Great_Cooko's_N_T_N
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Nurture Their Nature<br />
Preface<br />
Beloved, let us love one another: for love is of God; and every one that loveth is born of God,<br />
and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear:<br />
because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)<br />
ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!<br />
After over twenty years of being in education, I provide tutoring, consulting, and coaching on<br />
dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an<br />
increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties<br />
and differences along with an increased number of children being medicated and misdiagnosed;<br />
Therefore, I developed a revolutionary program that includes an evaluation that “looks at the<br />
whole child.” I work with all stakeholders on constructive engagement when learning based on<br />
my student “whole child” observation(s) inspired by Maria Montessori, Neville Lancelot Goddard,<br />
Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard<br />
Garner, Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik<br />
Erickson. I have also developed a revolutionary training/intervention program for people with<br />
unique learning and neurodifferences. This program is based on my own inductive reasoning<br />
and a detective sense contributed to my own gift of dyslexia, countless hours of student<br />
observations, educational research and studies along with my perpetual care for children.<br />
The program I developed is named ELBERT which results include less passive student<br />
engagement, confidence, health and wellness including more pleasurable learning while<br />
participating in learning activities. Speaking of the “whole child”- you need to examine every<br />
aspect of “the whole child” not just the end goal or result which is literacy and their appropriate<br />
learning behavior. This program looks at the “whole child” and their unique neural development,<br />
complete learning differences including the nature and nurture of the neurodifference including<br />
their chakras, biofield (EM Field), and nervous systems.<br />
I’m now making my expertise available to parents, teachers, administrators, stakeholders and<br />
other learning communities. I observe the student’s sensory acute response to stress and<br />
interview teachers, the child, and parents, observe input/output of motor, verbal, and written<br />
behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge,<br />
phonological awareness exercises, and working memory activities along with the student’s<br />
interest survey and overall behaviors based on executive, somatic and autonomic functioning.<br />
My program is named ELBERT based on see in store is based off my book: HERE and triune<br />
brain which includes the following: Brainstem- I have a fight, flight and freeze
sympathetic/parasympathetic observational checklist; Midbrain- a screening for vestibular,<br />
proprioceptive, somatic issues, along with speech/language development, auditory and visual<br />
processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions,<br />
Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative<br />
suggestions for taking care of the whole child’s individual, dynamic needs which includes over<br />
200 exercises and activities. Lastly, ELBERT also includes a self-guided literacy intervention<br />
program along with other coaching through a course on understanding dyslexia and other<br />
learning differences, and consulting (first one Free)!<br />
Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor<br />
© ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!<br />
2020<br />
DISCLAIMER: This communication may contain privileged and/or confidential<br />
information. It is intended solely for the use of the addressee. If you are not the intended<br />
recipient, you are strictly prohibited from disclosing, copying, distributing, or using any<br />
of this information. If you received this communication in error, please contact the<br />
sender immediately and destroy the material in its entirety, whether electronic or hard<br />
copy. This evaluation, program, and suggestions are not to be substituted for<br />
professional Medical advice. They should not be used to diagnose or prescribe. Tricia is<br />
not a doctor.
Introduction<br />
Cook, the author of Nurture Their Nature, looks at the “whole child” and complete learning<br />
differences including the nature and nurture of the neurodifference. For learning to be<br />
successful, we need to look at the “whole child” and their neuro-symatic learning functions. For<br />
learning motivation and resilience (meaning) to be successful, you need to have a strong<br />
cognitive, behavioral, and affective-spiritual components which include the following: central and<br />
peripheral nervous systems- “our senses'' including our sensory system (especially visual and<br />
auditory), regulated RAS & ACC/HPA, Pons (parts of the brain), thymus and biofield (including<br />
electromagnetic field, internal chakras), neuroplasticity and IQ, positive perceptions specifically<br />
strength and empathy (along with reduced perceptions of anger and shame), healthy and<br />
functional physiological, sensory-motor systems, hormones released such as serotonin,<br />
dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term<br />
memory) and attunement (for meaning & motivation, speed processing, and short-term<br />
memory). Therefore, when learning difficulties occur, our neurobiology (neurosystems), central<br />
and peripheral nervous system, complete chakra, and electromagnetic systems are all<br />
dysfunctioning or dysregulating simultaneously and individually at different degrees and causing<br />
abnormal neuroplasticity. Our goal is for ALL our systems and senses to function equalized,<br />
activated, and balanced. With a functional system, the child can trust themselves through<br />
spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness<br />
(eventually unity) through PYAM.<br />
Again, speaking of the “whole child”- you need to examine every aspect of their learning, not<br />
just the end goal or result which is literacy and their appropriate learning behavior. Now, we<br />
know epigenetics relating to learning influences of generational anger and shame have<br />
the ability of being healed and determines which genes will be expressed and how their<br />
own systems will function. The main goal is to heal our very own DNA holistically through<br />
exercises and activities which block or ease the production of specific inflammatory proteins<br />
(toxicity) excreted by the gut-brain axis, decreasing biochemical reactions that happen between<br />
the Pineal, Pituitary, Adrenal & Carotid Glands along with by activating and aligning the Thymus<br />
(via vagus nerve chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing<br />
decrease in deficiencies while regulating our own biofields (including electromagnetic fields).<br />
This is the divine stamp where you are regulated and experiencing harmony, honor, wisdom,<br />
and becoming devoted to your purpose. You need to again, speaking of the “whole child”- you<br />
need to examine every aspect of their learning, not just the end goal or result which is literacy<br />
and their appropriate learning behavior.<br />
Ways to look at neurodifferences holistically: observe and take observational notes on the<br />
child…50% Nature- 50% Nurture (focus on epigenetics and spiritual mindset along with selfdirected<br />
neuroplasticity): What Is Epigenetics? [Retrieved from The Answer to the Nature vs.<br />
Nurture Debate.” Center on the Developing Child at Harvard University, 30 Oct. 2020,<br />
developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-childdevelopment/.]
Nature<br />
The Body<br />
Chapter 1<br />
Nature- is the maturation of the brain and body; for the purpose of survival, it is the ability to<br />
perceive, give meaning, learn, and act including motivation and resilience of our very own<br />
environments (patterns first). Speaking of the “whole child”- the vagus nerve connects the<br />
brainstem to the body. It also connects and aligns the eight chakras, Pons, RAS & ACC/HPA<br />
and thymus including their own biofield (including electromagnetic field). This vagal balance<br />
allows the brain stem to receive the information (formulating patterned neural connections)<br />
from the environment, the midbrain to monitor and receive information (firing pattern of brain<br />
nerve cells in a network), and the frontal lobe to perceive the universal emotions which are the<br />
following: anger, strength, joy, bliss, shame, courage, compassion, and harmony.<br />
Executive functioning involves logic through analysis or evaluation; initially, the thymus is where<br />
the mind deems how important based on cellular memory (what or why). Then onto the frontal<br />
lobe where the “why” is based on context cues (evaluation) and the “what” is based on recursive<br />
aspects (analysis). The vagus nerve controls vagal balance and the executive functioning<br />
system (via the thymus- vagus nerve chakra). The thymus including the vagus nerve can be<br />
deactivated, hyperactivated, hypoactive, underdeveloped, or variably then going inactive in<br />
children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis<br />
which can be toxic to the triune brain [Retrieved from Sunny Sea Gold Updated January 27,<br />
2021. “Here’s How the Brain Makes Memories-and What You Can Do to Keep Your Mind<br />
Sharp.” Health.com, www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brainmemory-healthy-mind?amp=true].<br />
In the field of psychology, emotions are not just our feelings as some may think. Emotions are<br />
our feelings, thoughts, ideas, perceptions, physical sensations and involve the senses and their<br />
systems all for which start in the mind. They create what we call mindset- needing a calm<br />
mindset for equanimity is key. Our God mindset regulates every love or fear experience we<br />
have and our very purpose of being here on earth. The emotions need to be honored, especially<br />
anger and shame. The ‘theory of mind’ is an assessment of an individual human's degree of<br />
capacity for empathy and strength; as well as our understanding of ourselves and others have a<br />
mind too. Where the mind is located has been a continuous debate- I propose that the mind at<br />
least begin in our very own thymus. The thymus is the center of both our higher and lower self.<br />
It is the epicenter of a vagus nerve highway including the interchanges from our gut-brain axis to<br />
our Pons, RAS including ACC and HPA (both housed with-in the brain) which all control every<br />
system in the human body. The thymus can be overtaken by love or fear- it is where our
consciousness and super consciousness (consciousness and subconscious conjoin in unity)<br />
begins and ends.<br />
In the field of child -psychology, “Every attitude has t hree components that are represented<br />
in what is called the ABC model of attitudes: A for affective, B for behavioral, and C for<br />
cognitive. Although every attitude has these three components, any attitude can be based<br />
on one component more than a nother (Study.com, 2020).” The naming of the word attitude<br />
as it relates to students learning can give someone a negative perception; parents ask me<br />
all the time, “can you help me with my child’s attitude”. The attitude one has for learning<br />
makes for a make-or-break type learning. I observe kids all the time with Responsive<br />
System Dysfunction (RSD) which means it is hard to find meaning and motivation for<br />
learning. When your child is learning under stress, fear, and having RDS, they are learning<br />
from their mental or emotional bodies, primarily with a Sympathetic (anger) Functional<br />
System which is a hyper -processing dysfunction and Parasympathetic (shame) Functional<br />
System Dysfunction which is a hypo -processing dysfunction or both anger/shame which is<br />
a Total Functional Dominance System which is a varied hyper -, hypo- dysfunction of the<br />
RAS (Rectangular Activation System). This hyper -, hypo- and varied dominance affects the<br />
“whole child”.
Specifically, the mental body is anger brain dominant and perceives in the heart everything<br />
related to learning with anger. The emotional body is shame brain dominant and perceives<br />
in the heart everything related to learning with shame. According to my good friend, Tom<br />
Heintz (An Emotional Code Practitioner -Creator of The Body Code) references Christine H.,<br />
MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed<br />
down from one generation to the next. Also, there are 10 emotions that can also be<br />
inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those<br />
who st ruggle with sensory triggers and learning stressors, like when experiencing reading<br />
or writing, these negatively perceived and filtered experiences with anger and shame, can<br />
cause a trauma type of developmental anxiety and sometimes even depression. Heintz<br />
(2020) also refers to this following excerpt from Christine Hammond, MS, LMHC (2018):<br />
1. Anger – There are three main types of unhealthy anger: aggressive anger, passive -<br />
aggressive anger [shame], and suppressive anger [hatred - not kids usually] – all of<br />
which can negatively affect a child. For example, if a parent is aggressively angry by<br />
yelling, their child might grow up to mimic the same behavior or learn to redirect it<br />
into their own manifestation of anger.<br />
2. Shame – Hearing words from parents such as, “You will never be good enough,” or<br />
“You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics<br />
are pervasive in hyper -religious homes where a child i s told that they have to live up<br />
to some unrealistic standard and very frequently are practiced by the child on<br />
others once they have been exposed to such treatment” [Generational Healing:<br />
tom@thebodyemotions.com; accessed on 2/19/20 “10 Emotions That Can Be<br />
Inherited.” The Body Emotions, 21 Apr. 2020, thebodyemotions.com/10 -emotions -<br />
that -can-be-inherited/].<br />
In 2018, I created The ELBERT Responsive System Dysfunction (RSD) Checklist which is<br />
Functional System Dominance Checklist. I have found in over 4 dozen students what I always<br />
knew; that they develop anger first, if not given a healthy, safe, and supportive environment for<br />
their anger. Also, anger can develop into shame. Then, the shame will be more dominant. This<br />
ELBERT checklist and resources are important for those working with neurodifferences<br />
because shame is harder to address than anger. Shame is the defense for anger and survival of<br />
some people. Some people though are less susceptible to shame and remain in anger. I have<br />
found more times than not where just anger has been marked, especially in younger students.<br />
Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief.<br />
Also, anger appears anxiously (hyperactivity), and shame appears sadly depressed (hypo<br />
activity). Together with both anger and shame, someone can appear anxious and sad. With<br />
shame being the hardest, their body may appear calm but internally their mind can be
uminating on negative thoughts, feelings, ideas, and emotions which can be hard to know<br />
unless your child shares them with someone. Therefore the checklist and interview are so<br />
important. I interview the students and their parents (teachers too preferably) where an [x]<br />
means most of the time in their learning environment and a [/] means some of the time in their<br />
learning environment (see image 1.0).<br />
Image 1.0 The ELBERT Functional System Dominance Ch e cklist illu stratio n
“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and<br />
disease and to adjust their activities in response to new situations or to changes in their<br />
environment” (Definition of Neuroplasticity, 2020). Also, I am needing to mention<br />
developmental trauma!<br />
When a child with neurodifferences is learning something new or stressful, if mindset is<br />
perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right<br />
lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex,<br />
frontal lobe along with midbrain (left lobe) and emotional disorders with long term<br />
memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe<br />
lessened neuroplasticty of the prefrontal cortex, frontal lobe along with midbrain (left lobe)<br />
and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with<br />
more executive functioning issues and short-term memory problems or midbrain. We can<br />
attribute this constant speed shifting to the common problems of poor neuroplasticity.<br />
Like wise, the lackin g a se lf-directed neuroplasticity such as positive mindset such as mind<br />
trusting qualities of belief: I AM worthy (autonomy) and I AM enough (attuneme nt), fee lin g<br />
safe and secure in their environment.<br />
There are several other factors for successful learning with meaning, resilience, and<br />
motivation such as: sleep, diet, health and wellness, physical activity (body), regulation of<br />
vagus nerve (soul- body connection), sometimes even the spirit-soul-body connection<br />
(much older teens), gratitude including love of self and others (heart-connection). Also, the<br />
environment that most of us live in today causing sensory overload along consistently<br />
m u lti-tasking and/or context-switching (handling 2 or more tasks at the same time)<br />
e specially in th is com ple x, non-connected (yet, connected), neurotoxic and EMF toxic<br />
infused environment- ALL decreasing our very own electromagnetism and vagal tone.
Mind you again, learni ng with m e an in g, re silience , an d m otivation is com plicate d an d th at<br />
the spirit-soul-body/connection-trust-love disconnection causes maladjustment and<br />
be lon gin g in th is world. Do not worry, our spirit, soul, and body connection can also be<br />
complicated to a point, if we understand that we are love and not meant for fear. Think<br />
about it this way, when your child has a Hypo or Hyper, Total Responsive System<br />
Dysfunction (RSD), their learning decreases due to disconnections to others-themselves,<br />
soul-body disconnection of consciousness, perceptions of anger/shame along with<br />
assimilation (meaning and motivation) of those perceptions. Sadly, the students who have<br />
RSD dysfunctions, they can become labeled Learning Disabled amongst other labels.<br />
Therefore, they are not le arn in g e ffective ly, cogn itive ly, or be h aviorally on a consciou s le ve l<br />
nor helped in a way that is revolutionary nor effective.<br />
With just a Sympathetic Functional System Dominance (SFD), they perceive in the mind<br />
everything with anger during stressful experiences. When they have a Parasympathetic<br />
Functional System Dominance (PFD), in the mind , they filter and attune themselves to<br />
everything with shame. When we have both anger and shame in the mind (see child<br />
sample above), this is called a Total Learning System Dysfunction (TLSD) which creates: this<br />
creates almost complete soul -body disconnect (dysregulation) due to constant learning aka<br />
cognitive speed shifting (hyper -. hypo - and varied) which tires out the brain’ s (RAS)<br />
Rectangular Activation System (chakras 6 -8th including soma and alta -major chakras), Pons<br />
(crown chakra), and Thymus (vagus nerve chakra) much quicker than the aligned and<br />
balanced learning brain and body which, in turn, lessens neuroplasticity. Wh en our very<br />
own DNA generationally predispositions with dysfunctions of the Rectangular Activation<br />
System, Pons, and Thymus and for learning differences (anger and shame predispositions),<br />
ALL our systems and senses can have any dysfunctions, and therefore, we can have body -<br />
soul disconnection in the mind!<br />
Chapter 2<br />
The Brain<br />
Specifically, if the vagal system is comprised including the following areas of the brain:<br />
Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra<br />
The Cingulate Gyrus (CAN)- is a large arch-like lobe in the center of the inner brain that is a<br />
part of the limbic system; it houses the organs, and their interactions constitute the Anterior<br />
Cingulate Cortex (ACC-shame) and the main function of this area of the brain functions to<br />
process conscious emotional experience and the parasympathetic nervous system (right side).<br />
The ACC plays an important part 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<br />
where The Cingulate Gyrus (CAN) first receives perceptions from the mind via the thymus, via<br />
the peripheral cranial/CNS nerves, then onto the ACC. A hyper-, hypo- amygdala works harder<br />
and the VACC can get dysregulated (shame mainly).<br />
2.0 ACC & Cingulate Gyrus (CAN) illustration<br />
NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra<br />
The hypothalamic–pituitary–adrenal axis is a complex set of direct influences and feedback<br />
interactions among three components: the hypothalamus, the pituitary gland, and the adrenal<br />
glands associated with the soma chakra and anger . These organs and their interactions<br />
constitute the HPA (anger) axis, a major neuroendocrine system that controls reactions to stress<br />
and regulates many body processes, including digestion, the immune system, and the<br />
sympathetic nervous system (frontal lobe/left side). Note: Like above, the amygdala, bulb at<br />
bottom not shown in pic., is where The Cingulate Gyrus (CAN) first receives perceptions from<br />
the mind (cellular memory- anger mainly) via the thymus, via the peripheral cranial/CNS nerves,<br />
then onto the ACC. [Retrieved from The Brain Network Driving Changes in Consciousness —<br />
FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving Changes in<br />
Consciousness.” Neuroscience News, 28 Dec. 2020, neurosciencenews.com/consciousnessbrain-network-17491/).]
2.1 HPA illustration<br />
Vagus Nerve and Vibrating the Soma and Alta Major Chakra<br />
The vagus nerve- is one of the cranial nerves that connect the brain to the body. More<br />
specifically, it is the connection between the brain and the gastrointestinal tract. Likewise, the<br />
vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the<br />
body and vagal nerves carry somatic and visceral afferents that can alter the activity of the<br />
brainstem at the point of the reticular activation centers (RAS). Remember the RAS & ACC<br />
(shame)/HPA (anger) also allows the brain to monitor and receive information about several of<br />
the body’s different functions and matters of the mind including the perceptions and filters of the<br />
parasympathetic (shame), sympathetic (anger) & total (anger/shame) response system during<br />
stress such as reading. When you activate the chakras (major 8 and soma/alta major- HPA<br />
(anger)/ACC (shame)) and normalize, balance the vagal tone and electromagnetic field, it will<br />
stop the “epigenome” which are again the collection of chemicals markers (focus: inherently<br />
dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive<br />
attitudes (joy, bliss, and happiness) and make learning more pleasurable and effective;<br />
therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve<br />
(thymus- vagus nerve chakra). The ascending reticular activating system (ARAS) itself is on the<br />
cerebral cortex and is responsible for the achievement of super consciousness (higher<br />
transpersonal self). Note: The ARAS does not fully develop in the brain until variably, around the<br />
ages 21–24 years old (Fowler, J.W. 1998). [“Fowler Faith Stages.” Encyclopedia of the<br />
Sciences of Learning, 2012, pp. 1323–1323., doi:10.1007/978-1-4419-1428-6_].<br />
“Disorders of consciousness (DOC) represent a big and multi-perspective challenge of<br />
contemporary clinical neuroscience. First, measuring consciousness and identifying the<br />
mechanisms of unconsciousness are still open issues that neuroimaging and neurophysiology<br />
are trying to answer with different and complementary approaches.” [Retrieved from<br />
1/2/21https://www.mdpi.com/journal/jcm/special_issues/Brain_Networks_Disorders_Consciousn<br />
ess]
2.2 Vagus Nerve Chakra (Upper Heart Chakra-Thymus) illustration Note: includes Soma and<br />
Alta Major chakras<br />
Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is<br />
connected to the eight chakras via RAS & ACC (shame)/HPA (anger)- by activating the eight<br />
chakras including the soma/alta major via the vagus nerve, it can continue doing its job of<br />
helping us connect our brain stem to the body; hence, regulating our biofield (including<br />
electromagnetic fields). One of the major goals of the paper and program includes holistic<br />
alternatives and activities for equanimity and to block or ease the production of specific<br />
inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus<br />
nerve, align and balance the eight chakras (soma/alta major also) including Pons, RAS, and<br />
ACC (shame)/HPA (anger) areas of the brain to regulate our own biofields aka senses<br />
(including electromagnetic fields). Also, for the thymus (vagus nerve chakra) to become<br />
regulated and balanced.<br />
2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras<br />
illustration
Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)<br />
The Reticular Activating System (RAS)- is a network of neurons (hyper-, hypo-, or, varied)<br />
located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such<br />
as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the<br />
cortex for activation of awake, desynchronized cortical EEG patterns. It is holistically and<br />
spiritually known from being a center “where we can create our own reality” whether positive,<br />
negative, or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center)<br />
then comes to fruition here in our RAS.<br />
The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta<br />
major chakra and shame.<br />
HPA (see top)- (Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra<br />
and anger.<br />
Both are associated with the thymus chakra aka vagus nerve chakra.<br />
Note: Important RAS info. includes the following excerpt... ‘The RAS is said to be the gas pedal<br />
[slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the<br />
diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all longterm<br />
memory/storage takes place] of the brain’ (Petty 1996).<br />
Corpus callosum- links both hemispheres and to varying degrees. Hence students might have<br />
a lateral cognitive dominance of the functioning system- the students with the right-hemisphere<br />
dominance have Parasympathetic Functional System Dominance (PFD) and might have<br />
dysphonetic dyslexia because language and analysis (break down category and sequencing)<br />
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)<br />
dyslexia.<br />
Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)-<br />
student might have high-functioning autism along with other learning differences (below).<br />
Someone prominent in right-brain (ACC) has an unawareness of objects to one side of the<br />
body or personal space. In severe cases, a side can be completely ignored when carrying out<br />
certain tasks and everyday functions such as writing so may have dysgraphia. But another<br />
important brain function is controlled by either the right side of your brain or the left side of your<br />
brain depending on your handedness.<br />
Sympathetic Functioning System Dominance (SFD) student has total (see below) or left corpus<br />
callosum dysfunction then having a total right or left-lateral hemisphere dominance (HPA),<br />
evaluation (specifically color, shape, size & dimension) is a right-hemisphere task; those with<br />
a Sympathetic Functioning System Dominance (SFD) therefore, might have autism, Irlen<br />
Syndrome, and dsyeidetic (visual) dyslexia.<br />
Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)-<br />
students might have autism (lower functioning) along with other learning differences (below).<br />
Someone with dominant frontal lobe or the (left) dominant temporal lobe (SFD) can cause a<br />
condition called aphasia, which is a serious disturbance of speech and communication.<br />
When the short-term memory aka “working memory” is not equalized, then the information being<br />
led by the Corpus Colosseum to the frontal lobe for executive functioning becomes deficient.<br />
Whether the Corpus Colosseum is underdeveloped or deficient in its development for example:<br />
there can be blockage, protein folding, insufficient synapse development (premature pruning),<br />
poor fluid to transfer synapse message, etc. Also, if the Corpus Colosseum, the “short term<br />
memory” is compromised this is also known as Mixed Brain Dominance or dysphasia and<br />
forms of autism.<br />
Chapter 3<br />
The Soul- the high heart and mind<br />
Limbic Areas that are typically included in the limbic system fall into two categories but<br />
there is a missing third component (thymus):<br />
Limbic Areas that are typically included in the limbic system fall into two categories but<br />
there is a missing third component (thymus):
● RAS= HPA & ACC (body & brain= brainstem) processing side and short-term<br />
memory and the arousal of the limbic cortex such as: ACC- amygdala, and the<br />
hippocampus. It is where our dreams come into our reality and then onto fruition.<br />
Correlated with chakras 6–8th.<br />
● Pons (body & mind = midbrain) which is a small part of the brain above the pons<br />
that integrates sensory information and relays it upward (RAS). Like the RAS, it is<br />
responsible for arousal (hyper-, hypo-, and varied) and plays a role in mood. In<br />
terms of long–term physiological changes, it is also associated with long-term<br />
memory. This is also where dreams are centered based on our thymus and what<br />
we focus on or need healing to become pure and blameless. Correlated with<br />
chakras 9–11th.<br />
● Thymus (high heart & mind= soul) a connection of perception between all affective<br />
and behavioral cognitive experiences on a cellular level (cellular memory)<br />
including the mainstream universal emotions of anger, strength, joy, bliss, shame,<br />
courage, compassion, and harmony and relays it upward (PONS). It is also where<br />
you can find the “imagination” that lies within all of us of God’s Will. This is where<br />
the mind creates our purpose by filtering, interpreting our world and experiences<br />
which in turn creates our dreams into reality of miracles and blessings. Correlated<br />
with chakra 12 and all the rest of the chakras.<br />
● NOTE: A Total Learning System Dysfunction (TLSD) and Dysregulated and<br />
Dysfunctional System Responsive System Dysfunction (RSD) works in a
downward effect from RAS-PONS-THYMUS:<br />
NEEDING TO BE ADDRESSED- Learning Differences including Our Electromagnetic<br />
System<br />
All our senses and corresponding systems give us vital information about our surroundings. As<br />
well as our EM and Torsion Field is our senses not what we think of as senses as the vehicle<br />
(ear, eyes, nose, mouth, skin, balance) that sends messages through our nerve endings, CNS<br />
and then to the brain. Our EM and Torsion Field, you will read more on later, includes our<br />
chakra system. These senses depend very closely on the thymus ‘our mind’ to make sense of<br />
our own world and experiences including relationships with others. Our senses give us our<br />
perceptions of our universal emotions, plus are we going to live in fear or love. Our senses<br />
include our cellular memory and how we act. Again, for the divergent thinker it is where our<br />
mind consciousness makes our decisions not logic. What is the law of conservation of energy?<br />
It states that energy can be converted in form, but not created or destroyed. I need for you to<br />
think about the universal emotions as energy that can be transformed or changed amongst<br />
being hereditarily passed down through generations and stored in the thymus (vagus nerve<br />
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,<br />
and radio waves. Let’s focus on 7 spheres of invisible light converted into visible light and ‘as<br />
you focus, so you are there in super consciousness’ (see below) as 5-dimensional light- Glory<br />
and Victory.<br />
In the same way, let your light shine before others, that they may see your good deeds<br />
[honor] and glorify your Father in heaven. Mathew 5:16<br />
Affirmation of Hope: I am Honor. I have Light.<br />
3.0 EM and Torsion Field illustration
The Senses & Corresponding Systems NOTE*works in threes<br />
Lower Personal Self: The Gifts
Concrete Thought (conscious develops around age 2)<br />
● Physical Self (chakras 1–3): anger/strength, joy, bliss, peace, shame/empathy<br />
● Vestibular & Somatosensory Senses & Proprioception, Tactile Senses= RAS (chakras 6-<br />
8, body and brain)<br />
● dysgraphia, dysphasia, cp<br />
God, what is my (Your) reality? What are my gifts? (physical, emotional rational mind, personal<br />
power and will- Ego Center)<br />
The vestibular system is a sensory system that is responsible for providing our brain with<br />
information about motion, head position, and spatial orientation; it also is involved with motor<br />
functions that allow us to keep our balance, stabilize our head and body during movement, and<br />
maintain posture. Awareness of body balance and movement are monitored by the vestibular<br />
system. The vestibular senses (the sensations of body rotation and of gravitation and<br />
movement) arise in the inner ear; the sense organs are the hair cells that send out signals over<br />
the auditory nerve. The somatosensory system is the part of the sensory system concerned<br />
with the conscious perception of touch, pressure, pain, temperature, position, movement, and<br />
vibration, which arise from the muscles, joints, skin, and fascia. The tactile stimuli are detected<br />
by mechanoreceptors and produce sensations of touch and pressure. The proprioceptive<br />
system is in our muscles and joints. It provides us with a sense of body awareness and<br />
detects/controls force and pressure. The proprioceptive system also has an important regulatory<br />
role in sensory processing as proprioceptive input can assist in controlling responses to sensory<br />
stimuli. The proprioceptive sense tells us about our body position. It is stimulated every time<br />
we move. Each time we use our muscles or stretch and bend our joints. Receptors for this<br />
sense are all over our body, deep within our joints and muscles. The tactile system refers to<br />
our sense of touch. Tactile does not just refer to our hands! The main way we perceive this input<br />
is through our skin, which has many receptors all over our bodies for all different kinds of<br />
sensations. Tactile sense related to touch, specifically the information received from varying<br />
pressure or vibration against the skin. Tactile sensation is considered a somatic sensation,<br />
meaning it originates at the surface of the body, rather than internally. (Somatic & Vestibular<br />
Issues See Pons including Basal Ganglia Below)<br />
Lower Personal Self: The Dreams<br />
Abstract Thought (spiritual conscious begins develops around age 7, makes a jump at<br />
12)<br />
●<br />
●<br />
●<br />
Mental Self (chakras 4–6, cognitive brain)<br />
Visual, Auditory Senses= Pons (chakras 9-11, body & mind- Note: only total functional<br />
dominance)<br />
dyslexia, higher functioning autism
God, what are my (Your) dreams? What are my gifts? (creativity, visionary, aspiration, wisdom-<br />
Dream Center)<br />
The visual system comprises the sensory organ (the eye) and parts of the central nervous<br />
system for visual processing. Again, remember the proprioception also referred to as<br />
kinesthesia (or kinesthesia), is the sense of self-movement and body such as visual sense and<br />
the vestibular system, to create an overall representation of body position, movement, and<br />
acceleration. The auditory system is the sensory system for the sense of hearing. It includes<br />
both the sensory organs (the ears) and the auditory parts of the sensory system. The auditory<br />
parts help us to process sounds and language. Auditory sense is the ability to hear; the<br />
auditory faculty; auditory modality, sense of hearing, hearing. auditory system - the sensory<br />
system for hearing sense modality, sensory system, modality - a particular sense. (Somatic &<br />
Vestibular Issues See Pons including Basal Ganglia Below)<br />
Lower Personal Self: The Wishes<br />
●<br />
●<br />
●<br />
Social/Emotional Self (chakras 6–8, soul mind)<br />
Olfactory & Gustatory Senses= Thymus (12th chakra, all chakras, high heart & mind)<br />
all learning difficulties, higher functioning autism<br />
God, what is my (Your) purpose? What are my wishes? (Higher Purpose & Will- Acceptance of<br />
Christ Center and His Will & Purpose)<br />
The olfactory system, or sense of smell, is the sensory system used for smelling (olfaction).<br />
Olfaction sense is one that has directly associated specific organs. Most mammals and reptiles<br />
have a main olfactory system and an accessory olfactory system. The gustatory system is the<br />
sensory system responsible for the perception of taste and flavor. In humans, the gustatory<br />
system is composed of taste cells in the mouth (which sense the five taste modalities: salty,<br />
sweet, bitter, sour and umami), several cranial nerves, and the gustatory cortex. There are tons<br />
of research on how olfactory & gustatory senses are related to emotions.<br />
Higher Transpersonal Self: Miracles and Blessings<br />
● Superconscious Thought (around age 21–24, makes a jump at 30)<br />
● Divine UNITY of Spirit God (chakras 9–12)<br />
● Grace, Mercy, Gratitude, Purity, Blamelessness, Power, Acceptance, Curiosity, Glory &<br />
Victory<br />
● All mental disorders and dementia, lower functioning autism<br />
God, what is 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<br />
infinitely more than we might ask or think.” Ephesians 3:20 NLT<br />
Affirmation of Power: I am Glory. I have God.<br />
NEEDING TO BE ADDRESSED- Our Dysregulation In OUR Biofield “Our Senses” (see<br />
chakras below)<br />
3.1 Biofield illustration
Learning Differences including Our Chakra Systems & The Vagal Tone<br />
Our Chakra System<br />
The chakras spin like a wheel which fuels our MIND (thymus) and EM and Torsion<br />
Field. The chakras spin like a wheel and sets our minds’ vagal tone (ultimately thymus)<br />
which can be Hypo - or Hyper -, Varied. The chakras need to be balanced and equalized for<br />
our mind (thymus) not to be dysregulating our senses nor other systems. When your child<br />
has a Hypo- or Hyper -, Varied Responsive System Dysfunction (RSD), their learning and<br />
motivation (attunement) through their senses decreases due to disconnections to others -
themselves along with soul -body disconnection of consciousness. The hypo-An ger<br />
Sympathetic Functional Dominance (SFD) means certain chakras (usually 1st-8th chakras)<br />
are spinning too fast in which the lower self needs strength. The hypo-Sham e<br />
Parasympathetic Functional Dominance (PFD) means they are spinning too low and need<br />
empathy. If varied Total Functional Dominance (TDF), the lower self (1st-8th chakras) is<br />
going deactivated or going inactive along with thymus and need both strength and<br />
empathy including joy, bliss, and peace. Note: the 8th chakra includes the vagus nerve<br />
(thymus), in turn includes alta major and soma chakras.<br />
Body<br />
--------------------Physical Ruled by 2nd chakra--------------------<br />
(suggestion: consciousness begins around age 2 years)<br />
-1st chakra (base) Shame/Empathy- meaning<br />
-2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation<br />
-3rd chakra (solar plexus) Anger/Strength (can do 1 & 3 together- Gaia gate)- meaning<br />
-------------------Mental Ruled by 8th chakra (RAS)--------------------<br />
(suggestion: starts to develop around age 7, big jump at age 12+)<br />
-4th chakra (heart) Hatred/Courage<br />
-5th chakra (throat) Grief/Compassion (can do 4 & 5 together-earth star)<br />
+thymus (see number 8 below)<br />
------------------Emotional (mind and cellular level) Ruled by 8th chakra (RAS)<br />
-6th chakra (third eye) Grace (freedoms-abundance, devotion)<br />
-7th chakra (cosmic) Mercy (forgiveness-release fear/unconditional love)<br />
-8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes<br />
the vagus nerve (thymus), in turn includes alta major and soma chakras (RAS, Pons)
Soul- heart and mind<br />
--------------------BODY-SOUL CONNECTION Ruled by 11th chakra (ARAS)--------------------<br />
(suggestion: start to work after the age of 21+)<br />
-9 chakra (star child) Divine Purity (Hope- cleansed, rebirth, patience, reverence, and righteous)<br />
-10th chakra (causal) Divine Revelation (Faith- blameless life, virtue, and reconciliation)<br />
-11th chakra (soul star) Divine Power (connection, curiosity, integrity, honor, and trust) & Divine<br />
Authority aka Salvation (beauty, greatness, blessings, miracles, and light) (can do 9, 10 & 11<br />
together)<br />
Spirit<br />
--------------------Authentic SOUL-SPIRIT CONNECTION--------------------<br />
(suggestion: super consciousness starts around age of 30+)<br />
-12th chakra Divine Unity (stellar gate) gifts, wishes, blessings and miracles (peace and<br />
comfort)<br />
“The Lord bless you and keep you; Lord make his face shine on you and be gracious to<br />
you; Lord turn his face toward you and give you peace.” Numbers 6: 33-26<br />
Affirmation of Faith: I am blessed. I have peace.<br />
3.2 Chakra illustration (see below)- NOTE: 1st is Base (shame), and 3rd is Solar Plexus<br />
(anger); * for kids the 8th chakra Thymus, Soma, Crown, & Alta Major is key as well as 1st &<br />
3rd.
