theory that the
body’s cells retain memories independently from the brain but the mind (thymus). Similarly, the
glia, (also called glial cells or neuroglia) which are non-neuronal cells, are the bases for the
deeper meaning held in what is lost and needs to be reclaimed- the big picture of our purpose of
being here on earth and conscious connections with God (ARAS).

The goal of the ABC’s is Spiritual Mindsight w/ Self-directed Neuroplasticity!
Again, Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to
change their connections and behaviour in response to new. Most importantly, the
transformations of glia cells is something miraculous with gaining spiritual mind sight, hearing it
even mindset!
Observe: information presented and environment, sensory stimulation, development, damage,
or dysfunction.
Goal: mental calmness, composure, and evenness of temper, especially in a difficult situation
(equanimity).
Reinforce: Spiritual Mindsight w/
Self Directed Neuroplasticity
Translates: To Positive Epigenetic Signatures
Again, the main goal is to heal our very own DNA holistically through exercises and activities
which block or ease the production of specific inflammatory proteins (toxicity) excreted by the
gut-brain axis, decreasing biochemical reactions that happen between the Pineal, Pituitary,
Adrenal & Carotid Glands along with by activating and aligning the Thymus (via vagus nerve
chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing decrease in
deficiencies while regulating our own biofields (including electromagnetic fields). This is the
divine stamp where you are regulated and experiencing harmony and devoted to your purpose.
You need to again, speaking of the “whole child”- you need to examine every aspect of their
learning, not just the end goal or result which is literacy and their appropriate learning behavior.
Ways to look at neurodifferences holistically: observe and take observational notes on the
child…
50% Nature- 50% Nurture (focus on epigenetics and self-directed neuroplasticity with PYAM):
https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-tochild-development/
Observe: information presented and environment, sensory stimulation, development, damage,
or dysfunction. Another goals, understand the unique learning difference by examining each
child’s neuro-systematic learning functions (All learning goes by these areas and systems:
vagus nerve, frontal lobe (limbic system), brainstem and midbrain, along with cortical
neurosystems as it relates to the triune brain.
Limbic– My literacy lesson plan template that includes the multiple intelligences along
with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are
typically included in the limbic system fall into two categories. … and (brainstem)
processing side and short-term memory (the limbic cortex, amygdala, and hippocampus)
and (midbrain) which is a small part of the brain above the pons that integrates sensory

information and relays it upward. In terms of long–term physiological changes, it is also
associated with long-term memory. For assessment and ongoing evaluation, I use a
rapid word and letter-sound recall checklist, plus some informal observations included in
the lesson plans-mentioned above.

SEE CHAPTER 10 for Complete Lesson Plan & Natural Inquiry Learning
Brainstem– I have a fight, flight, flee and freeze PARA/SYMP observational checklist
which includes alternative and holistic activities and exercises for the release of
stressors and reactivation of the vagus nerve (vagus nerve chakra-thymus) to the body
for instance: prayer, yoga, affirmations, meditation, breathing, emotional coaching
exercises and activities that look at the “whole child” and activating the vagus nerve for
instance.

Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic
issues, along with speech/language development, auditory, and visual processing. Note:
It’s a 30 page screening.

Including a progress monitoring and observational rubrics:

Cortical– Lesson plans and activities for taking care of the “whole child” and their
individual, dynamic needs for learning and the domains of development.

Chapter 7
The Gift- using their strengths
People with Dyslexia have sound and language processing problems. In the mind is where
we interpret our experiences and environment, they will struggle to connect letters to sounds
and mainly problems identifying speech sounds. In the mind, they auditorily have problems
learning how they relate to letters and words which is called Dsyphonetic (shameauditory-PFD);
as well, in the mind, those with visual processing problems struggle to
understand visual information such as letters, shapes, or objects and, mainly problems
processing graphic symbols. In the mind, they visually have problems learning how they
relate to letters and words which is called Dsyeidetic (visual) Dyslexia (anger- visual-
SFD).
Related to the absorption and processing of sounds [sounds especially can be omitted from the
middle position of words the most because it’s the last sound to be processed; even though, it’s
in the middle position. Therefore, students with dyslexia most commonly omit letter sounds,
words, phrases in the middle position, then the end, and least commonly the beginning. When

they omit, they might do sounds confusions such as repetition(s), substitution(s), addition(s) or
delete altogether, on the other hand (hypo-shame-PFD); transversal and reversal are more
common in students with a visual processing problem (hyper-anger-SFD)- have them
remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just
right” [trust your brain- you are smart, you can do it, and you are love].
People with Dyslexia also have a high coexistence of ADHD (3 types). In the mind, people
with ADHD and Dyslexia have difficulty processing the basic sounds of language (phonemes)
and graphic symbols causing fluency struggles. They “stumble over words” due to reading and
processing too fast (hyper-anger-SFD)/slow (hypo-shame-PFD); mainly, in the beginning-ending
of word, sentence, paragraph, passage– rest of the time not too fast/slow sometimes it’s “just
right” (I call this “varied reading rate”- Total Functioning Dominance (TFD)). If the prosody,
reading rate, and expression/intonation objective aren’t met and they still don’t seem to
comprehend; mainly, in the beginning-ending of paragraph, passage, etc. have them remember:
if it sounds or looks too fast or slow, or robotic, then adjust your prosody and reading rate by
rereading so it will be “just right” [trust your brain- you are smart, you can do it, and you are
love].
Because dyslexia and dysgraphia have a high coexistence too and cannot be cured,
students can develop tools and strategies to help their working memory, phonological
awareness, reading, speaking, and spelling. For Spelling, Dsyeidetic (visual-surface dyslexia)
Dyslexia and Dysgraphic (hyper-shame-SFD) students need sound-word knowledge. In the
mind, Sound-word knowledge is how many letters and how many sounds are in each word.
Again, related to the absorption and processing of sounds, sounds especially can be omitted
from words by the student, students with dyslexia most commonly omit letter sounds, words,
phrases in the middle position, then the end, and least commonly the beginning. When they
omit, they might do repetition(s), substitution(s), addition(s) or delete altogether or fusions, on
the other hand; transversal and reversal are more common in students with a visual processing
problem. After Spelling a word, have them remember: if it doesn’t look or sound right reread or
rewrite till your brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and
you are love].
[They need to check their spelling by counting the letters to see if they added or deleted
any letters. They count the sounds to see if they repeated, substituted, or fused any
sounds to the word.]
People with dyslexia and ADHD- hyperactive type (reads/writes similar to those autism and
hyperlexia appearing as dysgraphia)- In the mind, they read too fast, they skip over words
and lines for which breaks down comprehension mainly, skips over small sight words (sight
word/nonsense words are hard) about the same level in height (ex. one) and/or reading the end
position of a big word (6 plus letters) by dropping the last part of the word does run-on reading
(skipping over commas, periods), reads robotically with less intonation, and tends to
overthink/get overwhelmed, anxious (hyper-shame-SFD)- needs to fidget or doodle, or
rock/move, stand, when reading also tends to have dsyeidetic (visual dyslexia aka surface
dyslexia).

Many people with just dyslexia, dysgraphia, and dyslexia along with ADHD are notoriously
known for “guessing at words” and stories meaning despite having average/high IQ due to the
dyslexia and ADHD tendencies! In the mind, they are having natural universal emotions of
learning (such as anger, shame which need to be replaced with strength and empathy, as well
as remembering calm). The tendencies change according to the reading, hour day, week, etc..
Also, the tendencies way heavily on if they are sick, hungry, tired, or stressed. Reading can
make them feel ill with headaches, stomach aches/knots, tight shoulders/neck and even dizzy.
These are signs of a Dominance Functioning Issue or Responsive System Dysfunction
(RSD)!
How do you know if you have Dsyeidetic (visual) or Dysphonetic (auditory) Dyslexia? HERE
image7.1 the complete Responsive System Dysfuncti on (RSD) illustration
Thought: In this next section, think about the high rate adopted/fostered students with learning
differences!
What happens generationally when our shame and anger cup(s) fill up (see image
below)? Generational anger leads us to Sympathetic Functional System Dominance and

generational shame leads us to Parasympathetic Functional System Dominance for both
even Total Functional System Dominance (TFSD). You think I’m talking about only the
child’s energy of shame/anger? No…it’s their cups and those generational before them
through the child’s DNA. Anger/shame energies can be passed through the soul (the
mind on a cellular level) and are represented in our DNA to the student (epigenetics)
which is stemming from past familial trauma (generational maternal/paternal anger,
shame, hatred, grief, prenatal emotions, developmental or shock trauma of having
exposure to negatively perceived experiences, and learning difficulties- actually any of
the factors that I mentioned in the first paragraph). As a child, unreleased anger and
shame needs to be replaced with empathy and strength (atonement) and, as an adult,
the anger can be transmuted to hatred that needs to be replaced with courage and the
shame to grief that needs to be released with compassion. This lack of atonement and
not releasing and replacing has led our humanity to so many learning differences,
illnesses, weakness, and possibly even the soul’s death. If we learn to release fear and
replace it with love, God, through our (RAS) Rectangular Activation System, Pons &
Thymus along asking for forgiveness of our trespasses (not always showing grace and
mercy). He will help us realize and we could only learn how to become closer to Him by
asking Him into our soul. God-Authentic Soul just as we originally had come into this
world which was pure-child-like and blameless. No worries…You will be given an
awakening where His Divine Powers and righteousness become whole- pure and
blameless, if you ask Him. Finally, for salvation, our spirit can live an eternity with Him.

Can we heal our DNA for future generations or empty the cups of anger and shame?
Notice: You think I’m talking about only the person’s energy of shame/anger? No...it’s
their cups and those generationally before them; anger/shame energies can be passed
through the DNA (epigenetics), stemming from developmental or shock trauma of having
exposure to negatively perceived experiences. Anger leads us to Sympathetic Functional
System Dominance and Shame leads us to Parasympathetic Functional System
Dominance. Again, generationally with our ancestors, unreleased anger and shame being
replaced with empathy and strength has led our humanity to so many learning
differences, illnesses, and even spirits death (condemnation). If we learn to release and
become connected to our God and others, He will help us realize and release our sin,
learn how to become closer to Him and be given His Divine Powers.
Yes...for autonomy you need attunement; for attunement you need atonement!! This is
receiving the gifts, wishes, blessings and miracles for which He has in store for you.
Note: Remember RAS & HPA and hypothalamus/thalamus- sensory processing and the
speed processing of information (includes also the hippocampus- which is in the limbic

system and regulates perceptions of anger/shame, long-term memory). Therefore, our
neurobiology (neurosystems), central and peripheral nervous system, complete chakra
and electromagnetic (biofield) systems are all dysfunctioning simultaneously and
individually at different degrees and causing epigenetic attacks- leading to abnormal
neuroplasticity. Goal is for ALL our systems to function equalized, activited, and
balanced with a dysfunctioning system. Don’t worry our Glass is HALF-Full and we can
still make a change!!! SEE parent and caregiver checklist and questionnaire before the
appendix and holistic-alternative suggestions below!
BETTER WAYS TO NURTURE THEIR VERY OWN NATURE
image 6.2 Cook’s Think of Our Brains as a Computer
Therefore, our “computer systems” aka neurobiology (neurosystems), nervous and systems,
complete chakra, and electromagnetic systems are all dysfunctioning simultaneously and
individually at different degrees and causing abnormal neuroplasticity. Goal is for ALL our
systems to function equalized, activated, and balanced with a dysfunctioning system. I suggest
you work with their strengths (see below) to help with their weaknesses. Gardeners MI- will help
you discover their gifts!!

Strengths of a Learning Difference
PARASYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural
compensation(s) or early development for neurodeficits and neurodiversity):
holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic
loves feelings and functions/future= interest-appreciative based learning, loves mysteries and
asking “why” with inductive reasoning especially human psychology
entrepreneur (not a follower but developer)
interest based learning- other content ex birds, travel brochures
empathic, empathetic
large gross motor ability w/body awareness w/ well balanced EF

fantasy based- storytelling (fiction)
body awareness EF (hyper/hypo)
list-form thinking- poetry especially patterns and rhythm, anecdotal notes
narrative and expository writing
understands “true meaning”- whole-part-whole like philosophical
sensitive (hyper, hypo)*- low self-esteem, emotional intensity
sight words- learned words easier
creativity- “outside of the box” thinking
visualization/imagery- “movie cinema” thinking
imagination-concrete thinking
synthesis- logical
PP intuitive- future oriented goal setting
philosophy/spiritually related learning
inductive reasoning- observation
evaluation- form of logic
good with long term memory- faces not name
can be good in science, geography and geometry
long-term memory unless an EF, phonological deficient and neither “break down tools”
long-term memory- direct correlation with visual sensory memory “picture/movie thinking”
visual-spatial thinking-learning (hypo,hyper)*
kinesthetic/tactile thinking- learning (hypo,hyper)*
smell-taste (hyper, hypo)*
SYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural
compensation(s) or early development for neurodeficits and neurodiversity):

auditory thinking-learning
auditory thinking-learning (hypo, hyper)*
non-fiction (note: unless interest-based and written out, complete steps required
analysis- form of logic
analysis- logical (break down category and sequence (steps)
loves facts, forms and functions asking “what” with deductive reasoning
avoids being personable- people oriented, social
deep introspective about self- ego task oriented
Isolated-inverted, task-oriented
not philosophy/spiritually related learning
ultra-religious
good with short term memory- names not faces
past (unless interest), present goal setting
sensitivity- balanced
decoding-sounding out words
vocabulary- interest, religion and philosophically oriented “language inventory”
“language inventory” states “I know already…”
vocabulary- non-interest oriented
works at “true meaning” part-whole
rhyming/alliteration- with language not so much rhythm & beat
isolated rhyming/alliteration language
interest of foreign language learning
foreign language learning
free flowing analysis of information

can be good in maths (less with geometry)
chopped up information- can eventually be made whole or complete
spelling (sight words) & spelling (phonetic)
Total Functional System Dominance NEEDS- these are their needs (ask me which one is
Para/Sym.- also ask me about Autism)
graphic organizers for solving math word problems, geometry
solving word math problems, operations needs to be applicable and real life
list-form-separated out reading (isolated words and passages)
smooth & fluent reading- audio books & modeled reading
can be with history, “the arts” including language, visual, musical
cursive
(RR) recall and repetition in the “short-term” memory stage especially categorical and sequential
POETRY- great with rhythm, chant, patterns, tone and tonality/inflection
synthesis- weed out important information with graphic organizers
organizing- categorically and sequentially the information already weeded out with certain text
book (ask me) or “working memory task”
comprehending- future/past with Socratic method
comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations,
Cartoons, or Anecdotes
internalizing language (receptive language)- JOURNAL
has problems with inferencing and others point of view- needs “social stories”
externalizing language (expressive language) or vice versa- DEBATE or “Socratic Methods”
emotional -dramatic, intense, emotional coaching and emotional reappraisal (see below section)
dramatic, emotional (hyper,hypo) needs outlets like karate, painting. musical instrument, drama

non-focused, impulsive and hard with social relations- needs to volunteer with kids with physical
impairments at ball field
inattention (hyper, hypo)- needs “listening skills”
focus- needs to record and practice “life skills”
problems with literacy- needs a systematic, & explicit literacy instruction (possibly multi-sensory)
The Spirit
Section 7
Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity
Mindsight, a skill we can all develop to break free from mental patterns that get in the way of
living our lives to the fullest; A practical definition of the mind — distilled from a dozen scientific
fields; The triangle of well-being — how to promote a healthy flow between your mind, brain,
and relationships. Self-directed neuroplasticity, then, is the ability for the brain to change itself
depending on how you direct your thoughts, focus, and attention. The “self-directed” piece
refers to your ability to intentionally shape your brain by using it in a specific way to increase
resilience and positive attitude in the face of aversion. The Sound & Color (below) can be done
daily but as often as possible.
Sound & Color
Color Therapy and Tapping

Shame Parasympathetic System Functional Dominance, red reduces shame and depression
(as well as autistic tendencies); tends to excite us and inflames our passions, creativity (tap on
the collarbones, or massage if hypersensitive). Solfeggio Sound Frequency: 243.3 (Rom)
Anger Sympathetic System Functional Dominance, yellow reduces anger and anxiety;
represents joy or optimism and can calm you and help you think more clearly (tap on the top of
the middle head on both sides, or massage in a diamond shape if hypersensitive) Solfeggio
Sound Frequency: 243.3 (Lum).
Total Functional System Dominance orange reduces anger and shame; represents peace, bliss
and joy; gives us calmness of being happy (tap on the crown- top of the head lightly). Solfeggio
Sound Frequency: 354.3 (Ram)
(adults) Complete Functional System Dominance green & pink reduces hatred and noise
sensitivity; tends to make people feel loved and protected but also can cause feelings of
lethargy (tap on the breastbone, or massage in a diamond shape if hypersensitive). Solfeggio
Sound Frequency: 465.3 (Yum)
(adults) Complete Functional System Dominance blue- violet below reduces grief and is
associated with immortality and anxiety, courage, or protection (tap on the throat, or massage if
hypersensitive). Solfeggio Sound Frequency: 486.3 (Hom)

Solfeggio:
https://mynoise.net/NoiseMachines/solfeggioTonesGenerator.php?fbclid=IwAR0dVT6eUW9KSo
eCX_Lge-5B2koVtoDo59ww4-I9Wz5Juxaay5ZloXYaPRw
Solfeggio can drown out their mind noises and heal the heart and mind. For balance (chi), do 7
minutes with like the inverted v transfiguration (see image and link above). Then do 7 minutes
like the v transfiguration reversed (see image and link above). Get louder as the day goes onstart
off the day really low like above.
Suggestions for Acute Initial Response to Stress
Date:

Student:
DOB:
Colors-Frequency for Electromagnetic Field
Sympathetic System Functional
Dominance- hyper spinning, going
inactive or deactivated chakras: Do
number #3 for anger, # 6 for strength
and end in #2 for peace/bliss and for
RAS #8 do #5-7 and alta major
together for the unity of courage,
compassion, gratitude, comfort and
unconditional love (worthy). Note: #6
chakras (need visual imagination- I
see) for I see God for I’m always
present. They need spiritually for
balance.
1. Vata dosha-2:00-6:00pm best time
for EO’s, herbs, eating.
2. Meditations for seeing God:
https://youtu.be/0AdyEpjEtaU
Meditations for feeling worthy:
https://youtu.be/LGiJ51B0HGU
Meditations for trusting God:
https://youtu.be/jou5ANZX1BQ
Media for spirituality:
https://www.youtube.com/results?sear
ch_query=kelly+howell
https://www.pandora.com/search/kelly%20ho
well/all
Parasympathetic System Functional
Dominance- hypo spinning, going
inactive or deactivated chakras:
number #1 for shame, and #4 for
empathy, and #2 for peace/bliss and
for RAS #8 do #5-7 and alta major
together for the unity of courage,
compassion, gratitude, comfort and
unconditional love (enough). Note: #5
chakras (need speak & listening- I
hear God) for I’m in the present not
listening to my own ruminating
thoughts of the past/future. They
need religion for balance.
1. Kapha Dosha-6:00-10:00am best
time for EO’s, herbs, eating, 2:00pm
best time for cat nap, 4:00pm best
time for studying.
2. Meditations for listening to God and
becoming mindful into the present
not the past/future:
https://youtu.be/U_4S5Nu4b3I
https://youtu.be/rZb5fN_YEbQ
3. Sermons for gaining knowledge of
God; Note: already have wisdom of
God just needing more
facts/forms/functions for balance.
https://www.churchofthehighlan
ds.com/media/series (Chris)

https://www.youtube.com/watch?v=H9FVXU
fPQWE&list=RDEMWEgpwYYMw1dhA02G7yRZg&start_radio=1
https://open.spotify.com/search/kely%20howe
ll/tracks
https://www.healersresource.com/logi
n?offer_token=zA9WwAg4
https://www.youtube.com/watc
h?v=LJyaSLhzF-Q (Joyce)
Specific organs:
https://yogainternational.com/class/ti
me-for-a-gut-check
3. This is when music therapy of
certain frequency of 104.25 Hz
is good for anger and 159.75 Hz
and 213 Hz (cover right ear).
Specific organs: 528 Hz (Healing
Frequency for Stomach, Pancreas, Spleen,
Liver, Gallbladder and Digestive System)
https://www.youtube.com/watch?v=N
XRTcOuW9ho
Specific needs:Anger and strength=
7.83 Hz, Learning 20.8Hz-33.6Hz
Yoga-Dominate fight/flight (flee) 417
hz with SUN 126.22
https://yogainternational.com/class/f
ree-yourself-from-stored-anger
https://yogainternational.com/class/ig
nite-your-inner-fire
https://yogainternational.com/class/s
ecurity-and-self-worth
https://www.youtube.com/watch?v=gt
-KXhBhBeA
Specific needs: #1
Shame and empathy= 126.22 Hz,
Learning 7.83Hz-14.3Hz
Yoga-Freeze (collapse) with Moon
210.42 Hz
https://yogainternational.com/search
?keywords=moon
https://yogainternational.com/meditat
ion/meditation-discover-your-innerwitness
https://www.learnreligions.com/moonrituals-1725719
https://www.almanac.com/astronomy/
moon/full/AL/Birmingham
belly breathing” again.
https://yogainternational.com/article/view/ameditative-moon-salutation
https://docs.google.com/document/d/1nyflAm
cgNECXe7ib1ZcnBoBRPrR8o1_TyAe70K2
UB2k
https://www.youtube.com/watch?v=wpWp0O
2szEE

https://yogainternational.com/class/y
oga-for-inner-freedom-class-1
https://yogainternational.com/class/s
trength-stability-and-openness
https://yogainternational.com/class/r
e-establish-the-inner-fire
https://yogainternational.com/class/u
ncover-your-hidden-strength
https://yogainternational.com/article/
view/guided-meditation-for-self-love
4. WAY_RIGHT_YOGA for anger
and strength:
https://docs.google.com/docum
ent/d/1FqxzuAbmDxe3gy9uXC2
OO0dpbMUNu6ajMIFmSsoNJxI
/edit?usp=sharing
Specific Chakras:
RAS Frequency (528Hz) Migraine:
https://www.youtube.com/watch?v=Uk
M-FjfN6Mc
Allergies: https://youtu.be/25d1H_W-
8CA
5. The colors yellow, blue-purple,
also, orange, purple, indigo and
gold color therapy are good for
students for peace/bliss,
compassion, unconditional love
are needed (cover right eye).
https://www.youtube.com/watch?v=asRnEhm
YhIw
https://www.youtube.com/watch?v=o4w0Q3x
5UwE
https://www.youtube.com/watch?v=gOyHT2
Lspp4
4. WAY_LEFT_YOGA for shame
and empathy:
https://docs.google.com/docume
nt/d/1K33itt1xWCfSv1D3yDGi_
Z0sVJ0VgWQXXVttPBmvlic/edi
t?usp=sharingThis is when music
therapy of certain frequency of
132Hz is good for shame and
159.75 Hz and 213 Hz (cover left
ear).
5. The colors red (shame), green
(empathy), also, orange, indigo
and gold color therapy are good
for students for peace/bliss,
compassion, unconditional love
are needed (cover left eye).
Specific Chakras:
RAS Frequency (528Hz) Migraine:
https://www.youtube.com/watch?v=Ov
Ut6rsUrEs
Allergies: https://youtu.be/25d1H_W-
8CA
6. Specific organ associated: ex.
reproductive-brain, heart & small
intestine-bone, hypo-thalmus-

6. Specific organ associated: ex.
gallbladder- brain, stomach- ear,
vision (occipital)- sinus, pituitaryfrontal
sinus.
7. Chakra Frequencies: Do number
#3 for anger, # 6 for strength
and end in #2 for peace/bliss
and for RAS #8 do #5-7 and
alta major together for the unity
of courage, compassion,
gratitude, comfort and
unconditional love (worthy).
Meditation challenge:
https://yogainternational.com/e
course/6-week-meditationchallenge
parotid gland, pituitary-frontal
sinus, Adrenal gland-brain *also
needs blood circulation support
(diabetes, heart disease)
Ex. youtube
https://www.youtube.com/watch?v=FW
ATKhH0PYA 288 Hz
#3 for anger Pure Healing Music Therapy
With Alpha to Theta Waves
Alpha Wave Restoration & Con
centration
Happiness Frequency - Serotonin Released
Music, Relaxing Music With Alpha Waves
Binaural Beats
Tension and Stress Soother - 9.1 Hz Alpha
Frequency Binaural Beats ZX C a
8. Chakra Frequencies: Do number
#1 for shame, and #4 for
empathy, and #2 for peace/bliss
and for RAS #8 do #5-7 and
alta major together for the unity
of courage, compassion,
gratitude, comfort and
unconditional love (enough).
Meditation challenge:
https://yogainternational.com/e
course/6-week-meditationchallenge
https://www.youtube.com/watch?v=ohdcCeR-r4
432 Alpha Hz
Gaia Healing ~ Earth's Frequency Schuman
Resonance Music With Alpha Waves
#1 for shame Deep Sleep Theta Meditation
- Binaural Beats (100 Free Downloads)
Healing While In Deep Sleep In The Delta
Range - sample
Sun Frequency Psy Mind Travel - 126.22 Htz
Binaural Beat Delta
2.5 delta iso sedative w 304hz carrier
frequency for pain relief and sedation
Quieting the Mind for Sleep - 1.8Hz Delta
Frequency Binaural Beats
#4 for empathy
Binaural Beats - [ 13-30 Hz ] Beta Wave

Deep alpha meditation frequency - Alpha
Tiefenmeditation DEMO
# 6 for strength
https://www.youtube.com/watch?v=SJY8F_P
VVPY
https://www.youtube.com/watch?v=R568f3lE
kjQ
111Hz
1111 Hz - The Maji's Lantern (Head Phone/
Audífonos)
https://www.youtube.com/watch?v=D5qU0nT
wZHA 888Hz
1111 Calm
https://www.youtube.com/watch?v=dJoXVIL
GeKQ
Sample
https://www.youtube.com/watch?v=HqaHNV
gFTv4
https://www.youtube.com/watch?v=AhWNU
dlOh8o
https://www.youtube.com/watch?v=Ekb7ncU
1Qyw&list=RDEMWEgpwYYMw1dhA02G7yRZg&index=18
Giovana Rodrigues 19
28 Hz Binaural Beats Beta Frequency
Right Brain Left Brain Balance - 18.3 Hz
Beta Frequency Binaural Beats
Visualization Enhancement - 13.7 Hz Beta
Frequency Binaural Beats
Mudras
Think about your soul (heart and mind) as energy and constantly make a hum, by focusing on
the vowel sounds, with each word can be drawn out while your fingers are in either of these
intended positions. See which “feels” right for you. The no right or wrong way!
For Anger Sympathetic System Functional Dominance, do the ones that say Hyper- ex.
/luuuuumm/ with the right hand with the thumb and index finger touching;
For Shame Parasympathetic System Functional Dominance, do the ones that say hypo- ex
/loooomm/ with the left hand with the thumb and index finger touching
For Total Functional System Dominance, do the one that says balance in /vaaaaamm/ with the
second from top hand together for chi.