Note: The Earth Star and Gaila Gate (bottom two) along with Stellar Gate (top) cannot be<br />
worked-on just have fairy and be prepared to lighter as healing goes on along with<br />
receiving honor, wisdom, and glory. Glory has undesirable attributes.<br />
“Open up, ancient gates! Open up, ancient doors, and let the King of glory enter.”<br />
Psalms 24:9 NLT<br />
Our Electromagnetic System “Our Senses” affects other parts of the brain that have a part in<br />
some of the most important aspects of learning which includes the following tasks:<br />
analysis (break down category and sequencing)<br />
sensory processing<br />
memory/learning (short- and long-term memory)<br />
motor control
autonomy (meaning) and attunement (motivation)<br />
3.3 image Cook’s Brain chat 7/30/20 illustration<br />
Functional System Dominance (FSD)- when the RAS & ACC (anger)/HPA (shame) and the<br />
brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame)<br />
systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory<br />
information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have<br />
mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame-<br />
PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and<br />
shame- TFD) and varied processing. Lastly, it helps to be familiar with the midbrain (mammalian<br />
brain) which includes medulla oblongata and pons do their jobs effectively such as…<br />
Basal ganglia- regulating motor functions. Students with Sympathetic Functional System<br />
Dominance (anger-SFD) have mostly hyper-sensory processing and hyperactivity in their<br />
proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type &<br />
cerebral palsy) and Parasympathetic Functional System Dominance (shame- PFD)- have<br />
mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular,<br />
and fine-motor abilities (ADHD-inattentive type & dysgraphia). Varied is, of course, Total<br />
Functional System Dominance which is most common with dysgraphia (anger and shame-<br />
TFD).<br />
Hippocampus- Parasympathetic Functional System Dominance (shame- PFD)- have mostly<br />
hypo-sensory processing and hypoactivity of the hippocampus which helps humans process<br />
and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative<br />
memories are those related to facts and events. Examples include learning how to memorize<br />
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<br />
where short-term memories are turned into long-term memories. Relative to the hippocampus,<br />
these memories are then stored as polarities in the brain-experiences and reality of<br />
consciousness the past, future and present. (see RAS specially ACC above- associated with<br />
the alta major chakra and shame and see PONS and Thymus below)<br />
3.4 Light Cone (perceptions of past, present, & future)<br />
*Aside: Interesting Research- on those with memory loss, they did have faster thinning of the<br />
entorhinal cortex due to amyloid level as well as brain shrinkage of the hippocampus [Retrieved<br />
on 4/25/20 Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and<br />
Memory Problems? apple. News/A0bfYT-YLR2u8kRquMsjKRA?fbclid=IwAR2].<br />
Relevantly, the Wnt pathway has been recognized as critical for the central nervous system<br />
development, several Wnt components retain their expression in the adult brain, including the<br />
hippocampus, and have proven to be fundamental in both the development and function of<br />
synapses (Inestrosa and Arenas, 2010; Inestrosa and Varela-Nallar, 2015). Altogether, these<br />
findings strongly suggest that Wnt signaling might be down-regulated during aging, leading to<br />
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<br />
protein 1 and 2 (SFRP-1 and SFRP-2) and Dickkopf-1 (Dkk-1), all of them<br />
antagonists at the cell surface. As a result, mice deficient in Dkk-1 exhibit enhanced spatial<br />
working memory and memory consolidation and also show improvements in affective behavior<br />
(Caricasole et al., 2003, 2004)[retreived 12/27/2020 Scienmag. “SCIENMAG.” What Comes<br />
First, Beta-Amyloid Plaques or Thinking and Memory Problems?, apple.news/A0bfYT-<br />
YLR2u8kRquMsjKRA].<br />
***Ask me about the dorsal raphe nucleus at the brainstem, TDP-43 (FTLD–TDP) folding<br />
proteins, beta-amyloid plaque build-up, Dkki-1 at the midbrain stem, prefrontal cortex, and the<br />
frontal lobe for Alzheimer’s (dyslexia as well). Also ask me about the RAS-conscious around the<br />
age of three, ARAS and God awareness age 21–25 (Montessori, Piaget, and Fowler research<br />
as well today’s research)! Petty, Peter G. “Consciousness.” Journal of Clinical Neuroscience,<br />
vol. 3, no. 4, 1996, p. 390., doi:10.1016/s0967-5868(96)9004.<br />
Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes melatonin,<br />
serotonin, and dopamine and cortisol which helps you respond to stress (reading for example)<br />
and has many other important functions. Also, melatonin studies recently show that melatonin<br />
exhibits many bioactivities, such as antioxidant activity, anti-inflammatory characteristics,<br />
boosting immunity, anticancer activity, cardiovascular protection, anti-diabetic, anti-obese,<br />
neuroprotective and anti-aging activity. Note: Students with Sympathetic Functional System<br />
Dominance (SFD) are deficient in dopamine, melatonin, and have hyer-norepinephrine<br />
production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic<br />
Functional System Dominance (PFD) are deficient in serotonin, melatonin, and have hyponorepinephrine<br />
production (hypoarousal, memory retrieval, diligence/motivation-freeze). Note:<br />
The pineal gland helps with a meditative state if the head is covered- it’s great for Calm (I will<br />
write more about calm ahead! Varied is, of course, Total Functional System Dominance (TFSD)<br />
which is most varied in hormones and the hardest time being calm with mood swings along<br />
gaining equanimity also can be diagnosed congenital adrenal hyperplasia. [accessed on 4/27/20<br />
Singleton, Omar, et al. “Change in Brainstem Gray Matter Concentration Following a<br />
Mindfulness-Based Intervention Is Correlated with Improvement in Psychological Well-Being.”<br />
Frontiers in Human Neuroscience, Frontiers Media S.A., 18 Feb. 2014,<br />
www.ncbi.nlm.nih.gov/pmc/articles/PMC3927233/.]<br />
Remember: ACC- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta<br />
major chakra), HPA- is also part of the RAS (Hypothalamic–Pituitary–Adrenal Axisassociated<br />
with the soma chakra) Both are associated to the thymus chakra aka vagus<br />
nerve chakra.<br />
Medulla Oblongata at the EM Field Including the Pons<br />
3.5 Internal Medulla Oblongata Brain illustration
Thalamus- integrates and sends sensory information such as autonomic functions<br />
(para/sympathetic) aka sensory relay nucleus.<br />
Olivary body- motor learning and perception of sound (auditory and visual processing<br />
specifically).<br />
Hypothalamus- speed processing of information also you need to remember the important<br />
RAS info. which includes the following excerpt: ‘The RAS is said to be the gas pedal [slow,<br />
accelerate or varied cognitive speed processing] that ignites the diencephalon (the<br />
hypothalamus and thalamus) as well as, the cortical areas [where all long-term memory/storage<br />
takes place] of the brain’ (Petty 1996). The lateral hypothalamus mediates an array of cognitive<br />
and physical processes that widely projects throughout the nervous system. Also, includes the<br />
hippocampus (see above)- which is in the limbic system and regulates perceptions (such as<br />
the perception of shame, long-term memory). Students with Sympathetic Functional System<br />
Dominance (SFD) react with anger and have hyper-speed (accelerated) processing and longterm<br />
memory issues (both also varied from trying to regulate accelerated-slow so one and so<br />
forth). Students with Parasympathetic Functional System Dominance (PFD) filters with<br />
perceptions of shame, have slow speed processing (also the controversial- slow cognitive<br />
speed tempo) and bypassing the facts needed for short-term memory (effects sequencing skills,<br />
background knowledge)-headed straight to filtering based on meaning and perceptions (again<br />
shame)- short term memory issues are actually a prefrontal lobe executive functioning issues.<br />
Again, the frontal lobe to perceive the universal emotions which are the following: anger,<br />
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,<br />
Remember the RAS-alta major chakra, pineal and pituitary gland (pituitary chakra), crown<br />
chakra specifically for Parasympathetic Functional System Dominance (PFD) & HPA- soma<br />
chakra, hypothalamic–pituitary–adrenal axis for Sympathetic Functional System Dominance<br />
(SFD). Varied speed processing (hypo-, hyper-) is, of course, Total Functional System<br />
Dominance which is most common with dysgraphia (anger and shame- TFD) [Petty, Peter G.<br />
“Consciousness.” Journal of Clinical Neuroscience, vol. 3, no. 4, 1996, p. 390.,<br />
doi:10.1016/s0967-5868(96)9004].<br />
Chapter 4<br />
The Divine Stamp- Soul & Body<br />
The Spirit<br />
In a deeper sense, the divine stamp is our will to make a transformation and renew strength and<br />
empathy by accepting Him, so we can heal ultimately in courage, compassion, harmony and<br />
unconditional love for others, and mainly ourselves in acceptance of the true mercy and grace of<br />
God! Discovering how to live a blameless and pure life once realizing the issues of learning and<br />
relationships HAD TO HAPPEN and ALL problems with others such as: being the teachers,<br />
school and learning, relatives such as brothers/sisters, or the other kids. It really isn’t others or<br />
the neurodifference itself; It is our understanding of the greater purpose in life so for the greater<br />
good to glorify His Kingdom! It’s our life’s lesson to the journey of learning to glorify God along<br />
with gaining his blessings of Peace, Freedom, and Victory.<br />
Key Contemplation: Stay Blamess & Know It ALL Had to Happen<br />
Intention: God awareness and unity<br />
Affirmation: I AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY<br />
BODY and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES, FEELINGS,<br />
DREAMS AND VISIONS (see image 4.0 below)<br />
Daily Functional System Regulation (DFSR) Thymus (Soul) -Pons (MidBrain)-RAS<br />
(Brainstem)<br />
Versus
Responsive System Dysfunction (RSD): *<br />
Dysregulation Functional System Regulation<br />
RAS (Brainstem)-PONS (MindBrain) DISCONNECTION THYMUS (SOUL)<br />
*NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD)<br />
and Total Learning System Dysfunction (TLSD)<br />
PONS-THYMUS:<br />
works in a downward effect from RAS-<br />
Affirmation of Faith<br />
The internal flame is the divine stamp of infinite and complete wholeness with God. There's<br />
peace and comfort knowing he is my help, lamp, and savior!! The way to a complete functional<br />
system again is replacing anger with strength and shame with empathy (adults hatred with<br />
courage and grief with compassion). Why anger with strength? Have you seen a paranoid,<br />
anxious, angry person, who's absorbed in their “ego”, ever want to face and examine their<br />
anger feelings and triggers? It takes a lot of strength to do this! Why shame with empathy?<br />
Have you ever seen a withdrawn, self-absorbed, and ashamed person who’s almost defeated,<br />
ever want to have empathy for themselves (or others)? Jesus has already taken their suffering,<br />
so stay blameless. Those with a SFD, or PFD or TFD just need to accept Him into their heart ,<br />
actually thymus (internal-sacred flame- high heart, thymus) and ask for help by growing in<br />
eternal strength and wisdom to increase their own peace and comfort (harmony) while gaining<br />
infinite “wholeness”. This is the divine stamp that we are promised!<br />
The Lord bless you and give you peace. Numbers 6:23-24<br />
Affirmation of Faith: I am blessed. I have internal peace.<br />
Image 4.0 Divine Stamp of Spirit Illustration
Pons<br />
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<br />
conscious reappraisal of emotions (emotional reappraisal) such as shame/empathy and<br />
anger/strength for the ARAS). In the thalamus, students can have a slow (hypo-), accelerated<br />
(hyper-) or varied processing and they have a problem with sensory integration disorders and<br />
emotional intensity or insensitivity with their neurodifference. The Pons, like the RAS, is<br />
responsible for arousal (hyper-, hypo- and varied). Plus, the pons connects areas of the brain<br />
that controls autonomic functions (parasympathetic (shame) /sympathetic (anger)): Acting or<br />
occurring involuntarily, without conscious control, in the somatic nervous system such as<br />
sleep and histamine inhibitors: The part of the peripheral nervous system that transmits<br />
signals from the central nervous system to skeletal muscles, and from receptors of external<br />
stimuli such as mediating sight, hearing, and touch and movement including speaking with<br />
conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus<br />
Nerve Chakra)).<br />
Since the pons and the thymus (see below) as well as the RAS work together, Students with<br />
Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” and<br />
“feeling worthy”- for God awareness they need circumstantial evidence or can go to extreme<br />
become ulta-religious constantly “breaking down” the Bible and religion. Those with a<br />
Parasympathetic Functional System Dominance (PFD) have problems “Hearing God '' and<br />
“feeling enough”- for God awareness being calm in the mind- being present and ruminating on<br />
past/future a must. (PONS is addressed more in my ELBERT program: includes PYAM &<br />
RAS exercises body, breath, calm through prayer, yoga, affirmation, and meditation which<br />
connects us to God- see section below). Note: Students with Sympathetic Functional System<br />
Dominance (SFD) and Parasympathetic Functional System Dominance (PFD) have high allergy<br />
rates and sleep disturbances (see other complications below).
●<br />
Image 4.1a & 4.1b II Pons Axial Section and Peripheral Nervous System illustration<br />
which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the<br />
central nervous system (brain and spinal cord) and the peripheral nervous system.<br />
Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial<br />
longitudinal fasciculus of the pons carries information about the direction that the eyes<br />
should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve)<br />
and VI (Abducens nerve) together, and integrates movements directed by the gaze centers<br />
(frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear<br />
nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar<br />
neurons. It is the nerve responsible for the special senses of hearing (via the cochlear nerve),<br />
and balance (via the vestibular nerve). Then the cochlea detects the magnitude and frequency<br />
of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear<br />
infections, auditory as well as visual processing issues and sometimes balance and conflicting<br />
signals in the inner ear, eyes, and sensory receptors.<br />
Image 4.1a Pons Axial illustration<br />
[Retrieved from<br />
Google Image Result for Https://Biologydictionary.net/Wp-Content/Uploads/2020/11/Pons.jpg, images.app.goo.gl/THSvxHLckja1]<br />
The cranial nerves are controlled by the vagus of the peripheral nervous system. see<br />
4.1b Peripheral Nervous System illustration (see the EM FieldSenses and Chakras Vagal<br />
Tone above)
Thymus<br />
image 4.2 thymus illustration works with RAS illustration
Thymus (12th chakra and all chakras, high heart & mind)-Upper or Higher Heart Chakra (*aka<br />
God Unity Chakra, Ascension Chakra, Vagus Nerve Chakra). It is known as “the seat of the<br />
soul” or the mind for the fact that it: holds a record of traumatic or painful events, dimensional to<br />
the subliminal content (see intelligence model below) and ancestral narration. High Heart<br />
Chakra, also called the ascended heart chakra, is connected with an organ: the thymus gland<br />
which before birth and throughout childhood, the thymus is instrumental in the production and<br />
maturation of T-lymphocytes or T cells, a specific type of white blood cell that protects the body<br />
from certain threats, including viruses and infections; It plays a role in immunity, autoimmunity,<br />
and aging (it’s basically our twin flame and fountain of youth). It’s the mind because it interprets<br />
and filters our experiences and environment. It’s connection of perception between all affective,<br />
behavioral and cognitive experiences including the mainstream universal emotions of anger and<br />
shame on that of the pons, RAS (ARAS), vagus nerve and gut brain axis. It’s the internal fire<br />
[sacred fire] that gives us our purpose for God awareness (RAS) and unity (ARAS) intelligence<br />
(knowledge) connection. A healthy thymus gives us system regulation or unhealthy thymus<br />
system dysregulation (disintegration) of all our systems: contents, models and operations<br />
amongst our very own body, mind and spirit (see cubed model of intelligence illustration below).<br />
“The core is not developing the new chakra-system, but rather to expand your<br />
consciousness beyond what is perceived by the monkey mind.” [Retrieved<br />
from Ourangelsguidance. “THE 12 CHAKRA SYSTEM AND TWINFLAME<br />
PROCESS.” Our Angels Guidance, 13 Nov. 2016,<br />
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<br />
ever felt or thought something outside your own consciousness (maybe you found<br />
something out as you were journaling)? Try asking yourself is this true? You might<br />
even perceive something in a different way? Read below because what I’m asking<br />
and presenting to you might change your perception.<br />
This cubed model of intelligence (see below) should be added to the ‘triarchic<br />
theory’, “this theory of intelligence has three aspects: analytical, creative, and<br />
practical (Sternberg, 1985). Analytical intelligence, also referred to as componential<br />
intelligence, refers to intelligence that is applied to analyze or evaluate problems<br />
and arrive at solutions’. [Retrieved from<br />
https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical<br />
issue for psychologists because they are divided on which perception [the mind]<br />
relies directly on for information in the environment. Some argue that perceptual<br />
processes are not direct, but depend on the perceiver's expectations and previous<br />
knowledge as well as the information available in the stimulus itself.’ [Retrieved<br />
from https://www.simplypsychology.org/perception-theories.html]. I argue, the IQ is<br />
a fluid as a person's EQ depending on the mindset, situational triggers,<br />
circumstance, and environment as well as what is mentioned prior when writing<br />
about functional systems. Think about the Necker cube, which is sometimes used<br />
to test computer models of the human visual system, to see if consistent<br />
interpretations of the image are the same. There is evidence that by focusing on<br />
different parts of the figure, one can force a more stable perception of the cube.<br />
The cubed model (image 4.3) should be added to how we test IQ because it takes<br />
the variance of human perceptions, which is part of one's mindset and takes into<br />
account: contents (facts), products (form/ functions), and operations<br />
(feelings/future).<br />
image 4.3 cubed model of intelligence illustration
As listed above on the cubed intelligence model, I need you to note under operations with<br />
convergent and divergent operations. Most people are convergent and have deductive<br />
reasoning and convergent thought. Those with neurodiversity have divergent production and<br />
have inductive reasoning and divergent thought. This is not the norm. The convergent<br />
production is based solely off of the “scientific method”- this thought process involves answering<br />
“what” by theory, hypothesis, testing, and conclusion. The divergent production wants to answer<br />
the “why” using their own observations, patterns, hypothesis and theory. In time, they observe<br />
what’s developing in their own perceptions of their mind through symbolic, behavioral contents,<br />
then evaluative memory of certain relations, systems, transformation and implications before<br />
they come up with a variety of never been used ways for a solution. [accessed on 12/17/20<br />
“Best Child, Career Counselling and Assessment Center in India.” Energiasoi,<br />
www.energiasoi.com/.]<br />
In my perspective all IQ testing nor standardized tests (even those by gold<br />
standard) are not set up for neurodivergent learners; Actually, most of education<br />
isn’t revolutionary and set up to tests this divergent way of thought- along with the<br />
authenticity of each person’s mind. Anything that is subjective or factual knowledge<br />
and not wise doesn’t meet the needs nor natural inquiry of the divergent minds’<br />
perspective. -Tricia Cook Tcooktutoring. [“Preview Of My Book Dyslexia Help:<br />
Reading in Research- Answering ‘Synonymous Whys of Dyslexia’…” Medium,<br />
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<br />
under 1/4 of children and adults.<br />
Further Focus<br />
Before we move onto the next section on how to help yourself and your child. Please ask<br />
yourself this question not from your brain, heart but from your mind these questions:<br />
Self-regulation:<br />
Is s/he frequently irritable?<br />
Does s/he overreact to small problems?<br />
Does s/he have intense, angry outbursts?<br />
Does s/he have outbursts for little or no apparent reason? (specify situations in which<br />
outbursts occur)?<br />
Attention and Executive Function:<br />
Is s/he easily distractible; does he act without thinking?<br />
Is s/he restless, not able to sit still; is he overly active?<br />
Does s/he have difficulty initiating or finishing tasks such as homework?<br />
Does s/he have difficulty finding things in his/her room or desk?<br />
Is his/her written work poorly organized, does s/he have difficulty planning?<br />
Does s/he forget to hand in homework?
Oppositional and Aggressive behavior:<br />
Is your child destructive to toys or other objects?<br />
Does s/he say “no” or refuse to comply when asked to do something?<br />
Does your child regularly argue with you (parents), teachers?<br />
Does s/he tease or bully another child? Has s/he been teased or bullied?<br />
Is s/he aggressive with siblings, peers, or adults, e.g., hits or pushes?<br />
Does s/he swear, call names, or make threats?<br />
Anxiety:<br />
Do you think your child worries more than other children?<br />
What does s/he worry about?<br />
Does s/he ever have problems falling asleep because she is worrying about something,<br />
cannot turn his/her mind off?<br />
Does your child have many fears?<br />
Is s/he easily scared?<br />
Can s/he be easily comforted by reassurance?<br />
Depression:<br />
What is your child’s mood like most of the time?<br />
Is s/he often unhappy, sad, or tearful?<br />
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?<br />
Have you noticed a change in his/her energy or activity level?<br />
Is s/he more quiet than usual?<br />
Have you noticed a change in his/her sleep patterns or appetite?<br />
By The Research Autism Group or online [Accessed 16 Dec. 2019].<br />
Disclaimer: These checklists and questionnaires are not to be substituted for<br />
professional Medical advice. These are the opinions of Tricia Cook and should not<br />
be used to diagnose or prescribe. Tricia is not a doctor.<br />
Beloved, let us love one another: for love is of God; and every one that loveth is born of<br />
God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth<br />
out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John<br />
4:18 (KJV)<br />
Affirmation of God: I am love. I have harmony.
Nurture<br />
The Body<br />
Chapter 5<br />
Nurture- is the adaptation of children responding to the demands of the environment in ways<br />
that meet their own goals and function in a safe and secure way. Children with learning<br />
differences have deficits in brain plasticity- The brain’s remarkable ability to rewire itself<br />
throughout a person’s life is known as plasticity. The goal is spiritual mindsight and selfdirected<br />
neuroplasticity- a child who has healthy neuroplasticity can heal their DNA via the<br />
thymus- vagus nerve chakra, and RAS & ACC/HPA including the connection to the<br />
consciousness (God awareness) and consistently being provided a safe, supportive, healthy,<br />
and loving environment that facilitates their natural inquiry of learning (see chapter 10).<br />
The main objective is to prevent kids from learning from primarily from learning with either their<br />
mental, emotional and etheric bodies (anger/shame). Along with rewiring their perceptions and<br />
filters of the parasympathetic (shame) and sympathetic (anger) response system during stress<br />
such as reading, their perceptions of anger and shame are their lens to how they view and listen<br />
to their very own existence in this universe. For anger, they need autonomy (I am Worthy) and<br />
attunement for shame (I am Enough)- both need the two Bs: body and breath (see below for<br />
more about the ABC’s of Self-directed Neuroplasticity).<br />
Help Young Children Switch OFF Negative Markers Through Their Very Own DNA:<br />
Will Allow Future Generations To Heal & Not Experience The Same Suffering Of<br />
Their Past Ancestors.<br />
- Tricia Cook<br />
Relative to epigenetics, nature and nurturing, the child with neurodifference, it’s the brain nature<br />
and nurture to integrate particular observations (patterns first) into a body to form coherent<br />
knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and<br />
motivation (ask me about autism, Sensory Integration and Executive Functioning issues and/or<br />
disability). Therefore, the adult should make observational records including an anger and<br />
shame checklist of children’s inductive reasoning and matters of the mind (discussed more<br />
below) on all children before intervention!! The mind for instance: anger being replaced with<br />
strength, shame being replaced with empathy and both with love and removal of fear: therefore,<br />
they will increase their connection, trust, and love for themselves and others. I also touch on<br />
the safe, positive learning environments, toxicity and other environmental factors for instance<br />
you can view some of the activities and exercises: HERE.
In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)<br />
Section 5 Physical Plane- (see illustration 5.0 above)<br />
Emotional Body–Shame Parasympathetic Functional System Dominance (PFD)- needs<br />
body/soul connection and attunement for help along with the following:<br />
ACC- which is part of RAS (6-8th chakra) with the Pineal, Pituitary, Carotid Glands, and PONS<br />
area of the brain especially the 8th chakra which is the Crown, 5th & 6th chakra, and Alta Major<br />
Chakra which is known for increasing energy (hyperarousal), also includes VACC involved in<br />
emotional appraisals, cognitive control, and error T. Also, work on the thymus with the thymus<br />
chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra.<br />
Mental Body– Anger Sympathetic Functional System Dominance- (SFD) needs body/soul<br />
consciousness, connection, and autonomy for help along with the following:<br />
HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS (6-8th chakra) along<br />
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<br />
increasing consciousness.<br />
Note: The HPA axis is responsible for the neuroendocrine adaptation component of the stress<br />
response. Also, work on the thymus with the thymus chakra also known as the seat of the soul,<br />
vagus nerve chakra, or aka etheric chakra (see below).<br />
Etheric Body– Anger/Shame has problems with both the emotional and mental body (mind)<br />
see Total Functional System Dominance (TFD)- needs Body-Soul Connection for help along<br />
either the following:<br />
RAS including ACC/HPA along with chakras 6–8th includes the Pineal & Pituitary Gland, PONS<br />
part of the brain, Crown, Pituitary and Alta Major/Soma Chakra (Cingulate Gyrus- the cingulate<br />
gyrus is a large arch-like lobe in the center of the inner brain that is a part of the limbic system.<br />
This area of the brain functions to process conscious emotional experience).<br />
Also RAS (6-8th chakra) especially the 8th chakra which mainly is part of the brainstem via the<br />
vagus nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps to<br />
learn such as focus/attention, sensory integration, hormones released, speed processing, LT/ST<br />
memory, vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and<br />
wakefulness, and control of reflexes. Also, work on the thymus with the thymus chakra also<br />
known as the seat of the soul, vagus nerve chakra.<br />
Other Complications<br />
Anger Sympathetic Lateral Functional System Dominance<br />
(Hyperarousal- mainly prefrontal lobe functioning): Possibly Dsyeidetic (visual) Dyslexia<br />
including WORRY OF THE PRESENT. Tend to be the abuser (dominant others) as have been<br />
abused (developmental trauma) need to believe they are “worthy” nurture(spirituality=God-soul<br />
consciousness and connection). RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra<br />
Issues (more common) (High Functioning Autism-below).<br />
• Hostile • Irrational • Self-centered • Poor focus • Sleep disturbances • Tantrums • Coerciveness<br />
• Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development- meaning<br />
delays of reaching developmental milestones, and developmental disabilities (most common<br />
and can be included in Autism); cohabit with ADHD, impulsive/hyperactive type. Possibly other<br />
complications such as:<br />
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Behavior disorders (ODD-hyper-dysregulation).<br />
Brain injury (TBI).<br />
Down Syndrome.<br />
Intellectual Disability.<br />
Spina Bifida.<br />
Delays in reaching physical (Developmental Coordination Disorder especially gross<br />
motor such as Restless Leg Syndrome, Cerebral Palsy all included in Autism)
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Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other Autoimmune<br />
diseases such as Congenital Adrenal Hyperplasia, Chronic Urticaria, Hashimoto’s,<br />
Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid<br />
Arthritis (again- hyper-thyroid and thymus see Vertigo, Aphasia, Dsyeidetic (visual)<br />
Dyslexia under SPD-below<br />
Chronic Pain and Inflammation in organs such as the Pancreas (CFS), Duodenum,<br />
Gallbladder, Liver, Tongue, Brain, Spleen, Stomach, and Throat (again- hyper- thyroid<br />
and thymus) and Histamine Intolerance and other Autoimmune diseases such as<br />
Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel<br />
Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus); & Dementia.<br />
Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken<br />
for Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure.<br />
Susceptible Developmental Trauma.<br />
Personality Disorders such as Narcissism.<br />
Abnormal Neuroplasticity.<br />
Delays in reaching language (Specific Language Impairment/Delay)<br />
Sensory Processing Problems/Issues — Specific Learning Disorders (SLD) such as<br />
Hyperlexia and & Sensory Integration Disorder (normally labeled SPD Problems/Issues):<br />
Hyper-visual problems such as Convergence (focus) and Irlen Syndrome<br />
(dimension/color), ADHD- hyperactive.: Hyper-Sight/Visual …Visual Processing<br />
Disorders Dsyeidetic (aka visual-surface) Dyslexia ex. Irlen Syndrome- hypersensitivity<br />
to light; Convergence Issues (focus beyond the object) all included Autism; Hyper-<br />
Sound/Auditory …Auditory Processing Disorders: Hyperlexia, or Aphasia, Central<br />
Auditory Processing Disorder (HyperNoise-CAPD), Misphonia, Hyperacusis, all included<br />
in Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder,<br />
Hyper-Taste/Gustatory …social/emotional problems all included in Autism, depression;<br />
Hyper Smell/Olfactory …Hyperosmia (hyper-smell); Attention-deficit hyperactivityimpulsive<br />
disorder (ADHD), Tics, OCD- hyper obsessed (categories, sequencing), other<br />
Anxiety Disorders and Tourette’s Syndrome.<br />
Sensory Processing Problems/Issues (SPD)- Specific Language Disability<br />
(SLD)/Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally<br />
labeled SPD Problems/Issues)- Hyper-visual processing such as Dsyeidetic (visual)<br />
Dyslexia, Hyperlexia, Dysgraphia (hyper-fine motor and coordination), and Dysphasia.<br />
Shame Parasympathetic Lateral Functional System Dominance<br />
(Hypoarousal mainly right hemispheric lateral functioning dominance): Possibly Dysphonetic<br />
(phonetic) Dyslexia along with WORRY OF THE PAST & FUTURE- NEED to be Present. Tend<br />
to be the victim (subordinate) as have been abused (shock trauma)- need to believe they are<br />
“enough” (religion=God-soul connection). Paralysis of action • Dissociation • Emotional<br />
numbing• Sad • Distracting • Self-soothing (stimming)• Reactive • Sulking • Whining/complaining<br />
• Clinginess or neediness • Reluctance to explore the world • Delays in the 5 domains of<br />
childhood development- meaning delays of reaching developmental milestones, and<br />
developmental disabilities (most common and can be included in Aspergers (high functioning<br />
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<br />
Impairment- Dysnomia included. Possibly other complications such as:<br />
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●<br />
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Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders<br />
and Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation),<br />
Bipolar Disorder, Sleep Walking, Mood Swings along with being susceptible to<br />
Emotional Intensity (EI), Post Traumatic Stress Disorder (PTSD), and Shock Trauma,<br />
Bipolar Disorder (BPD), Narcissism.<br />
Brain injury (least common).<br />
Chronic Fatigue Syndrome (hypo-arousal).<br />
Slow Speed Processing Disorder.<br />
Executive Function Disorder.<br />
Abnormal neuroplasticity.<br />
Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia,<br />
Autoimmune Dysfunctions such as Histamine Intolerances such as Chronic Urticaria &<br />
Dementia including Alzheimers Disease (see hippocampus)).<br />
Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive,<br />
Heart, Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus).<br />
Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small<br />
intestine)-Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness<br />
Addictions & Fetal Alcohol Syndrome<br />
Aspergers (more common).<br />
Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD)<br />
included Specific Language Impairment (SLI) and & Sensory Integration Disorder<br />
(normally labeled SPD Problems/Issues)- Hypo-auditory processing such as<br />
Dysphonetic Dyslexia, Dyscalculia, Dysgraphia (hypo-fine motor), Dysomia, Vertigo<br />
(hypothyroidism), ADHD- hypoactive, inattentive. Hypo-Sound/Auditory-Proprioceptive<br />
Reading Dyslexia, Dyscalculia, Dysgraphia, Hypo-Touch/Tactile …All included<br />
Aspbergers, Hypo-Taste/Gustatory …Social/emotional problems, eating disorders<br />
(Bulimia) all included High Functioning Autism (Aspergers); Hypo-Smell/Olfactory<br />
…Attention-deficit inattentive type (ADHD), Other Anxiety Disorders all included<br />
Adspebergs; Hypo-Sight/Visual …Visual Processing Disorders- Hypoglycemia.<br />
BOTH (Para/Sympth)Total Functional System Dominance– can be varied speed processing,<br />
plus cohabit with ADHD, combined type with Hyperlexia and/or CAPD (hyper Noise)-<br />
Dysphonetic (hypo Sound) and/or Convergence (hyper Focus), Irlen Syndrome (hyper Scotopic<br />
Light Sensitivity). They can have Autism with varied learning differences.
Results: Acute Initial Response to Stress<br />
Date:<br />
Student:<br />
DOB:<br />
La b e l<br />
Functional<br />
Dominance<br />
“Se n s e s ”<br />
Pe riphe ral<br />
System<br />
Parts of<br />
Brain<br />
(premature<br />
development)<br />
“Senses”<br />
EM Fields<br />
Chakra<br />
System<br />
Visual<br />
Dyslexia - aka<br />
surface,<br />
dyseidetic<br />
dyslexia<br />
(SFD)<br />
Sympathetic<br />
Functional<br />
Dominance<br />
(SFD- Anger)<br />
Need<br />
autonomy<br />
CNS-<br />
Sympathetic<br />
(hyper -SFD)<br />
*can be<br />
varied<br />
(HPA) le fthemisphere<br />
dominance<br />
including<br />
Hypothalamic<br />
–Pituitary–<br />
Adrenal Axis<br />
associated<br />
with the<br />
soma chakra<br />
and anger.<br />
EMF<br />
peripheral<br />
(thym u s-<br />
cranial)<br />
chakras (4th-<br />
6th)<br />
wh ich is<br />
Mental Self<br />
(chakras 4–6,<br />
cognitive<br />
brain)<br />
Social/Emotio<br />
nal Self<br />
(chakras 6–8,<br />
soul mind<br />
which is<br />
Olfactory &<br />
Gustatory<br />
Senses<br />
Sympathetic<br />
Functional<br />
Dominance<br />
(SFD- An ge r )<br />
2nd chakra<br />
(sa cral)<br />
Pe ace, Bliss<br />
and Joy<br />
(happinessm<br />
otivation )<br />
3rd chakra<br />
(so la r<br />
ple xu s)-<br />
Anger needs<br />
Strength<br />
(meaning)
Visual<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind) need<br />
for mental<br />
body<br />
*works in<br />
threes<br />
6th chakra<br />
(visual-third<br />
eye) which is<br />
grace<br />
(freedoms -<br />
abundance,<br />
devotion)<br />
8th chakra<br />
(crown) “high<br />
heart -<br />
mind=soul<br />
chakra” -<br />
Glorygratitude/Vic<br />
tory -<br />
harmony<br />
(Includes the<br />
vagus nerve<br />
(thymus), in<br />
turn includes<br />
alta major<br />
(RAS, Pons)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Auditory<br />
(aka<br />
dysphonetic<br />
dyslexia -<br />
PDF)<br />
Parasympath<br />
etic<br />
Functional<br />
Dominance<br />
(PFD-shame)<br />
CNS-<br />
Parasympath<br />
etic (hypo -<br />
PFD)<br />
CC-right -<br />
hemisphere<br />
dominance<br />
EMF<br />
peripheral<br />
(thymus -<br />
cranial)<br />
chakras (4th -<br />
Sympathetic<br />
Functional
Need<br />
attunement<br />
*can be<br />
varie d<br />
including<br />
Anterior<br />
Cingulate<br />
Cortex<br />
6th) which is<br />
Mental Self<br />
(chakras 4–6,<br />
cognitive<br />
brain)<br />
Dominance<br />
(SFD- An ge r )<br />
1st chakra<br />
(b a se )<br />
The<br />
Cinguate<br />
Gyrus<br />
(CAN)-<br />
specifically<br />
the Anterior<br />
Cingulate<br />
Cortex -ACCis<br />
part of<br />
RAS (Pine al<br />
Glan d,<br />
Social/Emotio<br />
nal Self<br />
(chakras 6–8,<br />
soul mind<br />
which is<br />
Olfactory &<br />
Gustatory<br />
Senses=<br />
Thymus (all<br />
chakras, high<br />
heart & mind)<br />
Sh a m e / Em p<br />
athymeaning<br />
2nd chakra<br />
(sa cral)<br />
Pe ace, Bliss<br />
and Joy<br />
(happiness)-<br />
m otivation<br />
Pitu itary<br />
Gla n d )<br />
associated<br />
with the alta<br />
major chakra<br />
and shame.<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
7th chakra<br />
(a u d itorycosmic)<br />
Mercy<br />
(forgivenessrelease<br />
*works in<br />
threes<br />
fear/uncondi<br />
tion al love )<br />
See<br />
Hippocampu<br />
s- and ACC<br />
8th chakra<br />
(crown) “high<br />
heartm<br />
in d=sou l<br />
chakra”-<br />
Glorygr<br />
a t it u d e / Vic<br />
toryharmony<br />
(In clu d e s the<br />
vagus nerve
(thymus), in<br />
turn inclu de s<br />
alta major<br />
(RAS, Po n s )<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Dyslexia<br />
(auditory<br />
and visual)<br />
Total (TFDboth<br />
anger<br />
and shame)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Total (varied -<br />
so hyper &<br />
hypo TFD)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
See above<br />
EMF<br />
peripheral<br />
See above &<br />
Visual ,<br />
Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
*works in<br />
threes<br />
Total<br />
Learning<br />
System<br />
Dysfunction<br />
(TLSD)<br />
*works in<br />
threes<br />
Physical Self<br />
(chakras 1-<br />
3rd)<br />
Mental Self<br />
(chakras 4–<br />
5th, cognitive<br />
brain)<br />
Emotional<br />
Self (chakras<br />
6-8th)<br />
(adult) Visual<br />
, Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Dysgraphia<br />
Total (TFDboth<br />
anger<br />
and shame)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Total<br />
(varied - so<br />
hyper &<br />
hypo TFD)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Unilateral<br />
Neglect (or<br />
Hemispatial<br />
Neglect)/<br />
Total<br />
Functioning<br />
System<br />
Dominance<br />
(TFD)<br />
Basal<br />
gangliaregulating<br />
motor<br />
functions due<br />
to RAS ACC<br />
(anger)/HPA<br />
(shame)<br />
EMF<br />
peripheral<br />
Physical Self<br />
(chakras 1–<br />
3):<br />
anger/strengt<br />
h, joy, bliss,<br />
peace,<br />
shame/empat<br />
hy<br />
Vestibular &<br />
Somatosenso<br />
ry Senses &<br />
Proprioceptio<br />
n, Tactile<br />
Senses=<br />
RAS (chakras<br />
6-8, body and<br />
brain)<br />
*works in<br />
threes<br />
To ta l<br />
Learning<br />
System<br />
Dysfunction<br />
(TLSD)<br />
*works in<br />
threes<br />
Physical Self<br />
(chakras 1-<br />
3rd)<br />
Mental Self<br />
(chakras 4–<br />
5th, cognitive<br />
brain)<br />
Emotional<br />
Self (chakras<br />
6-8th)<br />
(adult) Visual<br />
, Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)
Dysphasia<br />
(also<br />
aphasia)<br />
Total (TFDboth<br />
anger<br />
and shame)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Total<br />
(varied - so<br />
hyper &<br />
hypo TFD)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Unilateral<br />
Neglect (or<br />
Hemispatial<br />
Neglect)/Tota<br />
l Functioning<br />
System<br />
Dominance<br />
(TFD)- Mixed<br />
Brain<br />
Dominance<br />
EMF<br />
peripheral<br />
Physical Self<br />
(chakras 1–<br />
3):<br />
anger/strengt<br />
h, joy, bliss,<br />
peace,<br />
shame/empat<br />
hy<br />
Vestibular &<br />
Somatosenso<br />
ry Senses &<br />
Proprioceptio<br />
n, Tactile<br />
Senses=<br />
RAS (chakras<br />
6-8, body and<br />
brain)<br />
Total<br />
Learning<br />
System<br />
Dysfunction<br />
(TLSD)<br />
*works in<br />
threes<br />
Physical Self<br />
(chakras 1-<br />
3rd)<br />
Mental Self<br />
(chakras 4–<br />
5th, cognitive<br />
brain)<br />
Emotional<br />
Self (chakras<br />
6-8th)<br />
(adult) Visual<br />
, Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
The Soul
Cook’s Alternatives and Suggestions for Lateral<br />
Functional System Dominance<br />
You might need to contact me for help if you or your child/student can’t be reached<br />
and seems disconnected; Also, when it comes to learning, they show some or all of<br />
the following emotions and challenges: anger, frustration, shame, and sadness; has<br />
chronic headaches, stomach aches, hives; appears to have low<br />
-self esteem; squints<br />
when reading; feels behind or "different" than the other kids; has behavioral and<br />
learning challenges; emotionally intense or desensitized; complains; thrives for<br />
constant attention ; labeled emotionally intense, gifted and talented or twice -<br />
exceptional; has trouble focusing or paying attention; destroys their pencil, eraser,<br />
and crumples up their paper after working very hard; problems with organization or<br />
being on time; poor eye<br />
-con tact, body -space awareness; sleep and/or digestive<br />
problems; has problems spelling or with handwriting; complete interest<br />
-based<br />
learner; grips pencil very hard; has glasses but still complains about not seeing the<br />
letters or words, ultra -sensitive, problem s with authority; doodles on paper;<br />
problems understanding verbal directions; picks and scratches at their skin and<br />
nails; can be needy, clingy, and "whinny"; described as dramatic, creative and very<br />
imaginative by others; been or going to be held back in<br />
school; has trouble<br />
connecting to others; tired all the time; great with verbal comprehension and large<br />
lexicon, shows anxiety, anxiousness or depression; overactive<br />
-reads, writes, moves,<br />
and thinks extremely fast or slow; sensory -processing problems or is sues; constantly<br />
moving hands/feet or fidgeting; overly kind or pleasing others; considerably 'moody';<br />
known for "daydreaming"; aggressive and violent; gets low grades: yet, highly<br />
intelligent; can comprehend well but has trouble with spelling/reading flue<br />
ncy;<br />
adverse to learning or trying something new (resilience) as well as low in<br />
motivation!
When we have sympathetic (anger) and parasympathetic (shame) functional system<br />
dysfunction and this speed shifting tires out the brain much quicker than the balanced learning<br />
brain. Mostly checked marked on both columns, then Total Functional System Dominance<br />
(anger/shame) which is actually due RAS (chakras 6-8) and to constant speed shifting<br />
(accelerated/slow and varied) of the prefrontal lobe along with midbrain (left/right lobe) and<br />
information doesn’t know where to go which is due to poor (body) sleep, diet, lack of physical<br />
activity, sickness, color deprivation, emotional intensity or desensitivity dysfunction of Vagus<br />
Nerve and RAS; (spirit) connection, attunement; (mind) autonomy, trust, content switching,<br />
multi-tasking, sensory overload along consistently multi-tasking or context-switching (handling 2<br />
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<br />
that we live in. The glass overflows-we see digression and misalignments.<br />
*make sure essential needs are met first: sleep, diet, calm, and safety!<br />
I have observed Autism, varied speed processing, and sensory processing issues (exercises for<br />
these-see below for more information including Total Functional System Dominance).<br />
Therefore, the information of learning gets scattered throughout the brain from lobe to lobe;<br />
Hence, when doing hands-on-healing, I’ve felt that the energy gets scattered throughout the<br />
brain and feels like scattered energy in the palms of the hands of someone with Autism. Also,<br />
for anyone, if the crown, third eye, throat and alta major chakras start to go hyopactivating or<br />
hyperactiving then you will get a migraine, vision problems, memory problems, “brain fog” and<br />
allergies. Goal: Equanimity which is mental calmness, composure, and evenness of temper,<br />
especially in a difficult situation. Calmness is in most meditative practices including breathing<br />
techniques, 528Hz frequency of sound healing therapy, and Kundalini yoga which is good<br />
equanimity. See steps for a “melt down” below:<br />
During a Meltdown<br />
1. Tell them ‘you are safe’.<br />
2. Ask them, what are you feeling? State back to them their answer by saying, I<br />
understand that you are feeling _______. What can we do to make it better?<br />
(read below)<br />
3. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over<br />
them.<br />
4. Follow up- see if they have redirected this emotion into something positive like<br />
strength or courage.<br />
Example:<br />
Anger Replace With Strength<br />
1. Say ‘you are safe’. Ask them, what are you feeling? Please help him find the<br />
strength to identify the emotion: ex. anger (having to do the math homework).<br />
2. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over<br />
them. ‘God, please take their anger and replace it with strength.’<br />
3. With courage, have them come up with a compassionate solution (PYAM, pray,<br />
take care of themselves like doing breathing exercise, and write in their journal,<br />
etc.)<br />
4. Follow up- see if they have redirected this emotion into something positive like<br />
strength or courage.<br />
Shame Replace with Empathy<br />
1. Say ‘you are safe’. Ask them, what are you feeling? Please help them empathy<br />
for oneself to identify the emotion: ex. shame (someone they know is hurting)<br />
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.’<br />
3. With courage, have them come up with a compassionate solution (PYAM, pray<br />
for them, sit down and listen to them, write them a letter, etc.)<br />
4. Follow up- see if they have redirected this emotion into something positive like<br />
empathy or compassion<br />
Anger= Sympathetic Functional System Dominance– Student has overstimulated,<br />
hyperspinning of the chakras and thymus: including Soma and RAS (chakras 6–8th) being<br />
hyperactivated, or stopped altogether (deactivated) causing abnormal neuroplasticity via the<br />
vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the<br />
thymus. Note: also varied from trying to regulate, align, equalize by moving from acceleratedslow<br />
so one and so forth. Goal is to regulate the deactivated or hyperactive chakras by slowing<br />
down the needed chakras (see below).<br />
Do number #3 for anger/strength, and # 5 for hatred/courage, #2 for peace/bliss then do #7<br />
(visual-I see): lastly, end in RAS do #8 do 6–8th and soma together for the unity of abundance,<br />
unconditional love & I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra<br />
with pink quartz or pink tourmaline (thymus chakra) for I see God. I am worthy. Others can now<br />
see me too!<br />
Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory<br />
processing, accelerated and varied speed processing will be regulated!!! Students will no longer<br />
have — Known as being analytical-literal, verbal linguistic, strong auditory processing, logicalmathematical,<br />
2-D learner and constantly breaking down information and the small details (good<br />
in maths, especially computations and written comprehension as well). Needing Autonomy- ex. I<br />
can do it! I am Worthy! Under stress, is known for fight-or-flight, flee response which is a<br />
physiological reactive response. They can be ultra-religious or non-religious. Their “love<br />
language” is action based! They consider what they do (actions) for God and vice versa along<br />
with being instant on answered prayers.<br />
Note: Students with Sympathetic System Function Dominance have a serotonin deficit;<br />
therefore, have lessened pleasure, relaxation, contentment and sensitivity (meaning).<br />
Speaking of the heart and not feeling “worthy”- They may have problems with receiving<br />
strength, knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives<br />
resistance, judgment based off logic (outward appearances, not seeing the heart of someone),<br />
patience, courage, abundance, empowerment, attachment and autonomy, entrapment (desire,<br />
lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation<br />
(unconditional love) or transfiguration (joy). Again, they need the soma and RAS #8 chakra<br />
(chakras 6th-8th).
Response: Better with short-term memory using habits and addictions based on facts,<br />
forms/functions. They tend to focus again on the present and immediate situation. Which<br />
dysfunction of the Vagus Nerve and RAS and the soma chakra leads to negative perceptions<br />
and meaning of being angry– dominance, fight/flight (flee) and accelerated speed and varied<br />
processing.<br />
Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability dysgraphia, cerebral<br />
palsy). They are active and about doing things.<br />
Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have<br />
hyper-speed (accelerated) processing and long-term memory issues. If they have autism, they<br />
are known as `runners”. They think of the present and reacting instantly gets them to the<br />
“What?” much faster. The “what” is the most important factor for gaining meaning. Therefore, for<br />
them the “why” is not as important to answer for they use the scientific method of deductive<br />
reasoning. They learn best from movement and “doing” including auditory experiences and<br />
lectures, as well from reading and listening to others knowledge and information, analyzing<br />
“facts” and circumstantial evidence, and then formulating their theory and hypothesis.<br />
Hyper-visual processing leading to convergence and other visual processing issues (Third-eye<br />
chakra #6, Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance=<br />
Autism can have Irlen Syndrome which is a problem processing light (more common).<br />
See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases.<br />
Stimulating your liver with the detoxification layout releases toxins and encourages your<br />
lymphatic system to remove them, bringing about a physical cleansing. A Yellow Jasper or<br />
Obsidian at your solar plexus stimulates an emotional detox as well. This with Smoky Quartz,<br />
Drusy Chrysocolla energetically stimulates liver function and moves heavy metals out of the<br />
body.<br />
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity<br />
(See Below)<br />
Shame= Parasympathetic Functional System Dominance– Student has understimulated,<br />
hypospinning of the chakras and thymus: including Alta Major and RAS (chakras 6–8) being<br />
hypoactive, or inactive, stopped altogether (deactivated) causing abnormal neuroplasticity via<br />
the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the<br />
thymus. Note: also varied from trying to regulate, align, equalize by moving from slowaccelerated<br />
so one and so forth. Goal is to stimulate the deactivated or hypoactive chakras by<br />
speeding up the needed chakras (see below).<br />
Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then<br />
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,<br />
hear & listen) and the Higher Heart Chakra (thymus chakra) with moonstone for I hear<br />
and speak of God. I am enough. Others now listen, hear/speak to me too!<br />
Students with Shame a Parasympathetic System Function Dominance…Therefore, hyposensory<br />
processing, slow and varied speed processing will be regulated!!! Students will no<br />
longer have — Known as being evaluative- visual spatial reasoning (good with geometry and<br />
maps and geography, computer graphics) learns best by “doing”, “whole-picture”, “out-side of<br />
the box” thinkers, 3-D learner and constantly getting “the big picture”.<br />
Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest”<br />
response which is related to the autonomic nervous system. They can be ultra-spiritual. They<br />
consider how they feel for God. Their “love language” are words of affirmation based! They have<br />
a strong faith in God but feel not enough.<br />
Note: Students with Parasympathetic System Function Dominance have a dopamine deficit;<br />
therefore, have lessened pleasure, reward, motivation, and euphoria (meaning and motivation).<br />
Speaking of the heart and not feeling “enough”- They may have problems with receiving<br />
empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame),<br />
entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony),<br />
revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance<br />
(gives resistance, judgment based off evaluation (outward appearances, not<br />
listening/hearing/speaking to the heart of someone), compassion, beauty, joy, mercy,<br />
attachment and attunement. Again, they need the alta major and RAS #8 chakra chakras 6th-<br />
8th).<br />
Response: Better with long term memory based off of perceptions and choices for meaning<br />
(past and future) and motivation (autonomy and attunement), based on past experience and<br />
need for future reference. Therefore, they tend to focus and filter based on the past/future. With<br />
dysfunction of the Vagus Nerve and RAS and the alta major chakra, this leads to filters of<br />
shame, subordinance, freeze, and slow speed and varied processing.<br />
Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be<br />
considered less active and have poor handwriting.<br />
Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval).<br />
Filters with shame and have slow speed processing (the controversial low cognitive speed) and<br />
short-term memory issues. Remember, they are thinking of the past/future not so much the<br />
present. Their meaning is not present related as much as the need for the future and past. The<br />
“Why?” is the most important factor for gaining meaning. Therefore, for them the “why” is<br />
important to answer. Therefore, for them the “what” is not as important to answer for they use<br />
the scientific method of inductive reasoning from specific observations and intuitions to make<br />
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<br />
hypothesis, and verbalized conclusions and confirmations.<br />
Right-lateral dominance: Dyslexia, aspergers, can have specific language deficits including<br />
dysnomia, apraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-<br />
Lateral Dominance= Autism can have language deficits including dyspraxia (speech disability)<br />
and even dysphasia with both possibly having dyscalculia (less common).<br />
Hypo-auditory processing leading to dyslexia and other central auditory processing issues and<br />
sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra<br />
#8 RAS (chakras 6th-8th).<br />
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity<br />
(See Below)<br />
NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD)<br />
and Total Learning System Dysfunction (TLSD) works in a downward effect from RAS-<br />
PONS-THYMUS which can have all dysregulation diagnosis. They need Daily Functional<br />
System Regulation (DFSR) Thymus-Pons-RAS with doing Exercises & Activities for Lateral<br />
(Para/Sym-above) & Total Functioning System Dominance). It is for the mind, senses, body and<br />
spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be<br />
functioning in alignment in the chakra system and balance of electromagnetism with mainly<br />
complementary to medicine such as: On a physical, mind and sensorial level, color/sound<br />
therapy, hands on healing, yoga, meditation, prayer/praise & worship, affirmations and<br />
breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and<br />
attunement, release anger and/or shame and replace with strength and empathy to have<br />
bliss/peace, harmony, gratitude, comfort and unconditional love along with removing all fear and<br />
ask me about autism (See Section 6-Note: CAN is ACC/HPA and both controlled by RAS).<br />
image 5.1 the complete system function illustration
Cook’s Theory of a Daily Functional System Regulation (child- DFSR) or Complete<br />
Functional System Regulation (adult- CFSR)<br />
If you use 10-25 percent of your brain power and you nurture our nature, you can do<br />
exercises and activities on the thymus, pons and RAS including God awareness along<br />
with healing DNA and the lower personal self (for children- different for adults ages 24<br />
plus); then, as an adult you could reverse a dysfunctional system and have a complete<br />
functional system regulation: Therefore, you can focus on higher transpersonal self by<br />
healing your DNA by unlocking the rest of your (yourself & family- line) God-head unity<br />
(twin flame) of glory, victory including increasing your brainpower, super genius, or<br />
possibly acquire psychic powers like mind reading and telekinesis while reducing<br />
illness, learning differences, relationship problems, etc…-Tricia Cook
Work Primarily PYAM Daily:<br />
● Prayer working on Thymus (high heart chakra)<br />
● Yoga working on Pons (crown chakra)<br />
● Affirmation/Meditation working on RAS (soma, alta major chakras)<br />
Especially, if there’s a day that might include triggers or learning stressors!<br />
NOTE: For helping a Dysregulated and Dysfunctional System such as Responsive<br />
System Dysfunction (RSD) and Total Learning System Dysfunction (TLSD), I suggest<br />
Daily Functional System Regulation (DFSR) Thymus-Pons-RAS<br />
which works in an upward effect!! Go By The Promises Of God In The Bible (see below)<br />
Our Promises From God (Truth Of Sod)- Held with-in the Thymus<br />
Lower Self (1-8) Higher Self (9-12)<br />
Grace<br />
Mercy<br />
Glory<br />
Revelation<br />
Transmutation<br />
Power
Victory<br />
Salvation<br />
The Body & Soul (the heart & mind)<br />
Chapter 6<br />
Speaking of the mind along with not feeling “enough”nor “worthy” — those with neurodiverse<br />
may have problems with receiving empathy, wisdom, hope, power, willingness, intuition,<br />
destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage, trust),<br />
transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy),<br />
surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation<br />
(outward appearances, not listening/hearing/speaking to the heart of someone), lacking<br />
compassion, beauty, joy, mercy, attachment and attunement. This can be very troubling for the<br />
child as well as the carer of that child. A troubled body and mind is not what we want nor what<br />
God wants for us! We want comfort and peace that the Word has told of Jesus’ gifts, the Holy<br />
Spirit transforming our wishes, and God’s promises of blessings and miracles! Roman 15:13; 2<br />
Corinthians 12:9 (ERV) Also, Primordial Needs are our blessings and treasures due to God's<br />
mercy and grace which includes God's Trust/Gifts and Truth/Wishes: Blessings/Miracles<br />
(promise) that will happen on a body, mind and spirit level! Is your child having a hard time<br />
learning from you? Are they angry or weepy (shame) especially when it comes to teaching your<br />
child? How can you help them if you don’t have it in yourself. Here are some intents and prayers<br />
of Acceptance of God’s own/others gifts, wishes, values, ideas, thoughts, and perspectives<br />
(blessings/miracles) upon you, your child’s carer. Note: These intents and prayers below help<br />
you to accept and not resist or judge the circumstances but know it had to happen.<br />
The Body (Gifts)<br />
The body and mind (Christ) & trust His gifts (Jesus- for adults chakras 1-8)- With Jesus<br />
(gift), Positive body and soul which the Eyes that sees and hears the Truth (His word-Your mind)<br />
intentes:<br />
strength/empathy<br />
comfort/joy
courage/compassion<br />
bliss/harmony<br />
gratitude/goodness<br />
Prayer: God, please have mercy on us, I’m asking for Jesus to come into my heart, body and<br />
mind. Please come to my aid to give me the ability to see and feel courage and compassion<br />
also intercede for me to release fear and attain unconditional love. God, I trust in my gifts from<br />
you. Thanks for giving me the gift of wisdom. Right now it’s the wisdom of acceptance that I<br />
need. I am in acceptance of God’s own/others values, ideas, thoughts, and perspectives as<br />
well as gifts of _____________[what you need from above]. God, what’s my gift?<br />
S.O.A. P<br />
Scripture:<br />
Observations:<br />
Affirmation:<br />
Prayer:<br />
The Soul (Wishes)<br />
SOUL and the Heart (Holy Spirit) and Truth/Wishes (The Holy Spirit for adults chakras 9-<br />
11)- With Holy Spirit (wish), Positive Soul with Upper Heart (thymus) and Soul that feels Trust<br />
intents:<br />
righteousness/peace<br />
knowledge/wisdom<br />
grace/mercy<br />
hope/faith<br />
freedom/forgiveness<br />
Prayer: God, I’m asking for the Holy Spirit to come and bless us with our wishes. Also to my<br />
aid to give me the ability to listen and feel mercy and grace and also intercede for me to have<br />
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<br />
as gifts of _____________[what you need from above]. I love you and want to better serve you,<br />
God. God, what’s my wish?<br />
S.O.A. P<br />
Scripture:<br />
Observations:<br />
Affirmation:<br />
Prayer:<br />
The Spirit (Blessings and Miracles Promised)<br />
Trust/Gifts and Truth/Wishes lead to miracles His Promise (God for adults chakras 12th)-<br />
With God (blessing), then Spirit can see, hear and feel in unity God’s Heart (miracle) intents:<br />
Righteousness/Beauty<br />
Blameless/Pure<br />
Gratitude/Harmony<br />
Integrity/Mercy<br />
Unconditional/Perfect Love<br />
Prayer: God, again I’m asking for miracles of feeling freedom and forgiveness. God, I<br />
understand you promised many miracles and blessings. Thank you for all my blessings. God,<br />
what’s my miracle? (listen to Your Spirit)- feel your spirit. What do I feel today? God, please help<br />
me to feel my spirit and allow Curiosity, Blamelessness, and Purity which the key to life lead me<br />
closer to you and feel __________[what you need from above]. Also please help me make my<br />
personal angels make themselves known to me. Lastly, God, what’s my question?<br />
S.O.A. P<br />
Scripture:<br />
Observations:<br />
Affirmation:<br />
Prayer:
We pray that God himself, the God of peace, will make you pure [and blameless]—<br />
belonging only to him. We pray that your whole self—spirit, soul, and body—will be kept<br />
safe and be [pure] and blameless when our Lord Jesus Christ comes. 1 Thessalonians<br />
5:23 (ERV)<br />
Affirmation of Faith: I am blameless. I have purity.<br />
Let me tell you about the ABCs of self-directed neuroplasticity, and more posts on the go. The<br />
ABC’s of Spiritual Mindset and Self-directed Neuroplasticity along with the trust of the body,<br />
soul, and spirit. They can be hard to heal due to each individual’s circumstances, experiences,<br />
and attitudes. They can be hard because the anger/shame and hatred/grief responses are<br />
survival tools and actually work for some people; to a point, where it doesn’t work for them any<br />
longer and can be actually harmful to their and others’ safety. They have to want to release,<br />
heal and lose control to gain connection. Plus, the findings on epigenetics (above) let us know<br />
the epigenome can be something temporary. This is why RAS which includes the alta major<br />
chakra and the ACC/HPA with soma chakra including the thymus takes awareness, work and<br />
needs to be “worked on daily”. [No worries, I will give you ways in the revolutionary program,<br />
ELBERT and I’m here to coach you along the way to heal your DNA- for generations can<br />
benefit from revolutionary teaching! Again, awareness including knowledge and wisdom,<br />
controlling chemical markers, and matters of the body, heart, and mind are key to all this<br />
change.]<br />
Marmas- OUR BODY POINTS OF LIGHT<br />
Toxicity of negative thoughts, feelings and ideas especially disparagement and lack of<br />
equanimity causes blockages in the marmas and nadis (see the pons and peripheral nervous<br />
system along with the thymus above in ch. 4). Speaking of the “whole child”- there are pressure<br />
points called marmas in our body. These can be given added pressure, massaged, tapped.<br />
They have different ways of soothing that your child can learn as well as yourself. The following<br />
can be done in 3-second increments (see right):<br />
NOTE:<br />
Hypersensitive child: do deep pressure press on the specific marma point.<br />
Balanced child (both hypo/hyper- do tapping on the specific marma point.<br />
Hypersensitive child: do light massaging on the specific marma point.<br />
Tapping & EFT phrases- [Retrieved from<br />
https://www.youtube.com/watch?v=TRq8o1MEUtU<br />
Positive thoughts fire and wire together; meaning, when you're learning the assimilation and<br />
accommodations done in the brain will be perceived in empathy and strength (children) or<br />
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<br />
way our genes are expressed, genetic markers and creates epitome. [retrieved on 12/31/2020<br />
“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<br />
the symbolism of the TREE (Tree of Life); it also represents stability, and a broken pillar<br />
represents death and mortality (Jesus’ Salvation). In the Hebrew and Christian traditions,<br />
pillars of internal FIRE (Sacred Fire) and smoke signify the presence of God, and God<br />
punished Lot by changing his wife into a pillar of salt. The Tree is also represented with<br />
3 pillars based on Kabbalah (Gnosis) includes 3 pillars: The book of creation 22 Hebrew<br />
letters which consist of God Consciousness at the head (crown) and root (our physical<br />
being). The 3 pillars: Left pillar of Severity-Wisdom (Yin) is masculine (new brain-native<br />
american), Right pillar of Mercy-Understand (Yang) is femine (old brain- native american).<br />
Prayer, meditation, and studying the Torah/Bible (10 zipoph) which leads to true<br />
spiritually will Balance-Will the pillars (YinYang). Other representations: The body is<br />
Jesus, the heart is Mary (for Catholics), the mind is The Holy Spirit of God!! We are made<br />
wonderful, actually perfect!<br />
“But you are to be perfect, even as your Father in heaven is perfect.” Matthew 5:48 NLT<br />
Affirmation of Glory: I am perfect love. I have no fear.<br />
Cook’s ABC’s<br />
Note: illustration 5.1 All three types of having a Functional System of Dominance (FSD) are<br />
about the ABC’S of Self-directed Neuroplasticity:
Affective: Affirmations and Attunement<br />
Behavioral: Body and Breath<br />
Cognitive: Connection, Curiosity, and Consistency<br />
Spiritual: Safe and Supportive<br />
Facilitate: Natural Inquiry Of Their Mind<br />
What most people don’t know! Losing Connection Is On A Soul-Cellular Level; Mainly,<br />
Due To Pleading Disparagement and Needing to Gain Trust Your Mind, Others and Mainly<br />
Yourself (God).<br />
Disparagement- is expression of a low opinion of someone’s thoughts, ideas, & feelings which<br />
causes anger and shame contributing to the biggest offense to someone’s soul. You’ve heard<br />
the saying, ‘those who have shame, shame others; likewise those you have attract shameful<br />
experiences.’ Every cell in your body holds hundreds of pages of information on all levels of<br />
your being: physically, emotionally, mentally, and spiritually. Cellular memory is a theory that the<br />
body’s cells retain memories independently from the brain but the mind (thymus). Similarly, the<br />
glia, (also called glial cells or neuroglia) which are non-neuronal cells, are the bases for the<br />
deeper meaning held in what is lost and needs to be reclaimed- the big picture of our purpose of<br />
being here on earth and conscious connections with God (ARAS).
The goal of the ABC’s is Spiritual Mindsight w/ Self-directed Neuroplasticity!<br />
Again, Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to<br />
change their connections and behaviour in response to new. Most importantly, the<br />
transformations of glia cells is something miraculous with gaining spiritual mind sight, hearing it<br />
even mindset!<br />
Observe: information presented and environment, sensory stimulation, development, damage,<br />
or dysfunction.<br />
Goal: mental calmness, composure, and evenness of temper, especially in a difficult situation<br />
(equanimity).<br />
Reinforce: Spiritual Mindsight w/<br />
Self Directed Neuroplasticity<br />
Translates: To Positive Epigenetic Signatures<br />
Again, the main goal is to heal our very own DNA holistically through exercises and activities<br />
which block or ease the production of specific inflammatory proteins (toxicity) excreted by the<br />
gut-brain axis, decreasing biochemical reactions that happen between the Pineal, Pituitary,<br />
Adrenal & Carotid Glands along with by activating and aligning the Thymus (via vagus nerve<br />
chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing decrease in<br />
deficiencies while regulating our own biofields (including electromagnetic fields). This is the<br />
divine stamp where you are regulated and experiencing harmony and devoted to your purpose.<br />
You need to again, speaking of the “whole child”- you need to examine every aspect of their<br />
learning, not just the end goal or result which is literacy and their appropriate learning behavior.<br />
Ways to look at neurodifferences holistically: observe and take observational notes on the<br />
child…<br />
50% Nature- 50% Nurture (focus on epigenetics and self-directed neuroplasticity with PYAM)<br />
[Retrieved from https://developingchild.harvard.edu/resources/what-is-epigenetics-and-howdoes-it-relate-to-child-development/]<br />
Observe: information presented and environment, sensory stimulation, development, damage,<br />
or dysfunction. Another goals, understand the unique learning difference by examining each<br />
child’s neuro-systematic learning functions (All learning goes by these areas and systems:<br />
vagus nerve, frontal lobe (limbic system), brainstem and midbrain, along with cortical<br />
neurosystems as it relates to the triune brain.<br />
Limbic– My literacy lesson plan template that includes the multiple intelligences along<br />
with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are<br />
typically included in the limbic system fall into two categories. … and (brainstem)<br />
processing side and short-term memory (the limbic cortex, amygdala, and hippocampus)<br />
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<br />
associated with long-term memory. For assessment and ongoing evaluation, I use a<br />
rapid word and letter-sound recall checklist, plus some informal observations included in<br />
the lesson plans-mentioned above.