(adults) For Complete Functional System Dominance, do the one that says balance in
/shaaaamm/ and /oooooomm/ with the last and second to last hand together for chi
Marmas- OUR BODY POINTS OF LIGHT
Again, toxicity causes blockages in the marmas and nadis. The toxicity and flow of chi (balance
of the chakras) again affects the way our genes are expressed and creates epitome. Toxicity
can be environmental and in our foods which can affect our learning...read here “Marma points
are energy blockages in the body located at the seventh level of the skin but they convey
messages to the deeper layers and organs and are thus considered the “inner pharmacy of the
body.” There are 117 marma points depending upon the system you follow. When a marma is
sore or sensitive to the touch, there is inflammation or some toxicity (ama). Marmas block the
flow of prana or the vital life force throughout the body (there are 72,000 nadis or pathways in
the body where prana circulates) therefore it is important to unseat, release or clear what is
stuctoon order to promote awareness of the body and mind.”
[accessed 12/31/2020] https://pin.it/2hhVUOp
Suggestions for Acute Initial Response to Stress

Date:
Student:
DOB:
Essential Oils, Supplements, Foods, Herbs, SpicesWARNINGS
*think of daily allowance of caloric intake along with sugar, caffeine, sodium
Avoid caffeine, sugar as stimulant
*always consult with your doctor before changing diet, taking any supplements or
herbal remedies
The sole purpose is to provide information about the tradition of ayurveda. This information is
not intended for use in the diagnosis, treatment, cure or prevention of any disease. If you
have any serious acute or chronic health concern, please consult a trained health professional
who can fully assess your needs and address them effectively. If you are seeking the medical
advice of a trained ayurvedic expert, call or email us for the number of a physician in your
area. Check with your doctor before taking herbs or using essential oils when pregnant or
nursing. These suggestions are not to be substituted for professional Medical advice. These
are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not
a doctor.
Sympathetic System Functional
Dominance-
Lavender
Vetiverb
Blue Cyprus
Tangerine
Marjoram
Orange
Myrrh
Geranium
Clary Sage
Bergamot
Lemon
Lemongrass
Cypress
Chamomile
Supplements:
Annonaceae
Parasympathetic System Functional
Dominance-
Geranium
Ylang Ylang
Marjoram
Blue Cypress
Callitis
Peppermint
Rosemary
Rose
Clove
Basil
Eucalyptus
Lemongrass/Lemon
Dyslexia EO’s- peppermint, ginger,
lavender, and lemon essential oils. Essential
oils are inhaled through an infuser (1 hour,
3 X a day) or diluted in a carrier oil before
being applied topically.

Betulaceae
Geraniaceae
Rutaceae
Turmeric Curcumin with Bioperine
Jarrow Formulas Milk Thistle (Silymarin
Marianum)
Ashwagandha, Mulungu, Hops, DLPA,
Licorice Root, Valerian, Kava Kava, Passion
Flower, Chamomile and Lemon BalmDyslexia
EO’s- peppermint, ginger, lavender, and
lemon essential oils. Essential oils are
inhaled through an infuser (1 hour, 3 X a day)
or diluted in a carrier oil before being applied
topically.
Brain Power (YL): essential oils high in
sesquiterpenes—including Sacred
Sandalwood, Blue Cypress, and
Frankincense: Vata Massage Oil
Supplements:
Burseraceae
Cupressaceae
Ericeae
Superfoods (Red & Green Foods and Indian
Mulberry)
Rosaceae (such a Rose Hips)
Beet Root
Pomegranate Extract
Willow
Aschwanda
Omega 3 Fish Oil, Strawberry Flavor
Korean Red Panax Ginseng 1000mg - 1
North Atlantic Kelp
Ashwagandha
Rajat Bhasma
Kappa Massage Oil
#3 (anger-yellow) Solar plexus – pancreas
– digestive system – gas, bloating, liver
issues, stomach ulcers, eating disorders,
lack of confidence, procrastination
● Yellow foods
● Carbohydrate
● Fiber
● Sweeteners
● Whole grains
#1 Root (shame-red)– base – adrenals –
colon issues, lower back pain, varicose
veins, emotional issues around money and
security. Anger Sympathetic System
Functional Dominance- *always consult
with your doctor before changing diet,
taking any supplements, or herbal
remedies
● Red foods: beet root, pomegranate,
red apple, red tart cherry
● Protein

● Legumes
● Starchy vegetables
● The Basics: Soluble fiber, vitamins
and minerals
● Blood sugar support
● Digestive support
● Liver support
● Metabolism support
● LOTS OF WATER!
#6 Third eye (strength-violet) – pituitary –
eyes – depression, poor eyesight, hormonal
imbalances, poor intuition
● Blue-purple foods
● Flavonoid-containing foods
● Cocoa
● Caffeine/Alcohol
● Amino acids for neurotransmitters
● Fatty acids
● Vitamins and minerals
● Neurotransmitter support
● Sleep support
● Eye/Vision support
● Cognition support
● LOTS OF WATER!
● Minerals
● Root vegetables- slightly cooked
● The Basics: Protein powders,
insoluble fibers, vitamins and
minerals
● Adrenal support
● Anti-inflammatory support
● Immune health
● Red foods: beet root, pomegranate,
red apple, red tart cherry
● Superfoods high in protein and
minerals such as Indian Mulberry,
Rosaceae (such a Rose Hips);
Pomegranate Extract
● Root vegetables- slightly cooked
● The Basics: Protein powders,
insoluble fibers, vitamins and
minerals
● Adrenal support
● Anti-inflammatory support, joint health,
immunity- Certain Spices and Herbs:
cayenne, thyme, parsley, basil,
cinnamon, cumin, fenugreek seeds,
onion powder, rosemary, mint,
oregano, dill, sage, garlic nutmeg, and
vanilla, turmeric, ginger, paprika, clove
and fennel
● Avoid Caffeine/Alcohol
● Joint health
● LOTS OF WATER!
#4 Heart (empathy-green)– thymus – lungs
– heart and lung problems, asthma,
allergies, fear of intimacy
● Green foods
● Cruciferous vegetables
● Leafy greens
● Fruits and legumes: exotic
rambutan, durian, mouse melon,
soursop, kafir lime, and jackfruit
● Phytochemicals, phytosterols,

phytoestrogens
● Chlorophyll
● The Basics: Specific amino acids and
proteins
● Vitamins and minerals
● Blood lipid support
● Circulation support
● Coenzyme Q10
● Green food powders
● LOTS OF WATER
●
Other:
Certain Spices and Herbs:
turmeric, ginger, paprika, clove and
fennel
Vata Massage Oil
Geranium
Ylang Ylang
●
●
●
Serotonin Supplements: Pure
tryptophan. Tryptophan supplements
contain much more tryptophan than
food sources, making it possibly more
likely to reach your brain.
SAMe (S-adenosyl-L-methionine
5-HTP
●
Other:
Certain Spices and Herbs:
cayenne, thyme, parsley, basil,
cinnamon, cumin, fenugreek seeds,
onion powder, rosemary, mint,
oregano, dill, sage, garlic nutmeg,
and vanilla
● Myrrh
● Cedarwood
● Ashwagandha
● Rajat Bhasma
● Kappa Massage Oil
● Dopamine Supplements: foods rich
in Tyrosine. In order to make
dopamine, your body needs tyrosine
which can be found in almonds,
bananas, avocados, eggs, beans, fish,
and chicken. Probiotics.
List of Environmental Toxins to Avoid:
https://www.hsph.harvard.edu/toxic-chemicals/

https://hms.harvard.edu/sites/default/files/assets/OCER/files/Taking%20It%20All%20In
%20Reading%20Materials%20Web.pdf
Suggestions for Reducing Inflammation
Supplements:
Magnesium
Vitamins B & C
Calcium
Zinc
Fish Oil
Bacopa
Kava Kava
Rhodiola
Cabbage Rose
Chebulic Myrobalan
Belleric Myrobalan
Annonaceae
Betulaceae
Geraniaceae
Rutaceae
Andropgraphis paniculta
Other:
Lavender
Vetiverb

Blue Cyprus
Tangerine
Marjoram
Orange
Myrrh
Geranium
Turmeric Curcumin with Bioperine
Jarrow Formulas Milk Thistle (Silymarin Marianum)
Marjoram
Blue Cypress
Callitis
Peppermint
Rosemary
Rose
Clove
Basil
Eucalyptus
Lemongrass/Lemon
Sacred Lotus
Burseraceae
Cupressaceae
Ericeae
Willow

Aschwanda
Omega 3 Fish Oil, Strawberry Flavor
Korean Red Panax Ginseng 1000mg — 1
North Atlantic Kelp
Supplements:
Zinc
Magnesium
Vitamin B12
Vitamin D
Arjuma
Amla
Brami
Boerhavia
Guggul
Bergamot
Lemon
Lemongrass
Cypress
Chamomile
Hands-On-Healing

Suggestions for Acute Initial Response to Stress
Date:
Student:
DOB:
Hands-On-Healing
AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY BODY
and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES,
FEELINGS, DREAMS AND VISIONS (see below) Divine Stamp Say: I am That I Am:
I AM ______________ I Have ______________ While:____________ see picture
Trans
cende
nce
Trans
mutati
on
Truth
of
Grace
streng
th
empat
hy
Hands
over
eyes
freed
om/
abun
danc
e
stren
gth/e
mpat
hy
freed
om/fo
rgive
ness
comf
ort/jo

y
bliss/
harm
ony
forgi
vene
ss/
unco
nditio
nal
Love
knowl
edge
wisdo
m
Hands
on
side
of
face
stren
gth/e
mpat
hy
coura
ge
comp
assion
Hands
back
of
head
Truth
of
Mercy
purit
y/rev
elatio
n
revere
nce
power
Hands
over
chest
meet

devo
tion/
blam
eless
ness
cour
age/c
omp
assio
n
grac
e/me
rcy
integr
ity/m
ercy
obedi
ence
willing
ness
Hands
over
diaphr
agm
meet
perce
ption
intuitio
n
Hands
over
root

Truth
of
Hope
clean
sed/r
ebirt
h
To
don’t
resist
I
surren
der
Hands
over
belly
don’t
meeteyes
closed
hope/
faith
righte
ousn
ess/b
eauty
I don’t
judge
I
accep
t
Hands
over
R leg
shin &
don’t
meet-

I don’t
be
attach
ed
I
releas
e
Hands
over L
leg
shin &
don’t
meet
Truth
of
Faith
patie
nce/r
ever
ence
right
eous
/acce
ptan
ce
blam
eless
life/p
urity
virtu
e/rec
oncili
ation
gratit
ude/
good
ness
patien
ce
comp
assion
Hands
over
R foot
&
don’t
meet-

lam
eless
/pure
gratit
ude/h
armo
ny
abund
ance
beaut
y
Hands
over L
foot &
don’t
meet
empo
werm
ent
joy
Hands
over
back
near
neck,
hands
don’t
meet
Truth
of
I
RELE
I
RELE
Hands
over

Sod
conn
ectio
n/
curio
sity
prais
e/an
d
wors
hip
beau
ty/gr
eatn
ess
bless
ings/
mira
cles
integ
rity/
light
right
eous
ness/
peac
e
Unco
nditio
nal/P
erfect
Love
right
eous
ness/
beau
ty
ASE
anger
ASE
sham
e
back
near
lowerback,
don’t
meet
I I Hands

RELE
ASE
streng
th
RELE
ASE
empat
hy
over
back
near
midback,
don’t
meet
RELE
ASE
Hatre
d-
Coura
ge
RECE
IVE
LOVE
-
Mercy
Silenc
e-Just
Prese
nt
Chapter 8

PYAM DAILY
Work Primarily PYAM Daily:
● Prayer working on Thymus (high heart chakra)
● Yoga working on Pons (crown chakra)
● Affirmation/Meditation working on RAS (soma, alta major chakras)
Especially, if there’s a day that might include triggers or learning stressors!
Note: The prefrontal cortex, neocortex is regulated by the RAS and soma chakra via the
HPA. The basal ganglia, hippocampus is regulated by the RAS and alta major chakra via
the ACC. The cerebellum (movement gives us our social connections) hence this
connection to others, social relationships and is regulated by the amygdala and pons
(God awareness) and crown chakra (6th-8th chakras). The thymus (vagus nerve chakra)
is our mind- receiving the mind of Christ (see, hear, feel God), perceive as God does, and
all His perfection this is regulated by this high heart chakra.

Speaking of the “whole child”-heard and love this quote, “prayer is talking to God, meditation is
listening [seeing] to God”! Try out mediation for your child with a learning difference. They could
hear positive, loving messages from God when meditating!! “If you are anxious, you are living in
the future. If you are depressed you are living in the past. If you are at peace, you are living in
the present. If you are in the present and nervous, you are needing to connect and give up
control. You have to want to release, heal, and lose control to gain connection.” I was diagnosed
with “Central Auditory Processing Disorder'' in 1983. We referred to it as a Learning Disability; at
least, this is how I remember my mom saying it to other people. I went to numerous private

schools in New Orleans, LA (of the ones I actually could “get into''). You think teachers
nowadays don't know about how to help learning differences; just think about 40 some odd
years ago. I struggled to say the least not only academically but socially/emotionally, spiritually,
and every domain of child development. Kids were not forgiving or kind to my slow nature of
learning and my reading/spelling. I was very frustrated, mad and upset, and so were my
teachers. Don’t get me wrong, I had some caring teachers; but even then, they didn’t know how
to help. As I retrained my brain (the rewiring activities for self-directed neuroplasticity-discussed
below to learn in my upper 30’s, there was one component missing which were my true feelings
and God-soul connection). I wasn’t frustrated, mad and upset; but actually I was Angry and
Ashamed due to abandonment and disparagement to those I “looked up to”, by the people that
trusted and were supposed to be helping and teaching me. Disparagement is a low-opinion of
some else’s thoughts, feelings, and ideas (again the biggest soul offense that someone does
and others allows). I had a Parasympathetic Functional System Dominance. This is why I wish
teachers, my parents and others could have understood me and my strengths…Read My Story
Here: Brunette-locks and the Three Doors.
I also touch on the safe and supportive, positive learning environments, toxicity and other
environmental factors for instance you can view some of the activities and exercises like PYAM
DAILY (prayer, yoga, affirmations, and meditation). In my classes and sessions, I cover the
affirmations of strengths [remember to trust your brain and heart and mind: I am smart, I can
do this, I am love]. A neurodifference can be perceived as having “gifts'' such as: We are highly
intelligent and have the ability to use tools and strategies to compensate for struggles to read,
write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from
many different sides, and spatial relationships along with the ability to think in 3 dimensions. We
often have intuitive and insightful, well-developed social awareness and emotions (EQ) while
possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have
deep and holistic list-form thinking, problem solving and building/constructing abilities, computer
skills and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual,
artistic and visionary skills, inventing and innovating pursuits.
Intention
Lower Self (1-8)- *Knowledge/Wisdom
Acceptance of Glory (Christ):
Grace- freedom, abundance and devotion
(empathy)
Mercy- forgiveness, unconditional Love
(strength)
Acceptance of Victory (Holy Ghost):
Grace-purity/revelation (courage)
Mercy- blamelessness (compassion)
Affirmations
Lower Self (1-8)
Grace
Mercy
-Knowledge
-Wisdom
Glory
Victory
-Peace
-Harmony

*Glory-peace/Victory-Joy, bliss, happiness
Higher Self (9-12)
Higher Self (9-12) (God) *unity
Acceptance of Hope (God)
Revelation/Transmutation:
Hope- cleansed, rebirth, patience, reverence,
and righteous
Faith- blameless life, virtue, and reconciliation
Faith-peace/Hope= harmony
Revelation
Transmutation
-Hope
-Faith
Power
Salvation
-Honor
-Love
Acceptance of Faith (God)
Power/Salvation:
*Honor-Divine Power- connection, curiosity,
integrity, praise, and worship
*Love- Divine Authority aka Salvation- beauty,
greatness, blessings, miracles, and light
Honor-faith (peace)/Love-hope (trust)=
perfect harmony= perfect unity
Prayer
Kids can do it too! Model prayer to them, pray with them...encourage daily! It really works to
take their anger and shame that their learning difference can trigger! Speaking of the “whole
child”- Help them with “emotional appraisal” by looking at this feelings chart for prayer coaching
(see chart below). They usually exhibit anger and shame (as they get older other prescriptions
develop such: as grief and hatred).Speaking of the “whole child”-heard and love this quote,
“p
rayer is talking to God, meditation is listening to God”! Try out mediation for your child
with a learning difference. They could hear positive, loving messages from God when

meditating!!“You have to want to release, heal, and lose control to gain connection.”-
Tricia Cook
“Each day, set yourself the task of deliberately withdrawing your attention
from the objective world and of focusing it subjectively. The day you achieve
control of the movements of your attention in the subjective world, you are master
of your fate.Our imagination, Neville Goddard taught, is the God-seed and Christ in
you is your imagination: He saw literal and final truth in Psalm 82:6, “Ye are gods.””
https://www.harvbishop.com/neville-goddard-a-cosmic-philospher/?fbclid=IwAR2y-
Sxj-4V1eox3ZjD-ch7LjTpL_EnUlBBeSyEWD4Elv2CQNJA6Yza8VTU
When have you asked your child, what positive did you have today?
Where is your focus of attention as being important?
Where is our children’s focus and attention?
Is our focus on being important enough on our own body, mind, and spirit?
In today’s time, is our attention to God and His Word?
Is your focus mainly positivity in attitude and thoughts?
How do you perceive yourself? How do you think others perceive you?
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally! This
is why it would be important to practice along with PYAM them (Prayer, Yoga, Affirmations and
Meditation)!! Also, ask me below about the complete adult ELBERT program!! If you know
someone with a learning difference and or stress responses, I’d say focus on releasing anger
and strength and shame and replace it with empathy. Note: The prayer includes meditation and
the yoga includes affirmation.

Affirmations
Speaking of the “whole child”- the child with learning differences usually feels like “they are not
worthy” if they have perceptions of anger and if they have filters of shame they usually feel like
“they are not enough”! This set intent rewires the RAS, adds to attunement and gives them
more motivation to learn!!
A learning difference can bring up emotions such as anger (strength mantra) and shame
(empathy mantra) as well as hatred (courage mantra) and grief (compassion mantra) for people
older. If the anger and shame become too much, this can trigger sympathetic and
parasympathetic responses and affect you neurologically, as well as, socially/emotionally,
physically, mentally and spiritually.
Power of I AM (Affirmations)
I AM is the self-definition of the absolute, the foundation on which everything rests. I AM is the
first cause-substance. I AM is the self-definition of God. I AM is a feeling of permanent
awareness. The very center of consciousness is the feeling of I AM. I may forget who I am,
where I am, what I am, but I cannot forget that I AM. The awareness of being remains,
regardless of the degree of forgetfulness of who, where and what I am. For example:
I AM hath sent me unto you. [Exodus 3:14]
I AM THAT I AM. [Exodus 3:14]
Be still and know that I AM God. [Psalm 46:10]
[Retrieved 1/2/20 (@freeneville) http://nevillegoddardpdf.com/free-books-and-lectures/power-ofawareness-free/]

Prayer/Praise & Worship (PPW)
Prayer/Praise & Worship (PPW)- ask me about hand-on-healing and prayer and my adult
bible study. Note: You can also do SOAP with the students as an activity. The goal is
actually reaching atonement which is to release all hatred (fear) and go back to an
Authentic God-soul essence (unconditional love)! That He died on the cross, so we MAY live
(our choice- autonomy and attunement). I know His love and purpose for me along with a
life of living His Will (a totally Blameless Life).
Jesus is the way, the light, and the truth; He is the way to truth of pure light and virtue.
John 14:6 (KJV) Jesus saith unto him, I am the way, the truth, and the life [light]: no man
cometh unto the Father, but by me. To shine your light so bright that it WILL overcome
ALL darkness (fear)/hatred and only love WILL prevail on Earth.
Other Media: https://www.pureflix.com/
SOAP= Read Scripture, Observation, Apply with Affirmation & Prayer Daily

RAS YOGA
Speaking of the “whole child”- it takes large motor movement in order to coordinate the body to
the mind. The increased focus will also help their short-term memory. The lower yoga positions
and to the left are for releasing shame and replacing with empathy. The lower yoga posses (little
higher than shame) and to the right are for releasing anger and replacing with strength.
Yoga Develops:
Good Balance & Muscle Tone
Concentration
Focus & Attention
Self-Discipline
Good Vestibular and Proprioceptive Sense
Happy, Healthy & WISE
Yoga Positions (see below) hold for 7 seconds with each Intention (alternate high/low and
left/right)
Low Positions-Center (Chi= Peace, Joy, and Bliss ), Right (Breath-in=Empathy, Breathout=Shame)
& Left (Breath-in=Strength, Breath-out=Anger)
High Positions- Center (Chi= Peace, Joy, and Bliss), Right (Breath-in=Compassion, Breathout=Grief)
& Left (Breath-in=Courage, Breath-out=Hatred)

●
●
●
●
●
●
●
●
●
I AM…9 position below) Peace, Joy & Bliss* chi (center)
8 position below) Empathy (right)
10 position below) Strength
7 position below) Compassion (right)
11 position below) Courage
6 position below) Grace (right)
12 position below) Mercy
5 position below) Glory (right)
13 position below) Victory
Timer 3 min Each
●
●
●
●
●
●
●
I HAVE…4 position below) Divine Purity* chi
14 position below) Blamelessness*chi
3 position below) Divine Revelation*chi
15 position below) Divine Transmutation*chi
2 position below) Divine Power (right)
16 position below) Divine Salvation
1 position below) Divine Unity (Harmony)*chi
Meditations

Speaking of the “whole child”- if they have feelings of anger they could be hyperarousal, this
affects their breath and ability to think (making logical decisions) especially when doing a
stressful task such as reading. They might exhibit responses of impulsiveness, aggressiveness,
and agitation (along with hyperactivity). NOTE: go to emotion chart to see if anger or shame
occurs when they're reading!! You might be surprised what you find.
If the child has gone beyond the perception of anger and has internalized filters of shame, this
also affects their ability to breathe. They might exhibit responses of “shut down”, ruminating on
the negative, and even depression (along with hypoactivity). Likewise, one thing of having a
learning difference is physiological problems- such as headaches, stomach aches, allergies,
hives, inflation, etc..
Chapter 9
You need to observe the student’s sensory acute response to stress and interview teachers the
child, and parents, observe input/output of motor, verbal, and written behaviors in response to a
literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness
exercises, and working memory activities along with the student’s interest survey and overall
behaviors based on executive, somatic and autonomic functioning. My program is named

ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING
COMPLETE EVALUATION. In this chapter you will be provided the complete ELBERT
Evaluation based on my original 2018 article: https://link.medium.com/t7ihaLLvicb.
tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017
Website: https://myelbert.com
ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
You need to observe the student’s sensory acute response to stress and interview teachers
the child, and parents, observe input/output of motor, verbal, and written behaviors in
response to a literacy activity such as a phonics inventory, word- sound knowledge,
phonological awareness exercises, and working memory activities along with the student’s
interest survey and overall behaviors based on executive, somatic and autonomic functioning.
My program is named ELBERT based on see in store is based off my book: HERE and
includes the important help for the triune brain which includes the following: Brainstem- I
have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbraina
screening for vestibular, proprioceptive, somatic issues, along with speech/language
development, auditory and visual processing; Limbic- My lesson plan template that includes
the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool;
Cordial- holistic, alternative suggestions for taking care of the whole child’s individual,
dynamic needs. Lastly, my program, ELBERT, includes a self-guided literacy intervention
program, along with other coaching through a course on understanding Dyslexia and
consulting (first one Free)!

With Much Sincerity,
Patricia Cook, M. Ed., Reading Specialist,
Dyslexia Interventionist & Montessorian; MEd., RSP, AOG;
https://linktr.ee/tcooktutor
DISCLAIMER: This communication may contain privileged and/or confidential information. It is
intended solely for the use of the addressee. If you are not the intended recipient, you are strictly
prohibited from disclosing, copying, distributing or using any of this information. If you received this
communication in error, please contact the sender immediately and destroy the material in its entirety,
whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted
for professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a
doctor.
Observational Notes: Acute Initial Response to Stress in a Learning Environment Checklist
Date:
Student:
DOB:

Observer:
Interview and take observational notes of the child, parents and teachers if possible on their
learning learning and/or environment.
Sympathetic- is a fight-or-flight response
which is a physiological reaction.
Angry- dominate, fight/flight (flee),
hyperarousal
Parasympathetic- is a freeze response in
the nervous system acts like a brake.
Shame- freeze (collapse) and digesthypoarousal
aggressive
defensive
reactive
impulsive
name-calling
hitting/violence
irritability
feeling stuck “shut down”
numbing
self-centered
withdrawing
isolating
being needy
crying
anxiety
poor focus
sleep problems
LT memory problems
paranoia
ruminating
avoidant
afraid of new things
ST memory problems
inattention- “day dreaming”
Hypersensitive - sound
Hyperactive
Hyposensitive - things in hands
Hypoactive
Interesting enough- can be both (more common) especially if Total Functional
System Dominance
Hyperarousal- most of the above which is
Sympathetic Functional System
Dominance
Hypoarousal- most of the above which
is Parasympathetic Functional System
Dominance

Questionnaire:
Self-regulation:
Is s/he frequently irritable?
Does s/he overreact to small problems?
Does s/he have intense, angry outbursts?
Does s/he have outbursts for little or no apparent reason? (specify situations in which
outbursts occur)?
Attention and Executive Function:
Is s/he easily distractible; does he act without thinking?
Is s/he restless, not able to sit still; is he overly active?
Does s/he have difficulty initiating or finishing tasks such as homework?
Does s/he have difficulty finding things in his/her room or desk?
Is his/her written work poorly organized, does s/he have difficulty planning ahead?
Does s/he forget to hand in homework?
Oppositional and Aggressive behavior:
Is your child destructive to toys or other objects?
Does s/he say “no” or refuse to comply when asked to do something?

Does your child regularly argue with you (parents), teachers?
Does s/he tease or bully another child? Has s/he been teased or bullied?
Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?
Does s/he swear, call names or make threats?
Anxiety:
Do you think your child worries more than other children?
What does s/he worry about?
Does s/he ever have problems falling asleep because she is worrying about something,
can’t turn his/her mind off?
Does your child have many fears?
Is s/he easily scared?
Can s/he be easily comforted by reassurance?
Depression:
What is your child’s mood like most of the time?
Is s/he often unhappy, sad or tearful?

Does your child’s mood change abruptly for no apparent reason?
Have you noticed a change in his/her interest in things s/he used to enjoy?
Have you noticed a change in his/her energy or activity level?
Is s/he more quiet than usual?
Have you noticed a change in his/her sleep patterns or appetite?
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.
By The Research Autism Group or online https://researchautism.org/wpcontent/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf
[Accessed
16 Dec. 2019].

Suggestions for Acute Initial Response to Stress
Date:
Student:
DOB:
Our Promises From God (Truth Of Sod) Through PRAYER & The Bible
Just (PRAY):
Pray
Release
Apply
Meditation SOAP: Scripture, Observation (see what words speak to you), Apply with
Affirmation and Prayer to...
God
Christ
Holy Ghost
Our truth of Sod- intentions and affirmations
Lower Self (1-8) Higher Self (9-12)
Grace
Mercy
Glory
Victory
Revelation
Transmutation
Power
Salvation

Yearn for more Prayer
S.O.A.P.
Shame/Empathy (chakra 1)
Scripture: But the Lord said, “My grace is all you need. Only when you are weak can
everything be done completely by my power.” So I will gladly boast about my weaknesses.
Then Christ’s power can stay in me.
Affirmation of Glory: I am empathy. I have grace.
Prayer: God, you are so wonderful and magnificent. I ask you by grace to release my
empathy. I know you have the power to do it. I love and worship you always. Thank you, God.
Peace, Bliss and Joy (chakra 2)
Scripture: Indeed, you are our glory and joy. Thessalonians 2:20 NIV
Affirmation of Victory: I am joy. I have forgiveness.
Scripture: The Lord bless you and give you peace. Numbers 6:23-24
Affirmation of Faith: I am blessed. I have peace.
Prayer: God, you are so amazing. I have faith in you. I am blessed with joy, but there is
something that needs forgiveness now, please search my heart so I may have peace. You are
my father and the light to our world. I love and thank you.
Anger/Strength (chakra 3)
Scripture: I am strong (Joel 3:10)
Affirmation Of Glory: I am strong. I have mercy.
Prayer: God, you are brilliant. I am strong because of you and my will to serve you. I ask to be
made stronger to help with my anger. I need to examine my needs but I need your help. I
know if it is your will. Thank you and I love you. In Jesus' name I pray, amen.
Hatred/Courage (chakra 4)
Scripture: He said, “Take courage, daughter, your belief has healed you.” Mathew 9:22
Affirmation Of Hope: I am healed. I have courage.
Prayer: God, you are so glorious. I know I ask a lot. Can you please explore my heart more
in-depth and find any hatred. This hatred is affecting how I view myself and my relationships

with others. Please renew my soul. You are the way, the truth and my life. I love you, thank
you.
Suggestions for Acute Initial Response to Stress
Date:
Student:
DOB:
Ex. Truth of Sod (Strength/Empathy)
S: 2 Samuel 22:33 (KJV) God is my strength and power: and he maketh my way
perfect. He answered and said, Whether he be a sinner or no, I know not: one
thing I know, that, whereas I was blind, now I see. John 9:25 (KJV)
O: God I am not blind to your word any longer. God, Does Love me and His Will is
perfect.
A: The next time I feel angry, when someone makes fun of me cause I learn
differently, I know God will make me strong.
P: God, you are so amazing. I love you so very much. I am feeling anger, I need

your strength. I know you can for you are our my father. I Live for Your Will and
to serve you. In Jesus Name We Pray, Amen.
---------------------------------------------------------------------------------------
S: Isaiah 40:31 (NIV) but those who hope in the Lord will renew their strength.
They will soar on wings like eagles; they will run and not grow weary, they will walk
and not be faint.
O:
A:
P:
S: Ephesians 4:31 (NIV) Get rid of all bitterness, rage and anger, brawling and
slander, along with every form of malice.
O:
A:
P:
S:James 1:19 (NIV) My dear brothers and sisters, take note of this: Everyone
should be quick to listen, slow to speak and slow to become angry.
O:
A:
P:
=======================================================================

Truth of Sod (Knowledge/Wisdom)
S: Proverbs 3:5 (ERV) Trust the LORD completely, and don’t depend on your own
knowledge.
O:
A:
P:
S:
O:
A:
P:
S:
O:
A:
P:
S:

O:
A:
P:
---------------------------------------------------------------------------------------
S:
Truth of Sod (Faith/Hope)
O:
A:
P:
S:
O:
A:
P:
S:
O:

A:
P:
---------------------------------------------------------------------------------------
S:
Truth of Grace (Power/Reverence)
O:
A:
P:
S:
O:
A:
P:
S:
O:
A:
P:

---------------------------------------------------------------------------------------
S:
Truth of Grace (Obedience/Willingness)
O:
A:
P:
S:
O:
A:
P:
S:
O:
A:
P:
---------------------------------------------------------------------------------------

S:
Truth of Grace (Perception/Intuition)
O:
A:
P:
S:
O:
A:
P:
S:
O:
A:
P:
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S:
Truth of Forgiveness & Freedom- I don’t resist= I surrender.
O:
A:
P:
S:
O:
A:
P:
S:
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Truth of Forgiveness & Freedom- I don’t judge= I accept.
S:
O:
A:
P:
S:
O:
A:
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Truth of Forgiveness & Freedom- I am not attached= I release.
Daily Affirmations, Meditation for Total Functional System Dominance Do ALL

of them from top (red)-bottom (teal). Goal: a free mind- perceives light (Jesus).
Chakras
1st chakra
(red)
I release shame. I am empathy.
I am___________ (love).
2nd
Chakra
(orange)
I am peace and bliss.
I feel __________(joy).
3rd
Chakra
(yellow)
I release anger. I am strength.
I do _____________
(courage).
4th
Chakra
(light green)
I am couage.
I love
__________(abundance).

5th
Chakra
(light blue)
I am compassion.
I speak and
listen____________
(patience).
6th
Chakra
(violet)
I am God’s glory.
I see __________
(empowerment).
7th
Chakra (pink)
I am God’s victory .
I understand ________
(beauty).

#8 (6,7)
RAS (teal)
I am unconditional love.
I know God. I am His Light
(mercy and comfort).
Color & Sound Therapy Frequencies do #2 for peace/bliss and for RAS #8 do
#5-7 and alta major together for the unity of courage, compassion, gratitude,
comfort and unconditional love (enough & worthy).
2nd
Chakra
(orange) PEACE & BLISS
Intent: Samadhi (State of bliss)

Intelligence (Gambheera buddhi)
Absence of Sorrow (Tyakta vishada)
Memory (Smrti)
Enthusiasm (Mahotsaha)
Boldness (Dheera)
Focus: DNA Repair Frequency | Healing Theta Meditation | Cell Regeneration w/ Binaural
Beats
https://yogainternational.com/class/time-for-a-gut-check
https://www.youtube.com/watch?v=gt-KXhBhBeA
Deep Relaxation Liberating Root Chakra Meditation Isochronic Tones ~ 396Hz Release Guilt
and Fear
Gregorian Chant - Theta Frequency
11 30 13 7.83hz shumann theta iso w 432hz carrier frequency concert pitch 432hz
Binaural Beats Research
Law of Attraction Prosperity Meditation - 6.8 Hz Theta Frequency Binaural Beats
https://www.youtube.com/watch?v=Qiic8X8ezbw
210.42 Hz
5th
Chakra
(light blue)

Intent: Sensory Transcendence (Pratyahara)
Concentration (dharana)
Skillfulness (Dakshah)
Intellect (Budhi)
Knowledge (Jnana)
Wisdom (Prajnah)
Memory (Smrti)
Well Organized Behavior (Gambheera ceshta)
Good Body Language and Movements (Suvyavasthita gati)
https://yogainternational.com/class/a-shoulder-stretch-to-combatcomputer-posture
https://www.youtube.com/watch?v=_s0g59LY0As
https://youtu.be/ZGHbKWGgH_E

https://www.youtube.com/watch?v=4Qu2VHBhGZo 60HZ
Kundalini Energy Activation - 41.2 Hz Gamma Frequency Binaural Beats
https://www.youtube.com/watch?v=ZGHbKWGgH_E 40hz
https://www.facebook.com/patrizia.snyman/videos/3494439433914833/
https://www.youtube.com/watch?v=VbOgj5-rjQQ
Chakra aligning meditation-
741 Hertz
Optimal Brain Functioning - 55.0 Hz Gamma Frequency Binaural Beats’
7th
Chakra (pink) Compassion
Intent: Character (Sheela )
The 3 measured character dimensions are:
1. Self-Directedness (SD)
2. Cooperativeness (CO)
3. Self-Transcendence (ST)
Self-discipline (Niyama)
Inclination (Bhakti)

Behaviour (Chesta)
Conduct (Achara)
Mercy [Compassion] (Unmadais Sattvika)
Courageous (Samar Vikrantayodhina)
Moral Codes (Yama)
https://www.youtube.com/watch?v=-2YKdlpDclo
https://www.youtube.com/watch?v=SJY8F_PVVPY
https://www.youtube.com/watch?v=R568f3lEkjQ
111Hz
852Hz
I AM a Violet being of Fire - Vibonacci (Superior DNA Activation & Meditation)
1 hr. Chakra Healing Session and Pineal gland stimulation (Binaural Beats + Solfeggio)
Pineal Awakening
Connecting With Source Energy - Archangels ♡ Earth Sun Cosmos (100 Download Limit
Reached)
Brain Massage [Music+Brainwaves] Refreshing
Chakra aligning meditation-
741 Hertz
Optimal Brain Functioning - 55.0 Hz Gamma Frequency Binaural Beats’
https://www.youtube.com/watch?v=4Qu2VHBhGZo 60HZ
https://tcipersonality.com/what-does-the-tci-measure/
#8 RAS (teal) Unconditional love

Intent: Consciousness (Sanjna) Self-Transmutation
Devotion (Bhaktimantah)
Gratitude (Kritajnah)
Purity (Suchayah)
Virtuous Acts (Kalyana Abhinivesi)
Pride-Humbless
Lust-Purity
Wrath-Peacefulness
Gluttony-Impartialness
Greed-Submissiveness
Sloth-Grace
https://www.youtube.com/watch?v=NjtKmz2JG8w (Zeal Chakra)
https://www.youtube.com/watch?v=NLYvkTEiCpQ&t=2136s
https://docs.google.com/document/d/1K3tarajHcK7NtNgbzG6fanZ1ZDoo44h1BOpxHNmtyc
s/edit
https://www.youtube.com/watch?v=OkiFtjVVO6g
Kundalini Energy Activation - 41.2 Hz Gamma Frequency Binaural Beats

https://www.youtube.com/watch?v=ZGHbKWGgH_E 40hz
https://www.facebook.com/patrizia.snyman/videos/3494439433914833/
https://www.youtube.com/watch?v=VbOgj5-rjQQ
Pranyama (breath practices promoting life force)
Worship: https://youtu.be/oZvKJl1kK8g Enough https://youtu.be/AIGV3ms_9eM Worthy
Asana (postures)
Kundalini Yoga: https://www.youtube.com/watch?v=o1EPCwfzlPY&t=205s Kriya Yoga:
https://youtu.be/J6hxXRDqKrY
Middle way Yoga:
https://docs.google.com/document/d/1ORc9lETfuqrvNy_6pISfAs4FUYUT0KZtyLpjLUVrlqc
/edit?usp=sharing
w/ Right Brain Left Brain Balance - 18.3 Hz Beta Frequency Binaural Beats (Beta
Binaural Beats 13-30 Hz)
Dhyana (meditation)
Mediation: https://youtu.be/BgzbOPxhgLI (61 points of light)
Very short version of Vipassana Meditation
https://gallery.mailchimp.com/40ea870ac796b53f32301896e/files/23ee91af-a8a1-4b4b-b73a-
0fbc9d22f122/5s_meditation.mp3
Again w/ Right Brain Left Brain Balance - 18.3 Hz Beta Frequency Binaural Beats (Beta
Binaural Beats 13-30 Hz)
Mudras- RAS #8 do 5-6th and then ANG LAM Do #7 for Ang and Then
Hands-open for LAM for unity of courage, compassion, gratitude,
comfort and unconditional love.

Suggestions for Acute Initial Response to Stress
Date:
Student:
DOB:
Prayer/Praise & Worship (PPW)- ask me about hand-on-healing and prayer and my adult
bible study. Note: You can also do social stories related to the topics and real-life
situations below. I AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN
MY BODY and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES,
FEELINGS, DREAMS AND VISIONS (see below)
PRAISE
ASK
GRATITUDE
GLORIFY
(PAGG)
Sympathetic System Functional
Dominance- Students with this dominance
need to know they are a child of God
and Worthy.
(worthy)
Parasympathetic System Functional
Dominance- Students with this dominance
need to know they are a child of God
and Enough.
(enough) https://youtu.be/oZvKJl1kK8g

https://youtu.be/Ak5WTb-mgeA
● Students with Sympathetic
System Functional Dominance, not
only want autonomy and meaning
to life, they want to know and be
connected to God- Note: (lacking
visual imagination- I see) for I
see God.
● Ex. prayers: God, you are so
amazing. I love you so very much.
I am feeling anger, I need your
strength. I know you can for you
are our my father. I Live for
Your Will and to serve you. In
Jesus Name We Pray, Amen.
Read: Philippians 4:13 (KJV)
I can do all things through Christ
which strengtheneth me.
Psalms 18:1 (ERV)
I love you, LORD! You are my
strength.
Worship:
https://youtu.be/oZvKJl1kK8g
https://youtu.be/PArsqbwTdJ8
● God, I have hurt someone by
hitting them and calling them a
bad name because they had done
it to me first. I let my anger
come out- because of my learning
disability that they cllaed me,
“stupid”. Please God take this
anger from me and replace it with
strength. Strength to become
more like you and the strength to
● Students with Parasympathetic
System Functional Dominance, not
only want attunement and meaning
to life, they want to be connected
to God- Note: (lacking listening-
I listen) for I’m in the
present- not ruminating on my
own inner voice.
● Ex. prayers: God, you are so
wonderful and my comfort. I love
you so very much. I am feeling
shame, I need you to release this
shame inside of me and replace it
with empathy. I need empathy for
others but mostly for myself. I
Live for Your Will and to serve
you and I know you can do this
for me, if it’s your Will cause I’m
in your hands. In Jesus Name We
Pray, Amen.
Read: Luke 6:36 (ERV)
Give love and mercy; empathy] the
same as your Father gives love
and mercy [empathy].
Worship:
https://youtu.be/FkRiYsTN7KY
● God, I have cut myself off from
others because so many people
have made fun of me beause of
my learning disability. I let my
shame and negative thoughts
about myself take over- again

choose peace. I mostly want the
strength to change and no longer
react in anger! I love you and I
know you love me. Thank you. In
Jesus’ Name we pray amen.
Read: Psalms 145:8 (KJV)
The Lord is gracious, and full of
compassion; slow to anger, and of
great mercy.
2 Corinthians 12:10 (ERV)
Yes, I am glad to have
weaknesses if they are for Christ.
I am glad to be insulted and have
hard times. I am glad when I am
persecuted and have problems,
because it is when I am weak that
I am really strong.
Worship:
https://youtu.be/m5Wc7Yp5rxw
● God, I saw someone get angry and
hurt someone. I pray for them
and myself-I wanted to have the
strength to do something and I
just left them instead to work it
out. God, I want your strength to
show “your light” please help me in
doing this next time. I live to
serve you, God. I thank, love,
surrender to, and devote myself
to you. In Jesus’ Name we pray
amen.
Read: Psalms 27:1 (KJV)
The Lord is my light and my
salvation; whom shall I fear? the
Lord is the strength of my life;
please God take this shame from
me and replace it with empathy. I
love you and I know you love me.
Thank you. In Jesus’ Name we
pray amen.
Read: Lamentations 5:1 (ERV)
Remember, LORD, what happened
to us. Look and see our shame.
Then, Psalms 44:15 (ERV) All I can
think about is my shame. Just
look at my face, and you will see
it.
Psalms 69:19 (ERV)
You know the shame I have
suffered. You know all my
enemies. You saw how they
humiliated me.
Worship:
https://youtu.be/ZOBIPb-6PTc
https://youtu.be/8Qa6zZrYkZA
● God, I saw someone on the street
sleeping on a park bench. I
wanted to have the empathy to
care, I just froze and thought
about myself and having to meet a
friend for lunch. I now think of
you sleeping under the stars while
you were on earth. God, I want
your this shame to be released
and replaced with empathy to
show “your light” please help me in
doing this next time. God, I love
you. truly and unconditionally,
always forever. In Jesus’ Name
we pray amen.
Read: Matthew 5:7 (ERV)

of whom shall I be afraid?
Psalms 36:9 (ERV)
The fountain of life flows from
you. Your light lets us see light.
Worship:
https://youtu.be/_83rQRX_DIA
https://youtu.be/upnJgTQj4hc
Great blessings belong to those
who show mercy [empathy] to
others. Mercy [empathy] will be
given to them.
Hebrews 13:13 (ERV)
So we should go to Jesus outside
the camp and accept the same
shame that he had.
Worship:
https://youtu.be/9VkzKLPE_7w
https://youtu.be/lunFIc-8r8o
Other Media:
(God’s Love) https://youtu.be/5UL5rx0MSLg
(Your Purpose) https://youtu.be/Emy13fjTvbs
(Be Still) https://youtu.be/y3O22mqcnPI
(Your Will Be Done - Surrender to God's Best) https://youtu.be/kIWbVa_7ujQ
(Light) https://encounteringpeace.libsyn.com/
Christian healing music:
https://www.youtube.com/playlist?list=PLdgNVEt5wdVM6if5Xlp00ukJ6i9G0dWbf
https://open.spotify.com/search/no%20longer%20slaves
https://open.spotify.com/playlist/6TEQalhnsh27HY1xWcL36v
https://open.spotify.com/search/alabster
https://www.pandora.com/artist/bethel-music-jonathan-david-and-melissa-helser/wewill-not-be-shaken-live/no-longer-slaves-live/TRtcmmJzhhw54n6
https://www.pandora.com/search/bethe/albums

https://www.pandora.com/artist/chris-tomlin/never-lose-sight/good-goodfather/TRd63k2VXm55P29
Christian healing shows:
https://www.pureflix.com/
https://www.churchofthehighlands.com/media/series (Chris)
https://www.youtube.com/watch?v=LJyaSLhzF-Q (Joyce)
Date:
Cook’s Initial Multiple Intelligence Finding Gifts
Student:
DOB:
Gardner groups student capabilities into eight broad categories (each student's
unique learning style is a combination of these intelligence):
● Logical/mathematical (uses numbers effectively)
● Visual/spatial (is artistically or spatially perceptive)
● Bodily/kinesthetic (excels at tasks that require physical movement)
● Musical (perceives and/or expresses musical forms and patterns)
● Linguistic (uses words effectively)

● Interpersonal (responds well to others)
● Intrapersonal (is reflective and inner-directed)
● Naturalist (makes distinctions in the natural world)
Linguistic
● Ask students to write in a journal regularly.
● Give oral exams and/or essay tests.
● Emphasize creative writing – have students write poems, plays, and stories.
Logical/Mathematical
● Assign science labs and experiments.
● Have students complete logic problems and games.
Bodily/Kinesthetic
● Challenge students to write and perform plays.
● Have students build models or use other hands-on techniques to show what they
learned.
Visual/Spatial
● Invite students to create collages, murals, and posters.
● Encourage students to illustrate their ideas using maps, charts, and graphs.
● Help students use school equipment to make a video or slide show.
Interpersonal
● Stage a classroom debate.
● Have students work collaboratively to brainstorm and prepare a project.
Intrapersonal
● Ask students to identify their own academic strengths and weaknesses.
● Have students think of personal goals and give progress reports.
Musical
● Challenge students to identify and explain patterns in music or poetry.