SEE CHAPTER 10 for Complete Lesson Plan & Natural Inquiry Learning<br />
Brainstem– I have a fight, flight, flee and freeze PARA/SYMP observational checklist<br />
which includes alternative and holistic activities and exercises for the release of<br />
stressors and reactivation of the vagus nerve (vagus nerve chakra-thymus) to the body<br />
for instance: prayer, yoga, affirmations, meditation, breathing, emotional coaching<br />
exercises and activities that look at the “whole child” and activating the vagus nerve for<br />
instance.
Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic<br />
issues, along with speech/language development, auditory, and visual processing. Note:<br />
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<br />
individual, dynamic needs for learning and the domains of development.
Chapter 7<br />
The Gift- using their strengths<br />
People with Dyslexia have sound and language processing problems. In the mind is where<br />
we interpret our experiences and environment, they will struggle to connect letters to sounds<br />
and mainly problems identifying speech sounds. In the mind, they auditorily have problems<br />
learning how they relate to letters and words which is called Dsyphonetic (shameauditory-PFD);<br />
as well, in the mind, those with visual processing problems struggle to<br />
understand visual information such as letters, shapes, or objects and, mainly problems<br />
processing graphic symbols. In the mind, they visually have problems learning how they<br />
relate to letters and words which is called Dsyeidetic (visual) Dyslexia (anger- visual-<br />
SFD).<br />
Related to the absorption and processing of sounds [sounds especially can be omitted from the<br />
middle position of words the most because it’s the last sound to be processed; even though, it’s<br />
in the middle position. Therefore, students with dyslexia most commonly omit letter sounds,<br />
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<br />
delete altogether, on the other hand (hypo-shame-PFD); transversal and reversal are more<br />
common in students with a visual processing problem (hyper-anger-SFD)- have them<br />
remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just<br />
right” [trust your brain- you are smart, you can do it, and you are love].<br />
People with Dyslexia also have a high coexistence of ADHD (3 types). In the mind, people<br />
with ADHD and Dyslexia have difficulty processing the basic sounds of language (phonemes)<br />
and graphic symbols causing fluency struggles. They “stumble over words” due to reading and<br />
processing too fast (hyper-anger-SFD)/slow (hypo-shame-PFD); mainly, in the beginning-ending<br />
of word, sentence, paragraph, passage– rest of the time not too fast/slow sometimes it’s “just<br />
right” (I call this “varied reading rate”- Total Functioning Dominance (TFD)). If the prosody,<br />
reading rate, and expression/intonation objective aren’t met and they still don’t seem to<br />
comprehend; mainly, in the beginning-ending of paragraph, passage, etc. have them remember:<br />
if it sounds or looks too fast or slow, or robotic, then adjust your prosody and reading rate by<br />
rereading so it will be “just right” [trust your brain- you are smart, you can do it, and you are<br />
love].<br />
Because dyslexia and dysgraphia have a high coexistence too and cannot be cured,<br />
students can develop tools and strategies to help their working memory, phonological<br />
awareness, reading, speaking, and spelling. For Spelling, Dsyeidetic (visual-surface dyslexia)<br />
Dyslexia and Dysgraphic (hyper-shame-SFD) students need sound-word knowledge. In the<br />
mind, Sound-word knowledge is how many letters and how many sounds are in each word.<br />
Again, related to the absorption and processing of sounds, sounds especially can be omitted<br />
from words by the student, students with dyslexia most commonly omit letter sounds, words,<br />
phrases in the middle position, then the end, and least commonly the beginning. When they<br />
omit, they might do repetition(s), substitution(s), addition(s) or delete altogether or fusions, on<br />
the other hand; transversal and reversal are more common in students with a visual processing<br />
problem. After Spelling a word, have them remember: if it doesn’t look or sound right reread or<br />
rewrite till your brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and<br />
you are love].<br />
[They need to check their spelling by counting the letters to see if they added or deleted<br />
any letters. They count the sounds to see if they repeated, substituted, or fused any<br />
sounds to the word.]<br />
People with dyslexia and ADHD- hyperactive type (reads/writes similar to those autism and<br />
hyperlexia appearing as dysgraphia)- In the mind, they read too fast, they skip over words<br />
and lines for which breaks down comprehension mainly, skips over small sight words (sight<br />
word/nonsense words are hard) about the same level in height (ex. one) and/or reading the end<br />
position of a big word (6 plus letters) by dropping the last part of the word does run-on reading<br />
(skipping over commas, periods), reads robotically with less intonation, and tends to<br />
overthink/get overwhelmed, anxious (hyper-shame-SFD)- needs to fidget or doodle, or<br />
rock/move, stand, when reading also tends to have dsyeidetic (visual dyslexia aka surface<br />
dyslexia).
Many people with just dyslexia, dysgraphia, and dyslexia along with ADHD are notoriously<br />
known for “guessing at words” and stories meaning despite having average/high IQ due to the<br />
dyslexia and ADHD tendencies! In the mind, they are having natural universal emotions of<br />
learning (such as anger, shame which need to be replaced with strength and empathy, as well<br />
as remembering calm). The tendencies change according to the reading, hour day, week, etc..<br />
Also, the tendencies way heavily on if they are sick, hungry, tired, or stressed. Reading can<br />
make them feel ill with headaches, stomach aches/knots, tight shoulders/neck and even dizzy.<br />
These are signs of a Dominance Functioning Issue or Responsive System Dysfunction<br />
(RSD)!<br />
How do you know if you have Dsyeidetic (visual) or Dysphonetic (auditory) Dyslexia? HERE<br />
image7.1 the complete Responsive System Dysfuncti on (RSD) illustration<br />
Thought: In this next section, think about the high rate adopted/fostered students with learning<br />
differences!<br />
What happens generationally when our shame and anger cup(s) fill up (see image<br />
below)? Generational anger leads us to Sympathetic Functional System Dominance and
generational shame leads us to Parasympathetic Functional System Dominance for both<br />
even Total Functional System Dominance (TFSD). You think I’m talking about only the<br />
child’s energy of shame/anger? No…it’s their cups and those generational before them<br />
through the child’s DNA. Anger/shame energies can be passed through the soul (the<br />
mind on a cellular level) and are represented in our DNA to the student (epigenetics)<br />
which is stemming from past familial trauma (generational maternal/paternal anger,<br />
shame, hatred, grief, prenatal emotions, developmental or shock trauma of having<br />
exposure to negatively perceived experiences, and learning difficulties- actually any of<br />
the factors that I mentioned in the first paragraph). As a child, unreleased anger and<br />
shame needs to be replaced with empathy and strength (atonement) and, as an adult,<br />
the anger can be transmuted to hatred that needs to be replaced with courage and the<br />
shame to grief that needs to be released with compassion. This lack of atonement and<br />
not releasing and replacing has led our humanity to so many learning differences,<br />
illnesses, weakness, and possibly even the soul’s death. If we learn to release fear and<br />
replace it with love, God, through our (RAS) Rectangular Activation System, Pons &<br />
Thymus along asking for forgiveness of our trespasses (not always showing grace and<br />
mercy). He will help us realize and we could only learn how to become closer to Him by<br />
asking Him into our soul. God-Authentic Soul just as we originally had come into this<br />
world which was pure-child-like and blameless. No worries…You will be given an<br />
awakening where His Divine Powers and righteousness become whole- pure and<br />
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?<br />
Notice: You think I’m talking about only the person’s energy of shame/anger? No...it’s<br />
their cups and those generationally before them; anger/shame energies can be passed<br />
through the DNA (epigenetics), stemming from developmental or shock trauma of having<br />
exposure to negatively perceived experiences. Anger leads us to Sympathetic Functional<br />
System Dominance and Shame leads us to Parasympathetic Functional System<br />
Dominance. Again, generationally with our ancestors, unreleased anger and shame being<br />
replaced with empathy and strength has led our humanity to so many learning<br />
differences, illnesses, and even spirits death (condemnation). If we learn to release and<br />
become connected to our God and others, He will help us realize and release our sin,<br />
learn how to become closer to Him and be given His Divine Powers.<br />
Yes...for autonomy you need attunement; for attunement you need atonement!! This is<br />
receiving the gifts, wishes, blessings and miracles for which He has in store for you.<br />
Note: Remember RAS & HPA and hypothalamus/thalamus- sensory processing and the<br />
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<br />
neurobiology (neurosystems), central and peripheral nervous system, complete chakra<br />
and electromagnetic (biofield) systems are all dysfunctioning simultaneously and<br />
individually at different degrees and causing epigenetic attacks- leading to abnormal<br />
neuroplasticity. Goal is for ALL our systems to function equalized, activited, and<br />
balanced with a dysfunctioning system. Don’t worry our Glass is HALF-Full and we can<br />
still make a change!!! SEE parent and caregiver checklist and questionnaire before the<br />
appendix and holistic-alternative suggestions below!<br />
BETTER WAYS TO NURTURE THEIR VERY OWN NATURE<br />
image 6.2 Cook’s Think of Our Brains as a Computer<br />
Therefore, our “computer systems” aka neurobiology (neurosystems), nervous and systems,<br />
complete chakra, and electromagnetic systems are all dysfunctioning simultaneously and<br />
individually at different degrees and causing abnormal neuroplasticity. Goal is for ALL our<br />
systems to function equalized, activated, and balanced with a dysfunctioning system. I suggest<br />
you work with their strengths (see below) to help with their weaknesses. Gardeners MI- will help<br />
you discover their gifts!!
Strengths of a Learning Difference<br />
PARASYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural<br />
compensation(s) or early development for neurodeficits and neurodiversity):<br />
holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic<br />
loves feelings and functions/future= interest-appreciative based learning, loves mysteries and<br />
asking “why” with inductive reasoning especially human psychology<br />
entrepreneur (not a follower but developer)<br />
interest based learning- other content ex birds, travel brochures<br />
empathic, empathetic<br />
large gross motor ability w/body awareness w/ well balanced EF
fantasy based- storytelling (fiction)<br />
body awareness EF (hyper/hypo)<br />
list-form thinking- poetry especially patterns and rhythm, anecdotal notes<br />
narrative and expository writing<br />
understands “true meaning”- whole-part-whole like philosophical<br />
sensitive (hyper, hypo)*- low self-esteem, emotional intensity<br />
sight words- learned words easier<br />
creativity- “outside of the box” thinking<br />
visualization/imagery- “movie cinema” thinking<br />
imagination-concrete thinking<br />
synthesis- logical<br />
PP intuitive- future oriented goal setting<br />
philosophy/spiritually related learning<br />
inductive reasoning- observation<br />
evaluation- form of logic<br />
good with long term memory- faces not name<br />
can be good in science, geography and geometry<br />
long-term memory unless an EF, phonological deficient and neither “break down tools”<br />
long-term memory- direct correlation with visual sensory memory “picture/movie thinking”<br />
visual-spatial thinking-learning (hypo,hyper)*<br />
kinesthetic/tactile thinking- learning (hypo,hyper)*<br />
smell-taste (hyper, hypo)*<br />
SYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural<br />
compensation(s) or early development for neurodeficits and neurodiversity):
auditory thinking-learning<br />
auditory thinking-learning (hypo, hyper)*<br />
non-fiction (note: unless interest-based and written out, complete steps required<br />
analysis- form of logic<br />
analysis- logical (break down category and sequence (steps)<br />
loves facts, forms and functions asking “what” with deductive reasoning<br />
avoids being personable- people oriented, social<br />
deep introspective about self- ego task oriented<br />
Isolated-inverted, task-oriented<br />
not philosophy/spiritually related learning<br />
ultra-religious<br />
good with short term memory- names not faces<br />
past (unless interest), present goal setting<br />
sensitivity- balanced<br />
decoding-sounding out words<br />
vocabulary- interest, religion and philosophically oriented “language inventory”<br />
“language inventory” states “I know already…”<br />
vocabulary- non-interest oriented<br />
works at “true meaning” part-whole<br />
rhyming/alliteration- with language not so much rhythm & beat<br />
isolated rhyming/alliteration language<br />
interest of foreign language learning<br />
foreign language learning<br />
free flowing analysis of information
can be good in maths (less with geometry)<br />
chopped up information- can eventually be made whole or complete<br />
spelling (sight words) & spelling (phonetic)<br />
Total Functional System Dominance NEEDS- these are their needs (ask me which one is<br />
Para/Sym.- also ask me about Autism)<br />
graphic organizers for solving math word problems, geometry<br />
solving word math problems, operations needs to be applicable and real life<br />
list-form-separated out reading (isolated words and passages)<br />
smooth & fluent reading- audio books & modeled reading<br />
can be with history, “the arts” including language, visual, musical<br />
cursive<br />
(RR) recall and repetition in the “short-term” memory stage especially categorical and sequential<br />
POETRY- great with rhythm, chant, patterns, tone and tonality/inflection<br />
synthesis- weed out important information with graphic organizers<br />
organizing- categorically and sequentially the information already weeded out with certain text<br />
book (ask me) or “working memory task”<br />
comprehending- future/past with Socratic method<br />
comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations,<br />
Cartoons, or Anecdotes<br />
internalizing language (receptive language)- JOURNAL<br />
has problems with inferencing and others point of view- needs “social stories”<br />
externalizing language (expressive language) or vice versa- DEBATE or “Socratic Methods”<br />
emotional -dramatic, intense, emotional coaching and emotional reappraisal (see below section)<br />
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<br />
impairments at ball field<br />
inattention (hyper, hypo)- needs “listening skills”<br />
focus- needs to record and practice “life skills”<br />
problems with literacy- needs a systematic, & explicit literacy instruction (possibly multi-sensory)<br />
The Spirit<br />
Section 7<br />
Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity<br />
Mindsight, a skill we can all develop to break free from mental patterns that get in the way of<br />
living our lives to the fullest; A practical definition of the mind — distilled from a dozen scientific<br />
fields; The triangle of well-being — how to promote a healthy flow between your mind, brain,<br />
and relationships. Self-directed neuroplasticity, then, is the ability for the brain to change itself<br />
depending on how you direct your thoughts, focus, and attention. The “self-directed” piece<br />
refers to your ability to intentionally shape your brain by using it in a specific way to increase<br />
resilience and positive attitude in the face of aversion. The Sound & Color (below) can be done<br />
daily but as often as possible.<br />
Sound & Color<br />
Color Therapy and Tapping
Shame Parasympathetic System Functional Dominance, red reduces shame and depression<br />
(as well as autistic tendencies); tends to excite us and inflames our passions, creativity (tap on<br />
the collarbones, or massage if hypersensitive). Solfeggio Sound Frequency: 243.3 (Rom)<br />
Anger Sympathetic System Functional Dominance, yellow reduces anger and anxiety;<br />
represents joy or optimism and can calm you and help you think more clearly (tap on the top of<br />
the middle head on both sides, or massage in a diamond shape if hypersensitive) Solfeggio<br />
Sound Frequency: 243.3 (Lum).<br />
Total Functional System Dominance orange reduces anger and shame; represents peace, bliss<br />
and joy; gives us calmness of being happy (tap on the crown- top of the head lightly). Solfeggio<br />
Sound Frequency: 354.3 (Ram)<br />
(adults) Complete Functional System Dominance green & pink reduces hatred and noise<br />
sensitivity; tends to make people feel loved and protected but also can cause feelings of<br />
lethargy (tap on the breastbone, or massage in a diamond shape if hypersensitive). Solfeggio<br />
Sound Frequency: 465.3 (Yum)<br />
(adults) Complete Functional System Dominance blue- violet below reduces grief and is<br />
associated with immortality and anxiety, courage, or protection (tap on the throat, or massage if<br />
hypersensitive). Solfeggio Sound Frequency: 486.3 (Hom)
Solfeggio: [Retrieved from<br />
https://mynoise.net/NoiseMachines/solfeggioTonesGenerator.php?fbclid=IwAR0dVT6eUW9KSo<br />
eCX_Lge-5B2koVtoDo59ww4-I9Wz5Juxaay5ZloXYaPRw]<br />
Solfeggio can drown out their mind noises and heal the heart and mind. For balance (chi), do 7<br />
minutes with like the inverted v transfiguration (see image and link above). Then do 7 minutes<br />
like the v transfiguration reversed (see image and link above). Get louder as the day goes onstart<br />
off the day really low like above.<br />
Suggestions for Acute Initial Response to Stress<br />
Date:
Student:<br />
DOB:<br />
Colors-Frequency for Electromagnetic Field<br />
Sympathetic System Functional<br />
Dominance- hyper spinning, going<br />
inactive or deactivated chakras: Do<br />
number #3 for anger, # 6 for strength<br />
and end in #2 for peace/bliss and for<br />
RAS #8 do #5-7 and alta major<br />
together for the unity of courage,<br />
compassion, gratitude, comfort and<br />
unconditional love (worthy). Note: #6<br />
chakras (need visual imagination- I<br />
see) for I see God for I’m always<br />
present. They need spiritually for<br />
balance.<br />
1. Vata dosha-2:00-6:00pm best time<br />
for EO’s, herbs, eating.<br />
2. Meditations for seeing God:<br />
https://youtu.be/0AdyEpjEtaU<br />
Meditations for feeling worthy:<br />
https://youtu.be/LGiJ51B0HGU<br />
Meditations for trusting God:<br />
https://youtu.be/jou5ANZX1BQ<br />
Media for spirituality:<br />
https://www.youtube.com/results?sear<br />
ch_query=kelly+howell<br />
https://www.pandora.com/search/kelly%20ho<br />
well/all<br />
Parasympathetic System Functional<br />
Dominance- hypo spinning, going<br />
inactive or deactivated chakras:<br />
number #1 for shame, and #4 for<br />
empathy, and #2 for peace/bliss and<br />
for RAS #8 do #5-7 and alta major<br />
together for the unity of courage,<br />
compassion, gratitude, comfort and<br />
unconditional love (enough). Note: #5<br />
chakras (need speak & listening- I<br />
hear God) for I’m in the present not<br />
listening to my own ruminating<br />
thoughts of the past/future. They<br />
need religion for balance.<br />
1. Kapha Dosha-6:00-10:00am best<br />
time for EO’s, herbs, eating, 2:00pm<br />
best time for cat nap, 4:00pm best<br />
time for studying.<br />
2. Meditations for listening to God and<br />
becoming mindful into the present<br />
not the past/future:<br />
https://youtu.be/U_4S5Nu4b3I<br />
https://youtu.be/rZb5fN_YEbQ<br />
3. Sermons for gaining knowledge of<br />
God; Note: already have wisdom of<br />
God just needing more<br />
facts/forms/functions for balance.<br />
https://www.churchofthehighlan<br />
ds.com/media/series (Chris)
https://www.youtube.com/watch?v=H9FVXU<br />
fPQWE&list=RDEMWEgpwYYMw1dhA02G7yRZg&start_radio=1<br />
https://open.spotify.com/search/kely%20howe<br />
ll/tracks<br />
https://www.healersresource.com/logi<br />
n?offer_token=zA9WwAg4<br />
https://www.youtube.com/watc<br />
h?v=LJyaSLhzF-Q (Joyce)<br />
Specific organs:<br />
https://yogainternational.com/class/ti<br />
me-for-a-gut-check<br />
3. This is when music therapy of<br />
certain frequency of 104.25 Hz<br />
is good for anger and 159.75 Hz<br />
and 213 Hz (cover right ear).<br />
Specific organs: 528 Hz (Healing<br />
Frequency for Stomach, Pancreas, Spleen,<br />
Liver, Gallbladder and Digestive System)<br />
https://www.youtube.com/watch?v=N<br />
XRTcOuW9ho<br />
Specific needs:Anger and strength=<br />
7.83 Hz, Learning 20.8Hz-33.6Hz<br />
Yoga-Dominate fight/flight (flee) 417<br />
hz with SUN 126.22<br />
https://yogainternational.com/class/f<br />
ree-yourself-from-stored-anger<br />
https://yogainternational.com/class/ig<br />
nite-your-inner-fire<br />
https://yogainternational.com/class/s<br />
ecurity-and-self-worth<br />
https://www.youtube.com/watch?v=gt<br />
-KXhBhBeA<br />
Specific needs: #1<br />
Shame and empathy= 126.22 Hz,<br />
Learning 7.83Hz-14.3Hz<br />
Yoga-Freeze (collapse) with Moon<br />
210.42 Hz<br />
https://yogainternational.com/search<br />
?keywords=moon<br />
https://yogainternational.com/meditat<br />
ion/meditation-discover-your-innerwitness<br />
https://www.learnreligions.com/moonrituals-1725719<br />
https://www.almanac.com/astronomy/<br />
moon/full/AL/Birmingham<br />
belly breathing” again.<br />
https://yogainternational.com/article/view/ameditative-moon-salutation<br />
https://docs.google.com/document/d/1nyflAm<br />
cgNECXe7ib1ZcnBoBRPrR8o1_TyAe70K2<br />
UB2k<br />
https://www.youtube.com/watch?v=wpWp0O<br />
2szEE
https://yogainternational.com/class/y<br />
oga-for-inner-freedom-class-1<br />
https://yogainternational.com/class/s<br />
trength-stability-and-openness<br />
https://yogainternational.com/class/r<br />
e-establish-the-inner-fire<br />
https://yogainternational.com/class/u<br />
ncover-your-hidden-strength<br />
https://yogainternational.com/article/<br />
view/guided-meditation-for-self-love<br />
4. WAY_RIGHT_YOGA for anger<br />
and strength:<br />
https://docs.google.com/docum<br />
ent/d/1FqxzuAbmDxe3gy9uXC2<br />
OO0dpbMUNu6ajMIFmSsoNJxI<br />
/edit?usp=sharing<br />
Specific Chakras:<br />
RAS Frequency (528Hz) Migraine:<br />
https://www.youtube.com/watch?v=Uk<br />
M-FjfN6Mc<br />
Allergies: https://youtu.be/25d1H_W-<br />
8CA<br />
5. The colors yellow, blue-purple,<br />
also, orange, purple, indigo and<br />
gold color therapy are good for<br />
students for peace/bliss,<br />
compassion, unconditional love<br />
are needed (cover right eye).<br />
https://www.youtube.com/watch?v=asRnEhm<br />
YhIw<br />
https://www.youtube.com/watch?v=o4w0Q3x<br />
5UwE<br />
https://www.youtube.com/watch?v=gOyHT2<br />
Lspp4<br />
4. WAY_LEFT_YOGA for shame<br />
and empathy:<br />
https://docs.google.com/docume<br />
nt/d/1K33itt1xWCfSv1D3yDGi_<br />
Z0sVJ0VgWQXXVttPBmvlic/edi<br />
t?usp=sharingThis is when music<br />
therapy of certain frequency of<br />
132Hz is good for shame and<br />
159.75 Hz and 213 Hz (cover left<br />
ear).<br />
5. The colors red (shame), green<br />
(empathy), also, orange, indigo<br />
and gold color therapy are good<br />
for students for peace/bliss,<br />
compassion, unconditional love<br />
are needed (cover left eye).<br />
Specific Chakras:<br />
RAS Frequency (528Hz) Migraine:<br />
https://www.youtube.com/watch?v=Ov<br />
Ut6rsUrEs<br />
Allergies: https://youtu.be/25d1H_W-<br />
8CA<br />
6. Specific organ associated: ex.<br />
reproductive-brain, heart & small<br />
intestine-bone, hypo-thalmus-
6. Specific organ associated: ex.<br />
gallbladder- brain, stomach- ear,<br />
vision (occipital)- sinus, pituitaryfrontal<br />
sinus.<br />
7. Chakra Frequencies: Do number<br />
#3 for anger, # 6 for strength<br />
and end in #2 for peace/bliss<br />
and for RAS #8 do #5-7 and<br />
alta major together for the unity<br />
of courage, compassion,<br />
gratitude, comfort and<br />
unconditional love (worthy).<br />
Meditation challenge:<br />
https://yogainternational.com/e<br />
course/6-week-meditationchallenge<br />
parotid gland, pituitary-frontal<br />
sinus, Adrenal gland-brain *also<br />
needs blood circulation support<br />
(diabetes, heart disease)<br />
Ex. youtube<br />
https://www.youtube.com/watch?v=FW<br />
ATKhH0PYA 288 Hz<br />
#3 for anger Pure Healing Music Therapy<br />
With Alpha to Theta Waves<br />
Alpha Wave Restoration & Con<br />
centration<br />
Happiness Frequency - Serotonin Released<br />
Music, Relaxing Music With Alpha Waves<br />
Binaural Beats<br />
Tension and Stress Soother - 9.1 Hz Alpha<br />
Frequency Binaural Beats ZX C a<br />
8. Chakra Frequencies: Do number<br />
#1 for shame, and #4 for<br />
empathy, and #2 for peace/bliss<br />
and for RAS #8 do #5-7 and<br />
alta major together for the unity<br />
of courage, compassion,<br />
gratitude, comfort and<br />
unconditional love (enough).<br />
Meditation challenge:<br />
https://yogainternational.com/e<br />
course/6-week-meditationchallenge<br />
https://www.youtube.com/watch?v=ohdcCeR-r4<br />
432 Alpha Hz<br />
Gaia Healing ~ Earth's Frequency Schuman<br />
Resonance Music With Alpha Waves<br />
#1 for shame Deep Sleep Theta Meditation<br />
- Binaural Beats (100 Free Downloads)<br />
Healing While In Deep Sleep In The Delta<br />
Range - sample<br />
Sun Frequency Psy Mind Travel - 126.22 Htz<br />
Binaural Beat Delta<br />
2.5 delta iso sedative w 304hz carrier<br />
frequency for pain relief and sedation<br />
Quieting the Mind for Sleep - 1.8Hz Delta<br />
Frequency Binaural Beats<br />
#4 for empathy<br />
Binaural Beats - [ 13-30 Hz ] Beta Wave
Deep alpha meditation frequency - Alpha<br />
Tiefenmeditation DEMO<br />
# 6 for strength<br />
https://www.youtube.com/watch?v=SJY8F_P<br />
VVPY<br />
https://www.youtube.com/watch?v=R568f3lE<br />
kjQ<br />
111Hz<br />
1111 Hz - The Maji's Lantern (Head Phone/<br />
Audífonos)<br />
https://www.youtube.com/watch?v=D5qU0nT<br />
wZHA 888Hz<br />
1111 Calm<br />
https://www.youtube.com/watch?v=dJoXVIL<br />
GeKQ<br />
Sample<br />
https://www.youtube.com/watch?v=HqaHNV<br />
gFTv4<br />
https://www.youtube.com/watch?v=AhWNU<br />
dlOh8o<br />
https://www.youtube.com/watch?v=Ekb7ncU<br />
1Qyw&list=RDEMWEgpwYYMw1dhA02G7yRZg&index=18<br />
Giovana Rodrigues 19<br />
28 Hz Binaural Beats Beta Frequency<br />
Right Brain Left Brain Balance - 18.3 Hz<br />
Beta Frequency Binaural Beats<br />
Visualization Enhancement - 13.7 Hz Beta<br />
Frequency Binaural Beats<br />
Mudras<br />
Think about your soul (heart and mind) as energy and constantly make a hum, by focusing on<br />
the vowel sounds, with each word can be drawn out while your fingers are in either of these<br />
intended positions. See which “feels” right for you. The no right or wrong way!<br />
For Anger Sympathetic System Functional Dominance, do the ones that say Hyper- ex.<br />
/luuuuumm/ with the right hand with the thumb and index finger touching;<br />
For Shame Parasympathetic System Functional Dominance, do the ones that say hypo- ex<br />
/loooomm/ with the left hand with the thumb and index finger touching<br />
For Total Functional System Dominance, do the one that says balance in /vaaaaamm/ with the<br />
second from top hand together for chi.
(adults) For Complete Functional System Dominance, do the one that says balance in<br />
/shaaaamm/ and /oooooomm/ with the last and second to last hand together for chi<br />
Marmas- OUR BODY POINTS OF LIGHT<br />
Again, toxicity causes blockages in the marmas and nadis. The toxicity and flow of chi (balance<br />
of the chakras) again affects the way our genes are expressed and creates epitome. Toxicity<br />
can be environmental and in our foods which can affect our learning...read here “Marma points<br />
are energy blockages in the body located at the seventh level of the skin but they convey<br />
messages to the deeper layers and organs and are thus considered the “inner pharmacy of the<br />
body.” There are 117 marma points depending upon the system you follow. When a marma is<br />
sore or sensitive to the touch, there is inflammation or some toxicity (ama). Marmas block the<br />
flow of prana or the vital life force throughout the body (there are 72,000 nadis or pathways in<br />
the body where prana circulates) therefore it is important to unseat, release or clear what is<br />
stuctoon order to promote awareness of the body and mind.”<br />
[accessed 12/31/2020] https://pin.it/2hhVUOp<br />
Suggestions for Acute Initial Response to Stress
Date:<br />
Student:<br />
DOB:<br />
Essential Oils, Supplements, Foods, Herbs, SpicesWARNINGS<br />
*think of daily allowance of caloric intake along with sugar, caffeine, sodium<br />
Avoid caffeine, sugar as stimulant<br />
*always consult with your doctor before changing diet, taking any supplements or<br />
herbal remedies<br />
The sole purpose is to provide information about the tradition of ayurveda. This information is<br />
not intended for use in the diagnosis, treatment, cure or prevention of any disease. If you<br />
have any serious acute or chronic health concern, please consult a trained health professional<br />
who can fully assess your needs and address them effectively. If you are seeking the medical<br />
advice of a trained ayurvedic expert, call or email us for the number of a physician in your<br />
area. Check with your doctor before taking herbs or using essential oils when pregnant or<br />
nursing. These suggestions are not to be substituted for professional Medical advice. These<br />
are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not<br />
a doctor.<br />
Sympathetic System Functional<br />
Dominance-<br />
Lavender<br />
Vetiverb<br />
Blue Cyprus<br />
Tangerine<br />
Marjoram<br />
Orange<br />
Myrrh<br />
Geranium<br />
Clary Sage<br />
Bergamot<br />
Lemon<br />
Lemongrass<br />
Cypress<br />
Chamomile<br />
Supplements:<br />
Annonaceae<br />
Parasympathetic System Functional<br />
Dominance-<br />
Geranium<br />
Ylang Ylang<br />
Marjoram<br />
Blue Cypress<br />
Callitis<br />
Peppermint<br />
Rosemary<br />
Rose<br />
Clove<br />
Basil<br />
Eucalyptus<br />
Lemongrass/Lemon<br />
Dyslexia EO’s- peppermint, ginger,<br />
lavender, and lemon essential oils. Essential<br />
oils are inhaled through an infuser (1 hour,<br />
3 X a day) or diluted in a carrier oil before<br />
being applied topically.