● Ask students to write new lyrics to familiar melodies or to compose a new song.
Naturalist
● Ask students to keep environmental journals and to share their observations.
● Invite students to lead classmates on a nature walk to point out interesting plants
and animals they found during independent study.
01. __ Highly developed auditory skill
02. __ Enjoy using computers
03. __ Have a good memory for names, places, dates, or trivia
04. __ Think in images and pictures
05. __ Remember melodies of songs
06. __ Spend free time engaged in art activities
07. __ Like to write
08. __ Ask questions like “where does the universe end?”, “when did time
begin?”
09. __ Process knowledge through bodily sensations
10. __ Tell when a musical note is off-key
11. __ Report clear visual images when thinking about something
12. __ Have a deep awareness of inner feelings, dreams, and ideas
13. __ Understand people
14. __ Have a lot of friends

15. __ React with strong opinions when controversial topics are being
discussed
16. __ Spin tall tales or tell jokes and stories
17. __ Enjoy reading books in spare time
18. __ Explore patterns, categories and relationships and abstract forms
of logical thinking
19. __ Play a musical instrument
20. __ Move, twitch, tap, or fidget while sitting in a chair
21. __ Sensitive to non-verbal sounds in the environment
22. __ Compute arithmetic problems quickly in head
23. __ Spell words accurately and easily
24. __ Play chess, checkers, or other strategy games, and win
25. __ Reason things out logically and clearly
26. __ Easily read charts, maps, and diagrams
27.__ Engage in physical activities such as swimming, hiking, biking,
skateboarding, etc.
28.__ Socialize a great deal at school or around the neighborhood
29.__ Organize, communicate with, and sometimes manipulate others
30.__ Seem to live in your own private, inner world
31.__ Learn best by relating and cooperating
32.__ Need to touch people when you talk to them

33.__ Enjoy scary amusement rides
34.__ Devise experiments to test out things you don’t understand
35.__ Appreciate nonsense rhymes and tongue twisters
36.__ Enjoy working on logical puzzles such as Rubik’s Cube
37.__ Like doing crossword puzzles or playing games such as Scrabble or
Anagrams
38.__ Draw accurate representations of people or things
39.__ Need to have music on in order to study
40.__ Collect records or tapes
41.__ Like movies, slides or photographs when learning new concepts
42.__ Demonstrate skill in crafts like woodworking, carving, or sewing
43.__ Like to be alone to pursue personal interest, hobby, or project
44.__ Appears to possess a deep sense of self-confidence
45.__ Get involved in after-school group activities
46.__ March to the beat of a different drummer in style of dress,
behavior, and general attitude
47.__ Enjoy playing group games
48.__ Motivate self to do well on independent study projects
49.__ Cleverly mimic other people’s gestures, mannerisms, or behaviors
50.__ Enjoy doing jigsaw puzzles or mazes
51.__ Sing songs to self

52.__ Daydream a lot
53.__ Need opportunities to learn by moving or acting things out
54.__ Keep time rhythmically to music
55.__ Possess intuitive ability
56.__ Have a lot of empathy for the feelings of others
Notes:

By Pearson Education Development Group, Sam Blackman or ONLINE:
http://literacynet.org/mi/assessment/findyourstrengths.html
Although Howard Gardner's theory of multiple intelligences (MI) is over a decade old,
teachers are still trying to find the best way to use this theory to assess students with
different styles of learning and varied academic strengths. Multiple Intelligences shape
the way students understand, process, and use information.
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.
Results: Acute Initial Response to Stress
Date:
Student:
DOB:
Read more Here: https://link.medium.com/HEg2Ccz8Gcb
La b e l
Functional
Dominance
“Se n s e s ”
Pe riphe ral
System
Parts of
Brain
(premature
development)
“Senses”
EM Fields
Chakra
System

Visual
Dyslexia - aka
surface,
dyseidetic
dyslexia
(SFD)
Sympathetic
Functional
Dominance
(SFD- Anger)
Need
autonomy
CNS-
Sympathetic
(hyper -SFD)
*can be
varied
(HPA) le fthemisphere
dominance
including
Hypothalamic
–Pituitary–
Adrenal Axis
associated
with the
soma chakra
and anger.
EMF
peripheral
(thym u s-
cranial)
chakras (4th-
6th)
wh ich is
Mental Self
(chakras 4–6,
cognitive
brain)
Social/Emotio
nal Self
(chakras 6–8,
soul mind
which is
Olfactory &
Gustatory
Senses
Sympathetic
Functional
Dominance
(SFD- An ge r )
2nd chakra
(sa cral)
Pe ace, Bliss
and Joy
(happinessm
otivation )
3rd chakra
(so la r
ple xu s)-
Anger needs
Strength
Visual
Senses=
Pons
(chakras 9-
11, body &
mind)
(meaning)
6th chakra
(visu a l-third
e ye ) wh ich is
Thymus (12
chakra and
all chakras,
high heart &
mind) need
for mental
body
grace
(free d om s-
abundance,
devotion)
8th chakra
(crown) “high
heart-
*works in
threes
m in d=sou l
chakra”-
Glorygr
a t it u d e / Vic

tory -
harmony
(In clu d e s the
vagus nerve
(thym u s), in
turn inclu de s
alta major
(RAS, Po n s )
Thymus (12
chakra and
all chakras,
high heart &
mind)
Auditory
(aka
dysphonetic
dyslexia -
PDF)
Parasympath
etic
Functional
Dominance
(PFD-shame)
Need
attunement
CNS-
Parasympath
etic (hypo -
PFD)
*can be
varied
CC-right -
hemisphere
dominance
including
Anterior
Cingulate
Cortex
The
Cinguate
Gyrus
(CAN)-
specifically
the Anterior
Cingulate
Cortex -ACCis
part of
RAS (Pine al
Glan d,
Pitu itary
Gla n d )
EMF
peripheral
(thym u s-
cranial)
chakras (4th-
6th) which is
Mental Self
(chakras 4–6,
cognitive
brain)
Social/Emotio
nal Self
(chakras 6–8,
soul mind
which is
Olfactory &
Gustatory
Senses=
Thymus (all
chakras, high
heart & mind)
Sympathetic
Fu n ctio n a l
Dominance
(SFD- An ge r )
1st chakra
(b a se )
Sh a m e / Em p
athymeaning
2nd chakra
(sa cral)
Pe ace, Bliss
and Joy
(happiness)-
m otivation
7th chakra
(a u d itorycosmic)

associated
with the alta
major chakra
and shame.
Thymus (12
chakra and
all chakras,
high heart &
mind)
Mercy
(forgivenessrelease
fear/uncondi
tion al love )
See
Hippocampu
s- and ACC
*works in
threes
8th chakra
(crown) “high
heartm
in d=sou l
chakra”-
Glorygr
a t it u d e / Vic
toryharmony
(In clu d e s the
vagus nerve
(thym u s), in
turn inclu de s
alta major
(RAS, Po n s )
Thymus (12
chakra and
all chakras,
high heart &
mind)
Dyslexia
(auditory
and visual)
Total (TFDboth
anger
and shame)
Total (varied -
so hyper &
hypo TFD)
See above
EMF
peripheral
See above &
Visual ,
Auditory
Senses=
Pons
Total
Learning
System
Dysfunction
(TLSD)

Total
Responsive
System
Dysfunction
(RSD)
To ta l
Responsive
System
Dysfunction
(RSD)
(chakras 9-
11, body &
mind)
*works in
threes
*works in
threes
Physical Self
(chakras 1-
3rd)
Mental Self
(chakras 4–
5th, cognitive
brain)
Emotional
Self (chakras
6-8th)
(adult) Visual
, Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)
Thymus (12
chakra and
all chakras,
high heart &
mind)
Dysgraphia
Total (TFDboth
anger
and shame)
Total
Responsive
System
Dysfunction
(RSD)
Total
(varied - so
hyper &
hypo TFD)
Total
Responsive
System
Dysfunction
(RSD)
Unilateral
Neglect (or
Hemispatial
Neglect)/
Total
Functioning
System
Dominance
(TFD)
EMF
peripheral
Physical Self
(chakras 1–
3):
anger/strengt
h, joy, bliss,
peace,
shame/empat
hy
Total
Learning
System
Dysfunction
(TLSD)
*works in
threes

Basal
gangliaregulating
motor
functions due
to RAS ACC
(anger)/HPA
(shame)
Vestibular &
Somatosenso
ry Senses &
Proprioceptio
n, Tactile
Senses=
RAS (chakras
6-8, body and
brain)
*works in
threes
Physical Self
(chakras 1-
3rd)
Mental Self
(chakras 4–
5th, cognitive
brain)
Emotional
Self (chakras
6-8th)
(adult) Visual
, Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)
Thymus (12
chakra and
all chakras,
high heart &
mind)
Dysphasia
(also
aphasia)
Total (TFDboth
anger
and shame)
Total
Responsive
System
Dysfunction
(RSD)
Total
(varied - so
hyper &
hypo TFD)
Total
Responsive
System
Dysfunction
(RSD)
Unilateral
Neglect (or
Hemispatial
Neglect)/Tota
l Functioning
System
Dominance
(TFD)- Mixed
Brain
Dominance
EMF
peripheral
Physical Self
(chakras 1–
3):
anger/strengt
h, joy, bliss,
peace,
shame/empat
hy
Vestibular &
Somatosenso
ry Senses &
Total
Learning
System
Dysfunction
(TLSD)
*works in
threes
Physical Self
(chakras 1-
3rd)
Mental Self
(chakras 4–

Proprioceptio
n, Tactile
Senses=
RAS (chakras
6-8, body and
brain)
5th, cognitive
brain)
Emotional
Self (chakras
6-8th)
(adult) Visual
, Auditory
Senses=
Pons
(chakras 9-
11, body &
mind)
Thymus (12
chakra and
all chakras,
high heart &
mind)
Notes:
Disclaimer: These checklists, resources, recommendations, questionnaires, etc.
are not to be substituted for professional Medical advice. These are the opinions
of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a
doctor.

Date:
Student:
DOB:
Observer:

READING & LEARNING INTEREST SURVEY
Feelings Chart Proved by www.raisingboysandgirls.come

Notes:
Do you like
reading?
What do you
like to read?
Do you like to
write?
Had to happe
Math?
How do you
feel you learn
best?
Had tHad to
happeno
happen
1) Alphabetics- Phoneme Sounds. Student points and gives letter name and then letter sound.
Screener has a copy and writes down specific answers for students. See Appendix Cont. for
Student Prompt
A
a
E
e
I
i
B
b
F
f
J
j
C
c
G
g
K
k
D
d
H
h
L
l
MN O P

m n o p
Q
q
U
u
Y
y
R
r
V
v
Z
z
S
s
T
t
WX
w x
O
T
H
E
R:
Notes:
2) Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto
black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student. See
Appendix Cont. for Student Prompt.
P
h
o
n
et
ic
W
o
r
d
s
S
t
u
d
e
n
ts
S
a
m
p
le
S
ig
h
t
W
o
r
d
s
S
t
u
d
e
n
ts
S
a
m
p
le

c
a
p
L
o
g
H
ut
T
e
n
S
ip
P
la
n
C
r
u
m
st
e
p
g
at
e
w
id
e
C
h
at
S
hi
p
S
p
u
n
T
hi
n
d
u
c
k
st
al
e
s
a
o
f
o
n
d
o
th
e
a
n
d
a
n
y
y
o
u
ar
e
al
l
w
it
h
fr
o
m
w
h
at
w
er
e
ot
h
er
y
o
u
r
s
ai
d
w
o
ul
d
w
hi

m
il
e
s
cr
a
p
st
r
o
k
e
pi
tc
h
s
h
ri
n
e
c
h
a
b
o
ut
b
ef
o
re
Phonics
Inventorymissed
spelled
words
above...wo
rk samples
Date:
Student:
DOB:
Observer:

S
c
o
p
e
a
n
d
s
e
q
u
e
n
c
e
Needs all
phoneme
s to
mastery
-
C
o
n
s
o
n
a
n
ts
R
e
vi
e
w
:
No
tes
:
-
V
o
w
el
s/
L
o
n
g
V
o
w
el
s
R
e
vi
e
w
:
No
tes
:
-
Bl
e
n
d
s
R
e
vi
e
w
:
No
tes
:
-
D
ig
ra
R
e
vi
e
No
tes
:

p
h
s
w
:
-
P
h
o
n
o
gr
a
m
s-
D
ip
h
t
h
o
n
g
s,
S
p
e
ci
al
V
o
w
el
s
in
cl
u
di
n
g
r-
c
o
n
tr
ol
le
d
R
e
vi
e
w
:
No
tes
:
-
R
ul
e
s
R
e
vi
e
w
:
No
tes
:

Visual Processing
Transpositions-
Samples:
Notes:
Cpa
Reversals-
C@P or Capitals
Closure Issues:
a, o’s, etc. don’t
meet up/
front/back tail
Picture Find
(confusingincomplete,
differences,
Spacing off H &
V)
Descr.: blurry,
jumping, flying,
skipping lines
Position
Frequently
(percentage=
total
characteristics/
total letters
spelled)
Total percentage %:
.
Date:
Student:
DOB:
Observer:

Auditory
Processing
Omissions: (words
ex. below)
Deletions- cp
Sample:
Notes (note which position:
beginning, middle, end):
Additions- caop
Substitutions- cip
Repetitions- caap
Include PA-
Language/
Listening,
Alliteration,
Assonance, & Rime
(see below). Also,
ask about sensitivity
to loud noise,
muffled sounds
when in a crowd for
CAPD).
.
4) Phonological Awareness. Take the same misspelled phonetic and sight
words from above to check the student's phonological awareness.
W
o
r
d
s
W
h
a
t
is
_
_
_
_
_
_
_
_
_
_
_
(
F
ir
st
,
M
i
d
d
le
,
L
G
i
v
e
m
e
a
n
o
t
h
e
r
w
o
r
d
w
it
h
s
a
m
e
fi
r
st
s
G
i
v
e
m
e
a
n
o
t
h
e
r
w
o
r
d
t
h
a
t
r
h
y
m
e
s
w
T
a
k
e
a
w
a
y
t
h
e
/
/
s
o
u
n
d
a
n
d
w
h
a
t
d
o
y

a
st
)
S
o
u
n
d
Y
o
u
H
e
a
r
?
o
u
n
d
.
H
o
w
m
a
n
y
s
y
ll
a
b
le
s
d
o
e
s
t
h
a
t
w
o
r
d
h
a
v
e
?
it
h
_
_
_
_
_
_
_.
H
o
w
m
a
n
y
s
y
ll
a
b
le
s
d
o
e
s
t
h
a
t
w
o
r
d
h
a
v
e
?
o
u
g
e
t
?
N
o
w
,
t
a
k
e
a
w
a
y
t
h
e
/
/
s
o
u
n
d
a
n
d
w
h
a
t
d
o
y
o
u
g
e
t
?

PA Continuum:
mark on
continuum
below/above
1) 2 Step
Direction
s
(above):
2) Rhyming
3)
Alliteration
4) Syllables

Notes:
Dysgraphia-
Proprioception
Finger Tapping
Speed (see notes)
Spacing off
Tight/Loose Grip-
Dark/Light
Organization
Splitting & Drawing
of Letters
Sample:
[>50% see above] Notes:
Writing Sample
(paragraph of
interest)
Sample:
Writing Prompt ex:
Tell me about your
last trip to the
store?

Specific Language
Impairment
Endings of
Conjugations
(endings, -s,-es)
Sample:
Nouns/Verbs usage
Adj./Adv. usage
Overall Lang.
Development
(#soundsproduction/r,s,w,etc/
words, age)
Notes:

Sound- Word
Knowledge
Inventorystudent
reads and
answers the
questions
Wor
ds
(mis
sed
abo
ve):
Ho
w
man
y
lette
rs?
Ho
w
man
y
sou
nds?
Notes:

Disclaimer: These checklists and questionnaires are not to be
substituted for professional Medical advice. These are the
opinions of Tricia Cook and should not be used to diagnose or
prescribe. Tricia is not a doctor.
Visual Processing Improvement: from the computer, the child read and spells out-loud, teacher makes
comparison amongst color, font, size, and presentation. Note: Comic Sans Font and 11- 30 pt.,
avoiding black/white, mixture of high-frequency, sight and phonetic words, and spacing. Can you use
it for reading then spelling those missed (see list below- to check visual processing).
Date:
Student:
DOB:
Observer:
Pre-primer (30)
a
Pl
ay

all
out
Af
ter
Total ___/5
once
always
right
Ab
out
never
Total
__/5
Pl
ease
again
open

A
round
sing
To ta l ____ / 5
are
Pret
ty
an
over
Be
Total
cause
____/5
Primer (12)

own // big
said // at
ran // any
put // been
sleep // carry
Total ____ /5
First (18)
see // ate
// ride
as // round // before
tell // clean // seven (STOPPED HERE)
can // the //
be
ask // some // best
Total
____/5
Second
come three black say by stop
both these done show down to
brown she could take buy those
draw six find two but so every
thank call upon drink small for up
Total
_____/5

then does use fall ten go where
do there give think don't very
far today help yellow eat they
going walk fast wash full
together here you four this had
Total
_____/5

Notes:
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.

Running Record. The observational checklist is exactly as it states the grade level of the child.
Observations of dyslexia characteristics to be shared with families. They make the decision for further
diagnosis. Choose reading sample from their instruction reading level:
Date:
Student:
DOB:
Observer:
Notes:
Errors,
Selfcorrections
, deletions,
substitutio
ns,
additions,
etc..
Sample:

Disclaimer: These checklists and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of
Tricia Cook and should not be used to diagnose or prescribe. Tricia is
not a doctor.
Results of Screening
Observational Checklist. The observational checklist is exactly as it states. Observations of dyslexia
characteristics to be shared with families. They can then make the decision for further diagnosis.
Date:
Student:
DOB:
Observer:
Summary
Auditory Processing
>50 % Position Frequencies Average
(usually in the middle)
Ex. Omissions:
Deletions:
Visual Processing
>50 % Position Frequencies
Average
Ex.
Transposals:
Additions:
Reversals:

Substitutions:
Other (Circle):
squinting eyes
headaches
skips lines
squishes letters,
words, sentences
(writing sample)
see words (circle):
floating
flying
jumping
Repetitions:
Notes:
Other (Circle):
better at sight words (see
spelling inventory)
weaker in phonological
awareness (see PA
continuum)
personality-right- brain
dominant (circle):
“outside of box” thinker’
sensitive, holistic
creative, imaginative
dramatic
Position Frequencies
Average (position
frequencies
percentage average)
Words Phrases Sentences
Highlight Which Applies To Student:

Steal
th/M
ild
Mod
erate
Seve
re
Does
some
of the
chara
cteris
tics
in
some
of the
positi
ons
(belo
w
50%)
Plus.
may
see
phon
ologi
cal
awar
eness
defici
ency
(see
chart
belo
w) or
visua
l
proce
ssing.
Steal
th:
eccen
tric
and
overc
ompe
nsate
s
Does
about
½ the
chara
cteris
tics
in ⅔
of the
positi
ons
(abov
e
50%)
.
Will
see a
phon
ologi
cal
awar
eness
defici
ency
(see
chart
belo
w) or
visua
l
proce
ssing.
Does
every
one
of the
Char
acteri
stics
in
every
positi
on
(abov
e
75%)
.
Plus,
will
see a
phon
ologi
cal
awar
eness
defici
ency
(see
chart
belo
w) or
visua
l
proce
ssing.
Highlight Which Applies To Student:

Be
gin
nin
g
Ea
rly
Int
er
me
dia
te/
Ad
va
nce
d
No
tes:
ph
ase
:
“S
ou
nd
Le
vel
”
So
un
ds
in
Iso
lati
on
(als
o
Wo
rds
for
enc
odi
ng/
dec
odi
ng
off
ere
d
in
pro
gra
m)
ph
ase
:
“W
ord
Le
vel
”
Wo
rds
in
Iso
lati
on
Ch
ora
l,
Ec
ho
Re
ad,
Clo
ze
Re
ad
on
Ins
tru
cti
on
al
Le
vel
Tr
ade
ph
ase
:“P
hra
ses
&
Se
nte
nce
s
Le
vel
”
Ind
epe
nd
ent
Re
adi
ng
”Y
ou
Re
ad/
Wr
ite
”

”I
Re
ad/
Wr
ite
”
Bo
oks
”W
e
Re
ad/
Wr
ite
”
FINAL NOTES (see appendix for help)
RESOURCES (Dyslexia Help Resources):
THOUGHTS (Observational Notes):
FEELINGS (Holistic Alternatives for Learning Differences)
IDEAS (Recommendations and Accommodations):
Disclaimer: These checklists, resources, recommendations, questionnaires, etc.
are not to be substituted for professional Medical advice. These are the opinions
of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a
doctor.

ELBERT Holistic Alternatives for Learning Differences
Disclaimer: These suggestions are not to be substituted for professional Medical advice.
These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia
is not a doctor.
Environment: Calm, simple, safe, inviting, neutral/natural (secure)
Date:
Student:
DOB:
Observer:
JOURNAL Writing- [There is] evidence that environments, schedules, and
rituals restructure the writing process and amplify performance… The
principles of memory retrieval suggest that certain practices should amplify
performance. These practices encourage a state of flow rather than one of
anxiety or boredom. Like strategies, these other aspects of a writer’s method
may alleviate the difficulty of attentional overload. Pocket. (2019). The
Psychology of Writing and the Cognitive Science of the Perfect Daily Routine -
Brain Pickings - Pocket. [online] Available at:
https://getpocket.com/explore/item/the-psychology-of-writing-and-the-

cognitive-science-of-the-perfect-daily-routine [Accessed 23 Dec. 2019].
Physical Body-
Vestibular,
Somatosensory &
Proprioception
Systems
Mental Body-
Visual, Auditory
Systems and
Specific Language
Impairments
(see on FB page
Dyslexia HELP)
Social/Emotional Body-
Olfactory System &
Gustatory System
(People oriented,
anxiety, ocd,
depression)
Other: Spiritual
Skills: Coordination
(Nero and body)
-Exercises:
Densisitize to
tactile stimuli,
avoid
multitasking and
sensory overload
along with
attention/listening
training. All in 15
min increments.
-Crossing-Midline
exercises: cross
crawls
(floor/standing)
-Outlets: (Gross
Motor) park,
playground &
nature,
yoga: Yoga
International.org
(app...website),
karate, dance,
sports
GOOGLE:
Montessori’s Walk
the Line
Skills:
Concentration,
Higher-order
thinking, such as
analyzes and
evaluation
-I just published my
Dyslexia Help
(Cook, 2020) for
parents, tutors, and
teachers
information:
https://lookingtohea
lourownlearningdiff
erence.org/author/tc
ookedu/ (scroll to
what your child
needs- I hope it
helps!!)
-Learning Styles
Google: Howard
Gardner Multiple
Intelligences-
Literacynet.org,
https://www.institut
e4learning.com/reso
urces/
(*my programs)
Skills: Confidence,
Character Development 1
My very own Empathy
and Strength Training for
Kids. Please ask me about
this training for kids.
-Social Stories
https://carolgraysocialstor
ies.com/social-stories/
-Positive Disciple (Jane
Nelsen)
https://www.positivedisci
pline.com/dr-jane-nelsen
& Conscious Discipline
(Dr. Becky Bailey)
https://consciousdisciplin
e.com/freeresources/discipline-tips/
-Volunteering
Opportunities and
Empathy Training
https://mcc.gse.harvard.e
du/resources-foreducators/how-buildempathy-strengthenschool-community
-Cooperative,
Collaborative, and
Skills:
Connection, Caring,
Cooperation
-CMC Program:
Facts
Forms/Functions
Feelings
Future
Outlets:
● Sa, Ta, Na, Ma
Meditation on
Soundcloud
(see pic. below for
Meditation pose)
● BRAIN SYNC
app. by Kelly
Howell,
● Alternating
Breathing
Techniques
● Yoga (Yoga
International),
● Tai Chi (7 min.
Chi),
● Small Group Bible
Study, Drum
Circle.
● Montessori- taking
care of nature
activities: watering
1
Copyright © 2019 Tricia Cook
All rights reserved by author.
Permission to copy for classroom use only.
Electronic distribution limited to classroom use only.