Betulaceae<br />
Geraniaceae<br />
Rutaceae<br />
Turmeric Curcumin with Bioperine<br />
Jarrow Formulas Milk Thistle (Silymarin<br />
Marianum)<br />
Ashwagandha, Mulungu, Hops, DLPA,<br />
Licorice Root, Valerian, Kava Kava, Passion<br />
Flower, Chamomile and Lemon BalmDyslexia<br />
EO’s- peppermint, ginger, lavender, and<br />
lemon essential oils. Essential oils are<br />
inhaled through an infuser (1 hour, 3 X a day)<br />
or diluted in a carrier oil before being applied<br />
topically.<br />
Brain Power (YL): essential oils high in<br />
sesquiterpenes—including Sacred<br />
Sandalwood, Blue Cypress, and<br />
Frankincense: Vata Massage Oil<br />
Supplements:<br />
Burseraceae<br />
Cupressaceae<br />
Ericeae<br />
Superfoods (Red & Green Foods and Indian<br />
Mulberry)<br />
Rosaceae (such a Rose Hips)<br />
Beet Root<br />
Pomegranate Extract<br />
Willow<br />
Aschwanda<br />
Omega 3 Fish Oil, Strawberry Flavor<br />
Korean Red Panax Ginseng 1000mg - 1<br />
North Atlantic Kelp<br />
Ashwagandha<br />
Rajat Bhasma<br />
Kappa Massage Oil<br />
#3 (anger-yellow) Solar plexus – pancreas<br />
– digestive system – gas, bloating, liver<br />
issues, stomach ulcers, eating disorders,<br />
lack of confidence, procrastination<br />
● Yellow foods<br />
● Carbohydrate<br />
● Fiber<br />
● Sweeteners<br />
● Whole grains<br />
#1 Root (shame-red)– base – adrenals –<br />
colon issues, lower back pain, varicose<br />
veins, emotional issues around money and<br />
security. Anger Sympathetic System<br />
Functional Dominance- *always consult<br />
with your doctor before changing diet,<br />
taking any supplements, or herbal<br />
remedies<br />
● Red foods: beet root, pomegranate,<br />
red apple, red tart cherry<br />
● Protein
● Legumes<br />
● Starchy vegetables<br />
● The Basics: Soluble fiber, vitamins<br />
and minerals<br />
● Blood sugar support<br />
● Digestive support<br />
● Liver support<br />
● Metabolism support<br />
● LOTS OF WATER!<br />
#6 Third eye (strength-violet) – pituitary –<br />
eyes – depression, poor eyesight, hormonal<br />
imbalances, poor intuition<br />
● Blue-purple foods<br />
● Flavonoid-containing foods<br />
● Cocoa<br />
● Caffeine/Alcohol<br />
● Amino acids for neurotransmitters<br />
● Fatty acids<br />
● Vitamins and minerals<br />
● Neurotransmitter support<br />
● Sleep support<br />
● Eye/Vision support<br />
● Cognition support<br />
● LOTS OF WATER!<br />
● Minerals<br />
● Root vegetables- slightly cooked<br />
● The Basics: Protein powders,<br />
insoluble fibers, vitamins and<br />
minerals<br />
● Adrenal support<br />
● Anti-inflammatory support<br />
● Immune health<br />
● Red foods: beet root, pomegranate,<br />
red apple, red tart cherry<br />
● Superfoods high in protein and<br />
minerals such as Indian Mulberry,<br />
Rosaceae (such a Rose Hips);<br />
Pomegranate Extract<br />
● Root vegetables- slightly cooked<br />
● The Basics: Protein powders,<br />
insoluble fibers, vitamins and<br />
minerals<br />
● Adrenal support<br />
● Anti-inflammatory support, joint health,<br />
immunity- Certain Spices and Herbs:<br />
cayenne, thyme, parsley, basil,<br />
cinnamon, cumin, fenugreek seeds,<br />
onion powder, rosemary, mint,<br />
oregano, dill, sage, garlic nutmeg, and<br />
vanilla, turmeric, ginger, paprika, clove<br />
and fennel<br />
● Avoid Caffeine/Alcohol<br />
● Joint health<br />
● LOTS OF WATER!<br />
#4 Heart (empathy-green)– thymus – lungs<br />
– heart and lung problems, asthma,<br />
allergies, fear of intimacy<br />
● Green foods<br />
● Cruciferous vegetables<br />
● Leafy greens<br />
● Fruits and legumes: exotic<br />
rambutan, durian, mouse melon,<br />
soursop, kafir lime, and jackfruit<br />
● Phytochemicals, phytosterols,
phytoestrogens<br />
● Chlorophyll<br />
● The Basics: Specific amino acids and<br />
proteins<br />
● Vitamins and minerals<br />
● Blood lipid support<br />
● Circulation support<br />
● Coenzyme Q10<br />
● Green food powders<br />
● LOTS OF WATER<br />
●<br />
Other:<br />
Certain Spices and Herbs:<br />
turmeric, ginger, paprika, clove and<br />
fennel<br />
Vata Massage Oil<br />
Geranium<br />
Ylang Ylang<br />
●<br />
●<br />
●<br />
Serotonin Supplements: Pure<br />
tryptophan. Tryptophan supplements<br />
contain much more tryptophan than<br />
food sources, making it possibly more<br />
likely to reach your brain.<br />
SAMe (S-adenosyl-L-methionine<br />
5-HTP<br />
●<br />
Other:<br />
Certain Spices and Herbs:<br />
cayenne, thyme, parsley, basil,<br />
cinnamon, cumin, fenugreek seeds,<br />
onion powder, rosemary, mint,<br />
oregano, dill, sage, garlic nutmeg,<br />
and vanilla<br />
● Myrrh<br />
● Cedarwood<br />
● Ashwagandha<br />
● Rajat Bhasma<br />
● Kappa Massage Oil<br />
● Dopamine Supplements: foods rich<br />
in Tyrosine. In order to make<br />
dopamine, your body needs tyrosine<br />
which can be found in almonds,<br />
bananas, avocados, eggs, beans, fish,<br />
and chicken. Probiotics.<br />
List of Environmental Toxins to Avoid:<br />
https://www.hsph.harvard.edu/toxic-chemicals/
https://hms.harvard.edu/sites/default/files/assets/OCER/files/Taking%20It%20All%20In<br />
%20Reading%20Materials%20Web.pdf<br />
Suggestions for Reducing Inflammation<br />
Supplements:<br />
Magnesium<br />
Vitamins B & C<br />
Calcium<br />
Zinc<br />
Fish Oil<br />
Bacopa<br />
Kava Kava<br />
Rhodiola<br />
Cabbage Rose<br />
Chebulic Myrobalan<br />
Belleric Myrobalan<br />
Annonaceae<br />
Betulaceae<br />
Geraniaceae<br />
Rutaceae<br />
Andropgraphis paniculta<br />
Other:<br />
Lavender<br />
Vetiverb
Blue Cyprus<br />
Tangerine<br />
Marjoram<br />
Orange<br />
Myrrh<br />
Geranium<br />
Turmeric Curcumin with Bioperine<br />
Jarrow Formulas Milk Thistle (Silymarin Marianum)<br />
Marjoram<br />
Blue Cypress<br />
Callitis<br />
Peppermint<br />
Rosemary<br />
Rose<br />
Clove<br />
Basil<br />
Eucalyptus<br />
Lemongrass/Lemon<br />
Sacred Lotus<br />
Burseraceae<br />
Cupressaceae<br />
Ericeae<br />
Willow
Aschwanda<br />
Omega 3 Fish Oil, Strawberry Flavor<br />
Korean Red Panax Ginseng 1000mg — 1<br />
North Atlantic Kelp<br />
Supplements:<br />
Zinc<br />
Magnesium<br />
Vitamin B12<br />
Vitamin D<br />
Arjuma<br />
Amla<br />
Brami<br />
Boerhavia<br />
Guggul<br />
Bergamot<br />
Lemon<br />
Lemongrass<br />
Cypress<br />
Chamomile<br />
Hands-On-Healing
Suggestions for Acute Initial Response to Stress<br />
Date:<br />
Student:<br />
DOB:<br />
Hands-On-Healing<br />
AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY BODY<br />
and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES,<br />
FEELINGS, DREAMS AND VISIONS (see below) Divine Stamp Say: I am That I Am:<br />
I AM ______________ I Have ______________ While:____________ see picture<br />
Trans<br />
cende<br />
nce<br />
Trans<br />
mutati<br />
on<br />
Truth<br />
of<br />
Grace<br />
streng<br />
th<br />
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eyes<br />
freed<br />
om/<br />
abun<br />
danc<br />
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stren<br />
gth/e<br />
mpat<br />
hy<br />
freed<br />
om/fo<br />
rgive<br />
ness<br />
comf<br />
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y<br />
bliss/<br />
harm<br />
ony<br />
forgi<br />
vene<br />
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unco<br />
nditio<br />
nal<br />
Love<br />
knowl<br />
edge<br />
wisdo<br />
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on<br />
side<br />
of<br />
face<br />
stren<br />
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mpat<br />
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coura<br />
ge<br />
comp<br />
assion<br />
Hands<br />
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of<br />
head<br />
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of<br />
Mercy<br />
purit<br />
y/rev<br />
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power<br />
Hands<br />
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blam<br />
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intuitio<br />
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Truth<br />
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Hope<br />
clean<br />
sed/r<br />
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h<br />
To<br />
don’t<br />
resist<br />
I<br />
surren<br />
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Hands<br />
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belly<br />
don’t<br />
meeteyes<br />
closed<br />
hope/<br />
faith<br />
righte<br />
ousn<br />
ess/b<br />
eauty<br />
I don’t<br />
judge<br />
I<br />
accep<br />
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don’t<br />
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ence<br />
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/acce<br />
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/pure<br />
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ance<br />
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empo<br />
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Hands<br />
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hands<br />
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eatn<br />
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bless<br />
ings/<br />
mira<br />
cles<br />
integ<br />
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light<br />
right<br />
eous<br />
ness/<br />
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beau<br />
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RELE<br />
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RELE<br />
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don’t<br />
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RELE<br />
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-<br />
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nt<br />
Chapter 8
PYAM DAILY<br />
Work Primarily PYAM Daily:<br />
● Prayer working on Thymus (high heart chakra)<br />
● Yoga working on Pons (crown chakra)<br />
● Affirmation/Meditation working on RAS (soma, alta major chakras)<br />
Especially, if there’s a day that might include triggers or learning stressors!<br />
Note: The prefrontal cortex, neocortex is regulated by the RAS and soma chakra via the<br />
HPA. The basal ganglia, hippocampus is regulated by the RAS and alta major chakra via<br />
the ACC. The cerebellum (movement gives us our social connections) hence this<br />
connection to others, social relationships and is regulated by the amygdala and pons<br />
(God awareness) and crown chakra (6th-8th chakras). The thymus (vagus nerve chakra)<br />
is our mind- receiving the mind of Christ (see, hear, feel God), perceive as God does, and<br />
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<br />
listening [seeing] to God”! Try out mediation for your child with a learning difference. They could<br />
hear positive, loving messages from God when meditating!! “If you are anxious, you are living in<br />
the future. If you are depressed you are living in the past. If you are at peace, you are living in<br />
the present. If you are in the present and nervous, you are needing to connect and give up<br />
control. You have to want to release, heal, and lose control to gain connection.” I was diagnosed<br />
with “Central Auditory Processing Disorder'' in 1983. We referred to it as a Learning Disability; at<br />
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<br />
nowadays don't know about how to help learning differences; just think about 40 some odd<br />
years ago. I struggled to say the least not only academically but socially/emotionally, spiritually,<br />
and every domain of child development. Kids were not forgiving or kind to my slow nature of<br />
learning and my reading/spelling. I was very frustrated, mad and upset, and so were my<br />
teachers. Don’t get me wrong, I had some caring teachers; but even then, they didn’t know how<br />
to help. As I retrained my brain (the rewiring activities for self-directed neuroplasticity-discussed<br />
below to learn in my upper 30’s, there was one component missing which were my true feelings<br />
and God-soul connection). I wasn’t frustrated, mad and upset; but actually I was Angry and<br />
Ashamed due to abandonment and disparagement to those I “looked up to”, by the people that<br />
trusted and were supposed to be helping and teaching me. Disparagement is a low-opinion of<br />
some else’s thoughts, feelings, and ideas (again the biggest soul offense that someone does<br />
and others allows). I had a Parasympathetic Functional System Dominance. This is why I wish<br />
teachers, my parents and others could have understood me and my strengths…Read My Story<br />
Here: Brunette-locks and the Three Doors.<br />
I also touch on the safe and supportive, positive learning environments, toxicity and other<br />
environmental factors for instance you can view some of the activities and exercises like PYAM<br />
DAILY (prayer, yoga, affirmations, and meditation). In my classes and sessions, I cover the<br />
affirmations of strengths [remember to trust your brain and heart and mind: I am smart, I can<br />
do this, I am love]. A neurodifference can be perceived as having “gifts'' such as: We are highly<br />
intelligent and have the ability to use tools and strategies to compensate for struggles to read,<br />
write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from<br />
many different sides, and spatial relationships along with the ability to think in 3 dimensions. We<br />
often have intuitive and insightful, well-developed social awareness and emotions (EQ) while<br />
possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have<br />
deep and holistic list-form thinking, problem solving and building/constructing abilities, computer<br />
skills and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual,<br />
artistic and visionary skills, inventing and innovating pursuits.<br />
Intention<br />
Lower Self (1-8)- *Knowledge/Wisdom<br />
Acceptance of Glory (Christ):<br />
Grace- freedom, abundance and devotion<br />
(empathy)<br />
Mercy- forgiveness, unconditional Love<br />
(strength)<br />
Acceptance of Victory (Holy Ghost):<br />
Grace-purity/revelation (courage)<br />
Mercy- blamelessness (compassion)<br />
Affirmations<br />
Lower Self (1-8)<br />
Grace<br />
Mercy<br />
-Knowledge<br />
-Wisdom<br />
Glory<br />
Victory<br />
-Peace<br />
-Harmony
*Glory-peace/Victory-Joy, bliss, happiness<br />
Higher Self (9-12)<br />
Higher Self (9-12) (God) *unity<br />
Acceptance of Hope (God)<br />
Revelation/Transmutation:<br />
Hope- cleansed, rebirth, patience, reverence,<br />
and righteous<br />
Faith- blameless life, virtue, and reconciliation<br />
Faith-peace/Hope= harmony<br />
Revelation<br />
Transmutation<br />
-Hope<br />
-Faith<br />
Power<br />
Salvation<br />
-Honor<br />
-Love<br />
Acceptance of Faith (God)<br />
Power/Salvation:<br />
*Honor-Divine Power- connection, curiosity,<br />
integrity, praise, and worship<br />
*Love- Divine Authority aka Salvation- beauty,<br />
greatness, blessings, miracles, and light<br />
Honor-faith (peace)/Love-hope (trust)=<br />
perfect harmony= perfect unity<br />
Prayer<br />
Kids can do it too! Model prayer to them, pray with them...encourage daily! It really works to<br />
take their anger and shame that their learning difference can trigger! Speaking of the “whole<br />
child”- Help them with “emotional appraisal” by looking at this feelings chart for prayer coaching<br />
(see chart below). They usually exhibit anger and shame (as they get older other prescriptions<br />
develop such: as grief and hatred).Speaking of the “whole child”-heard and love this quote,<br />
“p<br />
rayer is talking to God, meditation is listening to God”! Try out mediation for your child<br />
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.”-<br />
Tricia Cook<br />
“Each day, set yourself the task of deliberately withdrawing your attention<br />
from the objective world and of focusing it subjectively. The day you achieve<br />
control of the movements of your attention in the subjective world, you are master<br />
of your fate.Our imagination, Neville Goddard taught, is the God-seed and Christ in<br />
you is your imagination: He saw literal and final truth in Psalm 82:6, “Ye are gods.””<br />
[Retrieved from https://www.harvbishop.com/neville-goddard-a-cosmicphilospher/?fbclid=IwAR2y-Sxj-4V1eox3ZjDch7LjTpL_EnUlBBeSyEWD4Elv2CQNJA6Yza8VTU].<br />
When have you asked your child, what positive did you have today?<br />
Where is your focus of attention as being important?<br />
Where is our children’s focus and attention?<br />
Is our focus on being important enough on our own body, mind, and spirit?<br />
In today’s time, is our attention to God and His Word?<br />
Is your focus mainly positivity in attitude and thoughts?<br />
How do you perceive yourself? How do you think others perceive you?<br />
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,<br />
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut<br />
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally! This<br />
is why it would be important to practice along with PYAM them (Prayer, Yoga, Affirmations and<br />
Meditation)!! Also, ask me below about the complete adult ELBERT program!! If you know<br />
someone with a learning difference and or stress responses, I’d say focus on releasing anger<br />
and strength and shame and replace it with empathy. Note: The prayer includes meditation and<br />
the yoga includes affirmation.
Affirmations<br />
Speaking of the “whole child”- the child with learning differences usually feels like “they are not<br />
worthy” if they have perceptions of anger and if they have filters of shame they usually feel like<br />
“they are not enough”! This set intent rewires the RAS, adds to attunement and gives them<br />
more motivation to learn!!<br />
A learning difference can bring up emotions such as anger (strength mantra) and shame<br />
(empathy mantra) as well as hatred (courage mantra) and grief (compassion mantra) for people<br />
older. If the anger and shame become too much, this can trigger sympathetic and<br />
parasympathetic responses and affect you neurologically, as well as, socially/emotionally,<br />
physically, mentally and spiritually.<br />
Power of I AM (Affirmations)<br />
I AM is the self-definition of the absolute, the foundation on which everything rests. I AM is the<br />
first cause-substance. I AM is the self-definition of God. I AM is a feeling of permanent<br />
awareness. The very center of consciousness is the feeling of I AM. I may forget who I am,<br />
where I am, what I am, but I cannot forget that I AM. The awareness of being remains,<br />
regardless of the degree of forgetfulness of who, where and what I am. For example:<br />
I AM hath sent me unto you. [Exodus 3:14]<br />
I AM THAT I AM. [Exodus 3:14]<br />
Be still and know that I AM God. [Psalm 46:10]<br />
[Retrieved from http://nevillegoddardpdf.com/free-books-and-lectures/power-of-awarenessfree/]
Prayer/Praise & Worship (PPW)<br />
Prayer/Praise & Worship (PPW)- ask me about hand-on-healing and prayer and my adult<br />
bible study. Note: You can also do SOAP with the students as an activity. The goal is<br />
actually reaching atonement which is to release all hatred (fear) and go back to an<br />
Authentic God-soul essence (unconditional love)! That He died on the cross, so we MAY live<br />
(our choice- autonomy and attunement). I know His love and purpose for me along with a<br />
life of living His Will (a totally Blameless Life).<br />
Jesus is the way, the light, and the truth; He is the way to truth of pure light and virtue.<br />
John 14:6 (KJV) Jesus saith unto him, I am the way, the truth, and the life [light]: no man<br />
cometh unto the Father, but by me. To shine your light so bright that it WILL overcome<br />
ALL darkness (fear)/hatred and only love WILL prevail on Earth.<br />
Other Media: https://www.pureflix.com/<br />
SOAP= Read Scripture, Observation, Apply with Affirmation & Prayer Daily
RAS YOGA<br />
Speaking of the “whole child”- it takes large motor movement in order to coordinate the body to<br />
the mind. The increased focus will also help their short-term memory. The lower yoga positions<br />
and to the left are for releasing shame and replacing with empathy. The lower yoga posses (little<br />
higher than shame) and to the right are for releasing anger and replacing with strength.<br />
Yoga Develops:<br />
Good Balance & Muscle Tone<br />
Concentration<br />
Focus & Attention<br />
Self-Discipline<br />
Good Vestibular and Proprioceptive Sense<br />
Happy, Healthy & WISE<br />
Yoga Positions (see below) hold for 7 seconds with each Intention (alternate high/low and<br />
left/right)<br />
Low Positions-Center (Chi= Peace, Joy, and Bliss ), Right (Breath-in=Empathy, Breathout=Shame)<br />
& Left (Breath-in=Strength, Breath-out=Anger)<br />
High Positions- Center (Chi= Peace, Joy, and Bliss), Right (Breath-in=Compassion, Breathout=Grief)<br />
& Left (Breath-in=Courage, Breath-out=Hatred)
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
I AM…9 position below) Peace, Joy & Bliss* chi (center)<br />
8 position below) Empathy (right)<br />
10 position below) Strength<br />
7 position below) Compassion (right)<br />
11 position below) Courage<br />
6 position below) Grace (right)<br />
12 position below) Mercy<br />
5 position below) Glory (right)<br />
13 position below) Victory<br />
Timer 3 min Each<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
I HAVE…4 position below) Divine Purity* chi<br />
14 position below) Blamelessness*chi<br />
3 position below) Divine Revelation*chi<br />
15 position below) Divine Transmutation*chi<br />
2 position below) Divine Power (right)<br />
16 position below) Divine Salvation<br />
1 position below) Divine Unity (Harmony)*chi<br />
Meditations
Speaking of the “whole child”- if they have feelings of anger they could be hyperarousal, this<br />
affects their breath and ability to think (making logical decisions) especially when doing a<br />
stressful task such as reading. They might exhibit responses of impulsiveness, aggressiveness,<br />
and agitation (along with hyperactivity). NOTE: go to emotion chart to see if anger or shame<br />
occurs when they're reading!! You might be surprised what you find.<br />
If the child has gone beyond the perception of anger and has internalized filters of shame, this<br />
also affects their ability to breathe. They might exhibit responses of “shut down”, ruminating on<br />
the negative, and even depression (along with hypoactivity). Likewise, one thing of having a<br />
learning difference is physiological problems- such as headaches, stomach aches, allergies,<br />
hives, inflation, etc..<br />
Chapter 9<br />
You need to observe the student’s sensory acute response to stress and interview teachers the<br />
child, and parents, observe input/output of motor, verbal, and written behaviors in response to a<br />
literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness<br />
exercises, and working memory activities along with the student’s interest survey and overall<br />
behaviors based on executive, somatic and autonomic functioning. My program is named
ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING<br />
COMPLETE EVALUATION. In this chapter you will be provided the complete ELBERT<br />
Evaluation based on my original 2018 article: https://link.medium.com/t7ihaLLvicb.<br />
tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017<br />
Website: https://myelbert.com<br />
ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!<br />
You need to observe the student’s sensory acute response to stress and interview teachers<br />
the child, and parents, observe input/output of motor, verbal, and written behaviors in<br />
response to a literacy activity such as a phonics inventory, word- sound knowledge,<br />
phonological awareness exercises, and working memory activities along with the student’s<br />
interest survey and overall behaviors based on executive, somatic and autonomic functioning.<br />
My program is named ELBERT based on see in store is based off my book: HERE and<br />
includes the important help for the triune brain which includes the following: Brainstem- I<br />
have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbraina<br />
screening for vestibular, proprioceptive, somatic issues, along with speech/language<br />
development, auditory and visual processing; Limbic- My lesson plan template that includes<br />
the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool;<br />
Cordial- holistic, alternative suggestions for taking care of the whole child’s individual,<br />
dynamic needs. Lastly, my program, ELBERT, includes a self-guided literacy intervention<br />
program, along with other coaching through a course on understanding Dyslexia and<br />
consulting (first one Free)!
With Much Sincerity,<br />
Patricia Cook, M. Ed., Reading Specialist,<br />
Dyslexia Interventionist & Montessorian; MEd., RSP, AOG;<br />
https://linktr.ee/tcooktutor<br />
DISCLAIMER: This communication may contain privileged and/or confidential information. It is<br />
intended solely for the use of the addressee. If you are not the intended recipient, you are strictly<br />
prohibited from disclosing, copying, distributing or using any of this information. If you received this<br />
communication in error, please contact the sender immediately and destroy the material in its entirety,<br />
whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted<br />
for professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a<br />
doctor.<br />
Observational Notes: Acute Initial Response to Stress in a Learning Environment Checklist<br />
Date:<br />
Student:<br />
DOB:
Observer:<br />
Interview and take observational notes of the child, parents and teachers if possible on their<br />
learning learning and/or environment.<br />
Sympathetic- is a fight-or-flight response<br />
which is a physiological reaction.<br />
Angry- dominate, fight/flight (flee),<br />
hyperarousal<br />
Parasympathetic- is a freeze response in<br />
the nervous system acts like a brake.<br />
Shame- freeze (collapse) and digesthypoarousal<br />
aggressive<br />
defensive<br />
reactive<br />
impulsive<br />
name-calling<br />
hitting/violence<br />
irritability<br />
feeling stuck “shut down”<br />
numbing<br />
self-centered<br />
withdrawing<br />
isolating<br />
being needy<br />
crying<br />
anxiety<br />
poor focus<br />
sleep problems<br />
LT memory problems<br />
paranoia<br />
ruminating<br />
avoidant<br />
afraid of new things<br />
ST memory problems<br />
inattention- “day dreaming”<br />
Hypersensitive - sound<br />
Hyperactive<br />
Hyposensitive - things in hands<br />
Hypoactive<br />
Interesting enough- can be both (more common) especially if Total Functional<br />
System Dominance<br />
Hyperarousal- most of the above which is<br />
Sympathetic Functional System<br />
Dominance<br />
Hypoarousal- most of the above which<br />
is Parasympathetic Functional System<br />
Dominance
Questionnaire:<br />
Self-regulation:<br />
Is s/he frequently irritable?<br />
Does s/he overreact to small problems?<br />
Does s/he have intense, angry outbursts?<br />
Does s/he have outbursts for little or no apparent reason? (specify situations in which<br />
outbursts occur)?<br />
Attention and Executive Function:<br />
Is s/he easily distractible; does he act without thinking?<br />
Is s/he restless, not able to sit still; is he overly active?<br />
Does s/he have difficulty initiating or finishing tasks such as homework?<br />
Does s/he have difficulty finding things in his/her room or desk?<br />
Is his/her written work poorly organized, does s/he have difficulty planning ahead?<br />
Does s/he forget to hand in homework?<br />
Oppositional and Aggressive behavior:<br />
Is your child destructive to toys or other objects?<br />
Does s/he say “no” or refuse to comply when asked to do something?
Does your child regularly argue with you (parents), teachers?<br />
Does s/he tease or bully another child? Has s/he been teased or bullied?<br />
Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?<br />
Does s/he swear, call names or make threats?<br />
Anxiety:<br />
Do you think your child worries more than other children?<br />
What does s/he worry about?<br />
Does s/he ever have problems falling asleep because she is worrying about something,<br />
can’t turn his/her mind off?<br />
Does your child have many fears?<br />
Is s/he easily scared?<br />
Can s/he be easily comforted by reassurance?<br />
Depression:<br />
What is your child’s mood like most of the time?<br />
Is s/he often unhappy, sad or tearful?
Does your child’s mood change abruptly for no apparent reason?<br />
Have you noticed a change in his/her interest in things s/he used to enjoy?<br />
Have you noticed a change in his/her energy or activity level?<br />
Is s/he more quiet than usual?<br />
Have you noticed a change in his/her sleep patterns or appetite?<br />
Disclaimer: These checklists and questionnaires are not to be substituted for<br />
professional Medical advice. These are the opinions of Tricia Cook and should not<br />
be used to diagnose or prescribe. Tricia is not a doctor.<br />
By The Research Autism Group or online [Retrieved from<br />
https://researchautism.org/wpcontent/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf<br />
[Accessed<br />
16 Dec. 2019].
Suggestions for Acute Initial Response to Stress<br />
Date:<br />
Student:<br />
DOB:<br />
Our Promises From God (Truth Of Sod) Through PRAYER & The Bible<br />
Just (PRAY):<br />
Pray<br />
Release<br />
Apply<br />
Meditation SOAP: Scripture, Observation (see what words speak to you), Apply with<br />
Affirmation and Prayer to...<br />
God<br />
Christ<br />
Holy Ghost<br />
Our truth of Sod- intentions and affirmations<br />
Lower Self (1-8) Higher Self (9-12)<br />
Grace<br />
Mercy<br />
Glory<br />
Victory<br />
Revelation<br />
Transmutation<br />
Power<br />
Salvation
Yearn for more Prayer<br />
S.O.A.P.<br />
Shame/Empathy (chakra 1)<br />
Scripture: But the Lord said, “My grace is all you need. Only when you are weak can<br />
everything be done completely by my power.” So I will gladly boast about my weaknesses.<br />
Then Christ’s power can stay in me.<br />
Affirmation of Glory: I am empathy. I have grace.<br />
Prayer: God, you are so wonderful and magnificent. I ask you by grace to release my<br />
empathy. I know you have the power to do it. I love and worship you always. Thank you, God.<br />
Peace, Bliss and Joy (chakra 2)<br />
Scripture: Indeed, you are our glory and joy. Thessalonians 2:20 NIV<br />
Affirmation of Victory: I am joy. I have forgiveness.<br />
Scripture: The Lord bless you and give you peace. Numbers 6:23-24<br />
Affirmation of Faith: I am blessed. I have peace.<br />
Prayer: God, you are so amazing. I have faith in you. I am blessed with joy, but there is<br />
something that needs forgiveness now, please search my heart so I may have peace. You are<br />
my father and the light to our world. I love and thank you.<br />
Anger/Strength (chakra 3)<br />
Scripture: I am strong (Joel 3:10)<br />
Affirmation Of Glory: I am strong. I have mercy.<br />
Prayer: God, you are brilliant. I am strong because of you and my will to serve you. I ask to be<br />
made stronger to help with my anger. I need to examine my needs but I need your help. I<br />
know if it is your will. Thank you and I love you. In Jesus' name I pray, amen.<br />
Hatred/Courage (chakra 4)<br />
Scripture: He said, “Take courage, daughter, your belief has healed you.” Mathew 9:22<br />
Affirmation Of Hope: I am healed. I have courage.<br />
Prayer: God, you are so glorious. I know I ask a lot. Can you please explore my heart more<br />
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<br />
you.<br />
Suggestions for Acute Initial Response to Stress<br />
Date:<br />
Student:<br />
DOB:<br />
Ex. Truth of Sod (Strength/Empathy)<br />
S: 2 Samuel 22:33 (KJV) God is my strength and power: and he maketh my way<br />
perfect. He answered and said, Whether he be a sinner or no, I know not: one<br />
thing I know, that, whereas I was blind, now I see. John 9:25 (KJV)<br />
O: God I am not blind to your word any longer. God, Does Love me and His Will is<br />
perfect.<br />
A: The next time I feel angry, when someone makes fun of me cause I learn<br />
differently, I know God will make me strong.<br />
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<br />
to serve you. In Jesus Name We Pray, Amen.<br />
---------------------------------------------------------------------------------------<br />
S: Isaiah 40:31 (NIV) but those who hope in the Lord will renew their strength.<br />
They will soar on wings like eagles; they will run and not grow weary, they will walk<br />
and not be faint.<br />
O:<br />
A:<br />
P:<br />
S: Ephesians 4:31 (NIV) Get rid of all bitterness, rage and anger, brawling and<br />
slander, along with every form of malice.<br />
O:<br />
A:<br />
P:<br />
S:James 1:19 (NIV) My dear brothers and sisters, take note of this: Everyone<br />
should be quick to listen, slow to speak and slow to become angry.<br />
O:<br />
A:<br />
P:<br />
=======================================================================
Truth of Sod (Knowledge/Wisdom)<br />
S: Proverbs 3:5 (ERV) Trust the LORD completely, and don’t depend on your own<br />
knowledge.<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:
O:<br />
A:<br />
P:<br />
---------------------------------------------------------------------------------------<br />
S:<br />
Truth of Sod (Faith/Hope)<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:
A:<br />
P:<br />
---------------------------------------------------------------------------------------<br />
S:<br />
Truth of Grace (Power/Reverence)<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:
---------------------------------------------------------------------------------------<br />
S:<br />
Truth of Grace (Obedience/Willingness)<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
---------------------------------------------------------------------------------------
S:<br />
Truth of Grace (Perception/Intuition)<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
---------------------------------------------------------------------------------------
S:<br />
Truth of Forgiveness & Freedom- I don’t resist= I surrender.<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
---------------------------------------------------------------------------------------
Truth of Forgiveness & Freedom- I don’t judge= I accept.<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
S:<br />
O:<br />
A:<br />
P:<br />
---------------------------------------------------------------------------------------<br />
Truth of Forgiveness & Freedom- I am not attached= I release.<br />
Daily Affirmations, Meditation for Total Functional System Dominance Do ALL
of them from top (red)-bottom (teal). Goal: a free mind- perceives light (Jesus).<br />
Chakras<br />
1st chakra<br />
(red)<br />
I release shame. I am empathy.<br />
I am___________ (love).<br />
2nd<br />
Chakra<br />
(orange)<br />
I am peace and bliss.<br />
I feel __________(joy).<br />
3rd<br />
Chakra<br />
(yellow)<br />
I release anger. I am strength.<br />
I do _____________<br />
(courage).<br />
4th<br />
Chakra<br />
(light green)<br />
I am couage.<br />
I love<br />
__________(abundance).
5th<br />
Chakra<br />
(light blue)<br />
I am compassion.<br />
I speak and<br />
listen____________<br />
(patience).<br />
6th<br />
Chakra<br />
(violet)<br />
I am God’s glory.<br />
I see __________<br />
(empowerment).<br />
7th<br />
Chakra (pink)<br />
I am God’s victory .<br />
I understand ________<br />
(beauty).