(Fine Motor)
-Rake/sand, sewing,
weaving, cutting
with scissors, and
knitting
-APD/VPD
Accommodation
such as systematic,
multi-sensory
instruction
(understood.org)
and -Integrative
Learning Strategies
(ilslearningcenters.
org). See lesson
plan below.
Academic:
Montessori &
matching activities!
bell, fabric, bead
frame, picture to
picture, picture to
sound, picture to
word
Professionals-
OT

while running in
particular can
reduce the stress on
the supporting
ligaments of the
diaphragm and can
help relieve side
stitches. Belly
breathing simply
means you’re using
your stomach
instead of your
chest. Chest
breathing is
associated with
shallow breathing,
while belly
breathing is
associated with
deep, productive
breathing.
Anger (SFD) Ex
Yoga: Moon
Salutation, Way
Right Yoga always
including
Downward Dog
Pose (shame-ram)
using Sloth
Breathing - Making
your exhale longer
than your inhale.
i.e. inhaling 6
counts, and
exhaling 8 counts.
“Ram”, “Aum”,
“Om,” and
repeating until you
notice a state
change. hen, do
number #1 for
shame, and #4 for
empathy, and #2 for
peace/bliss, for
RAS #8s 5-7th and
alta major together
for the unity of
compassion,
courage, and
vegetables,
avoid heavy or
“brain foggy”
foods: gluten,
sugar,etc. (Yoga
International)
Wim Hof Breathing
- Inhale fully, then
release your
diaphragm without
exhaling fully.
Repeat for up to the
minute, or until you
notice. (Bonus, pair
with a cold shower.)
Kundalini Yoga -
There are also great
free kundalini yoga
classes online.
61 Point Meditation
Mindful Balanced
Breathing - Inhale
for 6 counts, and
exhale for 6 counts.
Then, do number #1
for shame, and #4
for empathy, and
#2, for peace/bliss,
for RAS #8s do 5-
7th and alta major
together for the
unity of
compassion,
courage, and
unconditional love
(enough). Then, #5
for auditory sense, I
speak and listen to
God.
Highly Developed
Senses- Meditation
Ex.5 Senses
Mediation always
including Ram and
Ham also including
-Kapalabhati pranayama-
An active yogic breathing
practice, also known as
“skull shining breath,”
which consists of a rapid
succession of forceful
exhalations and passive
inhalations. This practice
is cleansing, invigorating,
and balancing to vata,
pitta, and kapha; it
purifies the pranic
channels (srotamsi)
without creating heat.
Ajna Chakra Yoga- 6th
chakra:
The sixth of seven
chakras, which is located
at the third eye and is
Do positions for release of
acute stressors above:
1, 3 (shame/empathy),
(anger/strength)
2 Joy, bliss and peace
5,4 courage/ hate and
grief/compassion
7 (no fear-authentic self
uncondtional love)
Bija Mantra- “AUM”. A
seed sound, often
associated with the seed
syllables that correspond to
each of the seven chakras;
a sound that supports
profound insight (beyond
the capacity of the
intellect) and helps us to
align with—and better
understand—certain truths
associated with particular
frequencies or vibrations.
hen, do number #1 (LAM)
for shame, and #4 (YAM)
for empathy, and #2
(VAM) for peace/bliss,
for RAS #& do 6
(SHAM), 7 (OM), 8 (ANG
LAM) and alta major
together. Compassion,
courage and unconditional

unconditional love
(enough).
Shame (PDF) Ex
Yoga: Way Left
Yoga always
including Chair
Pose (anger-vam)
using Sloth
Breathing - Making
your exhale longer
than your inhale.
i.e. inhaling 6
counts, and
exhaling 8 counts.
“Vam”, “Aum”,
“Om” and repeating
until you notice a
state change. Then,
do number #3 for
anger, # 6 for
strength and end in
#2 for peace/bliss &
then for the unity of
comfort,
compassion,
courage,
unconditional love
(worthy) for RAS
#do chakras 5-7th
and alta major
together.
going outside to
listen to birds (if
possible). The 5’s
Meditation -
Focusing all of your
attention on each of
your 5 senses (sight,
sound, taste, touch,
smell) for one
minute each.
Intention: I have
courage,
compassion and
comfort along with
having peace and
bliss. Thanks be to
God!
-Blobbing -
Consciously
releasing and
relaxing all the
muscles in your
body Progressive
Muscle Relaxation -
Progressively
tensing and
releasing muscle
groups in your
body, starting from
your feet, all the
way up to your face,
and back down.
Sloth Breathing -
Making your exhale
longer than your
inhale. I.e. inhaling
6 counts, and
exhaling 8 counts.
“Voo” - Using the
word “voo” like
“Om,” and
repeating until you
notice a state
change. Then, do
number #3 (RAM)
for anger, # 6
(SHAM) for
responsible for balancing
the higher self with the
lower self; this chakra is
also associated with
intuition—our ability to
trust our deepest inner
knowing—and is
symbolized by a twopetaled
lotus flower, the
color indigo, the bija
mantra (seed syllable)
“Aum,” and it is often
linked to the pineal gland.
Ex.
https://yogainternational.c
om/class/asanaalignment-and-chakraawareness-ajna-braincenter
-Mindful Balanced
Breathing - Inhale for 6
counts, and exhale for 6
counts. Then, do number
#3 for anger, # 6 for
strength and end in #2 for
peace/bliss & for RAS
#6, 7, 8 and alta major
together for the unity of
compassion, comfort,
courage, unconditional
love (worthy). #5 for
visual sense, I see God.
-Chakra Yoga- 6th
chakra:
The xth of seven chakras,
which is located at the
third eye and is
responsible for balancing
the higher self with the
lower self; this chakra is
also associated with
intuition—our ability to
trust our deepest inner
knowing—and is
symbolized by a twolove
(enough). Then, #5
(HAM) for auditory sense,
I speak and listen to God.
-Yoga & Marma-Sthapani
Marma, Krikarthika
Marma, Adhipathi,
Prathynaha dharana
(concentration), Yoga
nidra, nindra padasana and
setu bhandasana, sthapani,
vidura, sankha, simhata,
adhipathi, krikarthika and
apanga.
https://www.youtube.com/
watch?v=o1EPCwfzlPY&t
=205s (kundalini)
https://open.spotify.com/pl
aylist/6rjJQsvnuLfUYu72J
cShE8?si=G7VaFVsBRiFaY2r7CGLZw
(music)
Sympathetic- #3, 6
Parasympathetic- #1, 4
Both- #6-8
-WAY_LEFT_YOGA for
shame and empathy:
https://docs.google.com/do
cument/d/1K33itt1xWCfS

strength and end in
#2 (VAM), #5
(HAM), for
peace/bliss,
compassion and
unconditional love
& for RAS #s 6
(SHAM), 7 (OM), 8
(ANG LAM).
-Concentrate (5th
chakra) & Ruminate
(7th chakra) Object
Meditation for the
experience God’s
love to the fullest!
One study indicated
that gazing
meditations
improved
neurocognitive
functions such as
memory, attention,
and concentration,
and also
strengthened the
ocular muscles in
older participants.
According to the
Hatha Yoga
Pradipika, “Trataka
eradicates all eye
diseases, fatigue,
and sloth, and
closes the doorway
creating these
problems.”
petaled lotus flower, the
color indigo, the bija
mantra (seed syllable)
“Aum,” and it is often
linked to the pineal gland.
Ex.
https://yogainternational.c
om/class/asanaalignment-and-chakraawareness-ajna-braincenter
v1D3yDGi_Z0sVJ0VgWQ
XXVttPBmvlic/edit?usp=s
haring
-WAY_RIGHT_YOGA
for anger and strength:
https://docs.google.com/d
ocument/d/1FqxzuAbmD
xe3gy9uXC2OO0dpbMU
Nu6ajMIFmSsoNJxI/edit
?usp=sharing
Bija Mantra- “AUM”. A
seed sound, often
associated with the seed +
syllables that correspond to
each of the seven chakras;
a sound that supports
profound insight (beyond
the capacity of the
intellect) and helps us to
align with—and better
understand—certain truths
associated with particular
frequencies or vibrations.
Then, do number #3
(RAM) for anger, # 6
(SHAM) for strength and
end in #2 (VAM), #5
(HAM), for peace/bliss,
compassion and
unconditional love & for
RAS #s 6 (SHAM), 7
(OM), 8 (ANG LAM).
For vagus nervehttps://yogainternational.
com/class/a-practice-forbetter-sleep,
https://yogainternational.
com/article/view/sootheyour-nervous-systemwith-2-to-1-breathing

Resource: https://tcookedu.blog/2020/09/25/3-domains-in-healing-learningdifferences/
Sleep
Diet

Disclaimer: These checklists, training's and questionnaires are
not to be substituted for professional Medical advice. These
are the opinions of Tricia Cook and should not be used to
diagnose or prescribe. Tricia is not a doctor.
ELBERT Example Observational Notes
Date:

Student:
DOB:
Observer:
Visual
●
●
●
●
●
●
●
●
●
runs letters into
each other
vertically and
horizontally
words-
“jumpmove,
skip, fly or
described as
blurry”
gets headaches
when reading
“o” and “a”
never meet up
tends to be lefthanded
and
better at math
problem with
visual-spatial
reasoning
tends to have
weaker finemotor
coordination
along with
evaluative
focus problems
appears like
ADHD
Has problems
visually
knowing p, q,
b, d (reversals)
(always work on first if
existing with dyslexia)
Visual Processing
Disorder (VPD)
Irlen S. (Color)
Convergence (Focus)
(refer to a Behavioral
or Developmental
Optometrist, Irlen
Specialist)
Accommodations:
Tech support- VIA
Dragon Dictation
Light Detector
Color ID
TapTapSee
Be My Eyes
SayText
AccessNote
Visual Brailer
https://www.understood
.org/en/schoollearning/assistivetechnology/finding-anassistivetechnology/freeassistive-technologytools-on-the-web
* color/tinted overlays,
computer, tracking card
when reading, different
fonts with colored
paper, and markers
(avoid black/white.)
See Overall
Balanced: whole
language/ phonics
Intervention
Need: Do brain
balancing on the right
(interpreted through the
left-brain)
Initial Sense Goal:
Develop the auditory
(strength) sense with
listening exercises. -
Listening & Language
games, echo-box,
telephone, differentiate
sounds.
Working Memory
Goal: harness the
auditory (strength)
which is the verbal
working memory.
-Develop the visualspatial
memory and
activate working
memory in the form of
language: by color,
shape by picking them
out in a picture that has
a busy background,
partially shaped picture
or barely visible.
Long Term Memory
Goal:
-differentiate size,
color, shape in objects
that have minimal
differences. Have
students focus on small
details.
- I’d also suggest color
overlays of correct
color/tint, computer,
large 30pt., Comic Sana
Font, tracking card
when reading, different

Recommendations
and Accommodations
below
fonts with colored
paper, visualizing the
shape of the letter- also
words into: ScHoOl.
SEE Starting on Page
16 for more activities
and recommendations.
Disclaimer: These checklists, training's and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of Tricia
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.

Cook’s Initial Aspergers, Autism and
Gifted/Talented Checklist & Questionnaire
What are some symptoms of Aspergers that parents and caregivers can look for ?
❏ Tendency to speak bluntly without regard for impact of words on other
❏ Lack of understanding of social cues and subtleties
Literal interpretation of others’ words
Difficulty engaging in reciprocal conversation
❏
Universal application of social rules to all situations
Focus on single topic oferest
May not be of interest to others- Communication Challenges
Difficulty understanding social nuances such as sarcasm or metaphor
❏ Echolalia – may repeat last words heard without regard for meaning
❏ Poor judge of personal space – may stand too close to other students
Abnormal inflection and eye contact
Organizational skills
---------------------------
❏ Difficulty interpreting others’ nonverbal communication cues Cognition Challenges
❏ Poor problem-solving
❏ Concrete, literal thinking
☒ Difficulty differentiating relevant and irrelevant information [brain fog]
☒ Obsessive and narrowly defined interests
❏ Difficulty applying learned knowledge and skills across different situations,
settings, and people
☒ Sensory and Motor Challenges
☒ Over- or under-sensitivity to different sensory stimuli, including pain

❏ Difficulty with fine-motor skills, such as handwriting
What are some symptoms of Autism that parents and caregivers can look for ?
☒ Insistence on sameness in routines (O)
❏ Difficulty in expressing needs verbally, using gestures or pointing instead of
words (C)
❏ Repeating words or phrases in place of normal, responsive language ©
❏ Laughing (and/or crying) for no apparent reason; showing distress for reasons not
apparent to others (S)
❏ Prefers to be alone; aloof manner evident to strangers and family members (S)
❏ Tantrums and low frustration tolerance (S)
❏ Difficulty in initiating social contact with others (S)
❏ Uncomfortable with physical contact even when given with affection such as a hug
(S)
❏ Little or no eye contact even when spoken to directly (S)
❏ Unresponsive to normal teaching methods (S)
❏ Plays with toys as objects (example bangs a toy car as a block rather than as a
moving vehicle) (S)
❏ Focus on spinning objects such as a fan or the propeller of a toy helicopter (O)
❏ Obsessive attachment to particular objects (O)
❏ Apparent over-sensitivity or under-sensitivity to pain (S)
❏ No real fears of danger despite obvious risks of harm. (S)
❏ Noticeable physical over-activity or extreme under-activity (S)
❏ Impaired fine motor and gross motor skills (S)
❏ Non-responsive to verbal instructions; often appears as if child is deaf although
hearing tests in normal range
❏ Does he or she seem to recognize common words such as names of family
members, animals, food, and familiar places when someone is talking directly to
him or her? Recognition may be signaled by excitement, smiling, running to go get
a jacket or some other such behavior.
❏ Does he recognize pictures of common items and will he or she point to them in a
book when asked? ("Where's the ball? Find the ball.")
❏ Does he recognize key words or phrases in overheard conversation and have
expectations built upon having heard those messages? Mom might say to Dad that
she didn't feel like cooking. Maybe he should go to McDonalds.

❏ Does he or she follow familiar directions such as "Go get a diaper."
❏ Does he or she have special, intense, or unusual interests? Does he or she respond
to requests to point to the specific high interest items by name in books, videos,
or the environment? This may include letters of the alphabet, numbers, shapes,
colors, types of dinosaurs, car models, types of plumbing fixtures, and so forth.
❏ Does he or she have an interest in books and songs? How does he or she show an
interest? What are some of his or her favorites books and songs?
❏ When talking to your child, do your sentences need to be kept short and simple in
order to aid his or her comprehension? Can you give examples?
❏ Is comprehension more difficult if there is background noise or if the content is
unfamiliar to your child?
❏ Can his or her attention be directed through words and a pointing gesture? For
example, can you say, “Jacob, look at the sky” and he will follow your point to the
intended object in the sky?
What are early signs of autism?
❏ Lack of or delay in development of spoken language .
❏ Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling
objects).
❏ Little or no eye contact.
❏ Lack of interest in peer relationships.
❏ Lack of spontaneous or make-believe play.
❏ Persistent fixation on parts of objects.
What are some signs of Gifted & Talented that parents and caregivers can look for
?
❏ Have advanced understanding and use of language but sometimes be hesitant as
they search for and use the correct word
❏ Become absorbed for long periods when interested and may be impatient with
interference or abrupt change
❏ Persists in completing activities when motivated
❏ Often set very high personal standards – are perfectionists
❏ more than usually interested in ‘adult’ problems such as important issues in
current aff airs (local and world), evolution, justice, the universe etc

❏ Be concerned to adapt and improve institutions, objects, systems, (e.g. can be
particularly critical of school)be philosophical about everyday problems and
common sense issues
❏ Be perceptive in discussion about people’s motives, needs and frailties daydream
and seem lost in another world
❏ Show sensitivity and react strongly to things causing distress or injustice
❏ Often take a leadership role
❏ Empathise with others and be very understanding and sympathetic
❏ Be confident and competent
❏ Express their own feelings and show sign of emotional intensity
❏ Attribute ideas to others
❏ Be self-effacing reflect on their own performance
❏ Give inventive responses to open-ended questions
❏ Shave a keen sense of humour in the unusual and be quick to appreciate nuances
and hidden meanings
❏ Appreciate verbal puns, cartoons, jokes and often enjoy bizarre humour, satire
and irony
❏ Criticise constructively, even if sometimes argumentatively
❏ Be unwilling to accept authoritarian pronouncements without critical examination
and want to debate and find reasons to justify the why and the wherefore
References:
Researchautism.org. (2019). [online] Available at: https://researchautism.org/wpcontent/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf
[Accessed
16 Dec. 2019].
Autism-watch.org. (2019). [online] Available at: https://www.autismwatch.org/general/nimh.pdf
[Accessed 16 Dec. 2019].
Autismspeaks.org. (2019). [online] Available at:
https://www.autismspeaks.org/sites/default/files/2018-
08/Parents%20Guide%20to%20Autism.pdf [Accessed 16 Dec. 2019].

https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-
5%20Parent%20Interview%20Final%20%281%29.pdf viewed on 12/16/2019.
http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines
general_strategies/sen-gifted_general_checklist.pdf viwed on 12/16/2019.
Disclaimer: These checklists, training's and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of Tricia
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.
Phonics Inventory
Date:
Student:
DOB:
Observer:
A a B b C c D d

E e F f G g H h
I i J j K k L l
M m N n O o P p
Q q R r S s T t
U u V v W w X x
Y y Z z

Spelling Inventory
Date:
Student:
DOB:
Observer:
Phonetic Words
Sight Words

Student’s Name:___________________________
Date:____________________________
Observer:_______________________
Sound- Word Knowledge Spelling Inventory- used for spelling (see list below of words)
along with doing elision and phonics inventory on those they missed or made an error (see

elow). Directions: Read the words out-loud to your child. Have them spell the
words on a blank sheet of copy paper in a list with little help and please ask them
to just do their best.
Sound- Word Knowledge Reading Inventory- used for reading (see results above) along
with doing elision and phonics inventory on those they missed or made an error (see list
below). Directions: Student reads from computer, next day the child spells, teacher
makes comparison. Comic Sans Font and 30 pt., avoiding black/white-highlight in
light blue, mixture of high-frequency, sight phonetic words, and spacing.
Directions: Read the words out-loud to your child. Have them spell the words on a
blank sheet of copy paper in a list with little help and please ask them to just do their
best. Then, on another blank sheet of paper have them answer a question like: Tell me
about the last time you went shopping? (see form below). They can do words, phrases,
sentences or even paragraphs.
Phonetic
am
cap
hop
red
sit
out
hut
spun
play
chat
stale
stoop
after
right
never
bring
better
pretty
straight
streaming/20
Sight
a
on
do
you
all
ask
are
and
once
only
away
over
always
about
right
again
please
open
around
because/20
Notes:

Writing Sample
Date:
Student:
DOB:
Observer:
Writing Prompt: Tell me about the last time you went shopping?

Learning Objective Rubric

Date:
Student:
DOB:
Observer:
Objectives
Beginning
Developing
Accompl-
Exemplary
Overall
Accommodat
ions
1
2
ished
3
4
Score for
Each
Objective
Fact: Stated
Objective-
#1: The
student will
use their
own
dialogue and
Images,
Sensations,
& IDEAS to
develop
literacy
skills.
Form:
Stated
Objective-
#2: The
student will
get help
distinctly
producing and
processing the
high-level
morphology
and phonics &
grammar type
rules, as well
as, blending
them.

Felling:
Stated
Objective-
#3: The
student will
develop their
higher-order
thinking by
QUESTIONI
NG.
Future:
Stated
Objective-
#4:
The student
will work on
7-8 letter sight
word range
and 7-8 letter
vocabulary
words (treated
like sight
words except
fo meaning
included)
Objective(s)
#5 : The
student has
strong
imagination
and verbal
skills along
with
evaluative
(logical)
reasoning;
she needs to
be
encouraged
to use these
gifts.

Overall
Total:
Class
Average
Quick Screener for Instruction and Intervention
The Quick Screen of Markers and Characteristics Checklist
-Dysphonetic (phonetic) Dyslexia
-Dsyeidetic (visual) Dyslexia
-Both
This is professional, not Medical advice. They should not be used to diagnose or
prescribe. Tricia is not a doctor.

Student’s Name:___________________________
Date:____________________________
Observer:_______________________
Materials: copy paper, pencil
The student will write and/or 10 word spelling sample onto copy paper, mark
position (words ex. for the word cap below)characteristics and markers, and make
note and percentage).
Why spelling words?
The middle sounds even though in the middle position is the last to be processed.
The last sound even though the last position is the second to be processed. Since
language sound processing is needed for spelling, you will observe them
misspelling mainly in the middle position, then the last position by doing omissions
(leading to deletions, additions, substitutions, repetitions)! Orton Gillingham
methods are great for helping anyone who has these sound processing issues.
Have you ever seen anyone fix a b/d reversal by sounds, phonics, and auditorily
methods? I have not. I have seen visual methods such as drawing a /bed/ work,
noting the hands L/R, and holding up the hands. Mainly, I have seen where a
developmental or behavioral optometrist, OT, or special lenses have helped the
most.
READING INTEREST SURVEY
Note:
How do you
like reading?
What do you
like reading?

How do you
like writing?
What do you
like writing?
Speed
Processing (see
abovehyper/hypo)
Slow
Accelerated
Varied
Especially in the
beginning of
reading a
passage, writing
a story or
storytelling.
NOTES:
Beginning Middle End
Auditory
Processing-
Dysphonetic
(phonetic)
Dyslexia
Omissions:
(words ex.
below)
Deletions- cp
Additions- caop
Substitutionscip
Repetitionscaap
Fusion- She
allowed (fused
first sounds of
two different
words)
1) Beginning 3) Middle 2) End

Shae (nonsense)
Include PA-
Language/
Listening,
Alliteration,
Assonance, &
Rime (see
below). Also,
ask about
sensitivity to
loud noise,
muffled sounds
when in a crowd
for CAPD.
Notes:
Visual
Processing-
Dsyeidetic
(visual) Dyslexia
aka surface
dyslexia, visual
dyslexia
Transposalscpa
Reversals- cɓp,
pac
Closures- a, o’s,
etc. don’t meet
up/ front/back
tails
Capitals- caP
Picture Find
(confusingincomplete,
differences,
Spacing off)
Notes:

Descr.: blurry,
jumping, flying,
skipping
(letters, lines,
para.)
Dysgraphia-
Proprioception
Finger Tapping
Speed
Spacing off
Tight/Loose
Grip-
Dark/Light
Lots of
Erassing,
Splitting &
Drawing of
Letters
Organization
Notes:
Specific
Language
Impairment
(Se auditory
processing can
be CPD)
Nouns
(Pronouns)/Ver
bs usage and
organizational
positioning
Adj./Adv. usage
Overall Lang.
Development
(#speech
soundsproduction/r,s,
Notes:

w,etc/words,
age)
Endings of
Conjugations
(endings, -s,-es)
(ask about
CAPD/SLP or
audiologistspeech,
noise
levels,
sensitivity &
filtering,&
DLD)
Total
Characteristics
Position
Frequently
(percentage=
total
characteristics
/
total letters
spelled)
[>50% see
below]
[>50% see
below]
[>50% see below]
Total in Every % Position:_____________
NOTES:
Chapter 10

Natural Inquiry Based Learning (NIBL)
I can tell you right now; NILB Natural Inquiry Based Learning is not two denominational
worksheets. It usually is a three denominational related image produced in the mind due to
strong visual-spatial reasoning. Can you imagine being described in a very plain room but inside
your own mind you've filled every dimension of room with every detail such as: color of curtains,
size of the lamp shades, dimensions of the coach, color and size of the plant in the corner within
seconds of being told about this very plain room? If you have dyslexia, like myself, you
actually create a 3D image looking down at the room. The creativity, imagination and innovation
is through the roof with someone with dyslexia. The logic of-evaluation of size, shape, color and
dimension is a known strength. This is why common occupations of those with dyslexia include
the following: cartographers-map makers; artist; interior designers; chefs; actors; VG technology
and IT- internet/web development; print and broadcast media; marketing and advertising;
athletes; manufacturing; assembly and industry; commercial driving; and skilled trades.
View graph above, those with dyslexia have inductive reasoning. We have to do our
OWN observations first and use our own “gift” of strong 3D visual-spacial abilities.
Next, we are really good with finding patterns in color, space, size and dimension
(evaluative logic). Then, formulate our OWN hypothesis and next theory (where
confirmation is not needed because it’s our OWN “gift” of intuitive, holistic
abilities based on our OWN evaluative logic). Lastly, those with dyslexia are highly
intelligent (average-higher IQ); Meaning, we can problem solve without any prior
knowledge or having seen or experienced the problem before!
Limbic/Cortical ELBERT Sugges
ted Lesson _ Unit Plan

ELBERT Sympathetic Lateral
Functioning System Dominate
Natural Inquiry Lesson Plan
Name: ___________________________
Date: _________________
Observer: ____________________
Inquiry Response (ex. visual): _____________________
Strength (ex. “what” questioning, auditory): ______________________
Autonomy
Lower-Order Thinking
F/F- meaning
“What”
Attunement
Higher-Order Thinking
F/F-motivation
“Why”
(Right) 4
Ways
Everyone
Learns
(Below) 3-
R’s Stages
of ALL
Learning
1) Facts
Objective:
The student
will…(Verbs)
Recognize Big
Picture- Choose,
Theorize How,
Define, Find,
Discover
Label, List,
Match, Name,
Omit, Recall
2) Forms/
Functions
Objective:
The student
will…(Verbs)
Break Down
(Decode), Apply:
Build (Encode),
Choose Prediction,
Create
Hypothesis,
Construct,
Experiment,
3) Feelings
Objective: The
student
will…(Verbs)
Connect to Lesson-
Relate, Agree,
Appraise,
Choose,
Compare/Contrast,
Conclude, Define
Criteria,
Criticize, Decide,
Deduct-Debate,
Observe:
4) Future
Objective: The
student
will…(Verbs)
Review, Plan,
Reinforce Big Picture,
Adapt,
Build, Change-Recall,
Choose, Combine,
Compile, Elaborate,
(Re)Construct Theory:
Compose-Restate w/
paper and speech

Identify, Model,
Organize, Plan
Observational Notes
Initial
Sense
(Relate)- a
lower-order
thinking
stage
Objective (see above):
1)
2)
3)
Note:
Strengthen the
strongest sense
(see deficit
above)
4)
Lesson Notes (see left):
The student
did this...
Working
Memory
(Recall)- a
lower order
thinking
stage
Objective (see above):
1)
2)
3)
Note:
Strengthen the
weakest sense
by harnessing
the strongest
(see deficit
above).
4)
Lesson Notes (see left):
The student
did this...
Long Term
Objective (see above):

Memory
(Restate)- a
higherorder
thinking
stage
Note: use
multi-senses, as
many senses that
can be involved.
1)
2)
3)
4)
Lesson Notes (see left):
The student
did this...
(Verbs)
ELBERT ’s Parasympathetic Functioning Systems Dominate
Natural Inquiry Lesson Plan
Name: ___________________________
Date: _________________
Observer: ____________________
Inquiry Response (auditory): ___________________________
Strength (“why” questions, visual): ________________________
Attunement
Autonomy

Higher-Order Thinking
F/F- motivation
“Why”
Lower-Order Thinking
F/F- meaning
“What”
(Right) 4
Ways
Everyone
Learns
(Below) 3-
R’s Stages
of ALL
Learning
1) Feelin
gs
Objective:
The student
will…(Verbs)
Connect to
Lesson-Relate,
Agree, Appraise,
Choose,
Compare/Contras
t, Conclude
Motivation,
Create,
Generalize,
Criteria,
Decide, Deduct-
Theorize, Match,
Omit
w/Evaluation, Get
Constructive
Feedback
2) Future
Objective:
The student
will…(Verbs)
Review, Plan,
Reinforce Big
Picture, Adapt,
Build
w/manipulatives,
Change,
Choose, Restate
Combine,
Compile, Paradigm,
(re) Construct
Why: Elaborateart,
Compose-poem
3) Facts
Objective: The
student
will…(Verbs)
Find Why,
w/Observation,
Recognize Big
Picture- Graphic
Organizer, Choose,
Define, Discover How
Label and/or Name,
List w/Evaluative
Methods, Relate,
Recall
4) Forms/
Functions
Objective: The
student
will…(Verbs)
Break Down- drawing
and/or cartoon
(Decode), Apply, Build
w/materials, (Encode)
, Choose, Construct
Meaning, Synthesize,
Pattern, Identify-,
Recall, Model,
Organize, Plan
Initial
Sense
(Recognize)-
a lowerorder
thinking
stage
Objective (see above):
1)
2)
3)
Note:
Strengthen the
strongest sense
(see deficit
above)
4)
Lesson Notes (see left):
The student

did this....
Working
Memory
(Recall)- a
lower -
order
thinking
stage
Objective (see above):
1)
2)
3)
Note:
Strengthen the
weakest sense
by harnessing
the strongest
(see deficit
above).
4)
Lesson Notes (see left):
The student
did this ...
Long Term
Memory
(Restate)- a
higherorder
thinking
stage
Note: use
Objective (see above):
1)
2)
3)
4)

multi-senses, as
many senses that
can be involved.
Lesson Notes (see left):
The student
did this...
Facilitate: Sympathetic Natural Inquiry Of Their Mind
Unit Plan
Date:
Student:
DOB:
Observer:
Problem-What (facts/forms)
Solution-Why (feelings/future)

Notes:
Student Sheet:
Title:

Facilitate: Paraympathetic Natural Inquiry Of Their Mind
Unit Plan
Date:
Student:
DOB:
Observer:
Problem-What (feelings/future)
Solution-Why(facts/forms)
Notes:

Student Sheet:
Title:
Productivity looks different for those with dyslexia and other neurodifferences;
It’s called Divergent Production. We use what’s called inductive reasoning instead
of deductive reasoning; it’s a divergent type of thinking. See image below, I do
know the observations made first in inductive reasoning includes patterns found
only with the help of giving them tools of text analysis, critical thinking, and
research in literacy. NOTE: Motivation looks different for those with dyslexia and
other neurodifferences. The students I serve are usually interest-based learners
who have an affinity for nature, people, and mainly animals.
See our project below Positive Pesky Pet Solutions: Help The Deer (Cook’s Online
Educational Series Summer 2020).

Facilitate: Natural Inquiry Of Their Mind
Unit Plan
Date:
Student:
DOB:
Observer:
Problem-What (Observational
Facts/Forms)
Eating Gardens
Solution-Why (feelings/future)
Deer Feeder- fruit, pecans, walnuts, oats,
soybeans, acorns, pumpkins
Spoiled Food In Feeder
, 44,890 deer were killed in traffic accidents in
Wisconsin in a 12-month period
The USDA-Wildlife Service's annual report
showed reported losses of 47,782 bu of
soybeans in 1998, according to Craven
Costly Deer Bait- bobwhite soybeans
Fencing
bobwhite soybeans
Notes:
Deer Feeder- fruit, pecans, walnuts, oats,

soybeans, acorns, pumpkins
Data- Equation
Soybeans- 30pds =$88.00
Soybean seeds- 1 pd= $1.95 X 30 pd=
$58.05
Bobwhite Soybean Plant
Originally, we thought someone could buy
soybean seeds for 1 pound equaling 1.95 a
pound to fill their feeders. Then, we decided
they group soybean crops and sell half and
the other half could go to their feeders.

Chapter 11
Nurture Their Nature Intervention
Section 1
Does your child or yourself have low resilience when it comes to
learning?
Tweet
Reading IN Research: Includes Reading, Vocabulary, Comprehension and
Background Knowledge! Cross Reference: Dyslexia is a neurological reading
disability that is characterized by difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities [49]. Secondary
consequences include problems in reading comprehension and reduced reading
experience that can impede vocabulary growth and background knowledge. (web
view 11/17, link)
For example (below), this is my online class (Animal Myths, Tales, & Legends:
Dyslexia Help Discovering Research In Literacy; https://mythlord.tumblr.com/post/170086352044/most-creatures-per-country)
for unique
learners with learning differences and those who take pride in interest-based
learning. The students will listen and be encouraged to read famous (and not so
famous) animal/nature-related myths, tales, and legends. When reading someone
else's writing, their brains can’t move on till their own “whys'' are answered and what they
can develop aka innovate! For text analysis, I will ask open-ended questions of what
and why and discuss vocabulary after each paragraph in order to facilitate an
analysis of the text and background knowledge (For which, I have found always
deficient in those with dyslexia). These are questions that will have more than one
right answer and encourage students to make a judgment call- they are then
encouraged to write down or say one possible research question to answer their

“why” question related to the text. Their discovery and inductive reasoning will be
discovered when using this technique of text analysis along with such hypotheses
along with questions that can foster in-class debates! They will take their
observation, hypothesis and further questioning to do the research in-class and
possibly outside of the class. This technique again will create what’s natural to all
unique learners’ which is inductive reasoning and topics of nature/animal
orientation and using mind maps. Then, the students will discover the explorations
of data and delve into the real data to decide how best to use, interpret, and
display it. Therefore, this will increase their comprehension naturally.
Do you get angry by showing frustration when you are teaching your
child? Do you have shame by weeping when you are teaching your
child?
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OR
Does your child or yourself get angry or sad when you try to help
them? Have you ever wondered about the nature and nurture related
to learning differences?
Tweet
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally!
This is why it would be important to practice PYAM (Prayer, Yoga, Affirmations,
Meditation), along with them!! Also, ask me below about the complete adult ELBERT
program!! If you know someone with a learning difference and or stress responses, I’d say
focus on releasing anger and strength and shame and replace it with empathy. Let’s then talk
about the nature-nurture of a learning difference and see other steps for contacting me
below!!
One of the major goals for self-directed neuroplasticity and epigenetics includes
holistic alternatives and activities like PYAM daily is to block or ease the
production of specific inflammatory proteins (toxicity) excreted by the vagus
nerve and align and balance the seven chakras (soma/alta major also) including RAS
& ACC/HPA areas of the brain to regulate our own electromagnetic fields. When
you activate the chakras (major 7 and soma/alta major- HPA/ACC) and normalize,
balance the vagal tone & electromagnetic field, it will stop the negative proteins

and allow the body to calm, gain positive attitudes and make learning more
pleasurable and effective; therefore, also the Reticular Activating System (RAS)
needs to be activated via the Vagus nerve.
What is epigenetics related to child development & learning?
I understand the impact anger and shame that a negative social environment has on those who have
learning differences, or as I prefer to say “neurodifferent”, ELBERT is a program that employs a
positive attitude and positive environment towards learning for those who have difficulty with
learning. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in
positive emotions and teaching methods that help the learner with their learning difference.
Please take time today to read this article and think about: How students with
learning differences perceive the universal emotions which are the following

shame, empathy, anger, strength, hatred, courage, grief, and compassion when it
comes to their learning!! I have a suggestion for those students who have emotional
intensity and/or major empaths. For students with dyslexia, the goal is reducing
shame and anger which will help them in perceiving their existence as well as
learning with strength and empathy by using PYAM:
http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/
Section 2
Does your child struggle to learn? Have you wondered if it’s dyslexia
and what recommendations or accommodations are best for them?
Tweet
People with Dyslexia have a sound and language as well as visual processing
deficiency. Related to the absorption and processing of sounds especially can be
omitted from words spoken by the student, students with dyslexia most commonly
omit letter sounds, words, phrases in the middle position, then the end, and least
commonly the beginning. When they omit, they might do repetition(s),
substitution(s), addition(s) or delete altogether, on the other hand; transversal and
reversal are more common in students with a visual processing problem. Do they
have Dsyeidetic Dyslexia (visual-surface dyslexia) or VPD- Visual Processing or
Dysphonetic Dyslexia (phoentic dyslexia) or APD- Auditory Processing? Please read
the following:
VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate APD-
1. VISUAL DISCRIMINATION ISSUES:
Trouble seeing the difference between similar letters, shapes, or objects. Try a
search and find!!
2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES: Struggle to
distinguish a shape or letter from its background.
3. VISUAL SEQUENCING ISSUES: Find it difficult to see shapes, letters, or
words in the correct order; may skip lines or read the same line over and over.
4. VISUAL-MOTOR PROCESSING ISSUES:Trouble using what they see to
coordinate with the way they move; may struggle to write within lines or bump into
objects while walking.

5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES: Struggle to remember
shapes, symbols, or objects they’ve seen, causing issues with reading and spelling.
6. VISUAL-SPATIAL ISSUES: Trouble understanding where objects are in space;
unsure how close objects are to one another (check out horizontal and verticals
spacing in their handwriting- HARDEST TIME COPYING WORDS)
7. VISUAL CLOSURE ISSUES: Difficulty identifying an object when only parts of
it are showing (check out a,o in their handwriting).
8. LETTER AND SYMBOL REVERSAL ISSUES: Switch numbers or letters when
writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for
“m” (p,q) aka “Directional Dyslexia”.
Dsyeidetic Dyslexia Dyslexia (visual-surface dyslexia) is a SPECIFIC LEARNING
DISABILITY that is neurobiological IN ORGIN or By Developmental TRAUMA
**Believed to be caused by an impairment in neural processing of visiual
information. They have a hard time with sight & nonsense words.
.https://www.churchillstl.org/learning-disability-resources/visual-processingdisorder/
APD- Auditory Processing= Parasympathetic Functioning
Systems Dominate
1. PROBLEMS IDENTIFYING SPEECH SOUND AND LEARNING HOW THEY
RELATE TO LETTERS
Defined by difficulty processing the basic sounds of language (phonemes),
sounds of letters and groups of letter resulting in very
slow and labored reading. Common confusions of sounds with auditory type dyslexia
//i/e, y/w, s/z, a/o/, f/v and x as /k/ only not /kw//.
2. ACCURATE and/or
FLUENT WORD RECOGNITION:

Sounds may be being fused, confused (see above) or jumbled. It is not a hearing
impairment (See VPD too).https://www.dyslexia-reading-well.com/auditorydyslexia.html
3. LEARNING DISORDER
that affects your ability to read, speak, write, and spell (see below) In the medial
position (mostly) you’ll see omissions of sound processing hence the students will
add, repeat, substitute and even delete all together letters, words in the middle of
the word, phrase, sentence or paragraph (check the medial, final, and initial letters
in their spelling). Hard time with dictation and transcription writing- due to
spelling, working memory. and executive functioning. *Note: Students can have
deficits that are both auditory and visual in nature! Total Functional Dominance.
Dysphonetic Dyslexia is a SPECIFIC LEARNING DISABILITY this neurobiological
IN ORGIN or By Developmental TRAUMA
*Believed to be caused by an impairment in neural processing of auditory
information. They have a hard time with phonetic words.
Learn More Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphoneticphonetic-vs-dsyeidetic-visual-dyslexia/;
https://myelbert.com/dyslexia-quickscreen-of-markers-characteristics/#.YAMg7hZMEl0
Since I’m a dyslexia interventionist, I do a pre-diagnostic eval./screening to see if
testing needs to be done or if there is another underlying problem that needs to
be addressed. This is not a diagnosis, more like pre-planning or first steps. The
Complete Elbert Evaluation including social/emotional domain, grade level, and
complete… https://link.medium.com/CKp9KGN95cb
Section 3
Does your child struggle to learn or have reading struggles (writing
and speaking too)? Do They Have Phonological Awareness?

Phonological Awareness Should Be Done In the Emergent Stage Before
Beginning and Early Literacy (5 or Less Letter Sound Knowledge)
Summary of Stages of Literacy Development Of Intervention
Emergent
Beginning
Early
Intermediate/Advanced
Phonological Awareness:
https://lookingtohealourownlearningdifference.org/2021/01/05/dyslexia-helpphonological-awareness-should-be-don-simultaneously-with-working-memoryand-alphabetic/
Does your child remember what you're teaching them one day but
for the next?

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What is sound word knowledge? Sound word knowledge is recognizing and recalling
how many letters and how many sounds are in each position of a word. It helps
students with dyslexia because they have the tools to help them when they omit
letters/sounds in the middle of the word. For this: they need a strong working
memory along with categorizing and sequencing skills!
Working Memory: Sequencing & Categorization Cards-Before you begin even
alphabetic, I suggest doing activities of phonological awareness, including language
and listening. For language and listening, you need to develop their sound word
knowledge (described above) as well as their categorization and sequencing skills.
(Note: the opportunity to teach ordinal numbers: first, second (next), third (last)).
Working Memory:
https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-helplooking-to-heal-our-own-learning-difference-by-developing-working-memoryof-sound-word-knowledge-processing/
Chapter 4
Does your child struggle with reading, writing, and even speaking?
Tweet
The students will develop their own “word attack” strategies, vocabulary, and
sentence structure. The students will learn reading and writing strategies as tools
to take them the rest of their lives by using hands-on technology
(Whiteboard.chat), systemic (Quizlet presentation) and individualized learning
methods. Have you ever heard of “out of context, out of mind?” The definition of
language, itself, refers to the ability of someone being able to decode/encode
symbols and creating meaning behind the symbols. I use “the students” own
words/language along with their visual-spatial skills, background knowledge to
teach them reading, writing and speaking skills. Again, hopefully, change the
literacy students’ lives by adding confidence and future learning for your family (I
encourage families to listen-in, ask questions, and sometimes participate)!
Homework includes reading for pleasure, sight words, and writing down vocabulary
words with-in the reading.

Phonics:
http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-helpphonics-cook-t-2020/
Spelling & Dyslexia
People with Dyslexia have a sound and language processing problems. They will
struggle to connect letters to sounds and, mainly problems identifying speech
sounds and learning how they relate to letters and words Dsyphonetic; as well,
those with visual processing problems struggle to understand visual information
such as letters, shapes, or objects and, mainly problems processing graphic symbols
Dsyeidetic (visual-surface) Dyslexia . Related to the absorption and processing of
sounds [sounds especially can be omitted from the middle position of words the
most because it’s the last sound to be processed; even though, it’s in the middle
position], Therefore, students with dyslexia most commonly omit letter sounds,
words, phrases in the middle position, then the end, and least commonly the
beginning. When they omit, they might do sounds confusions such as repetition(s),
substitution(s), addition(s) or delete altogether, on the other hand ; transversal
and reversal are more common in students with a visual processing problem- have
them remember: if it doesn’t look or sound right reread or rewrite till you’re brain
feels like “it’s just right” [trust your brain- you are smart, you can do it, and you
are love].
Furthermore, people with dyslexia have a sound and language processing problems
and struggle to connect letters to sounds as well, those with visual processing
disorder struggle to understand visual information such as letters, shapes, or
objects and graphic symbols. Because dyslexia cannot be cured, students can
develop tools and strategies to help their working memory, phonological awareness,
reading, and spelling. Read More Here:
https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vsdsyeidetic-visual-dyslexia/
Phonics II:
http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-helpphonics-ii-cook-t-2020/
Section 5
Can you build on your child’s strength of knowing sight words to fill
in some of their reading gap? Favor?