#8 (6,7)<br />
RAS (teal)<br />
I am unconditional love.<br />
I know God. I am His Light<br />
(mercy and comfort).<br />
Color & Sound Therapy Frequencies do #2 for peace/bliss and for RAS #8 do<br />
#5-7 and alta major together for the unity of courage, compassion, gratitude,<br />
comfort and unconditional love (enough & worthy).<br />
2nd<br />
Chakra<br />
(orange) PEACE & BLISS<br />
Intent: Samadhi (State of bliss)
Intelligence (Gambheera buddhi)<br />
Absence of Sorrow (Tyakta vishada)<br />
Memory (Smrti)<br />
Enthusiasm (Mahotsaha)<br />
Boldness (Dheera)<br />
Focus: DNA Repair Frequency | Healing Theta Meditation | Cell Regeneration w/ Binaural<br />
Beats<br />
https://yogainternational.com/class/time-for-a-gut-check<br />
https://www.youtube.com/watch?v=gt-KXhBhBeA<br />
Deep Relaxation Liberating Root Chakra Meditation Isochronic Tones ~ 396Hz Release Guilt<br />
and Fear<br />
Gregorian Chant - Theta Frequency<br />
11 30 13 7.83hz shumann theta iso w 432hz carrier frequency concert pitch 432hz<br />
Binaural Beats Research<br />
Law of Attraction Prosperity Meditation - 6.8 Hz Theta Frequency Binaural Beats<br />
https://www.youtube.com/watch?v=Qiic8X8ezbw<br />
210.42 Hz<br />
5th<br />
Chakra<br />
(light blue)
Intent: Sensory Transcendence (Pratyahara)<br />
Concentration (dharana)<br />
Skillfulness (Dakshah)<br />
Intellect (Budhi)<br />
Knowledge (Jnana)<br />
Wisdom (Prajnah)<br />
Memory (Smrti)<br />
Well Organized Behavior (Gambheera ceshta)<br />
Good Body Language and Movements (Suvyavasthita gati)<br />
https://yogainternational.com/class/a-shoulder-stretch-to-combatcomputer-posture<br />
https://www.youtube.com/watch?v=_s0g59LY0As<br />
https://youtu.be/ZGHbKWGgH_E
https://www.youtube.com/watch?v=4Qu2VHBhGZo 60HZ<br />
Kundalini Energy Activation - 41.2 Hz Gamma Frequency Binaural Beats<br />
https://www.youtube.com/watch?v=ZGHbKWGgH_E 40hz<br />
https://www.facebook.com/patrizia.snyman/videos/3494439433914833/<br />
https://www.youtube.com/watch?v=VbOgj5-rjQQ<br />
Chakra aligning meditation-<br />
741 Hertz<br />
Optimal Brain Functioning - 55.0 Hz Gamma Frequency Binaural Beats’<br />
7th<br />
Chakra (pink) Compassion<br />
Intent: Character (Sheela )<br />
The 3 measured character dimensions are:<br />
1. Self-Directedness (SD)<br />
2. Cooperativeness (CO)<br />
3. Self-Transcendence (ST)<br />
Self-discipline (Niyama)<br />
Inclination (Bhakti)
Behaviour (Chesta)<br />
Conduct (Achara)<br />
Mercy [Compassion] (Unmadais Sattvika)<br />
Courageous (Samar Vikrantayodhina)<br />
Moral Codes (Yama)<br />
https://www.youtube.com/watch?v=-2YKdlpDclo<br />
https://www.youtube.com/watch?v=SJY8F_PVVPY<br />
https://www.youtube.com/watch?v=R568f3lEkjQ<br />
111Hz<br />
852Hz<br />
I AM a Violet being of Fire - Vibonacci (Superior DNA Activation & Meditation)<br />
1 hr. Chakra Healing Session and Pineal gland stimulation (Binaural Beats + Solfeggio)<br />
Pineal Awakening<br />
Connecting With Source Energy - Archangels ♡ Earth Sun Cosmos (100 Download Limit<br />
Reached)<br />
Brain Massage [Music+Brainwaves] Refreshing<br />
Chakra aligning meditation-<br />
741 Hertz<br />
Optimal Brain Functioning - 55.0 Hz Gamma Frequency Binaural Beats’<br />
https://www.youtube.com/watch?v=4Qu2VHBhGZo 60HZ<br />
https://tcipersonality.com/what-does-the-tci-measure/<br />
#8 RAS (teal) Unconditional love
Intent: Consciousness (Sanjna) Self-Transmutation<br />
Devotion (Bhaktimantah)<br />
Gratitude (Kritajnah)<br />
Purity (Suchayah)<br />
Virtuous Acts (Kalyana Abhinivesi)<br />
Pride-Humbless<br />
Lust-Purity<br />
Wrath-Peacefulness<br />
Gluttony-Impartialness<br />
Greed-Submissiveness<br />
Sloth-Grace<br />
https://www.youtube.com/watch?v=NjtKmz2JG8w (Zeal Chakra)<br />
https://www.youtube.com/watch?v=NLYvkTEiCpQ&t=2136s<br />
https://docs.google.com/document/d/1K3tarajHcK7NtNgbzG6fanZ1ZDoo44h1BOpxHNmtyc<br />
s/edit<br />
https://www.youtube.com/watch?v=OkiFtjVVO6g<br />
Kundalini Energy Activation - 41.2 Hz Gamma Frequency Binaural Beats
https://www.youtube.com/watch?v=ZGHbKWGgH_E 40hz<br />
https://www.facebook.com/patrizia.snyman/videos/3494439433914833/<br />
https://www.youtube.com/watch?v=VbOgj5-rjQQ<br />
Pranyama (breath practices promoting life force)<br />
Worship: https://youtu.be/oZvKJl1kK8g Enough https://youtu.be/AIGV3ms_9eM Worthy<br />
Asana (postures)<br />
Kundalini Yoga: https://www.youtube.com/watch?v=o1EPCwfzlPY&t=205s Kriya Yoga:<br />
https://youtu.be/J6hxXRDqKrY<br />
Middle way Yoga:<br />
https://docs.google.com/document/d/1ORc9lETfuqrvNy_6pISfAs4FUYUT0KZtyLpjLUVrlqc<br />
/edit?usp=sharing<br />
w/ Right Brain Left Brain Balance - 18.3 Hz Beta Frequency Binaural Beats (Beta<br />
Binaural Beats 13-30 Hz)<br />
Dhyana (meditation)<br />
Mediation: https://youtu.be/BgzbOPxhgLI (61 points of light)<br />
Very short version of Vipassana Meditation<br />
https://gallery.mailchimp.com/40ea870ac796b53f32301896e/files/23ee91af-a8a1-4b4b-b73a-<br />
0fbc9d22f122/5s_meditation.mp3<br />
Again w/ Right Brain Left Brain Balance - 18.3 Hz Beta Frequency Binaural Beats (Beta<br />
Binaural Beats 13-30 Hz)<br />
Mudras- RAS #8 do 5-6th and then ANG LAM Do #7 for Ang and Then<br />
Hands-open for LAM for unity of courage, compassion, gratitude,<br />
comfort and unconditional love.
Suggestions for Acute Initial Response to Stress<br />
Date:<br />
Student:<br />
DOB:<br />
Prayer/Praise & Worship (PPW)- ask me about hand-on-healing and prayer and my adult<br />
bible study. Note: You can also do social stories related to the topics and real-life<br />
situations below. I AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN<br />
MY BODY and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES,<br />
FEELINGS, DREAMS AND VISIONS (see below)<br />
PRAISE<br />
ASK<br />
GRATITUDE<br />
GLORIFY<br />
(PAGG)<br />
Sympathetic System Functional<br />
Dominance- Students with this dominance<br />
need to know they are a child of God<br />
and Worthy.<br />
(worthy)<br />
Parasympathetic System Functional<br />
Dominance- Students with this dominance<br />
need to know they are a child of God<br />
and Enough.<br />
(enough) https://youtu.be/oZvKJl1kK8g
https://youtu.be/Ak5WTb-mgeA<br />
● Students with Sympathetic<br />
System Functional Dominance, not<br />
only want autonomy and meaning<br />
to life, they want to know and be<br />
connected to God- Note: (lacking<br />
visual imagination- I see) for I<br />
see God.<br />
● Ex. prayers: God, you are so<br />
amazing. I love you so very much.<br />
I am feeling anger, I need your<br />
strength. I know you can for you<br />
are our my father. I Live for<br />
Your Will and to serve you. In<br />
Jesus Name We Pray, Amen.<br />
Read: Philippians 4:13 (KJV)<br />
I can do all things through Christ<br />
which strengtheneth me.<br />
Psalms 18:1 (ERV)<br />
I love you, LORD! You are my<br />
strength.<br />
Worship:<br />
https://youtu.be/oZvKJl1kK8g<br />
https://youtu.be/PArsqbwTdJ8<br />
● God, I have hurt someone by<br />
hitting them and calling them a<br />
bad name because they had done<br />
it to me first. I let my anger<br />
come out- because of my learning<br />
disability that they cllaed me,<br />
“stupid”. Please God take this<br />
anger from me and replace it with<br />
strength. Strength to become<br />
more like you and the strength to<br />
● Students with Parasympathetic<br />
System Functional Dominance, not<br />
only want attunement and meaning<br />
to life, they want to be connected<br />
to God- Note: (lacking listening-<br />
I listen) for I’m in the<br />
present- not ruminating on my<br />
own inner voice.<br />
● Ex. prayers: God, you are so<br />
wonderful and my comfort. I love<br />
you so very much. I am feeling<br />
shame, I need you to release this<br />
shame inside of me and replace it<br />
with empathy. I need empathy for<br />
others but mostly for myself. I<br />
Live for Your Will and to serve<br />
you and I know you can do this<br />
for me, if it’s your Will cause I’m<br />
in your hands. In Jesus Name We<br />
Pray, Amen.<br />
Read: Luke 6:36 (ERV)<br />
Give love and mercy; empathy] the<br />
same as your Father gives love<br />
and mercy [empathy].<br />
Worship:<br />
https://youtu.be/FkRiYsTN7KY<br />
● God, I have cut myself off from<br />
others because so many people<br />
have made fun of me beause of<br />
my learning disability. I let my<br />
shame and negative thoughts<br />
about myself take over- again
choose peace. I mostly want the<br />
strength to change and no longer<br />
react in anger! I love you and I<br />
know you love me. Thank you. In<br />
Jesus’ Name we pray amen.<br />
Read: Psalms 145:8 (KJV)<br />
The Lord is gracious, and full of<br />
compassion; slow to anger, and of<br />
great mercy.<br />
2 Corinthians 12:10 (ERV)<br />
Yes, I am glad to have<br />
weaknesses if they are for Christ.<br />
I am glad to be insulted and have<br />
hard times. I am glad when I am<br />
persecuted and have problems,<br />
because it is when I am weak that<br />
I am really strong.<br />
Worship:<br />
https://youtu.be/m5Wc7Yp5rxw<br />
● God, I saw someone get angry and<br />
hurt someone. I pray for them<br />
and myself-I wanted to have the<br />
strength to do something and I<br />
just left them instead to work it<br />
out. God, I want your strength to<br />
show “your light” please help me in<br />
doing this next time. I live to<br />
serve you, God. I thank, love,<br />
surrender to, and devote myself<br />
to you. In Jesus’ Name we pray<br />
amen.<br />
Read: Psalms 27:1 (KJV)<br />
The Lord is my light and my<br />
salvation; whom shall I fear? the<br />
Lord is the strength of my life;<br />
please God take this shame from<br />
me and replace it with empathy. I<br />
love you and I know you love me.<br />
Thank you. In Jesus’ Name we<br />
pray amen.<br />
Read: Lamentations 5:1 (ERV)<br />
Remember, LORD, what happened<br />
to us. Look and see our shame.<br />
Then, Psalms 44:15 (ERV) All I can<br />
think about is my shame. Just<br />
look at my face, and you will see<br />
it.<br />
Psalms 69:19 (ERV)<br />
You know the shame I have<br />
suffered. You know all my<br />
enemies. You saw how they<br />
humiliated me.<br />
Worship:<br />
https://youtu.be/ZOBIPb-6PTc<br />
https://youtu.be/8Qa6zZrYkZA<br />
● God, I saw someone on the street<br />
sleeping on a park bench. I<br />
wanted to have the empathy to<br />
care, I just froze and thought<br />
about myself and having to meet a<br />
friend for lunch. I now think of<br />
you sleeping under the stars while<br />
you were on earth. God, I want<br />
your this shame to be released<br />
and replaced with empathy to<br />
show “your light” please help me in<br />
doing this next time. God, I love<br />
you. truly and unconditionally,<br />
always forever. In Jesus’ Name<br />
we pray amen.<br />
Read: Matthew 5:7 (ERV)
of whom shall I be afraid?<br />
Psalms 36:9 (ERV)<br />
The fountain of life flows from<br />
you. Your light lets us see light.<br />
Worship:<br />
https://youtu.be/_83rQRX_DIA<br />
https://youtu.be/upnJgTQj4hc<br />
<strong>Great</strong> blessings belong to those<br />
who show mercy [empathy] to<br />
others. Mercy [empathy] will be<br />
given to them.<br />
Hebrews 13:13 (ERV)<br />
So we should go to Jesus outside<br />
the camp and accept the same<br />
shame that he had.<br />
Worship:<br />
https://youtu.be/9VkzKLPE_7w<br />
https://youtu.be/lunFIc-8r8o<br />
Other Media:<br />
(God’s Love) https://youtu.be/5UL5rx0MSLg<br />
(Your Purpose) https://youtu.be/Emy13fjTvbs<br />
(Be Still) https://youtu.be/y3O22mqcnPI<br />
(Your Will Be Done - Surrender to God's Best) https://youtu.be/kIWbVa_7ujQ<br />
(Light) https://encounteringpeace.libsyn.com/<br />
Christian healing music:<br />
https://www.youtube.com/playlist?list=PLdgNVEt5wdVM6if5Xlp00ukJ6i9G0dWbf<br />
https://open.spotify.com/search/no%20longer%20slaves<br />
https://open.spotify.com/playlist/6TEQalhnsh27HY1xWcL36v<br />
https://open.spotify.com/search/alabster<br />
https://www.pandora.com/artist/bethel-music-jonathan-david-and-melissa-helser/wewill-not-be-shaken-live/no-longer-slaves-live/TRtcmmJzhhw54n6<br />
https://www.pandora.com/search/bethe/albums
https://www.pandora.com/artist/chris-tomlin/never-lose-sight/good-goodfather/TRd63k2VXm55P29<br />
Christian healing shows:<br />
https://www.pureflix.com/<br />
https://www.churchofthehighlands.com/media/series (Chris)<br />
https://www.youtube.com/watch?v=LJyaSLhzF-Q (Joyce)<br />
Date:<br />
Cook’s Initial Multiple Intelligence Finding Gifts<br />
Student:<br />
DOB:<br />
Gardner groups student capabilities into eight broad categories (each student's<br />
unique learning style is a combination of these intelligence):<br />
● Logical/mathematical (uses numbers effectively)<br />
● Visual/spatial (is artistically or spatially perceptive)<br />
● Bodily/kinesthetic (excels at tasks that require physical movement)<br />
● Musical (perceives and/or expresses musical forms and patterns)<br />
● Linguistic (uses words effectively)
● Interpersonal (responds well to others)<br />
● Intrapersonal (is reflective and inner-directed)<br />
● Naturalist (makes distinctions in the natural world)<br />
Linguistic<br />
● Ask students to write in a journal regularly.<br />
● Give oral exams and/or essay tests.<br />
● Emphasize creative writing – have students write poems, plays, and stories.<br />
Logical/Mathematical<br />
● Assign science labs and experiments.<br />
● Have students complete logic problems and games.<br />
Bodily/Kinesthetic<br />
● Challenge students to write and perform plays.<br />
● Have students build models or use other hands-on techniques to show what they<br />
learned.<br />
Visual/Spatial<br />
● Invite students to create collages, murals, and posters.<br />
● Encourage students to illustrate their ideas using maps, charts, and graphs.<br />
● Help students use school equipment to make a video or slide show.<br />
Interpersonal<br />
● Stage a classroom debate.<br />
● Have students work collaboratively to brainstorm and prepare a project.<br />
Intrapersonal<br />
● Ask students to identify their own academic strengths and weaknesses.<br />
● Have students think of personal goals and give progress reports.<br />
Musical<br />
● 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.<br />
Naturalist<br />
● Ask students to keep environmental journals and to share their observations.<br />
● Invite students to lead classmates on a nature walk to point out interesting plants<br />
and animals they found during independent study.<br />
01. __ Highly developed auditory skill<br />
02. __ Enjoy using computers<br />
03. __ Have a good memory for names, places, dates, or trivia<br />
04. __ Think in images and pictures<br />
05. __ Remember melodies of songs<br />
06. __ Spend free time engaged in art activities<br />
07. __ Like to write<br />
08. __ Ask questions like “where does the universe end?”, “when did time<br />
begin?”<br />
09. __ Process knowledge through bodily sensations<br />
10. __ Tell when a musical note is off-key<br />
11. __ Report clear visual images when thinking about something<br />
12. __ Have a deep awareness of inner feelings, dreams, and ideas<br />
13. __ Understand people<br />
14. __ Have a lot of friends
15. __ React with strong opinions when controversial topics are being<br />
discussed<br />
16. __ Spin tall tales or tell jokes and stories<br />
17. __ Enjoy reading books in spare time<br />
18. __ Explore patterns, categories and relationships and abstract forms<br />
of logical thinking<br />
19. __ Play a musical instrument<br />
20. __ Move, twitch, tap, or fidget while sitting in a chair<br />
21. __ Sensitive to non-verbal sounds in the environment<br />
22. __ Compute arithmetic problems quickly in head<br />
23. __ Spell words accurately and easily<br />
24. __ Play chess, checkers, or other strategy games, and win<br />
25. __ Reason things out logically and clearly<br />
26. __ Easily read charts, maps, and diagrams<br />
27.__ Engage in physical activities such as swimming, hiking, biking,<br />
skateboarding, etc.<br />
28.__ Socialize a great deal at school or around the neighborhood<br />
29.__ Organize, communicate with, and sometimes manipulate others<br />
30.__ Seem to live in your own private, inner world<br />
31.__ Learn best by relating and cooperating<br />
32.__ Need to touch people when you talk to them
33.__ Enjoy scary amusement rides<br />
34.__ Devise experiments to test out things you don’t understand<br />
35.__ Appreciate nonsense rhymes and tongue twisters<br />
36.__ Enjoy working on logical puzzles such as Rubik’s Cube<br />
37.__ Like doing crossword puzzles or playing games such as Scrabble or<br />
Anagrams<br />
38.__ Draw accurate representations of people or things<br />
39.__ Need to have music on in order to study<br />
40.__ Collect records or tapes<br />
41.__ Like movies, slides or photographs when learning new concepts<br />
42.__ Demonstrate skill in crafts like woodworking, carving, or sewing<br />
43.__ Like to be alone to pursue personal interest, hobby, or project<br />
44.__ Appears to possess a deep sense of self-confidence<br />
45.__ Get involved in after-school group activities<br />
46.__ March to the beat of a different drummer in style of dress,<br />
behavior, and general attitude<br />
47.__ Enjoy playing group games<br />
48.__ Motivate self to do well on independent study projects<br />
49.__ Cleverly mimic other people’s gestures, mannerisms, or behaviors<br />
50.__ Enjoy doing jigsaw puzzles or mazes<br />
51.__ Sing songs to self
52.__ Daydream a lot<br />
53.__ Need opportunities to learn by moving or acting things out<br />
54.__ Keep time rhythmically to music<br />
55.__ Possess intuitive ability<br />
56.__ Have a lot of empathy for the feelings of others<br />
Notes:
By Pearson Education Development Group, Sam Blackman or ONLINE:<br />
http://literacynet.org/mi/assessment/findyourstrengths.html<br />
Although Howard Gardner's theory of multiple intelligences (MI) is over a decade old,<br />
teachers are still trying to find the best way to use this theory to assess students with<br />
different styles of learning and varied academic strengths. Multiple Intelligences shape<br />
the way students understand, process, and use information.<br />
Disclaimer: These checklists and questionnaires are not to be substituted for<br />
professional Medical advice. These are the opinions of Tricia Cook and should not<br />
be used to diagnose or prescribe. Tricia is not a doctor.<br />
Results: Acute Initial Response to Stress<br />
Date:<br />
Student:<br />
DOB:<br />
Read more Here: https://link.medium.com/HEg2Ccz8Gcb<br />
La b e l<br />
Functional<br />
Dominance<br />
“Se n s e s ”<br />
Pe riphe ral<br />
System<br />
Parts of<br />
Brain<br />
(premature<br />
development)<br />
“Senses”<br />
EM Fields<br />
Chakra<br />
System
Visual<br />
Dyslexia - aka<br />
surface,<br />
dyseidetic<br />
dyslexia<br />
(SFD)<br />
Sympathetic<br />
Functional<br />
Dominance<br />
(SFD- Anger)<br />
Need<br />
autonomy<br />
CNS-<br />
Sympathetic<br />
(hyper -SFD)<br />
*can be<br />
varied<br />
(HPA) le fthemisphere<br />
dominance<br />
including<br />
Hypothalamic<br />
–Pituitary–<br />
Adrenal Axis<br />
associated<br />
with the<br />
soma chakra<br />
and anger.<br />
EMF<br />
peripheral<br />
(thym u s-<br />
cranial)<br />
chakras (4th-<br />
6th)<br />
wh ich is<br />
Mental Self<br />
(chakras 4–6,<br />
cognitive<br />
brain)<br />
Social/Emotio<br />
nal Self<br />
(chakras 6–8,<br />
soul mind<br />
which is<br />
Olfactory &<br />
Gustatory<br />
Senses<br />
Sympathetic<br />
Functional<br />
Dominance<br />
(SFD- An ge r )<br />
2nd chakra<br />
(sa cral)<br />
Pe ace, Bliss<br />
and Joy<br />
(happinessm<br />
otivation )<br />
3rd chakra<br />
(so la r<br />
ple xu s)-<br />
Anger needs<br />
Strength<br />
Visual<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
(meaning)<br />
6th chakra<br />
(visu a l-third<br />
e ye ) wh ich is<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind) need<br />
for mental<br />
body<br />
grace<br />
(free d om s-<br />
abundance,<br />
devotion)<br />
8th chakra<br />
(crown) “high<br />
heart-<br />
*works in<br />
threes<br />
m in d=sou l<br />
chakra”-<br />
Glorygr<br />
a t it u d e / Vic
tory -<br />
harmony<br />
(In clu d e s the<br />
vagus nerve<br />
(thym u s), in<br />
turn inclu de s<br />
alta major<br />
(RAS, Po n s )<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Auditory<br />
(aka<br />
dysphonetic<br />
dyslexia -<br />
PDF)<br />
Parasympath<br />
etic<br />
Functional<br />
Dominance<br />
(PFD-shame)<br />
Need<br />
attunement<br />
CNS-<br />
Parasympath<br />
etic (hypo -<br />
PFD)<br />
*can be<br />
varied<br />
CC-right -<br />
hemisphere<br />
dominance<br />
including<br />
Anterior<br />
Cingulate<br />
Cortex<br />
The<br />
Cinguate<br />
Gyrus<br />
(CAN)-<br />
specifically<br />
the Anterior<br />
Cingulate<br />
Cortex -ACCis<br />
part of<br />
RAS (Pine al<br />
Glan d,<br />
Pitu itary<br />
Gla n d )<br />
EMF<br />
peripheral<br />
(thym u s-<br />
cranial)<br />
chakras (4th-<br />
6th) which is<br />
Mental Self<br />
(chakras 4–6,<br />
cognitive<br />
brain)<br />
Social/Emotio<br />
nal Self<br />
(chakras 6–8,<br />
soul mind<br />
which is<br />
Olfactory &<br />
Gustatory<br />
Senses=<br />
Thymus (all<br />
chakras, high<br />
heart & mind)<br />
Sympathetic<br />
Fu n ctio n a l<br />
Dominance<br />
(SFD- An ge r )<br />
1st chakra<br />
(b a se )<br />
Sh a m e / Em p<br />
athymeaning<br />
2nd chakra<br />
(sa cral)<br />
Pe ace, Bliss<br />
and Joy<br />
(happiness)-<br />
m otivation<br />
7th chakra<br />
(a u d itorycosmic)
associated<br />
with the alta<br />
major chakra<br />
and shame.<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Mercy<br />
(forgivenessrelease<br />
fear/uncondi<br />
tion al love )<br />
See<br />
Hippocampu<br />
s- and ACC<br />
*works in<br />
threes<br />
8th chakra<br />
(crown) “high<br />
heartm<br />
in d=sou l<br />
chakra”-<br />
Glorygr<br />
a t it u d e / Vic<br />
toryharmony<br />
(In clu d e s the<br />
vagus nerve<br />
(thym u s), in<br />
turn inclu de s<br />
alta major<br />
(RAS, Po n s )<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Dyslexia<br />
(auditory<br />
and visual)<br />
Total (TFDboth<br />
anger<br />
and shame)<br />
Total (varied -<br />
so hyper &<br />
hypo TFD)<br />
See above<br />
EMF<br />
peripheral<br />
See above &<br />
Visual ,<br />
Auditory<br />
Senses=<br />
Pons<br />
Total<br />
Learning<br />
System<br />
Dysfunction<br />
(TLSD)
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
To ta l<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
*works in<br />
threes<br />
*works in<br />
threes<br />
Physical Self<br />
(chakras 1-<br />
3rd)<br />
Mental Self<br />
(chakras 4–<br />
5th, cognitive<br />
brain)<br />
Emotional<br />
Self (chakras<br />
6-8th)<br />
(adult) Visual<br />
, Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Dysgraphia<br />
Total (TFDboth<br />
anger<br />
and shame)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Total<br />
(varied - so<br />
hyper &<br />
hypo TFD)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Unilateral<br />
Neglect (or<br />
Hemispatial<br />
Neglect)/<br />
Total<br />
Functioning<br />
System<br />
Dominance<br />
(TFD)<br />
EMF<br />
peripheral<br />
Physical Self<br />
(chakras 1–<br />
3):<br />
anger/strengt<br />
h, joy, bliss,<br />
peace,<br />
shame/empat<br />
hy<br />
Total<br />
Learning<br />
System<br />
Dysfunction<br />
(TLSD)<br />
*works in<br />
threes
Basal<br />
gangliaregulating<br />
motor<br />
functions due<br />
to RAS ACC<br />
(anger)/HPA<br />
(shame)<br />
Vestibular &<br />
Somatosenso<br />
ry Senses &<br />
Proprioceptio<br />
n, Tactile<br />
Senses=<br />
RAS (chakras<br />
6-8, body and<br />
brain)<br />
*works in<br />
threes<br />
Physical Self<br />
(chakras 1-<br />
3rd)<br />
Mental Self<br />
(chakras 4–<br />
5th, cognitive<br />
brain)<br />
Emotional<br />
Self (chakras<br />
6-8th)<br />
(adult) Visual<br />
, Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Dysphasia<br />
(also<br />
aphasia)<br />
Total (TFDboth<br />
anger<br />
and shame)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Total<br />
(varied - so<br />
hyper &<br />
hypo TFD)<br />
Total<br />
Responsive<br />
System<br />
Dysfunction<br />
(RSD)<br />
Unilateral<br />
Neglect (or<br />
Hemispatial<br />
Neglect)/Tota<br />
l Functioning<br />
System<br />
Dominance<br />
(TFD)- Mixed<br />
Brain<br />
Dominance<br />
EMF<br />
peripheral<br />
Physical Self<br />
(chakras 1–<br />
3):<br />
anger/strengt<br />
h, joy, bliss,<br />
peace,<br />
shame/empat<br />
hy<br />
Vestibular &<br />
Somatosenso<br />
ry Senses &<br />
Total<br />
Learning<br />
System<br />
Dysfunction<br />
(TLSD)<br />
*works in<br />
threes<br />
Physical Self<br />
(chakras 1-<br />
3rd)<br />
Mental Self<br />
(chakras 4–
Proprioceptio<br />
n, Tactile<br />
Senses=<br />
RAS (chakras<br />
6-8, body and<br />
brain)<br />
5th, cognitive<br />
brain)<br />
Emotional<br />
Self (chakras<br />
6-8th)<br />
(adult) Visual<br />
, Auditory<br />
Senses=<br />
Pons<br />
(chakras 9-<br />
11, body &<br />
mind)<br />
Thymus (12<br />
chakra and<br />
all chakras,<br />
high heart &<br />
mind)<br />
Notes:<br />
Disclaimer: These checklists, resources, recommendations, questionnaires, etc.<br />
are not to be substituted for professional Medical advice. These are the opinions<br />
of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a<br />
doctor.
Date:<br />
Student:<br />
DOB:<br />
Observer:
READING & LEARNING INTEREST SURVEY<br />
Feelings Chart Proved by www.raisingboysandgirls.come
Notes:<br />
Do you like<br />
reading?<br />
What do you<br />
like to read?<br />
Do you like to<br />
write?<br />
Had to happe<br />
Math?<br />
How do you<br />
feel you learn<br />
best?<br />
Had tHad to<br />
happeno<br />
happen<br />
1) Alphabetics- Phoneme Sounds. Student points and gives letter name and then letter sound.<br />
Screener has a copy and writes down specific answers for students. See Appendix Cont. for<br />
Student Prompt<br />
A<br />
a<br />
E<br />
e<br />
I<br />
i<br />
B<br />
b<br />
F<br />
f<br />
J<br />
j<br />
C<br />
c<br />
G<br />
g<br />
K<br />
k<br />
D<br />
d<br />
H<br />
h<br />
L<br />
l<br />
MN O P
m n o p<br />
Q<br />
q<br />
U<br />
u<br />
Y<br />
y<br />
R<br />
r<br />
V<br />
v<br />
Z<br />
z<br />
S<br />
s<br />
T<br />
t<br />
WX<br />
w x<br />
O<br />
T<br />
H<br />
E<br />
R:<br />
Notes:<br />
2) Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto<br />
black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student. See<br />
Appendix Cont. for Student Prompt.<br />
P<br />
h<br />
o<br />
n<br />
et<br />
ic<br />
W<br />
o<br />
r<br />
d<br />
s<br />
S<br />
t<br />
u<br />
d<br />
e<br />
n<br />
ts<br />
S<br />
a<br />
m<br />
p<br />
le<br />
S<br />
ig<br />
h<br />
t<br />
W<br />
o<br />
r<br />
d<br />
s<br />
S<br />
t<br />
u<br />
d<br />
e<br />
n<br />
ts<br />
S<br />
a<br />
m<br />
p<br />
le
c<br />
a<br />
p<br />
L<br />
o<br />
g<br />
H<br />
ut<br />
T<br />
e<br />
n<br />
S<br />
ip<br />
P<br />
la<br />
n<br />
C<br />
r<br />
u<br />
m<br />
st<br />
e<br />
p<br />
g<br />
at<br />
e<br />
w<br />
id<br />
e<br />
C<br />
h<br />
at<br />
S<br />
hi<br />
p<br />
S<br />
p<br />
u<br />
n<br />
T<br />
hi<br />
n<br />
d<br />
u<br />
c<br />
k<br />
st<br />
al<br />
e<br />
s<br />
a<br />
o<br />
f<br />
o<br />
n<br />
d<br />
o<br />
th<br />
e<br />
a<br />
n<br />
d<br />
a<br />
n<br />
y<br />
y<br />
o<br />
u<br />
ar<br />
e<br />
al<br />
l<br />
w<br />
it<br />
h<br />
fr<br />
o<br />
m<br />
w<br />
h<br />
at<br />
w<br />
er<br />
e<br />
ot<br />
h<br />
er<br />
y<br />
o<br />
u<br />
r<br />
s<br />
ai<br />
d<br />
w<br />
o<br />
ul<br />
d<br />
w<br />
hi
m<br />
il<br />
e<br />
s<br />
cr<br />
a<br />
p<br />
st<br />
r<br />
o<br />
k<br />
e<br />
pi<br />
tc<br />
h<br />
s<br />
h<br />
ri<br />
n<br />
e<br />
c<br />
h<br />
a<br />
b<br />
o<br />
ut<br />
b<br />
ef<br />
o<br />
re<br />
Phonics<br />
Inventorymissed<br />
spelled<br />
words<br />
above...wo<br />
rk samples<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:
S<br />
c<br />
o<br />
p<br />
e<br />
a<br />
n<br />
d<br />
s<br />
e<br />
q<br />
u<br />
e<br />
n<br />
c<br />
e<br />
Needs all<br />
phoneme<br />
s to<br />
mastery<br />
-<br />
C<br />
o<br />
n<br />
s<br />
o<br />
n<br />
a<br />
n<br />
ts<br />
R<br />
e<br />
vi<br />
e<br />
w<br />
:<br />
No<br />
tes<br />
:<br />
-<br />
V<br />
o<br />
w<br />
el<br />
s/<br />
L<br />
o<br />
n<br />
g<br />
V<br />
o<br />
w<br />
el<br />
s<br />
R<br />
e<br />
vi<br />
e<br />
w<br />
:<br />
No<br />
tes<br />
:<br />
-<br />
Bl<br />
e<br />
n<br />
d<br />
s<br />
R<br />
e<br />
vi<br />
e<br />
w<br />
:<br />
No<br />
tes<br />
:<br />
-<br />
D<br />
ig<br />
ra<br />
R<br />
e<br />
vi<br />
e<br />
No<br />
tes<br />
:
p<br />
h<br />
s<br />
w<br />
:<br />
-<br />
P<br />
h<br />
o<br />
n<br />
o<br />
gr<br />
a<br />
m<br />
s-<br />
D<br />
ip<br />
h<br />
t<br />
h<br />
o<br />
n<br />
g<br />
s,<br />
S<br />
p<br />
e<br />
ci<br />
al<br />
V<br />
o<br />
w<br />
el<br />
s<br />
in<br />
cl<br />
u<br />
di<br />
n<br />
g<br />
r-<br />
c<br />
o<br />
n<br />
tr<br />
ol<br />
le<br />
d<br />
R<br />
e<br />
vi<br />
e<br />
w<br />
:<br />
No<br />
tes<br />
:<br />
-<br />
R<br />
ul<br />
e<br />
s<br />
R<br />
e<br />
vi<br />
e<br />
w<br />
:<br />
No<br />
tes<br />
:
Visual Processing<br />
Transpositions-<br />
Samples:<br />
Notes:<br />
Cpa<br />
Reversals-<br />
C@P or Capitals<br />
Closure Issues:<br />
a, o’s, etc. don’t<br />
meet up/<br />
front/back tail<br />
Picture Find<br />
(confusingincomplete,<br />
differences,<br />
Spacing off H &<br />
V)<br />
Descr.: blurry,<br />
jumping, flying,<br />
skipping lines<br />
Position<br />
Frequently<br />
(percentage=<br />
total<br />
characteristics/<br />
total letters<br />
spelled)<br />
Total percentage %:<br />
.<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:
Auditory<br />
Processing<br />
Omissions: (words<br />
ex. below)<br />
Deletions- cp<br />
Sample:<br />
Notes (note which position:<br />
beginning, middle, end):<br />
Additions- caop<br />
Substitutions- cip<br />
Repetitions- caap<br />
Include PA-<br />
Language/<br />
Listening,<br />
Alliteration,<br />
Assonance, & Rime<br />
(see below). Also,<br />
ask about sensitivity<br />
to loud noise,<br />
muffled sounds<br />
when in a crowd for<br />
CAPD).<br />
.<br />
4) Phonological Awareness. Take the same misspelled phonetic and sight<br />
words from above to check the student's phonological awareness.<br />
W<br />
o<br />
r<br />
d<br />
s<br />
W<br />
h<br />
a<br />
t<br />
is<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
(<br />
F<br />
ir<br />
st<br />
,<br />
M<br />
i<br />
d<br />
d<br />
le<br />
,<br />
L<br />
G<br />
i<br />
v<br />
e<br />
m<br />
e<br />
a<br />
n<br />
o<br />
t<br />
h<br />
e<br />
r<br />
w<br />
o<br />
r<br />
d<br />
w<br />
it<br />
h<br />
s<br />
a<br />
m<br />
e<br />
fi<br />
r<br />
st<br />
s<br />
G<br />
i<br />
v<br />
e<br />
m<br />
e<br />
a<br />
n<br />
o<br />
t<br />
h<br />
e<br />
r<br />
w<br />
o<br />
r<br />
d<br />
t<br />
h<br />
a<br />
t<br />
r<br />
h<br />
y<br />
m<br />
e<br />
s<br />
w<br />
T<br />
a<br />
k<br />
e<br />
a<br />
w<br />
a<br />
y<br />
t<br />
h<br />
e<br />
/<br />
/<br />
s<br />
o<br />
u<br />
n<br />
d<br />
a<br />
n<br />
d<br />
w<br />
h<br />
a<br />
t<br />
d<br />
o<br />
y
a<br />
st<br />
)<br />
S<br />
o<br />
u<br />
n<br />
d<br />
Y<br />
o<br />
u<br />
H<br />
e<br />
a<br />
r<br />
?<br />
o<br />
u<br />
n<br />
d<br />
.<br />
H<br />
o<br />
w<br />
m<br />
a<br />
n<br />
y<br />
s<br />
y<br />
ll<br />
a<br />
b<br />
le<br />
s<br />
d<br />
o<br />
e<br />
s<br />
t<br />
h<br />
a<br />
t<br />
w<br />
o<br />
r<br />
d<br />
h<br />
a<br />
v<br />
e<br />
?<br />
it<br />
h<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_<br />
_.<br />
H<br />
o<br />
w<br />
m<br />
a<br />
n<br />
y<br />
s<br />
y<br />
ll<br />
a<br />
b<br />
le<br />
s<br />
d<br />
o<br />
e<br />
s<br />
t<br />
h<br />
a<br />
t<br />
w<br />
o<br />
r<br />
d<br />
h<br />
a<br />
v<br />
e<br />
?<br />
o<br />
u<br />
g<br />
e<br />
t<br />
?<br />
N<br />
o<br />
w<br />
,<br />
t<br />
a<br />
k<br />
e<br />
a<br />
w<br />
a<br />
y<br />
t<br />
h<br />
e<br />
/<br />
/<br />
s<br />
o<br />
u<br />
n<br />
d<br />
a<br />
n<br />
d<br />
w<br />
h<br />
a<br />
t<br />
d<br />
o<br />
y<br />
o<br />
u<br />
g<br />
e<br />
t<br />
?