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When I’m helping your child with their Sound-Word Knowledge & Processing, Can
you help them by doing these systematic, explicit, sight word activities (mentioned
below)???
Also, For Dyslexia Help: Is your Comprehending BUT struggles with Reading
Fluently??? They may need Sight Word Knowledge (ask me about nonsense word
knowledge too).
What are Sight Words? Sight words are words which are usually high-frequency
that do not fit standard phonetic patterns and must be memorized.
Sight Words:
https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helpingthose-with-a-learning-difference-enjoy-learning-again/
Section 6
Does your child have problems with spelling (appears as Grammar
Too)? Do there sentinse louk [like] This
Tweet
Writing analysis of sentence above: (Does not do) deletion of letters in the end
position, (their not there) struggles with sight word knowledge, (sentence not
sentinse) have i/e sound confusion so a substitution in the middle position of a
word, (look not louk) tries write most words out phonetically, [like] the word like is
deleted for the middle position of the sentence, (this not This ) the t is capitalized
for either reason, they compensate for reversals, or VPD and processes better in
larger print, grammar is an abstract concept/along with formal rules).
Spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/freemorphology-for-spelling-matrices/
Does your child struggle with handwriting? My suggestion for
handwriting help is to teach your child Cursive because ‘It’s easy on
the hand; It’s easy on the mind’!
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CURSIVE- Always lower case at 90% mastery first! Begin with dry erase- teach
cursive first, always get lower case to 90% until upper case. if doesn’t go well see
below for block. For CURSIVE: learn the ”c, l, i, n” then you can learn many other
letters. Start with marker and dry erase…easier for students. Note: Upper case is
not written into this program, but you can be as fancy as you want as long as it
resembles others uppercase. (google uppercase- cursive, pick font and stick with
it). Practice on computer using https://www.whiteboard.chat/ (go to grids, or press
primary lined) with her particular color overlay (I find students are either light
yellow or blue-see which works best):
https://www.aurelitec.com/colorveil/windows/download/.Thanks, Aurelitec &
WhiteBoard.Chat.com (if surface dyslexia use grid page for practicing).
Section 7
Is your child’s reading not very confident nor automatic? What goals
can we set to help them read better?
Tweet
Goal: 1) The students will listen to their own recorded fluency including prosody,
rate, and expression/intonation objective. 2) The students will read independently,
with speed, accuracy, and expression, as they will asses the recording of text being
read fluently by themselves. Find books on their level here:
https://www.scholastic.com/teachers/bookwizard/
Building Fluency:
https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-helpbuilding-fluency
Does your student or yourself still struggle with grammar?
Tweet
Grammar is actually an abstract concept. How should you intervene for grammar in
tutoring sessions? I can tell you right now; it is not two denominational worksheets.
It usually is a three denominational related image produced in the mind due to
strong visual-spacial reasoning. Can you imagine being described in a very plain room
but inside your own mind you’ve filled every dimension of room with every detail
such as: color of curtains, size of the lamp shades, dimensions of the coach, color
and size of the plant in the corner with-in seconds of being told about this very
plain room? If you have dyslexia, like myself, you actually create a 3D image looking

down at the room. The creativity, imagination and innovation is through the roof
with someone with dyslexia. The logic of-evaluation of size, shape, color and
dimension is a known strength. This is why common occupations of those with
dyslexia include the following: cartographers-map makers; artist; interior
designers; chefs; actors; VG technology and IT- internet/web development; print
and broadcast media; marketing and advertising; athletes; manufacturing; assembly
and industry; commercial driving; and skilled trades. Grammar done with
Whiteboard.chat includes a “work space” to interact as you work on Grammar the
ability to use our list-form thinking abilities in a creative outlet with color, shape,
size and dimension are possible.
Grammar:
https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-helpgrammar-made-with-color-shape-size-dimension/
Chapter 8
Does your child have problems getting the words out and onto the
page (writing)? Do you want to find out why “poetry is a stepping
stone for other forms of writing”?
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Poetry is a stepping stone…I use poetry and pictures usually of nature to help my
students with dyslexia. Poetry speaks to both sides of the brain like music in the
fact that it includes language/rhythm (yes…rhyme too); mainly, It’s like music- it
has language and rhythm which is healing. Likewise, poetry has rhyme, meter which
has a pattern just as in music. The main thing for dyslexia is that poetry being a
stepping stone for other forms of writing such as short stories and journaling;
mostly; it includes list-form thinking, creativity, and text simplification (depending
on the complexity, of course). Also, through writing poetry, it rewires the brain
and connects us to our subconscious! Speaking of the subconscious, poetry is a
great outlet for the emotional and mental bodies which can be intense sometimes
for the dyslexic brain. Read more here.
Poetry includes the ability to use our list-form thinking abilities in a creative
outlet…Poets??? Well check some out HERE.
I use poetry and pictures usually of nature to help my students with dyslexia.
Poetry speaks to both sides of the brain like music in the fact that it includes
language/rhythm (yes…rhyme too); through writing poetry, it rewires the brain and

connects us to our subconscious! Speaking of the subconscious, poetry is a great
outlet for the emotional and mental bodies which can be intense sometimes for the
dyslexic brain. Read more here.
Note: high-quality writing depends on good transcription skills (see HERE), working
memory (HERE), and executive function — all of which can be difficult for children
with dyslexia and result in poor spelling (HERE) and low overall writing quality
(HERE). [Retrieved on 10/2/20 Hebert, Michael, et al. “Why Children With
Dyslexia Struggle With Writing and How to Help Them.” Language, Speech, and
Hearing Services in Schools, American Speech-Language-Hearing Association, 24
Oct. 2018, www.ncbi.nlm.nih.gov/pmc/articles/PMC6430506/.]
How does poetry help along with productivity?
● creativity and imagery
● expressive and receptive language
● confidence and completion
● vocabulary and grammar
● emotional intelligence
● ARAS connects us to our consciousness
● speech and handwriting
● phonological and phonemic awareness
● visual-spacial skills and list-form thinking
● social-emotional skills
● creative writing and figurative language
● simplicity of content & text simplification
● visual-graphic design opportunities
Writing:
https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-helpwriting-looking-to-help-our-very-own-learning-difference/
Does your child or yourself have trouble inferencing when reading
someone else’s writing or writing a fluid paper of their own?
Tweet
Inferring/Predicting Strategy
Linking words and phrases (aka Transition words) are used to show
relationships between ideas to classify, serialize, categorize, and analyze

information (break-down for comprehension) which can be difficult for those
with dyslexia. They can be used to join 2 or more sentences or clauses (a
clause is a group of words which contains a subject and a verb). This creates
fluidity of thinking and thoughts for the reader, as well as, the writer.
Linking words/phrases can be used to add ideas together, contrast them, or
show the reason for something when reading someone else’s writing or writing
their own!!!! I HAVE USED THEM TO MY ADVANTAGE!!
Fluidity and Comprehension:
https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-f-searchlinking-words/
Section 9
Does your child or yourself have problems comprehending what you
read? Here are some skills, strategies and tools.
Tweet
1) Introduce 3: before, during, after reading strategies (I do)
2) Practice Strategies (We do)
3) Students Practice (You do)
Goal: Students use the strategies independently.
Comprehension, Vocabulary, and English:
https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-readingstrategy-summary/
When is doing math word problems, does your child or yourself ever
wonder why I am learning or teaching this?
Tweet
Let me give the background of logical-mathematical word problems and those with
nuerodifference such as dyslexia and autism. The biggest problem in math is that
is presented as an abstract concept and due to logical-mathematical/language
deficits students struggle with word problems specifically. We will pre-read real
life problems that affect our world as it relates to their interest people, animals
and nature. We are going to take that data, discuss it and develop a potential word

problem and formulate a workable equation, figure out the best graphic organizer
to analyze the data, do a real read, revisit the word problems and relate to the
equation and compute, and, lastly, discuss and evaluate our findings and solutions to
their very own word problem. As you read above, students with neurodifferences
can have logical-mathematical/language deficits. They also have strength of
synthesis, this is pulling out key information due to their interest. But, they can
have problems logically breaking down that information and putting that
information into a logical sequence and category. I have have found visual-graphic
organizers are key to conquering word problems.
Math: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexiahelp-math-word-problems-based-on-real-world-needs-and-desired-solutions/
Section 10
Does your child get angry by showing frustration when you are
teaching them? Do they have shame by weeping when you are
teaching them?
Tweet
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally!
This is why it would be important to practice along with PYAM (Prayer, Yoga,
Affirmations, Meditation) with them!! Also, ask me below about the complete adult
ELBERT program!! If you know someone with a learning difference and or stress
responses, I’d say focus on releasing anger and strength and shame and replace it with
empathy. Let’s then talk about the nature-nurture of a learning difference and see other steps
for contacting me below!!
Nature– is maturation of brain and body: ability to perceive, give meaning, learn,
and act including motivation and resilience. Speaking of the “whole child”- the vagus
nerve connects the brainstem to the body. Vagus Nerve- The vagus nerve is one of
the cranial nerves that connect the brain to the body. This vagal balance allows the
triune brain to monitor and receive information from our environment; The triune
includes the brain stem, midbrain, and frontal lobe. The brainstem helps us receive
information from our environment. The midbrain helps us to process information
from our environment. The frontal lobe to perceive the universal emotions which
are the following: shame (sadness), empathy, anger (frustration/anxiety), strength,

hatred, courage, grief, and compassion. The vagus nerve (thymus- vagus nerve
chakra) can be deactivated, underdeveloped, hypoactive, or going inactive in
children (adults-too); therefore, releasing specific inflammatory proteins at the
gut-brain axis which can be toxic to the triune brain. The vagal balance is when all
chakras are aligned!
The vagus nerve also is connected to RAS including the ACC/HPA. Reticular
Activating System (RAS)– The reticular activating system (RAS) is a network of
neurons located in the brain stem that project anteriorly to the hypothalamus to
mediate behavior, as well as both posteriorly to the thalamus and directly to the
cortex for activation of awake, desynchronized cortical EEG patterns (RAS info:
https://www.youtube.com/watch?v=BYlpZ5F4668). NOTE: ‘The RAS is said to be
the gas pedal [slow, accelerate or varied speed processing] that ignites the
diencepha-lon (the hypothalamus and thalamus) as well as the cortical areas [where
all long-term memory/storage takes place] of the brain’ (Petty, 1996).
More specifically, the RAS is the connection between the brain and the
gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve
cell bodies, and it connects the brainstem to the body and vagal nerves carry
somatic and visceral afferents that can alter the activity of brainstem reticular
centers. Remember it also allows the brain to monitor and receive information
about several of the body’s different functions including the parasympathetic
(shame) and sympathetic (anger) response system at the point of the brain-gut
axis by activating the seven chakras including the soma/alta major via the vagus
nerve, it can continue doing its job of helping us connect our brainstem to the
body; lastly, (ARAS) will be activated on the cerebral cortex which is responsible
for the achievement of consciousness.
Nurture– is the adaptation of children responding to the demands of the
environment in ways that meet their own goals and function in a safe and secure
way. It’s also the organization to integrate particular observations (patterns first)
into a body to form coherent knowledge; primarily, It’s the basis on the child’s
need for meaning and motivation. Lastly, they need to be provided a safe,
supportive, healthy, and loving environment to prevent kids from learning from
primarily either their mental or emotional body (anger/shame) nor solely etherical
(total). Relative to epigenetics (see below), my specific emphasis in the paper and
program is the heart for instance: anger being replaced with strength, shame being
replaced with empathy and both with love: therefore, they will increase their
connection, trust, and love for themselves and others. There’s a lot to be said for

Maria Montessori’s observations of trusting the universe along with ‘the child’. If
we love and trust our children, this becomes their inner thoughts, feelings, ideas,
and perspectives. When they trust their own brain [and heart], they can
experience the “gifts of dyslexia” and learn anything the way they learn best.
Speaking of the “whole child”- if they have feelings of anger they could be
hyperarousal, this affects their breath and ability to think (making logical
decisions) especially when doing a stressful task such as reading. They might
exhibit responses of impulsiveness, aggressiveness, and agitation (along with
hyperactivity). NOTE: go to emotion chart to see if anger or shame occurs when
they’re reading!! You might be surprised what you find.
If the child has gone beyond the perception of anger and has internalized filters
of shame, this also affects their ability to breathe. They might exhibit responses
of “shut down”, ruminating on the negative, and even depression (along with
hypoactivity). Likewise, one thing of having a learning difference is physiological
problems- such as headaches, stomach aches, allergies, hives, inflation, etc..Do you
or your child have hyperarousal, hypoarousal or balanced?
In my book Nurture Their Nature also touches on the safe, positive learning
environments, toxicity and other environmental factors for instance you can view
some of the activities and exercises like PYAM DAILY. In my classes and sessions,
I cover the affirmations of strengths [remember trust your brain and heart: I am
smart, I can do this, I am love]. A neurodifference can be perceived as having
“gifts” such as: We are highly intelligent and have the ability to use tools and
strategies to compensate for struggles to read, write, or spell. We may excel at
thinking of “outside the box” solutions, seeing a problem from many different
sides, and spatial relationships along with the ability to think in 3 dimensions. We
often have intuitive and insightful, well-developed social awareness and emotions
while possessing a lexicon of words to help with the synonymous “whys of dyslexia”.
We also have deep and holistic list-form thinking, problem solving and
building/constructing abilities, computer skills and gaming strategies. Lastly, we
seek out endeavors of creative, imaginative, visual, artistic and visionary skills,
inventing and innovating pursuits.
Universal Emotions:
https://lookingtohealourownlearningdifference.org/2020/10/08/universalemotions-looking-into-the-emotions-of-learning/;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-

understanding-universal-emotions-further/;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-helpunderstanding-universal-emotions-of-learning-a-step-further-cook-t-2020/
Section 11
Does your child read too fast or too slow and loose fluency? Do they
skip over small words, commas, or periods?
Tweet
Effects of ADHD: ADHD- Impulsive & Hyperactive Type
What to Look For…
–reads too fast, they skip over words and lines (slow down reading)
-skips over small sight words and/or reading the end position of a big word-
Tends to be a better phonetic word reader- needs heavy, distinct, and
systematic for sight and nonsense words (see column far right).
-do run-on reading (skipping over commas, periods), read robotically with less
intonation- see beginning of this article and listening to perfectly modeled
reading rate, intonation, etc..
● to overthink/get overwhelmed- they need to remember calm, be able to
fidget/move, and work with the universal emotion of anger.
Effects of ADHD- Inattentive Type
What to look for…
-reads too slow, they skip over words and lines (slow down reading)
-skips over large phonetic words and/or reading the end position of a big
word- Tends to be a better sight word reader- needs heavy, distinct, and
systematic for phonetic words (see column far right). Also, ask about dyslexia.
-does less confident reading (large words), read with intonation until
confident- see beginning of this article and listening to perfectly modeled
reading rate, intonation, etc..

-to daydream/get underwhelmed- they need to remember attention and stay
“present’
Effects of ADHD:
https://lookingtohealourownlearningdifference.org/2020/12/17/dyslexia-helpreading-effects-of-adhd/
Does your child struggle to learn? Have you wondered if it’s dyslexia
and what recommendations or accommodations are best for them?
Tweet
Recommendations & Accommodations:
https://lookingtohealourownlearningdifference.org/2020/11/12/dysle
xia-help-recommendations-accommodations/
Have you ever wondered about the nature and nurture related to
learning differences?
Tweet
To Learn more about the nature and nurture go here: I just
published Nurture Their Own Nature: Helping Those With A
Neurodifference Enjoy Learning Again (Cook, T., 2020) (short
version) https://link.medium.com/QCu1Cz5S9bb; (longer version)
https://link.medium.com/eZNM4y9R9bb
Even More Information: www.myelbert.com Share and Contact for classes:
https://lookingtohealourownlearningdifference.org/2020/12/18/helpingparents-teachers-tutors-on-using-technology-for-online-tutoring-classsessions/

Intervention Daily Lesson Plan
Date:
Student:
DOB:
Observer:
Reading Material: ____________________________________
Other Material:
___________________________________________________
Opening Prayer: ____________________________________________
Forms/Functions
Phonetic Words:
__________________________________________________________
__________________________________________________________
__________________________________________________________
___________________________
Nonsense Words:
__________________________________________________________
__________________________________________________________

__________________________________________________________
___________________________
Sight
Words:_____________________________________________________
__________________________________________________________
__________________________________________________________
__________________________
Vocabulary:
__________________________________________________________
__________________________________________________________
__________________________________________________________
___________________________
Other Forms KEY:
1 Alphabetics- Phonics
2. Word Families (optional)
3. Structural Analysis-gain information about the meaning,
pronunciation, and part of speech of new words from their prefixes,
roots, and suffixes
4. Grammar
Feeling’s/Future:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
___________________________------_________

Closing
Prayer:_____________________________________________________
__________________________________________________________
__________________________________________________________
__________________________
2
Date:
ELBERT Example Recommendations and Accommodations
Student:
DOB:
Observer:
Specific Language
Impairment
Auditory/Visual
Processing/Both
Pronociceptive/
Vestibular/Somatosensor
y
Other
Recommendation: Recommendation: Recommendation: Recommendation:
2
Copyright © 2019 Tricia Cook
All rights reserved by author.
Permission to copy for classroom use only.
Electronic distribution limited to classroom use only.

Speech Therapist,
Psychotherapy
Accomodation:
Check in from time to time to
make sure the student
understands the lesson.
Give the student extra time to
respond to questions in class.
Give simple written
directions, and speak slowly
when giving oral directions.
Use graphs and other visual
aids and explain out loud
what they mean.
Provide a checklist or rubric
at the beginning of the
assignment with details about
how the project will be
graded.
Find ways to engage the
student’s interest in lengthy
assignments. (This can help
motivate the student to finish
the assignment.)
Shorten repetitive
assignments. Example: Let
the student do only the evennumber
problems.
Limit the amount of time
spent on daily homework
assignments and have parents
or caregivers sign off on any
unfinished portions.
Grade the student work based
on mastery of information
rather than on work
completed.
Give an outline of the lesson
or notes for students who
don’t write fast enough or
who have trouble
Visual- A behavioral or
developmental
optometrist who, after
ruling out physical
issues, can provide
something called vision
therapy. This approach
involves a variety of
exercises using devices
like prisms and lenses.
Also,
https://irlen.com/gettested/
Accommodations:
Visual- *Use of his own
laptop computer for
taking notes during
class. Tech Support-
SpellCity
The Writing Machine
iWrite Words
Say Text
Alpha Writer
ABC Pocket Phonics
Letter School
Word Magic
Sequence for Autism
Words on Wheels
Seating where he learns
best. This could be near
the teacher’s desk or
away from the
distraction of doors and
windows.
In-class tools to reduce
fidgeting. Your child
could hold a squeeze
ball. Or his teacher
might wrap your child’s
chair legs with a latex
Professionals- OT

multitasking.
Use text-to-speech software
and books with audio to help
the student to see and hear
the words at the same time.
Use multiple means of
presentation to reinforce new
concepts.
Use nonverbal signals to
engage a student who seems
to be losing focus.
Encourage the student to
email questions or concerns
later if it’s hard to come up
with them during class.
Provide a quiet space for
tests so the student can talk
through the questions
without disrupting others.
Give extended time for tests.
Offer a chance to improve
grades by letting the student
correct test answers and
explain the process used to
correct them.
resistance band for him
to kick. (Learn more
ways to make a lowcost
sensory chair.)
Frequent eye contact
from your child’s
teacher, to keep him
engaged.
A cue to quietly keep
your child on task. This
could be a touch on the
shoulder or a sticky
note placed on his desk.
A master notebook for
all subjects, to help stay
organized.
options/treatment-optionsfor-dysgraphia
Accomodations:
Provide pencil grips or
different types of pens or
pencils to see what works
best for the student.
Allow the student to use
an audio recorder or a
laptop in class.
Provide paper with
different-colored (red
yellow or blue usually) or
raised lines to help form
letters in the right space.
Provide graph paper (or
lined paper to be used
sideways) to help line up
math and handwriting.
Provide paper assignments
with name, date, title, etc.,
already filled in.
desk.
A master notebook
for all subjects, to
help stay organized.
A homework
notebook that
teacher and parents
can sign off on daily.
Key points from the
day’s lessons listed
on the board.
Use of his own
laptop computer for
taking notes during
class.
Class notes shared
by another student.
Reduce distractions by using
blank pieces of paper to
cover all but one of the
questions on a worksheet.
Encourage active reading by
letting the student use a
highlighter or sticky notes.
Provide information
needed to start writing
assignments early.
Help the student break
writing assignments into
steps.
A routine of
checking in with the
teacher after class to
briefly discuss the
lesson.
Create daily class routines
and stick to them.
Break down big assignments
into smaller pieces with more
deadlines.
Show what a completed
project looks like before the
student begins.
Establish clear starting points
for tasks rather than just
giving a due date.
Give the student an extra set
of textbooks to keep at home
Provide a rubric and
explain how each step is
graded.
Give examples of finished
assignments.
Offer alternatives to
written responses, like
giving an oral report.
Adapt test formats to cut
down on handwriting. For
example, use “circle the

in case they’re often
forgotten at home.
Create a homework station
that’s free of visual clutter.
Keep distracting sounds to a
minimum. The goal is to
make your child’s learning
environment as efficient as
possible so there is less
information to process.
Brainstorm with your
child’s teacher to find ways
to increase your child’s
alertness and speed. See if
your child qualifies for
classroom accommodations
that can help with processing
speed.
Ask for more time on tests.
A private space can also help
because many kids with these
issues like to talk aloud as
they’re working through test
questions.
answer” or “fill in the
blank” questions.
Grade based on what the
student knows, not on
handwriting or spelling.
Use a scribe or speech-totext
so the student can
dictate test answers and
writing assignments. (see
Tech. info already
mentioned).
Let the student choose to
either print or use
cursive for handwritten
responses. (I CAN help
with CURSIVE)
(I CAN help with Proof)
Change the way you give
directions. For example, it
may help to give directions
one step at a time. Giving
directions in more than one
way can help too, such as
writing them down and
saying them out loud.
Practice new skills until
they become automatic. The
more familiar your child
becomes with a task, the
greater the chance of
improving processing speed.
But the trick is helping your
child find a balance between
overlearning and feeling
overwhelmed.
Grade based on the student’s
completion of the lesson
goal. (For instance, don’t
grade spelling errors if that’s
not what the student was
supposed to learn.
Provide a quiet area for
independent work.
Let the student sit near the
teacher and away from

auditory distractions, like
doors and windows.
Check in frequently to make
sure the student understands
the work.
Give step-by-step
instructions, and have the
student repeat them.
Use attention-getting phrases
like “This is important to
know because….”
Decide with the student on a
nonverbal signal to show that
a key point is being
made.Break down test or
classwork instructions into
short, written steps.
Highlight key words and
ideas on worksheets.
Give written homework
instructions.
Provide a list of homework
assignments for the week (or
day).
Speak clearly and slowly
when presenting new
information.
Give material on a new
concept to the student before
it’s taught to the whole class
(so the student can get
familiar with it ahead of
time).
Give a list of or highlight key
vocabulary and concepts for
upcoming lessons.
Give a short review or
connection to a previous
lesson before teaching
something new.
Give the student an outline of
the lesson.
Say directions, assignments,
and schedules out loud, and
rephrase as needed.

Repeat key information
throughout the lesson, and
rephrase as needed.
Use visual tools, images, and
gestures to enhance and
support spoken lessons.
Physical Academic/Creative Social/Emotional
(Gustatory/Olfactory)
Spiritual
Recommendation:
Recommendation:
Recommendation:
Recommendation:
Accomodation:
ART, Karate, Starts an
Empathy Training Club
at School (Leadership)
Accomodation:
Accomodation:
Accomodation:
Provide extended time
on tests.
Provide a quiet room
for tests if needed.
A homework notebook
that teacher and parents
can sign off on daily.
A routine of checking
in with the teacher after
class to briefly discuss
the lesson.
Key points from the
day’s lessons listed on
the board.
Class notes shared by
another student.
A quiet area for test
taking and studying.
Quick “brain breaks” of
crossing-midline after
finishing tasks. He
could take a walk to the

water fountain.
Provide handouts so
there’s less to copy
from the board.
Provide typed copies of
classroom notes or
lesson outlines to help
the student take notes.
Provide extra time to
take notes and copy
material.
Disclaimer: These checklists, training's and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of Tricia
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.
ELBERT
Example Suggested
Instruction and
Intervention
Def
icie
nci
essen
ses
nee
de
d
for
lite
rac
y
Pos
sibl
e
Def
icit
Ins
tru
cti
on
Int
erv
ent
ion

lea
rni
ng
Pr
opr
ioc
ept
ive
sen
se
●
●
Dy
sgr
ap
hia
Te
nd
enc
ies
do
to
AD
HD
(dif
fer
ent
)
Bal
anc
ed:
wh
ole
lan
gu
age
/ph
oni
cs
(se
e
vis
ual
an
d
au
dit
ory
bec
aus
e
ten
ds
to
ha
ve
dys
lexi
a)
I’d
cho
ose
bal
anc
ed
wit
h a
hea
vie
r
tha
n
Ne
ed:
De
vel
op
lar
ge
gro
ssmo
tor
an
d
fin
e
mo
tor
.
Do
bra
in
bal
anc
ing
on
the
rig
ht
an
d
left
alo
ng
wit
h
lar
gegro
ss
mo
tor
:
ho
ppi
ng,

●
●
nor
ma
l
em
ph
asi
s
on
ph
oni
cs)
ski
ppi
ng
an
d
ju
mp
ing
wit
h-
out
ru
nni
ng
int
o
an
yth
ing
!
Ag
ain
,
dev
elo
pin
g
the
gro
ssmo
tor
by
jud
gin
g
dis
tan
ces
an
d
na
vig
ati
ng
thr
ou
gh
a

●
sm
all
spa
ce.
Cr
oss
ing
the
Mi
dli
ne
an
d
thr
owi
ng
bal
l
an
d
cro
sscra
wl
exe
rci
ses.
Ini
tial
Se
nse
Go
al:
De
vel
op
the
au
dit
ory
(str
eng
th)
sen
se
wit
h
list

eni
ng
exe
rci
ses.
Lis
ten
ing
&
La
ng
ua
ge
ga
me
s,
ech
o-
bo
x,
tele
ph
one
,
diff
ere
nti
ati
ng
an
d
loc
ati
ng
sou
nds
.
Cla
ppi
ng
ha
nds
pat
ter
nin
g.
Wo
rki

ng
Me
mo
ry
Go
al-
Ha
rne
ss
the
au
dit
ory
(str
eng
th)
wh
ich
is
the
ver
bal
wo
rki
ng
me
mo
ry.
Act
iva
te
the
wo
rki
ng
me
mo
ry
wit
h
ma
tch
ing
an
d
diff
ere
nti
ati

ng
usi
ng
cat
ego
riz
ati
on
an
d
seq
ue
nci
ng,
lan
gu
age
an
d
list
eni
ng
skil
ls
usi
ng
fin
e/g
ros
s
mo
tor
act
ivit
ies.
Lo
ng
Te
rm
Me
mo
ry
Go
alcur
siv
e,
oth

er
fin
e
mo
tor
act
ivit
ies,
an
d
eva
lua
tiv
e
foc
us
Vis
ual
●
Irl
en
S.
(C
olo
r)
Co
nve
rge
nce
(Fo
cus
)
Su
rfa
ce
(Vi
sua
l)
Dy
sle
xia
Bal
anc
ed:
wh
ole
lan
gu
age
/ph
oni
cs
Ne
ed:
bra
in
bal
anc
ing
on
the
rig
ht
(int
erp
ret
ed
thr
ou
gh
the
left
-
bra
in)
EL
BE
RT
Ini
tial
Se
nse

Go
al:
De
vel
op
the
au
dit
ory
(str
eng
th)
sen
se
wit
h
list
eni
ng
exe
rci
ses.
Lis
ten
ing
&
La
ng
ua
ge
ga
me
s,
ech
o-
bo
x,
tele
ph
one
,
diff
ere
nti
ate
sou
nds
.

●
●
Wo
rki
ng
Me
mo
ry
Go
al-
Ha
rne
ss
the
au
dit
ory
(str
eng
th)
wh
ich
is
the
ver
bal
wo
rki
ng
me
mo
ry.
De
vel
op
the
vis
ual
-
spa
tial
me
mo
ry.
Act
iva
te
wo
rki
ng
me

●
●
mo
ry
in
the
for
m
of
lan
gu
age
:
by
col
or,
sha
pe
by
pic
kin
g
the
m
out
in
a
pic
tur
e
tha
t
has
a
bus
y
bac
kgr
ou
nd,
par
tial
ly
sha
pe
d
pic
tur
e
or
bar

ely
visi
ble
.
●
Lo
ng
Te
rm
Me
mo
ry
Go
aldiff
ere
nti
ate
siz
e,
col
or,
sha
pe
in
obj
ect
s
tha
t
ha
ve
mi
ni
ma
l
diff
ere
nce
s.
Ha
ve
stu
de
nts
foc
us
on

sm
all
det
ails
.
I’d
als
o
sug
ges
t
col
or
ove
rla
ys
of
cor
rec
t
col
or/
tint
,
co
mp
ute
r,
tra
cki
ng
car
d
wh
en
rea
din
g,
diff
ere
nt
fon
ts
wit
h
col
ore
d
pa

(al
wa
ys
wo
rk
on
firs
t if
exi
sti
ng
wit
h
dys
lexi
a)
per
,
vis
ual
izi
ng
the
sha
pe
of
the
lett
er
Au
dit
ory
●
Dy
sle
xia
CA
PD
Str
uct
ure
d
ON
LY
:
stri
ctl
y
ph
oni
cs
bas
ed
till
pas
sed
the
sou
nd
wo
rd
kn
owl
Ne
ed:
De
vel
op
lar
ge
mo
tor
an
d
fin
e
mo
tor
.
Do
bra
in
bal
anc
ing
on
the
left

edg
e
ph
ase
(if
stu
de
nt
has
dys
gra
phi
a
too
,
I’d
cho
ose
bal
anc
ed
wit
h a
hea
vie
r
tha
n
nor
ma
l
em
ph
asi
s
on
ph
oni
cs)
(ri
ght
-
bra
in
do
mi
na
nt)
EL
BE
RT
(3
Go
als)
:
Ini
tial
Se
nse
Go
al:
De
vel
op
the
vis
ual
(str
eng
th)
sen
se
wit
h
tac
tile
/vis
ual
exe
rci
ses.
My
ste
ry
ba
g,

tou
ch
bo
ard
s,
diff
ere
nt
tex
tur
es.
●
Wo
rki
ng
Me
mo
ry
Go
al-
Ha
rne
ss
the
vis
ual
(str
eng
th)
wh
ich
is
the
no
n-
ver
bal
wo
rki
ng
me
mo
ry.
De
vel
op
the

●
au
dit
ory
me
mo
ry.
Lis
ten
ing
&
La
ng
ua
ge
ga
me
s,
ech
o-
bo
x,
tele
ph
one
,
diff
ere
nti
ate
sou
nds
.
Lo
ng
Te
rm
Me
mo
ry
Go
alcur
siv
e
an
d
att
ent

ion
wit
h
inc
rea
sin
g
an
aly
sis
(br
eak
do
wn
str
ate
gie
s)
●
Ne
ed:
So
un
d/
Wo
rd
Kn
owl
edg
e
(w
hat
sou
nds
do
yo
u
hea
r),
sys
te
ma
tic
an
d
exp
lici
t
ph

oni
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ELBERT Dyslexia Help Resources (Cook, T. 2020)
Introduction: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vsdsyeidetic-visual-dyslexia/#.X4813-1OlrQ
https://lookingtohealourownlearningdifference.org/2020/11/12/dyslexia-help-recommendationsaccommodations/
Cursive: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-cursive/
Math: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-math-wordproblems-based-on-real-world-needs-and-desired-solutions/
Building Fluency: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-helpbuilding-fluency
Grammar: https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-help-grammarmade-with-color-shape-size-dimension/
Writing: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-writing-lookingto-help-our-very-own-learning-difference/
Working Memory: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-

looking-to-heal-our-own-learning-difference-by-developing-working-memory-of-sound-wordknowledge-processing/
Sight Words: https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helping-those-witha-learning-difference-enjoy-learning-again/
Pg. 10 Universal Emotions: https://lookingtohealourownlearningdifference.org/2020/10/08/universalemotions-looking-into-the-emotions-of-learning/;
https://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-universalemotions-further/;
https://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-helpunderstanding-universal-emotions-of-learning-a-step-further-cook-t-2020/
To Learn more about the nature and nurture go here: I just published Nurture Their Own Nature:
Helping Those With A Neurodifference Enjoy Learning Again (Cook, T., 2020) (short version)
https://link.medium.com/QCu1Cz5S9bb; (longer version) https://link.medium.com/eZNM4y9R9bb
Fluidity and Comprehension: https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-fsearch-linking-words/
Spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spellingmatrices/
Comprehension, Vocabulary, and English:
https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/
Phonics: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-
2020/
Phonics II: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-iicook-t-2020/
Technology: Helping Parents, Teachers, and Tutors On Using Technology
ADHD: Reading Effects of ADHD
More Information: www.myelbert.com

Final Chapter
Lastly, the RAS (ARAS) is our consciousness and how we make our thoughts, ideas, focuses,
intents, or dreams into reality. It’s again in coordination with our thymus, and pons along with
the soma/alta major chakras for consciousness-awareness of soul, meaning God’s perceptions
and our purpose. Also, I think about where I have my focus and priorities (God, family and
friends, music/art, the opportunity to be nature, etc.)! Those that get the meaning of life (their
purpose) can then experience all of God miraculous blessings- such as peace, comfort, bliss for
eternity!! The harmony of us ALL having this understanding, and coming back to the meaning of
“The SOUL'' would truly be heaven on earth. In my program, I give the focus and intent of each
activity; but when you, yourself, hears and sees from God- note: your focus as long it’s from
God is always Good (even if it changes from my own personal perspective)!!! Lastly, I believe in
a UNITED EARTH, so I try to represent “the East and the West'' as not being separate- ONE
EARTH. Where Only God can make us “whole”, we are all humans with the same smiles, tears,
sadness, laughter, and neurodifferences. If we ALL focused and found importance in love and
healing, this planet would be even more divinely miraculous (focus on emotional reappraisal).
Therefore, love is the answer to heaven on earth.
Those that have a learning difference, like myself, have divergent critical thinking and use
inductive reasoning which is in opposition to the more common deductive reasoning. I call
it, the “synonymous why” that comes natural to those with a neurodifference; it is
critically for DIVERGENT THINKERS. It is critical because we understand that there are
several possible answers to a problem, crisis, or question which is critical that we are here
on earth; our purpose is to help society in this time of trouble. Those answers may have
not been discovered by scientist YET (covergent thinkers). Let’s stop disparagement
because we as a society, could faced with an influx of “futuristic” discoveries and solutions
that are “ahead of their time.” Therefore, encourage and inspire those with neurodiversity
their natural “why” questioning, perceptions, and generalizations based on the students
inductive reasoning, logic-of-evaluation, synthesis of interest based information, and
observational research. All that is described above, is this is a gift of innovation and
“outside of the box”-DIVERGENT thinking that comes with a neurodifference!!

“…that you will see the difference between what is important and what is not and choose
what is important; that you will be pure and blameless for the coming of Christ;…”
Philippians 1:10 ERV
Affirmation of Hope: I am pure and blameless. I have Christ.
(Understanding dyslexia)
https://simplebooklet.com/understandingdyslexia
To Learn more on how to help go here (Universal Emotions of a Learning Difference):
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-intothe-emotions-of-learning/;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexiahelp-understanding-universal-emotions-further/;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understandinguniversal-emotions-of-learning-a-step-further-cook-t-2020/

Please share this article for anyone who needs help: Looking to Heal Our Own
[Learning] Difference Through Our Very Own DNA: An alternative perspective from
the spirit, soul, and body. Cook, T. (2020). Also, read more here:
https://tcooktutoring.medium.com/nuture-their-own-nature-helping-those-with-aneurodifference-enjoy-learning-again-cook-t-2020-fbd5a19931c1
-Tricia Cook, Link HERE; email: tcooktutoring@gmail.com; website:
https://myelbert.com; FREE DYSLEXIA HELP: https://linktr.ee/tcooktutor
DISCOVERY CALL TODAY:
https://tcooktutor.as.me/https://youtu.be/HzDutY7GWy8
●
●
Contains Affiliate Links, Pictures Are Either:
Creative Common Licensed From Either WordPress or Canva

DISCLAIMER: This communication may contain privileged and/or confidential information. It is
intended solely for the use of the addressee. If you are not the intended recipient, you are
strictly prohibited from disclosing, copying, distributing or using any of this information. If you
received this communication in error, please contact the sender immediately and destroy the
material in its entirety, whether electronic or hard copy. This evaluation, program, and
suggestions are not to be substituted for professional medical advice. They should not
be used to diagnose or prescribe. Tricia is not a doctor but the information could change
your life!
References:
https://www.institute4learning.com/2020/06/12/the-stages-of-faith-according-to-james-w-fowler/
The Best Brain Possible. (2020). How Trauma Impairs Brain Function — The Best Brain
Possible. [online] Available at: https://thebestbrainpossible.com/trauma-impairs-brain-memory/
[Accessed 6 Feb. 2020].
https://www.frontiersin.org/articles/10.3389/fcell.2020.00734/full [access Aug., 2020].
Energymagazineonline.com. (2019). [online] Available at:
https://www.energymagazineonline.com/content_assets/archived_articles/A-Brief-Tour-
Through-the-Body-Mind-for-Purpose-of-Reaching-Spirit-Tiffany-Barsotti-Jan_Feb2017.pdf
[Accessed 23 Dec. 2019].
https://www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memoryhealthy-mind?amp=true
[access Jan. 2, 2021].
(RAS)
Sciencedirect.com. (2019). Reticular Activating System — an overview | ScienceDirect Topics.
[online] Available at: https://www.sciencedirect.com/topics/neuroscience/reticular-activatingsystem
[Accessed 23 Dec. 2019].
Healandthrive.com. (2019). [online] Available at: https://www.healandthrive.com/wp-
content/uploads/2017/11/A-Proposed-Spiritual-Axis-of-the-Bodymind-How-the-Reticular-
Activating-System-Vagus-Nerve-and-the-Alta-Major-Chakra-Axis-May-Be-the-Nexus-of-
Bodymind-Spirit-Consciousness.pdf [Accessed 13 Dec. 2019].
YouTube. (2020). (How to Use Your Reticular Activating System) to Get What you Want.
[online] Available at: https://youtu.be/BYlpZ5F4668 [Accessed 12 Feb. 2020].

Healersresource.com. (2019). Healers Resource. [online] Available at:
https://www.healersresource.com/ [Accessed 24 Dec. 2019].
Heatherton, T. (2011). Neuroscience of Self and Self-Regulation. Annual Review of Psychology,
62(1), pp.363–390.
Highscope.org. (2020). [online] Available at: https://highscope.org/wpcontent/uploads/2018/11/HSActiveLearner_2018Fall_sample.pdf
[Accessed 15 Jan. 2020].
Intermittent electrical stimulation of the right cervical vagus nerve in salt-sensitive hypertensive
rats: Effects on blood pressure, arrhythmias, and ventricular electrophysiology.” Physiological
reports. 2015; 3(8): e12476. doi: 10.14814/phy2.12476
Jeri LaVigne, Ed.D. (2019). Effect of Sound on Brain Arousal — Jeri LaVigne,
Ed.D.. [online] Available at: http://www.jerilavigne.com/effect-of-sound-on-brainarousal/2013/03/11/
Ncbi.nlm.nih.gov. (2020). PubMed Central Image Viewer.. [online] Available at:
https://www.ncbi.nlm.nih.gov/core/lw/2.0/html/tileshop_pmc/tileshop_pmc_inline.html?title=Click
on image to zoom&p=PMC3&id=5673632_fimmu-08–01452-g001.jpg [Accessed 1 Jan. 2020].
Pessoa, L. (2008). On the relationship between emotion and cognition. Nature Reviews
Neuroscience, 9(2), pp.148–158.
(ACC)
Tang, Y. and Tang, R. (2019). Ventral-subgenual anterior cingulate cortex and selftranscendence.
Petty, P. G. Consciousness. Journal of Clinical Neurosci-ence. 1996: 3(4), 390. (search: ventral
anterior cingulate cortex (vACC_, sometimes referred to as subgenual anterior cingulate).
Rutecki, P. (2019). Anatomical, Physiological, and Theoretical Basis for the Antiepileptic Effect
of Vagus Nerve Stimulation.
Poindexter, J. (2019). Attention Seeking Behavior: How to Gently, But Effectively, Stop it — A
Fine Parent. [online] A Fine Parent. Available at: https://afineparent.com/be-positive/attentionseeking-behavior.html
[Accessed 6 Dec. 2019].
Neuro.psychiatryonline.org. (2019). Anterior Cingulate Cortex: Unique Role in Cognition and
Emotion | The Journal of Neuropsychiatry and Clinical Neurosciences. [online] Available at:
https://neuro.psychiatryonline.org/doi/full/10.1176/jnp.23.2.jnp121 [Accessed 23 Dec. 2019].
https://medium.com/beingwell/the-other-brain-you-didnt-know-you-had-94b6bb25a697
[Accessed 31 Dec. 2020].

(Vagus Nerve)
Sciencedirect.com. (2019)2. Vagus Nerve — an overview | ScienceDirect Topics. [online]
Available at: https://www.sciencedirect.com/topics/neuroscience/vagus-nerve [Accessed 24
Dec. 2019].
Youtube.com. (2019). YouTube. [online] Available at:
https://www.youtube.com/watch?v=3F4HS6Eo5q8. (2019). [Accessed 23 Dec. 2019].
Yuan, H. and Silberstein, S. (2015). Vagus Nerve and Vagus Nerve Stimulation, a
Comprehensive Review: Part III. Headache: The Journal of Head and Face Pain, 56(3),
pp.479–490.

Bonaz, B., Sinniger, V. and Pellissier, S. (2017). The Vagus Nerve in the Neuro-Immune Axis:
Implications in the Pathology of the Gastrointestinal Tract. Frontiers in Immunology, 8.
(Neuroplasticity and Neuroplasticity and Dyslexia)
https://faculty.washington.edu/chudler/plast.html ;
https://www.lexercise.com/blog/neuroplasticity -research -on-dyslexia); (Study.com. 2020.
[online] Available at: https://study.com/academy/lesson/the -abc-model -of-attitudes -affect -
behavior -cognition.html [Accessed 23 March 2020].
(Consciousness)
Accessed on 12/29/2020- The Brain Network Driving Changes in Consciousness —
https://neurosciencenews.com/consciousness-brain-network-17491/.
(Focus Neuroplasticity and Neuroplasticity and Dyslexia)
; https://faculty.washington.edu/chudler/plast.html;
https://www.lexercise.com/blog/neuroplasticity-research-on-dyslexia); (Study.com. 2020. [online]
Available at:
https://study.com/academy/lesson/the-abc-model-of-attitudes-affect-behavior-cognition.html
[Accessed 23 March 2020]. Christine Hammond, MS, LMHC,
10 Emotions that Can Be Unintentionally Inherited by Children
https://pro.psychcentral.com/exhausted-woman/2018/07/10-emotions-that-can-beunintentionally-inherited-by-children;
Anxiety Relief through Energy Healing https://discoverhealing.com/?s=anxiety&lang=e;
Statistics https://adaa.org/about-adaa/press-room/facts-statistics;
Christine M. Hammond is a Counselor with over 15 years of experience in counseling, teaching,
and ministry. Read more about Christine at
https://www.psychologytoday.com/us/therapists/christine-m-hammond-winter-park-fl/97122;
(Generational Healing)
tom@thebodyemotions.com; https://thebodyemotions.com/10-emotions-that-can-be-inherited/);
Previous Post Nurturing The Authentic God-Spirit Connection of Unique Learners: An
alternative perceptive from spirit, soul, and body! — ELBERT Adult Program Part 3; Next Post
Nurturing The Authentic God-Spirit Connection of Unique Learners: An alternative perceptive
from spirit, soul, and body! — ELBERT Adult Program Part 4;
(Speaking of the “Whole Child”: What’s PYAM? Why Daily?? — Cook’s Independent Blog) ;
Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative

perspective from the spirit, soul, and body. Cook, T. (2020) — ELBERT: EVERYONE
LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
(Dyslexia Help):
Dyslexia Help: Universal Emotions- Looking Into the Emotions of Learning (Cook, T., 2020) —
Dyslexia Help; Speaking of the “Whole Child”: What’s PYAM? Why Daily??; RAS info:
https://www.youtube.com/watch?v=BYlpZ5F4668.
Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G
Tutor & Montessorian, https://linktr.ee/tcooktutor
Beloved, let us love one another: for love is of God; and every one that loveth is born of God,
and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear:
because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)
“But God has blessed you. You understand what you see with your eyes. And you understand
what you hear with your ears.” Matthew 13:16 ERV
“His pleasure and passion is remaining true to the Word of “I Am,” meditating day and night in
the true revelation of light.” Psalms 1:2
Dyslexia & Multisensory Resources, Articles, & Video Links & Ideas
Cracking the Code of Dyslexia – Link: https://www.cbsnews.com/news/cracking-the-code-ofdyslexia/?fbclid=IwAR32hRWPQHZArF85Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNgu
uQ
See Dyslexia Differently – Link: https://www.youtube.com/watch?v=11r7CFlK2sc#action=share
Brain research: http://www.bu.edu/research/articles/dyslexic-brain/

Why We Should Teach All Kids Like They Have Dyslexia: https://www.tes.com/news/schoolnews/breaking-views/why-we-should-teach-all-pupils-if-they-have-dyslexia
20 Things Only Parents of Children with Dyslexia Would Understand:
http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-wouldunderstand
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processingissues/understanding-visual-processingissues#How_can_professionals_help_with_visual_processing_issues?
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/thedifference-between-dyslexia-and-visual-processing-issues
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/ata-glance-classroom-accommodations-for-dysgraphia
https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/freeassistive-technology-tools-on-the-web
Creating a Dyslexia-Friendly Classroom: https://www.thoughtco.com/creating-a-dyslexiafriendly-classroom-3111082
What I Wish Every Teacher Knew about Dyslexia:
https://www.youtube.com/watch?v=303uulbfR3I
Dyslexia in the Classroom: What Every Teacher Needs to Know handbook from IDA:
https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
Dyslexia: What Every Educator Needs to Know from Reading Horizons:
https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-
Book.pdf
Working Together to Address Dyslexia in the Classroom:
https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA

Spelling “games”: https://www.beatingdyslexia.com/spelling-games.html
Multisensory Structured Language Teaching article/fact sheet:
https://dyslexiaida.org/multisensory-structured-language-teaching/
Multisensory Teaching Approaches for Dyslexia: https://www.thoughtco.com/multisensoryapproaches-for-dyslexia-3111175
Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.html
Eight Multisensory Techniques for Teaching Reading: https://www.understood.org/en/schoollearning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-forteaching-reading
Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4 th grade student video:
https://www.youtube.com/watch?v=JiZvSvALo-4
Making Multisensory Tools for Your Classroom:
https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share
Using Multisensory Methods: https://www.youtube.com/watch?v=qWBjBq73oR4#action=share
Assistive Technology Suggestions:
Geemarc Wireless Keyboard and Mouse: http://www.dyslexic.com/product/geemarc-wirelesskeyboard-and-mouse/
iPad Dyslexia Keyboard: https://www.ghotit.com/iPad-dyslexia-keyboard/

Monster 2 Keyboard: http://www.dyslexic.com/blog/monster-2-keyboard/
FREE Dyslexia Resource Links from Clever Classroom:
https://www.teacherspayteachers.com/Product/FREE-Dyslexia-Resource-Links-353776
Nine Ways to Build Phonological Awareness in Pre-K and Kindergarten:
https://www.understood.org/en/school-learning/learning-at-home/encouraging-reading-writing/9-
ways-to-build-phonological-awareness-in-pre-k-and-kindergarten
Successful Careers: The Secrets of Adults with Dyslexia -
http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf
Teacher Strategies for Dyslexics:
https://static1.squarespace.com/static/5c38560bb98a78f7ba7097bd/t/5c3d6466758d469a54f34
9c9/1547527271766/dyslexia_handbook_teacherstrategies.pdf
Understanding Dyslexia (Child Mind Institute) - https://childmind.org/article/understandingdyslexia/
Five Steps to Boost a Young Dyslexic's Self Confidence:
https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/
75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in Class:
How to Help Build a Dyslexic Child’s Self Esteem https://www.dyslexiafriend.com/2010/07/howto-help-build-dyslexic-childs-self.html
https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroomformative-assessment/

Article from the University of Nebraska on the benefits of coteaching and helping students
achieve:
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative
(Understanding dyslexia)
https://simplebooklet.com/understandingdyslexia
To Learn more on how to help go here (Universal Emotions of a Learning Difference):
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-intothe-emotions-of-learning/;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexiahelp-understanding-universal-emotions-further/;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understandinguniversal-emotions-of-learning-a-step-further-cook-t-2020/
@Tcooktutoring

CALLING FOR ARTICLE REVIEWERS: HERE
#dyslexia #dyslexiaawareness #adhd #autism #dyslexic #dyslexiaeducation #education
#dysgraphia #specialeducation #learningdisabilities #dyslexiaadvocate #dyslexiasupport
#learningdifficulties #saydyslexia #specialneeds #dyscalculia #dyspraxia #neurodiversity
#learningdisability #learning #autismawareness #dyslexiaisreal #add #downsyndrome
#parenting #asd #reading #dyslexiapower #mentalhealth #bhfyp #elbert #ras #neurodiversity
#love #speechtherapy #dyslexiatherapy #dyslexiaismysuperpower #school #parenting
#teachersofinstagram #dyslexie #dyslexiaisagift #dyslexickids #dyslexicthinking #mentalhealth
#add #dyslexiaawarenessmonth #art #dyslexiaassociation #homeschool #dyslexicandproud
#adhdawareness #homeschooling #dyslexicartist #dyslexiateacher #dislexia #literacy #anxiety
#disability #in #RAS #occupationaltherapy #specialeducationteacher #children #neurodivergent
Disclaimers & Such
●
●
●
This Site Contains Affiliate Links, Pictures Are Either:
Creative Common Licensed From Either WordPress or Canva.
DISCLAIMER: This communication may contain privileged and/or confidential
information. It is intended solely for the use of the addressee. If you are not the intended
recipient, you are strictly prohibited from disclosing, copying, distributing or using any of
this information. If you received this communication in error, please contact the sender
immediately and destroy the material in its entirety, whether electronic or hard copy.

●
This evaluation, program, and suggestions are not to be substituted for
professional medical advice. They should not be used to diagnose or prescribe.
Tricia is not a doctor but the information could change your life!
© ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
2020
The Gift Of Dyslexia Built with Storefront & WordPress.com.
NURTURE THEIR VERY OWN NATURE: Helping Those
With A Learning Differences
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Medium â Get Smarter about What Matters to You., link.medium.com/jNcNxFVMadb.
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“10 Emotions That Can Be Inherited.” The Body Emotions, 21 Apr. 2020,
thebodyemotions.com/10-emotions-that-can-be-inherited/.
“Best Child, Career Counselling and Assessment Center in India.” Energiasoi,
www.energiasoi.com/.
FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving Changes in
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