PA Continuum:<br />
mark on<br />
continuum<br />
below/above<br />
1) 2 Step<br />
Direction<br />
s<br />
(above):<br />
2) Rhyming<br />
3)<br />
Alliteration<br />
4) Syllables
Notes:<br />
Dysgraphia-<br />
Proprioception<br />
Finger Tapping<br />
Speed (see notes)<br />
Spacing off<br />
Tight/Loose Grip-<br />
Dark/Light<br />
Organization<br />
Splitting & Drawing<br />
of Letters<br />
Sample:<br />
[>50% see above] Notes:<br />
Writing Sample<br />
(paragraph of<br />
interest)<br />
Sample:<br />
Writing Prompt ex:<br />
Tell me about your<br />
last trip to the<br />
store?
Specific Language<br />
Impairment<br />
Endings of<br />
Conjugations<br />
(endings, -s,-es)<br />
Sample:<br />
Nouns/Verbs usage<br />
Adj./Adv. usage<br />
Overall Lang.<br />
Development<br />
(#soundsproduction/r,s,w,etc/<br />
words, age)<br />
Notes:
Sound- Word<br />
Knowledge<br />
Inventorystudent<br />
reads and<br />
answers the<br />
questions<br />
Wor<br />
ds<br />
(mis<br />
sed<br />
abo<br />
ve):<br />
Ho<br />
w<br />
man<br />
y<br />
lette<br />
rs?<br />
Ho<br />
w<br />
man<br />
y<br />
sou<br />
nds?<br />
Notes:
Disclaimer: These checklists and questionnaires are not to be<br />
substituted for professional Medical advice. These are the<br />
opinions of Tricia Cook and should not be used to diagnose or<br />
prescribe. Tricia is not a doctor.<br />
Visual Processing Improvement: from the computer, the child read and spells out-loud, teacher makes<br />
comparison amongst color, font, size, and presentation. Note: Comic Sans Font and 11- 30 pt.,<br />
avoiding black/white, mixture of high-frequency, sight and phonetic words, and spacing. Can you use<br />
it for reading then spelling those missed (see list below- to check visual processing).<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Pre-primer (30)<br />
a<br />
Pl<br />
ay
all<br />
out<br />
Af<br />
ter<br />
Total ___/5<br />
once<br />
always<br />
right<br />
Ab<br />
out<br />
never<br />
Total<br />
__/5<br />
Pl<br />
ease<br />
again<br />
open
A<br />
round<br />
sing<br />
To ta l ____ / 5<br />
are<br />
Pret<br />
ty<br />
an<br />
over<br />
Be<br />
Total<br />
cause<br />
____/5<br />
Primer (12)
own // big<br />
said // at<br />
ran // any<br />
put // been<br />
sleep // carry<br />
Total ____ /5<br />
First (18)<br />
see // ate<br />
// ride<br />
as // round // before<br />
tell // clean // seven (STOPPED HERE)<br />
can // the //<br />
be<br />
ask // some // best<br />
Total<br />
____/5<br />
Second<br />
come three black say by stop<br />
both these done show down to<br />
brown she could take buy those<br />
draw six find two but so every<br />
thank call upon drink small for up<br />
Total<br />
_____/5
then does use fall ten go where<br />
do there give think don't very<br />
far today help yellow eat they<br />
going walk fast wash full<br />
together here you four this had<br />
Total<br />
_____/5
Notes:<br />
Disclaimer: These checklists and questionnaires are not to be substituted for<br />
professional Medical advice. These are the opinions of Tricia Cook and should not<br />
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.<br />
Observations of dyslexia characteristics to be shared with families. They make the decision for further<br />
diagnosis. Choose reading sample from their instruction reading level:<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Notes:<br />
Errors,<br />
Selfcorrections<br />
, deletions,<br />
substitutio<br />
ns,<br />
additions,<br />
etc..<br />
Sample:
Disclaimer: These checklists and questionnaires are not to be<br />
substituted for professional Medical advice. These are the opinions of<br />
Tricia Cook and should not be used to diagnose or prescribe. Tricia is<br />
not a doctor.<br />
Results of Screening<br />
Observational Checklist. The observational checklist is exactly as it states. Observations of dyslexia<br />
characteristics to be shared with families. They can then make the decision for further diagnosis.<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Summary<br />
Auditory Processing<br />
>50 % Position Frequencies Average<br />
(usually in the middle)<br />
Ex. Omissions:<br />
Deletions:<br />
Visual Processing<br />
>50 % Position Frequencies<br />
Average<br />
Ex.<br />
Transposals:<br />
Additions:<br />
Reversals:
Substitutions:<br />
Other (Circle):<br />
squinting eyes<br />
headaches<br />
skips lines<br />
squishes letters,<br />
words, sentences<br />
(writing sample)<br />
see words (circle):<br />
floating<br />
flying<br />
jumping<br />
Repetitions:<br />
Notes:<br />
Other (Circle):<br />
better at sight words (see<br />
spelling inventory)<br />
weaker in phonological<br />
awareness (see PA<br />
continuum)<br />
personality-right- brain<br />
dominant (circle):<br />
“outside of box” thinker’<br />
sensitive, holistic<br />
creative, imaginative<br />
dramatic<br />
Position Frequencies<br />
Average (position<br />
frequencies<br />
percentage average)<br />
Words Phrases Sentences<br />
Highlight Which Applies To Student:
Steal<br />
th/M<br />
ild<br />
Mod<br />
erate<br />
Seve<br />
re<br />
Does<br />
some<br />
of the<br />
chara<br />
cteris<br />
tics<br />
in<br />
some<br />
of the<br />
positi<br />
ons<br />
(belo<br />
w<br />
50%)<br />
Plus.<br />
may<br />
see<br />
phon<br />
ologi<br />
cal<br />
awar<br />
eness<br />
defici<br />
ency<br />
(see<br />
chart<br />
belo<br />
w) or<br />
visua<br />
l<br />
proce<br />
ssing.<br />
Steal<br />
th:<br />
eccen<br />
tric<br />
and<br />
overc<br />
ompe<br />
nsate<br />
s<br />
Does<br />
about<br />
½ the<br />
chara<br />
cteris<br />
tics<br />
in ⅔<br />
of the<br />
positi<br />
ons<br />
(abov<br />
e<br />
50%)<br />
.<br />
Will<br />
see a<br />
phon<br />
ologi<br />
cal<br />
awar<br />
eness<br />
defici<br />
ency<br />
(see<br />
chart<br />
belo<br />
w) or<br />
visua<br />
l<br />
proce<br />
ssing.<br />
Does<br />
every<br />
one<br />
of the<br />
Char<br />
acteri<br />
stics<br />
in<br />
every<br />
positi<br />
on<br />
(abov<br />
e<br />
75%)<br />
.<br />
Plus,<br />
will<br />
see a<br />
phon<br />
ologi<br />
cal<br />
awar<br />
eness<br />
defici<br />
ency<br />
(see<br />
chart<br />
belo<br />
w) or<br />
visua<br />
l<br />
proce<br />
ssing.<br />
Highlight Which Applies To Student:
Be<br />
gin<br />
nin<br />
g<br />
Ea<br />
rly<br />
Int<br />
er<br />
me<br />
dia<br />
te/<br />
Ad<br />
va<br />
nce<br />
d<br />
No<br />
tes:<br />
ph<br />
ase<br />
:<br />
“S<br />
ou<br />
nd<br />
Le<br />
vel<br />
”<br />
So<br />
un<br />
ds<br />
in<br />
Iso<br />
lati<br />
on<br />
(als<br />
o<br />
Wo<br />
rds<br />
for<br />
enc<br />
odi<br />
ng/<br />
dec<br />
odi<br />
ng<br />
off<br />
ere<br />
d<br />
in<br />
pro<br />
gra<br />
m)<br />
ph<br />
ase<br />
:<br />
“W<br />
ord<br />
Le<br />
vel<br />
”<br />
Wo<br />
rds<br />
in<br />
Iso<br />
lati<br />
on<br />
Ch<br />
ora<br />
l,<br />
Ec<br />
ho<br />
Re<br />
ad,<br />
Clo<br />
ze<br />
Re<br />
ad<br />
on<br />
Ins<br />
tru<br />
cti<br />
on<br />
al<br />
Le<br />
vel<br />
Tr<br />
ade<br />
ph<br />
ase<br />
:“P<br />
hra<br />
ses<br />
&<br />
Se<br />
nte<br />
nce<br />
s<br />
Le<br />
vel<br />
”<br />
Ind<br />
epe<br />
nd<br />
ent<br />
Re<br />
adi<br />
ng<br />
”Y<br />
ou<br />
Re<br />
ad/<br />
Wr<br />
ite<br />
”
”I<br />
Re<br />
ad/<br />
Wr<br />
ite<br />
”<br />
Bo<br />
oks<br />
”W<br />
e<br />
Re<br />
ad/<br />
Wr<br />
ite<br />
”<br />
FINAL NOTES (see appendix for help)<br />
RESOURCES (Dyslexia Help Resources):<br />
THOUGHTS (Observational Notes):<br />
FEELINGS (Holistic Alternatives for Learning Differences)<br />
IDEAS (Recommendations and Accommodations):<br />
Disclaimer: These checklists, resources, recommendations, questionnaires, etc.<br />
are not to be substituted for professional Medical advice. These are the opinions<br />
of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a<br />
doctor.
ELBERT Holistic Alternatives for Learning Differences<br />
Disclaimer: These suggestions are not to be substituted for professional Medical advice.<br />
These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia<br />
is not a doctor.<br />
Environment: Calm, simple, safe, inviting, neutral/natural (secure)<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
JOURNAL Writing- [There is] evidence that environments, schedules, and<br />
rituals restructure the writing process and amplify performance… The<br />
principles of memory retrieval suggest that certain practices should amplify<br />
performance. These practices encourage a state of flow rather than one of<br />
anxiety or boredom. Like strategies, these other aspects of a writer’s method<br />
may alleviate the difficulty of attentional overload. Pocket. (2019). The<br />
Psychology of Writing and the Cognitive Science of the Perfect Daily Routine -<br />
Brain Pickings - Pocket. [online] Available at:<br />
https://getpocket.com/explore/item/the-psychology-of-writing-and-the-
cognitive-science-of-the-perfect-daily-routine [Accessed 23 Dec. 2019].<br />
Physical Body-<br />
Vestibular,<br />
Somatosensory &<br />
Proprioception<br />
Systems<br />
Mental Body-<br />
Visual, Auditory<br />
Systems and<br />
Specific Language<br />
Impairments<br />
(see on FB page<br />
Dyslexia HELP)<br />
Social/Emotional Body-<br />
Olfactory System &<br />
Gustatory System<br />
(People oriented,<br />
anxiety, ocd,<br />
depression)<br />
Other: Spiritual<br />
Skills: Coordination<br />
(Nero and body)<br />
-Exercises:<br />
Densisitize to<br />
tactile stimuli,<br />
avoid<br />
multitasking and<br />
sensory overload<br />
along with<br />
attention/listening<br />
training. All in 15<br />
min increments.<br />
-Crossing-Midline<br />
exercises: cross<br />
crawls<br />
(floor/standing)<br />
-Outlets: (Gross<br />
Motor) park,<br />
playground &<br />
nature,<br />
yoga: Yoga<br />
International.org<br />
(app...website),<br />
karate, dance,<br />
sports<br />
GOOGLE:<br />
Montessori’s Walk<br />
the Line<br />
Skills:<br />
Concentration,<br />
Higher-order<br />
thinking, such as<br />
analyzes and<br />
evaluation<br />
-I just published my<br />
Dyslexia Help<br />
(Cook, 2020) for<br />
parents, tutors, and<br />
teachers<br />
information:<br />
https://lookingtohea<br />
lourownlearningdiff<br />
erence.org/author/tc<br />
ookedu/ (scroll to<br />
what your child<br />
needs- I hope it<br />
helps!!)<br />
-Learning Styles<br />
Google: Howard<br />
Gardner Multiple<br />
Intelligences-<br />
Literacynet.org,<br />
https://www.institut<br />
e4learning.com/reso<br />
urces/<br />
(*my programs)<br />
Skills: Confidence,<br />
Character Development 1<br />
My very own Empathy<br />
and Strength Training for<br />
Kids. Please ask me about<br />
this training for kids.<br />
-Social Stories<br />
https://carolgraysocialstor<br />
ies.com/social-stories/<br />
-Positive Disciple (Jane<br />
Nelsen)<br />
https://www.positivedisci<br />
pline.com/dr-jane-nelsen<br />
& Conscious Discipline<br />
(Dr. Becky Bailey)<br />
https://consciousdisciplin<br />
e.com/freeresources/discipline-tips/<br />
-Volunteering<br />
Opportunities and<br />
Empathy Training<br />
https://mcc.gse.harvard.e<br />
du/resources-foreducators/how-buildempathy-strengthenschool-community<br />
-Cooperative,<br />
Collaborative, and<br />
Skills:<br />
Connection, Caring,<br />
Cooperation<br />
-CMC Program:<br />
Facts<br />
Forms/Functions<br />
Feelings<br />
Future<br />
Outlets:<br />
● Sa, Ta, Na, Ma<br />
Meditation on<br />
Soundcloud<br />
(see pic. below for<br />
Meditation pose)<br />
● BRAIN SYNC<br />
app. by Kelly<br />
Howell,<br />
● Alternating<br />
Breathing<br />
Techniques<br />
● Yoga (Yoga<br />
International),<br />
● Tai Chi (7 min.<br />
Chi),<br />
● Small Group Bible<br />
Study, Drum<br />
Circle.<br />
● Montessori- taking<br />
care of nature<br />
activities: watering<br />
1<br />
Copyright © 2019 Tricia Cook<br />
All rights reserved by author.<br />
Permission to copy for classroom use only.<br />
Electronic distribution limited to classroom use only.
(Fine Motor)<br />
-Rake/sand, sewing,<br />
weaving, cutting<br />
with scissors, and<br />
knitting<br />
-APD/VPD<br />
Accommodation<br />
such as systematic,<br />
multi-sensory<br />
instruction<br />
(understood.org)<br />
and -Integrative<br />
Learning Strategies<br />
(ilslearningcenters.<br />
org). See lesson<br />
plan below.<br />
Academic:<br />
Montessori &<br />
matching activities!<br />
bell, fabric, bead<br />
frame, picture to<br />
picture, picture to<br />
sound, picture to<br />
word<br />
Professionals-<br />
OT
while running in<br />
particular can<br />
reduce the stress on<br />
the supporting<br />
ligaments of the<br />
diaphragm and can<br />
help relieve side<br />
stitches. Belly<br />
breathing simply<br />
means you’re using<br />
your stomach<br />
instead of your<br />
chest. Chest<br />
breathing is<br />
associated with<br />
shallow breathing,<br />
while belly<br />
breathing is<br />
associated with<br />
deep, productive<br />
breathing.<br />
Anger (SFD) Ex<br />
Yoga: Moon<br />
Salutation, Way<br />
Right Yoga always<br />
including<br />
Downward Dog<br />
Pose (shame-ram)<br />
using Sloth<br />
Breathing - Making<br />
your exhale longer<br />
than your inhale.<br />
i.e. inhaling 6<br />
counts, and<br />
exhaling 8 counts.<br />
“Ram”, “Aum”,<br />
“Om,” and<br />
repeating until you<br />
notice a state<br />
change. hen, do<br />
number #1 for<br />
shame, and #4 for<br />
empathy, and #2 for<br />
peace/bliss, for<br />
RAS #8s 5-7th and<br />
alta major together<br />
for the unity of<br />
compassion,<br />
courage, and<br />
vegetables,<br />
avoid heavy or<br />
“brain foggy”<br />
foods: gluten,<br />
sugar,etc. (Yoga<br />
International)<br />
Wim Hof Breathing<br />
- Inhale fully, then<br />
release your<br />
diaphragm without<br />
exhaling fully.<br />
Repeat for up to the<br />
minute, or until you<br />
notice. (Bonus, pair<br />
with a cold shower.)<br />
Kundalini Yoga -<br />
There are also great<br />
free kundalini yoga<br />
classes online.<br />
61 Point Meditation<br />
Mindful Balanced<br />
Breathing - Inhale<br />
for 6 counts, and<br />
exhale for 6 counts.<br />
Then, do number #1<br />
for shame, and #4<br />
for empathy, and<br />
#2, for peace/bliss,<br />
for RAS #8s do 5-<br />
7th and alta major<br />
together for the<br />
unity of<br />
compassion,<br />
courage, and<br />
unconditional love<br />
(enough). Then, #5<br />
for auditory sense, I<br />
speak and listen to<br />
God.<br />
Highly Developed<br />
Senses- Meditation<br />
Ex.5 Senses<br />
Mediation always<br />
including Ram and<br />
Ham also including<br />
-Kapalabhati pranayama-<br />
An active yogic breathing<br />
practice, also known as<br />
“skull shining breath,”<br />
which consists of a rapid<br />
succession of forceful<br />
exhalations and passive<br />
inhalations. This practice<br />
is cleansing, invigorating,<br />
and balancing to vata,<br />
pitta, and kapha; it<br />
purifies the pranic<br />
channels (srotamsi)<br />
without creating heat.<br />
Ajna Chakra Yoga- 6th<br />
chakra:<br />
The sixth of seven<br />
chakras, which is located<br />
at the third eye and is<br />
Do positions for release of<br />
acute stressors above:<br />
1, 3 (shame/empathy),<br />
(anger/strength)<br />
2 Joy, bliss and peace<br />
5,4 courage/ hate and<br />
grief/compassion<br />
7 (no fear-authentic self<br />
uncondtional love)<br />
Bija Mantra- “AUM”. A<br />
seed sound, often<br />
associated with the seed<br />
syllables that correspond to<br />
each of the seven chakras;<br />
a sound that supports<br />
profound insight (beyond<br />
the capacity of the<br />
intellect) and helps us to<br />
align with—and better<br />
understand—certain truths<br />
associated with particular<br />
frequencies or vibrations.<br />
hen, do number #1 (LAM)<br />
for shame, and #4 (YAM)<br />
for empathy, and #2<br />
(VAM) for peace/bliss,<br />
for RAS #& do 6<br />
(SHAM), 7 (OM), 8 (ANG<br />
LAM) and alta major<br />
together. Compassion,<br />
courage and unconditional
unconditional love<br />
(enough).<br />
Shame (PDF) Ex<br />
Yoga: Way Left<br />
Yoga always<br />
including Chair<br />
Pose (anger-vam)<br />
using Sloth<br />
Breathing - Making<br />
your exhale longer<br />
than your inhale.<br />
i.e. inhaling 6<br />
counts, and<br />
exhaling 8 counts.<br />
“Vam”, “Aum”,<br />
“Om” and repeating<br />
until you notice a<br />
state change. Then,<br />
do number #3 for<br />
anger, # 6 for<br />
strength and end in<br />
#2 for peace/bliss &<br />
then for the unity of<br />
comfort,<br />
compassion,<br />
courage,<br />
unconditional love<br />
(worthy) for RAS<br />
#do chakras 5-7th<br />
and alta major<br />
together.<br />
going outside to<br />
listen to birds (if<br />
possible). The 5’s<br />
Meditation -<br />
Focusing all of your<br />
attention on each of<br />
your 5 senses (sight,<br />
sound, taste, touch,<br />
smell) for one<br />
minute each.<br />
Intention: I have<br />
courage,<br />
compassion and<br />
comfort along with<br />
having peace and<br />
bliss. Thanks be to<br />
God!<br />
-Blobbing -<br />
Consciously<br />
releasing and<br />
relaxing all the<br />
muscles in your<br />
body Progressive<br />
Muscle Relaxation -<br />
Progressively<br />
tensing and<br />
releasing muscle<br />
groups in your<br />
body, starting from<br />
your feet, all the<br />
way up to your face,<br />
and back down.<br />
Sloth Breathing -<br />
Making your exhale<br />
longer than your<br />
inhale. I.e. inhaling<br />
6 counts, and<br />
exhaling 8 counts.<br />
“Voo” - Using the<br />
word “voo” like<br />
“Om,” and<br />
repeating until you<br />
notice a state<br />
change. Then, do<br />
number #3 (RAM)<br />
for anger, # 6<br />
(SHAM) for<br />
responsible for balancing<br />
the higher self with the<br />
lower self; this chakra is<br />
also associated with<br />
intuition—our ability to<br />
trust our deepest inner<br />
knowing—and is<br />
symbolized by a twopetaled<br />
lotus flower, the<br />
color indigo, the bija<br />
mantra (seed syllable)<br />
“Aum,” and it is often<br />
linked to the pineal gland.<br />
Ex.<br />
https://yogainternational.c<br />
om/class/asanaalignment-and-chakraawareness-ajna-braincenter<br />
-Mindful Balanced<br />
Breathing - Inhale for 6<br />
counts, and exhale for 6<br />
counts. Then, do number<br />
#3 for anger, # 6 for<br />
strength and end in #2 for<br />
peace/bliss & for RAS<br />
#6, 7, 8 and alta major<br />
together for the unity of<br />
compassion, comfort,<br />
courage, unconditional<br />
love (worthy). #5 for<br />
visual sense, I see God.<br />
-Chakra Yoga- 6th<br />
chakra:<br />
The xth of seven chakras,<br />
which is located at the<br />
third eye and is<br />
responsible for balancing<br />
the higher self with the<br />
lower self; this chakra is<br />
also associated with<br />
intuition—our ability to<br />
trust our deepest inner<br />
knowing—and is<br />
symbolized by a twolove<br />
(enough). Then, #5<br />
(HAM) for auditory sense,<br />
I speak and listen to God.<br />
-Yoga & Marma-Sthapani<br />
Marma, Krikarthika<br />
Marma, Adhipathi,<br />
Prathynaha dharana<br />
(concentration), Yoga<br />
nidra, nindra padasana and<br />
setu bhandasana, sthapani,<br />
vidura, sankha, simhata,<br />
adhipathi, krikarthika and<br />
apanga.<br />
https://www.youtube.com/<br />
watch?v=o1EPCwfzlPY&t<br />
=205s (kundalini)<br />
https://open.spotify.com/pl<br />
aylist/6rjJQsvnuLfUYu72J<br />
cShE8?si=G7VaFVsBRiFaY2r7CGLZw<br />
(music)<br />
Sympathetic- #3, 6<br />
Parasympathetic- #1, 4<br />
Both- #6-8<br />
-WAY_LEFT_YOGA for<br />
shame and empathy:<br />
https://docs.google.com/do<br />
cument/d/1K33itt1xWCfS
strength and end in<br />
#2 (VAM), #5<br />
(HAM), for<br />
peace/bliss,<br />
compassion and<br />
unconditional love<br />
& for RAS #s 6<br />
(SHAM), 7 (OM), 8<br />
(ANG LAM).<br />
-Concentrate (5th<br />
chakra) & Ruminate<br />
(7th chakra) Object<br />
Meditation for the<br />
experience God’s<br />
love to the fullest!<br />
One study indicated<br />
that gazing<br />
meditations<br />
improved<br />
neurocognitive<br />
functions such as<br />
memory, attention,<br />
and concentration,<br />
and also<br />
strengthened the<br />
ocular muscles in<br />
older participants.<br />
According to the<br />
Hatha Yoga<br />
Pradipika, “Trataka<br />
eradicates all eye<br />
diseases, fatigue,<br />
and sloth, and<br />
closes the doorway<br />
creating these<br />
problems.”<br />
petaled lotus flower, the<br />
color indigo, the bija<br />
mantra (seed syllable)<br />
“Aum,” and it is often<br />
linked to the pineal gland.<br />
Ex.<br />
https://yogainternational.c<br />
om/class/asanaalignment-and-chakraawareness-ajna-braincenter<br />
v1D3yDGi_Z0sVJ0VgWQ<br />
XXVttPBmvlic/edit?usp=s<br />
haring<br />
-WAY_RIGHT_YOGA<br />
for anger and strength:<br />
https://docs.google.com/d<br />
ocument/d/1FqxzuAbmD<br />
xe3gy9uXC2OO0dpbMU<br />
Nu6ajMIFmSsoNJxI/edit<br />
?usp=sharing<br />
Bija Mantra- “AUM”. A<br />
seed sound, often<br />
associated with the seed +<br />
syllables that correspond to<br />
each of the seven chakras;<br />
a sound that supports<br />
profound insight (beyond<br />
the capacity of the<br />
intellect) and helps us to<br />
align with—and better<br />
understand—certain truths<br />
associated with particular<br />
frequencies or vibrations.<br />
Then, do number #3<br />
(RAM) for anger, # 6<br />
(SHAM) for strength and<br />
end in #2 (VAM), #5<br />
(HAM), for peace/bliss,<br />
compassion and<br />
unconditional love & for<br />
RAS #s 6 (SHAM), 7<br />
(OM), 8 (ANG LAM).<br />
For vagus nervehttps://yogainternational.<br />
com/class/a-practice-forbetter-sleep,<br />
https://yogainternational.<br />
com/article/view/sootheyour-nervous-systemwith-2-to-1-breathing
Resource: https://tcookedu.blog/2020/09/25/3-domains-in-healing-learningdifferences/<br />
Sleep<br />
Diet
Disclaimer: These checklists, training's and questionnaires are<br />
not to be substituted for professional Medical advice. These<br />
are the opinions of Tricia Cook and should not be used to<br />
diagnose or prescribe. Tricia is not a doctor.<br />
ELBERT Example Observational Notes<br />
Date:
Student:<br />
DOB:<br />
Observer:<br />
Visual<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
●<br />
runs letters into<br />
each other<br />
vertically and<br />
horizontally<br />
words-<br />
“jumpmove,<br />
skip, fly or<br />
described as<br />
blurry”<br />
gets headaches<br />
when reading<br />
“o” and “a”<br />
never meet up<br />
tends to be lefthanded<br />
and<br />
better at math<br />
problem with<br />
visual-spatial<br />
reasoning<br />
tends to have<br />
weaker finemotor<br />
coordination<br />
along with<br />
evaluative<br />
focus problems<br />
appears like<br />
ADHD<br />
Has problems<br />
visually<br />
knowing p, q,<br />
b, d (reversals)<br />
(always work on first if<br />
existing with dyslexia)<br />
Visual Processing<br />
Disorder (VPD)<br />
Irlen S. (Color)<br />
Convergence (Focus)<br />
(refer to a Behavioral<br />
or Developmental<br />
Optometrist, Irlen<br />
Specialist)<br />
Accommodations:<br />
Tech support- VIA<br />
Dragon Dictation<br />
Light Detector<br />
Color ID<br />
TapTapSee<br />
Be My Eyes<br />
SayText<br />
AccessNote<br />
Visual Brailer<br />
https://www.understood<br />
.org/en/schoollearning/assistivetechnology/finding-anassistivetechnology/freeassistive-technologytools-on-the-web<br />
* color/tinted overlays,<br />
computer, tracking card<br />
when reading, different<br />
fonts with colored<br />
paper, and markers<br />
(avoid black/white.)<br />
See Overall<br />
Balanced: whole<br />
language/ phonics<br />
Intervention<br />
Need: Do brain<br />
balancing on the right<br />
(interpreted through the<br />
left-brain)<br />
Initial Sense Goal:<br />
Develop the auditory<br />
(strength) sense with<br />
listening exercises. -<br />
Listening & Language<br />
games, echo-box,<br />
telephone, differentiate<br />
sounds.<br />
Working Memory<br />
Goal: harness the<br />
auditory (strength)<br />
which is the verbal<br />
working memory.<br />
-Develop the visualspatial<br />
memory and<br />
activate working<br />
memory in the form of<br />
language: by color,<br />
shape by picking them<br />
out in a picture that has<br />
a busy background,<br />
partially shaped picture<br />
or barely visible.<br />
Long Term Memory<br />
Goal:<br />
-differentiate size,<br />
color, shape in objects<br />
that have minimal<br />
differences. Have<br />
students focus on small<br />
details.<br />
- I’d also suggest color<br />
overlays of correct<br />
color/tint, computer,<br />
large 30pt., Comic Sana<br />
Font, tracking card<br />
when reading, different
Recommendations<br />
and Accommodations<br />
below<br />
fonts with colored<br />
paper, visualizing the<br />
shape of the letter- also<br />
words into: ScHoOl.<br />
SEE Starting on Page<br />
16 for more activities<br />
and recommendations.<br />
Disclaimer: These checklists, training's and questionnaires are not to be<br />
substituted for professional Medical advice. These are the opinions of Tricia<br />
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.
Cook’s Initial Aspergers, Autism and<br />
Gifted/Talented Checklist & Questionnaire<br />
What are some symptoms of Aspergers that parents and caregivers can look for ?<br />
❏ Tendency to speak bluntly without regard for impact of words on other<br />
❏ Lack of understanding of social cues and subtleties<br />
Literal interpretation of others’ words<br />
Difficulty engaging in reciprocal conversation<br />
❏<br />
Universal application of social rules to all situations<br />
Focus on single topic oferest<br />
May not be of interest to others- Communication Challenges<br />
Difficulty understanding social nuances such as sarcasm or metaphor<br />
❏ Echolalia – may repeat last words heard without regard for meaning<br />
❏ Poor judge of personal space – may stand too close to other students<br />
Abnormal inflection and eye contact<br />
Organizational skills<br />
---------------------------<br />
❏ Difficulty interpreting others’ nonverbal communication cues Cognition Challenges<br />
❏ Poor problem-solving<br />
❏ Concrete, literal thinking<br />
☒ Difficulty differentiating relevant and irrelevant information [brain fog]<br />
☒ Obsessive and narrowly defined interests<br />
❏ Difficulty applying learned knowledge and skills across different situations,<br />
settings, and people<br />
☒ Sensory and Motor Challenges<br />
☒ Over- or under-sensitivity to different sensory stimuli, including pain
❏ Difficulty with fine-motor skills, such as handwriting<br />
What are some symptoms of Autism that parents and caregivers can look for ?<br />
☒ Insistence on sameness in routines (O)<br />
❏ Difficulty in expressing needs verbally, using gestures or pointing instead of<br />
words (C)<br />
❏ Repeating words or phrases in place of normal, responsive language ©<br />
❏ Laughing (and/or crying) for no apparent reason; showing distress for reasons not<br />
apparent to others (S)<br />
❏ Prefers to be alone; aloof manner evident to strangers and family members (S)<br />
❏ Tantrums and low frustration tolerance (S)<br />
❏ Difficulty in initiating social contact with others (S)<br />
❏ Uncomfortable with physical contact even when given with affection such as a hug<br />
(S)<br />
❏ Little or no eye contact even when spoken to directly (S)<br />
❏ Unresponsive to normal teaching methods (S)<br />
❏ Plays with toys as objects (example bangs a toy car as a block rather than as a<br />
moving vehicle) (S)<br />
❏ Focus on spinning objects such as a fan or the propeller of a toy helicopter (O)<br />
❏ Obsessive attachment to particular objects (O)<br />
❏ Apparent over-sensitivity or under-sensitivity to pain (S)<br />
❏ No real fears of danger despite obvious risks of harm. (S)<br />
❏ Noticeable physical over-activity or extreme under-activity (S)<br />
❏ Impaired fine motor and gross motor skills (S)<br />
❏ Non-responsive to verbal instructions; often appears as if child is deaf although<br />
hearing tests in normal range<br />
❏ Does he or she seem to recognize common words such as names of family<br />
members, animals, food, and familiar places when someone is talking directly to<br />
him or her? Recognition may be signaled by excitement, smiling, running to go get<br />
a jacket or some other such behavior.<br />
❏ Does he recognize pictures of common items and will he or she point to them in a<br />
book when asked? ("Where's the ball? Find the ball.")<br />
❏ Does he recognize key words or phrases in overheard conversation and have<br />
expectations built upon having heard those messages? Mom might say to Dad that<br />
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."<br />
❏ Does he or she have special, intense, or unusual interests? Does he or she respond<br />
to requests to point to the specific high interest items by name in books, videos,<br />
or the environment? This may include letters of the alphabet, numbers, shapes,<br />
colors, types of dinosaurs, car models, types of plumbing fixtures, and so forth.<br />
❏ Does he or she have an interest in books and songs? How does he or she show an<br />
interest? What are some of his or her favorites books and songs?<br />
❏ When talking to your child, do your sentences need to be kept short and simple in<br />
order to aid his or her comprehension? Can you give examples?<br />
❏ Is comprehension more difficult if there is background noise or if the content is<br />
unfamiliar to your child?<br />
❏ Can his or her attention be directed through words and a pointing gesture? For<br />
example, can you say, “Jacob, look at the sky” and he will follow your point to the<br />
intended object in the sky?<br />
What are early signs of autism?<br />
❏ Lack of or delay in development of spoken language .<br />
❏ Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling<br />
objects).<br />
❏ Little or no eye contact.<br />
❏ Lack of interest in peer relationships.<br />
❏ Lack of spontaneous or make-believe play.<br />
❏ Persistent fixation on parts of objects.<br />
What are some signs of Gifted & Talented that parents and caregivers can look for<br />
?<br />
❏ Have advanced understanding and use of language but sometimes be hesitant as<br />
they search for and use the correct word<br />
❏ Become absorbed for long periods when interested and may be impatient with<br />
interference or abrupt change<br />
❏ Persists in completing activities when motivated<br />
❏ Often set very high personal standards – are perfectionists<br />
❏ more than usually interested in ‘adult’ problems such as important issues in<br />
current aff airs (local and world), evolution, justice, the universe etc
❏ Be concerned to adapt and improve institutions, objects, systems, (e.g. can be<br />
particularly critical of school)be philosophical about everyday problems and<br />
common sense issues<br />
❏ Be perceptive in discussion about people’s motives, needs and frailties daydream<br />
and seem lost in another world<br />
❏ Show sensitivity and react strongly to things causing distress or injustice<br />
❏ Often take a leadership role<br />
❏ Empathise with others and be very understanding and sympathetic<br />
❏ Be confident and competent<br />
❏ Express their own feelings and show sign of emotional intensity<br />
❏ Attribute ideas to others<br />
❏ Be self-effacing reflect on their own performance<br />
❏ Give inventive responses to open-ended questions<br />
❏ Shave a keen sense of humour in the unusual and be quick to appreciate nuances<br />
and hidden meanings<br />
❏ Appreciate verbal puns, cartoons, jokes and often enjoy bizarre humour, satire<br />
and irony<br />
❏ Criticise constructively, even if sometimes argumentatively<br />
❏ Be unwilling to accept authoritarian pronouncements without critical examination<br />
and want to debate and find reasons to justify the why and the wherefore<br />
References:<br />
Researchautism.org. (2019). [online] Available at: https://researchautism.org/wpcontent/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf<br />
[Accessed<br />
16 Dec. 2019].<br />
Autism-watch.org. (2019). [online] Available at: https://www.autismwatch.org/general/nimh.pdf<br />
[Accessed 16 Dec. 2019].<br />
Autismspeaks.org. (2019). [online] Available at:<br />
https://www.autismspeaks.org/sites/default/files/2018-<br />
08/Parents%20Guide%20to%20Autism.pdf [Accessed 16 Dec. 2019].
https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-<br />
5%20Parent%20Interview%20Final%20%281%29.pdf viewed on 12/16/2019.<br />
http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines<br />
general_strategies/sen-gifted_general_checklist.pdf viwed on 12/16/2019.<br />
Disclaimer: These checklists, training's and questionnaires are not to be<br />
substituted for professional Medical advice. These are the opinions of Tricia<br />
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.<br />
Phonics Inventory<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
A a B b C c D d
E e F f G g H h<br />
I i J j K k L l<br />
M m N n O o P p<br />
Q q R r S s T t<br />
U u V v W w X x<br />
Y y Z z
Spelling Inventory<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Phonetic Words<br />
Sight Words
Student’s Name:___________________________<br />
Date:____________________________<br />
Observer:_______________________<br />
Sound- Word Knowledge Spelling Inventory- used for spelling (see list below of words)<br />
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<br />
words on a blank sheet of copy paper in a list with little help and please ask them<br />
to just do their best.<br />
Sound- Word Knowledge Reading Inventory- used for reading (see results above) along<br />
with doing elision and phonics inventory on those they missed or made an error (see list<br />
below). Directions: Student reads from computer, next day the child spells, teacher<br />
makes comparison. Comic Sans Font and 30 pt., avoiding black/white-highlight in<br />
light blue, mixture of high-frequency, sight phonetic words, and spacing.<br />
Directions: Read the words out-loud to your child. Have them spell the words on a<br />
blank sheet of copy paper in a list with little help and please ask them to just do their<br />
best. Then, on another blank sheet of paper have them answer a question like: Tell me<br />
about the last time you went shopping? (see form below). They can do words, phrases,<br />
sentences or even paragraphs.<br />
Phonetic<br />
am<br />
cap<br />
hop<br />
red<br />
sit<br />
out<br />
hut<br />
spun<br />
play<br />
chat<br />
stale<br />
stoop<br />
after<br />
right<br />
never<br />
bring<br />
better<br />
pretty<br />
straight<br />
streaming/20<br />
Sight<br />
a<br />
on<br />
do<br />
you<br />
all<br />
ask<br />
are<br />
and<br />
once<br />
only<br />
away<br />
over<br />
always<br />
about<br />
right<br />
again<br />
please<br />
open<br />
around<br />
because/20<br />
Notes:
Writing Sample<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Writing Prompt: Tell me about the last time you went shopping?
Learning Objective Rubric
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Objectives<br />
Beginning<br />
Developing<br />
Accompl-<br />
Exemplary<br />
Overall<br />
Accommodat<br />
ions<br />
1<br />
2<br />
ished<br />
3<br />
4<br />
Score for<br />
Each<br />
Objective<br />
Fact: Stated<br />
Objective-<br />
#1: The<br />
student will<br />
use their<br />
own<br />
dialogue and<br />
Images,<br />
Sensations,<br />
& IDEAS to<br />
develop<br />
literacy<br />
skills.<br />
Form:<br />
Stated<br />
Objective-<br />
#2: The<br />
student will<br />
get help<br />
distinctly<br />
producing and<br />
processing the<br />
high-level<br />
morphology<br />
and phonics &<br />
grammar type<br />
rules, as well<br />
as, blending<br />
them.
Felling:<br />
Stated<br />
Objective-<br />
#3: The<br />
student will<br />
develop their<br />
higher-order<br />
thinking by<br />
QUESTIONI<br />
NG.<br />
Future:<br />
Stated<br />
Objective-<br />
#4:<br />
The student<br />
will work on<br />
7-8 letter sight<br />
word range<br />
and 7-8 letter<br />
vocabulary<br />
words (treated<br />
like sight<br />
words except<br />
fo meaning<br />
included)<br />
Objective(s)<br />
#5 : The<br />
student has<br />
strong<br />
imagination<br />
and verbal<br />
skills along<br />
with<br />
evaluative<br />
(logical)<br />
reasoning;<br />
she needs to<br />
be<br />
encouraged<br />
to use these<br />
gifts.
Overall<br />
Total:<br />
Class<br />
Average<br />
Quick Screener for Instruction and Intervention<br />
The Quick Screen of Markers and Characteristics Checklist<br />
-Dysphonetic (phonetic) Dyslexia<br />
-Dsyeidetic (visual) Dyslexia<br />
-Both<br />
This is professional, not Medical advice. They should not be used to diagnose or<br />
prescribe. Tricia is not a doctor.
Student’s Name:___________________________<br />
Date:____________________________<br />
Observer:_______________________<br />
Materials: copy paper, pencil<br />
The student will write and/or 10 word spelling sample onto copy paper, mark<br />
position (words ex. for the word cap below)characteristics and markers, and make<br />
note and percentage).<br />
Why spelling words?<br />
The middle sounds even though in the middle position is the last to be processed.<br />
The last sound even though the last position is the second to be processed. Since<br />
language sound processing is needed for spelling, you will observe them<br />
misspelling mainly in the middle position, then the last position by doing omissions<br />
(leading to deletions, additions, substitutions, repetitions)! Orton Gillingham<br />
methods are great for helping anyone who has these sound processing issues.<br />
Have you ever seen anyone fix a b/d reversal by sounds, phonics, and auditorily<br />
methods? I have not. I have seen visual methods such as drawing a /bed/ work,<br />
noting the hands L/R, and holding up the hands. Mainly, I have seen where a<br />
developmental or behavioral optometrist, OT, or special lenses have helped the<br />
most.<br />
READING INTEREST SURVEY<br />
Note:<br />
How do you<br />
like reading?<br />
What do you<br />
like reading?
How do you<br />
like writing?<br />
What do you<br />
like writing?<br />
Speed<br />
Processing (see<br />
abovehyper/hypo)<br />
Slow<br />
Accelerated<br />
Varied<br />
Especially in the<br />
beginning of<br />
reading a<br />
passage, writing<br />
a story or<br />
storytelling.<br />
NOTES:<br />
Beginning Middle End<br />
Auditory<br />
Processing-<br />
Dysphonetic<br />
(phonetic)<br />
Dyslexia<br />
Omissions:<br />
(words ex.<br />
below)<br />
Deletions- cp<br />
Additions- caop<br />
Substitutionscip<br />
Repetitionscaap<br />
Fusion- She<br />
allowed (fused<br />
first sounds of<br />
two different<br />
words)<br />
1) Beginning 3) Middle 2) End
Shae (nonsense)<br />
Include PA-<br />
Language/<br />
Listening,<br />
Alliteration,<br />
Assonance, &<br />
Rime (see<br />
below). Also,<br />
ask about<br />
sensitivity to<br />
loud noise,<br />
muffled sounds<br />
when in a crowd<br />
for CAPD.<br />
Notes:<br />
Visual<br />
Processing-<br />
Dsyeidetic<br />
(visual) Dyslexia<br />
aka surface<br />
dyslexia, visual<br />
dyslexia<br />
Transposalscpa<br />
Reversals- cɓp,<br />
pac<br />
Closures- a, o’s,<br />
etc. don’t meet<br />
up/ front/back<br />
tails<br />
Capitals- caP<br />
Picture Find<br />
(confusingincomplete,<br />
differences,<br />
Spacing off)<br />
Notes:
Descr.: blurry,<br />
jumping, flying,<br />
skipping<br />
(letters, lines,<br />
para.)<br />
Dysgraphia-<br />
Proprioception<br />
Finger Tapping<br />
Speed<br />
Spacing off<br />
Tight/Loose<br />
Grip-<br />
Dark/Light<br />
Lots of<br />
Erassing,<br />
Splitting &<br />
Drawing of<br />
Letters<br />
Organization<br />
Notes:<br />
Specific<br />
Language<br />
Impairment<br />
(Se auditory<br />
processing can<br />
be CPD)<br />
Nouns<br />
(Pronouns)/Ver<br />
bs usage and<br />
organizational<br />
positioning<br />
Adj./Adv. usage<br />
Overall Lang.<br />
Development<br />
(#speech<br />
soundsproduction/r,s,<br />
Notes:
w,etc/words,<br />
age)<br />
Endings of<br />
Conjugations<br />
(endings, -s,-es)<br />
(ask about<br />
CAPD/SLP or<br />
audiologistspeech,<br />
noise<br />
levels,<br />
sensitivity &<br />
filtering,&<br />
DLD)<br />
Total<br />
Characteristics<br />
Position<br />
Frequently<br />
(percentage=<br />
total<br />
characteristics<br />
/<br />
total letters<br />
spelled)<br />
[>50% see<br />
below]<br />
[>50% see<br />
below]<br />
[>50% see below]<br />
Total in Every % Position:_____________<br />
NOTES:<br />
Chapter 10
Natural Inquiry Based Learning (NIBL)<br />
I can tell you right now; NILB Natural Inquiry Based Learning is not two denominational<br />
worksheets. It usually is a three denominational related image produced in the mind due to<br />
strong visual-spatial reasoning. Can you imagine being described in a very plain room but inside<br />
your own mind you've filled every dimension of room with every detail such as: color of curtains,<br />
size of the lamp shades, dimensions of the coach, color and size of the plant in the corner within<br />
seconds of being told about this very plain room? If you have dyslexia, like myself, you<br />
actually create a 3D image looking down at the room. The creativity, imagination and innovation<br />
is through the roof with someone with dyslexia. The logic of-evaluation of size, shape, color and<br />
dimension is a known strength. This is why common occupations of those with dyslexia include<br />
the following: cartographers-map makers; artist; interior designers; chefs; actors; VG technology<br />
and IT- internet/web development; print and broadcast media; marketing and advertising;<br />
athletes; manufacturing; assembly and industry; commercial driving; and skilled trades.<br />
View graph above, those with dyslexia have inductive reasoning. We have to do our<br />
OWN observations first and use our own “gift” of strong 3D visual-spacial abilities.<br />
Next, we are really good with finding patterns in color, space, size and dimension<br />
(evaluative logic). Then, formulate our OWN hypothesis and next theory (where<br />
confirmation is not needed because it’s our OWN “gift” of intuitive, holistic<br />
abilities based on our OWN evaluative logic). Lastly, those with dyslexia are highly<br />
intelligent (average-higher IQ); Meaning, we can problem solve without any prior<br />
knowledge or having seen or experienced the problem before!<br />
Limbic/Cortical ELBERT Sugges<br />
ted Lesson _ Unit Plan
ELBERT Sympathetic Lateral<br />
Functioning System Dominate<br />
Natural Inquiry Lesson Plan<br />
Name: ___________________________<br />
Date: _________________<br />
Observer: ____________________<br />
Inquiry Response (ex. visual): _____________________<br />
Strength (ex. “what” questioning, auditory): ______________________<br />
Autonomy<br />
Lower-Order Thinking<br />
F/F- meaning<br />
“What”<br />
Attunement<br />
Higher-Order Thinking<br />
F/F-motivation<br />
“Why”<br />
(Right) 4<br />
Ways<br />
Everyone<br />
Learns<br />
(Below) 3-<br />
R’s Stages<br />
of ALL<br />
Learning<br />
1) Facts<br />
Objective:<br />
The student<br />
will…(Verbs)<br />
Recognize Big<br />
Picture- Choose,<br />
Theorize How,<br />
Define, Find,<br />
Discover<br />
Label, List,<br />
Match, Name,<br />
Omit, Recall<br />
2) Forms/<br />
Functions<br />
Objective:<br />
The student<br />
will…(Verbs)<br />
Break Down<br />
(Decode), Apply:<br />
Build (Encode),<br />
Choose Prediction,<br />
Create<br />
Hypothesis,<br />
Construct,<br />
Experiment,<br />
3) Feelings<br />
Objective: The<br />
student<br />
will…(Verbs)<br />
Connect to Lesson-<br />
Relate, Agree,<br />
Appraise,<br />
Choose,<br />
Compare/Contrast,<br />
Conclude, Define<br />
Criteria,<br />
Criticize, Decide,<br />
Deduct-Debate,<br />
Observe:<br />
4) Future<br />
Objective: The<br />
student<br />
will…(Verbs)<br />
Review, Plan,<br />
Reinforce Big Picture,<br />
Adapt,<br />
Build, Change-Recall,<br />
Choose, Combine,<br />
Compile, Elaborate,<br />
(Re)Construct Theory:<br />
Compose-Restate w/<br />
paper and speech
Identify, Model,<br />
Organize, Plan<br />
Observational Notes<br />
Initial<br />
Sense<br />
(Relate)- a<br />
lower-order<br />
thinking<br />
stage<br />
Objective (see above):<br />
1)<br />
2)<br />
3)<br />
Note:<br />
Strengthen the<br />
strongest sense<br />
(see deficit<br />
above)<br />
4)<br />
Lesson Notes (see left):<br />
The student<br />
did this...<br />
Working<br />
Memory<br />
(Recall)- a<br />
lower order<br />
thinking<br />
stage<br />
Objective (see above):<br />
1)<br />
2)<br />
3)<br />
Note:<br />
Strengthen the<br />
weakest sense<br />
by harnessing<br />
the strongest<br />
(see deficit<br />
above).<br />
4)<br />
Lesson Notes (see left):<br />
The student<br />
did this...<br />
Long Term<br />
Objective (see above):
Memory<br />
(Restate)- a<br />
higherorder<br />
thinking<br />
stage<br />
Note: use<br />
multi-senses, as<br />
many senses that<br />
can be involved.<br />
1)<br />
2)<br />
3)<br />
4)<br />
Lesson Notes (see left):<br />
The student<br />
did this...<br />
(Verbs)<br />
ELBERT ’s Parasympathetic Functioning Systems Dominate<br />
Natural Inquiry Lesson Plan<br />
Name: ___________________________<br />
Date: _________________<br />
Observer: ____________________<br />
Inquiry Response (auditory): ___________________________<br />
Strength (“why” questions, visual): ________________________<br />
Attunement<br />
Autonomy
Higher-Order Thinking<br />
F/F- motivation<br />
“Why”<br />
Lower-Order Thinking<br />
F/F- meaning<br />
“What”<br />
(Right) 4<br />
Ways<br />
Everyone<br />
Learns<br />
(Below) 3-<br />
R’s Stages<br />
of ALL<br />
Learning<br />
1) Feelin<br />
gs<br />
Objective:<br />
The student<br />
will…(Verbs)<br />
Connect to<br />
Lesson-Relate,<br />
Agree, Appraise,<br />
Choose,<br />
Compare/Contras<br />
t, Conclude<br />
Motivation,<br />
Create,<br />
Generalize,<br />
Criteria,<br />
Decide, Deduct-<br />
Theorize, Match,<br />
Omit<br />
w/Evaluation, Get<br />
Constructive<br />
Feedback<br />
2) Future<br />
Objective:<br />
The student<br />
will…(Verbs)<br />
Review, Plan,<br />
Reinforce Big<br />
Picture, Adapt,<br />
Build<br />
w/manipulatives,<br />
Change,<br />
Choose, Restate<br />
Combine,<br />
Compile, Paradigm,<br />
(re) Construct<br />
Why: Elaborateart,<br />
Compose-poem<br />
3) Facts<br />
Objective: The<br />
student<br />
will…(Verbs)<br />
Find Why,<br />
w/Observation,<br />
Recognize Big<br />
Picture- Graphic<br />
Organizer, Choose,<br />
Define, Discover How<br />
Label and/or Name,<br />
List w/Evaluative<br />
Methods, Relate,<br />
Recall<br />
4) Forms/<br />
Functions<br />
Objective: The<br />
student<br />
will…(Verbs)<br />
Break Down- drawing<br />
and/or cartoon<br />
(Decode), Apply, Build<br />
w/materials, (Encode)<br />
, Choose, Construct<br />
Meaning, Synthesize,<br />
Pattern, Identify-,<br />
Recall, Model,<br />
Organize, Plan<br />
Initial<br />
Sense<br />
(Recognize)-<br />
a lowerorder<br />
thinking<br />
stage<br />
Objective (see above):<br />
1)<br />
2)<br />
3)<br />
Note:<br />
Strengthen the<br />
strongest sense<br />
(see deficit<br />
above)<br />
4)<br />
Lesson Notes (see left):<br />
The student
did this....<br />
Working<br />
Memory<br />
(Recall)- a<br />
lower -<br />
order<br />
thinking<br />
stage<br />
Objective (see above):<br />
1)<br />
2)<br />
3)<br />
Note:<br />
Strengthen the<br />
weakest sense<br />
by harnessing<br />
the strongest<br />
(see deficit<br />
above).<br />
4)<br />
Lesson Notes (see left):<br />
The student<br />
did this ...<br />
Long Term<br />
Memory<br />
(Restate)- a<br />
higherorder<br />
thinking<br />
stage<br />
Note: use<br />
Objective (see above):<br />
1)<br />
2)<br />
3)<br />
4)
multi-senses, as<br />
many senses that<br />
can be involved.<br />
Lesson Notes (see left):<br />
The student<br />
did this...<br />
Facilitate: Sympathetic Natural Inquiry Of Their Mind<br />
Unit Plan<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Problem-What (facts/forms)<br />
Solution-Why (feelings/future)
Notes:<br />
Student Sheet:<br />
Title:
Facilitate: Paraympathetic Natural Inquiry Of Their Mind<br />
Unit Plan<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Problem-What (feelings/future)<br />
Solution-Why(facts/forms)<br />
Notes:
Student Sheet:<br />
Title:<br />
Productivity looks different for those with dyslexia and other neurodifferences;<br />
It’s called Divergent Production. We use what’s called inductive reasoning instead<br />
of deductive reasoning; it’s a divergent type of thinking. See image below, I do<br />
know the observations made first in inductive reasoning includes patterns found<br />
only with the help of giving them tools of text analysis, critical thinking, and<br />
research in literacy. NOTE: Motivation looks different for those with dyslexia and<br />
other neurodifferences. The students I serve are usually interest-based learners<br />
who have an affinity for nature, people, and mainly animals.<br />
See our project below Positive Pesky Pet Solutions: Help The Deer (Cook’s Online<br />
Educational Series Summer 2020).
Facilitate: Natural Inquiry Of Their Mind<br />
Unit Plan<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Problem-What (Observational<br />
Facts/Forms)<br />
Eating Gardens<br />
Solution-Why (feelings/future)<br />
Deer Feeder- fruit, pecans, walnuts, oats,<br />
soybeans, acorns, pumpkins<br />
Spoiled Food In Feeder<br />
, 44,890 deer were killed in traffic accidents in<br />
Wisconsin in a 12-month period<br />
The USDA-Wildlife Service's annual report<br />
showed reported losses of 47,782 bu of<br />
soybeans in 1998, according to Craven<br />
Costly Deer Bait- bobwhite soybeans<br />
Fencing<br />
bobwhite soybeans<br />
Notes:<br />
Deer Feeder- fruit, pecans, walnuts, oats,
soybeans, acorns, pumpkins<br />
Data- Equation<br />
Soybeans- 30pds =$88.00<br />
Soybean seeds- 1 pd= $1.95 X 30 pd=<br />
$58.05<br />
Bobwhite Soybean Plant<br />
Originally, we thought someone could buy<br />
soybean seeds for 1 pound equaling 1.95 a<br />
pound to fill their feeders. Then, we decided<br />
they group soybean crops and sell half and<br />
the other half could go to their feeders.
Chapter 11<br />
Nurture Their Nature Intervention<br />
Section 1<br />
Does your child or yourself have low resilience when it comes to<br />
learning?<br />
Tweet<br />
Reading IN Research: Includes Reading, Vocabulary, Comprehension and<br />
Background Knowledge! Cross Reference: Dyslexia is a neurological reading<br />
disability that is characterized by difficulties with accurate and/or fluent word<br />
recognition and by poor spelling and decoding abilities [49]. Secondary<br />
consequences include problems in reading comprehension and reduced reading<br />
experience that can impede vocabulary growth and background knowledge. (web<br />
view 11/17, link)<br />
For example (below), this is my online class (Animal Myths, Tales, & Legends:<br />
Dyslexia Help Discovering Research In Literacy; https://mythlord.tumblr.com/post/170086352044/most-creatures-per-country)<br />
for unique<br />
learners with learning differences and those who take pride in interest-based<br />
learning. The students will listen and be encouraged to read famous (and not so<br />
famous) animal/nature-related myths, tales, and legends. When reading someone<br />
else's writing, their brains can’t move on till their own “whys'' are answered and what they<br />
can develop aka innovate! For text analysis, I will ask open-ended questions of what<br />
and why and discuss vocabulary after each paragraph in order to facilitate an<br />
analysis of the text and background knowledge (For which, I have found always<br />
deficient in those with dyslexia). These are questions that will have more than one<br />
right answer and encourage students to make a judgment call- they are then<br />
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<br />
discovered when using this technique of text analysis along with such hypotheses<br />
along with questions that can foster in-class debates! They will take their<br />
observation, hypothesis and further questioning to do the research in-class and<br />
possibly outside of the class. This technique again will create what’s natural to all<br />
unique learners’ which is inductive reasoning and topics of nature/animal<br />
orientation and using mind maps. Then, the students will discover the explorations<br />
of data and delve into the real data to decide how best to use, interpret, and<br />
display it. Therefore, this will increase their comprehension naturally.<br />
Do you get angry by showing frustration when you are teaching your<br />
child? Do you have shame by weeping when you are teaching your<br />
child?<br />
Tweet<br />
OR<br />
Does your child or yourself get angry or sad when you try to help<br />
them? Have you ever wondered about the nature and nurture related<br />
to learning differences?<br />
Tweet<br />
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,<br />
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut<br />
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally!<br />
This is why it would be important to practice PYAM (Prayer, Yoga, Affirmations,<br />
Meditation), along with them!! Also, ask me below about the complete adult ELBERT<br />
program!! If you know someone with a learning difference and or stress responses, I’d say<br />
focus on releasing anger and strength and shame and replace it with empathy. Let’s then talk<br />
about the nature-nurture of a learning difference and see other steps for contacting me<br />
below!!<br />
One of the major goals for self-directed neuroplasticity and epigenetics includes<br />
holistic alternatives and activities like PYAM daily is to block or ease the<br />
production of specific inflammatory proteins (toxicity) excreted by the vagus<br />
nerve and align and balance the seven chakras (soma/alta major also) including RAS<br />
& ACC/HPA areas of the brain to regulate our own electromagnetic fields. When<br />
you activate the chakras (major 7 and soma/alta major- HPA/ACC) and normalize,<br />
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<br />
pleasurable and effective; therefore, also the Reticular Activating System (RAS)<br />
needs to be activated via the Vagus nerve.<br />
What is epigenetics related to child development & learning?<br />
I understand the impact anger and shame that a negative social environment has on those who have<br />
learning differences, or as I prefer to say “neurodifferent”, ELBERT is a program that employs a<br />
positive attitude and positive environment towards learning for those who have difficulty with<br />
learning. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in<br />
positive emotions and teaching methods that help the learner with their learning difference.<br />
Please take time today to read this article and think about: How students with<br />
learning differences perceive the universal emotions which are the following
shame, empathy, anger, strength, hatred, courage, grief, and compassion when it<br />
comes to their learning!! I have a suggestion for those students who have emotional<br />
intensity and/or major empaths. For students with dyslexia, the goal is reducing<br />
shame and anger which will help them in perceiving their existence as well as<br />
learning with strength and empathy by using PYAM:<br />
http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/<br />
Section 2<br />
Does your child struggle to learn? Have you wondered if it’s dyslexia<br />
and what recommendations or accommodations are best for them?<br />
Tweet<br />
People with Dyslexia have a sound and language as well as visual processing<br />
deficiency. Related to the absorption and processing of sounds especially can be<br />
omitted from words spoken by the student, students with dyslexia most commonly<br />
omit letter sounds, words, phrases in the middle position, then the end, and least<br />
commonly the beginning. When they omit, they might do repetition(s),<br />
substitution(s), addition(s) or delete altogether, on the other hand; transversal and<br />
reversal are more common in students with a visual processing problem. Do they<br />
have Dsyeidetic Dyslexia (visual-surface dyslexia) or VPD- Visual Processing or<br />
Dysphonetic Dyslexia (phoentic dyslexia) or APD- Auditory Processing? Please read<br />
the following:<br />
VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate APD-<br />
1. VISUAL DISCRIMINATION ISSUES:<br />
Trouble seeing the difference between similar letters, shapes, or objects. Try a<br />
search and find!!<br />
2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES: Struggle to<br />
distinguish a shape or letter from its background.<br />
3. VISUAL SEQUENCING ISSUES: Find it difficult to see shapes, letters, or<br />
words in the correct order; may skip lines or read the same line over and over.<br />
4. VISUAL-MOTOR PROCESSING ISSUES:Trouble using what they see to<br />
coordinate with the way they move; may struggle to write within lines or bump into<br />
objects while walking.
5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES: Struggle to remember<br />
shapes, symbols, or objects they’ve seen, causing issues with reading and spelling.<br />
6. VISUAL-SPATIAL ISSUES: Trouble understanding where objects are in space;<br />
unsure how close objects are to one another (check out horizontal and verticals<br />
spacing in their handwriting- HARDEST TIME COPYING WORDS)<br />
7. VISUAL CLOSURE ISSUES: Difficulty identifying an object when only parts of<br />
it are showing (check out a,o in their handwriting).<br />
8. LETTER AND SYMBOL REVERSAL ISSUES: Switch numbers or letters when<br />
writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for<br />
“m” (p,q) aka “Directional Dyslexia”.<br />
Dsyeidetic Dyslexia Dyslexia (visual-surface dyslexia) is a SPECIFIC LEARNING<br />
DISABILITY that is neurobiological IN ORGIN or By Developmental TRAUMA<br />
**Believed to be caused by an impairment in neural processing of visiual<br />
information. They have a hard time with sight & nonsense words.<br />
.https://www.churchillstl.org/learning-disability-resources/visual-processingdisorder/<br />
APD- Auditory Processing= Parasympathetic Functioning<br />
Systems Dominate<br />
1. PROBLEMS IDENTIFYING SPEECH SOUND AND LEARNING HOW THEY<br />
RELATE TO LETTERS<br />
Defined by difficulty processing the basic sounds of language (phonemes),<br />
sounds of letters and groups of letter resulting in very<br />
slow and labored reading. Common confusions of sounds with auditory type dyslexia<br />
//i/e, y/w, s/z, a/o/, f/v and x as /k/ only not /kw//.<br />
2. ACCURATE and/or<br />
FLUENT WORD RECOGNITION:
Sounds may be being fused, confused (see above) or jumbled. It is not a hearing<br />
impairment (See VPD too).https://www.dyslexia-reading-well.com/auditorydyslexia.html<br />
3. LEARNING DISORDER<br />
that affects your ability to read, speak, write, and spell (see below) In the medial<br />
position (mostly) you’ll see omissions of sound processing hence the students will<br />
add, repeat, substitute and even delete all together letters, words in the middle of<br />
the word, phrase, sentence or paragraph (check the medial, final, and initial letters<br />
in their spelling). Hard time with dictation and transcription writing- due to<br />
spelling, working memory. and executive functioning. *Note: Students can have<br />
deficits that are both auditory and visual in nature! Total Functional Dominance.<br />
Dysphonetic Dyslexia is a SPECIFIC LEARNING DISABILITY this neurobiological<br />
IN ORGIN or By Developmental TRAUMA<br />
*Believed to be caused by an impairment in neural processing of auditory<br />
information. They have a hard time with phonetic words.<br />
Learn More Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphoneticphonetic-vs-dsyeidetic-visual-dyslexia/;<br />
https://myelbert.com/dyslexia-quickscreen-of-markers-characteristics/#.YAMg7hZMEl0<br />
Since I’m a dyslexia interventionist, I do a pre-diagnostic eval./screening to see if<br />
testing needs to be done or if there is another underlying problem that needs to<br />
be addressed. This is not a diagnosis, more like pre-planning or first steps. The<br />
Complete Elbert Evaluation including social/emotional domain, grade level, and<br />
complete… https://link.medium.com/CKp9KGN95cb<br />
Section 3<br />
Does your child struggle to learn or have reading struggles (writing<br />
and speaking too)? Do They Have Phonological Awareness?
Phonological Awareness Should Be Done In the Emergent Stage Before<br />
Beginning and Early Literacy (5 or Less Letter Sound Knowledge)<br />
Summary of Stages of Literacy Development Of Intervention<br />
Emergent<br />
Beginning<br />
Early<br />
Intermediate/Advanced<br />
Phonological Awareness:<br />
https://lookingtohealourownlearningdifference.org/2021/01/05/dyslexia-helpphonological-awareness-should-be-don-simultaneously-with-working-memoryand-alphabetic/<br />
Does your child remember what you're teaching them one day but<br />
for the next?
Tweet<br />
What is sound word knowledge? Sound word knowledge is recognizing and recalling<br />
how many letters and how many sounds are in each position of a word. It helps<br />
students with dyslexia because they have the tools to help them when they omit<br />
letters/sounds in the middle of the word. For this: they need a strong working<br />
memory along with categorizing and sequencing skills!<br />
Working Memory: Sequencing & Categorization Cards-Before you begin even<br />
alphabetic, I suggest doing activities of phonological awareness, including language<br />
and listening. For language and listening, you need to develop their sound word<br />
knowledge (described above) as well as their categorization and sequencing skills.<br />
(Note: the opportunity to teach ordinal numbers: first, second (next), third (last)).<br />
Working Memory:<br />
https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-helplooking-to-heal-our-own-learning-difference-by-developing-working-memoryof-sound-word-knowledge-processing/<br />
Chapter 4<br />
Does your child struggle with reading, writing, and even speaking?<br />
Tweet<br />
The students will develop their own “word attack” strategies, vocabulary, and<br />
sentence structure. The students will learn reading and writing strategies as tools<br />
to take them the rest of their lives by using hands-on technology<br />
(Whiteboard.chat), systemic (Quizlet presentation) and individualized learning<br />
methods. Have you ever heard of “out of context, out of mind?” The definition of<br />
language, itself, refers to the ability of someone being able to decode/encode<br />
symbols and creating meaning behind the symbols. I use “the students” own<br />
words/language along with their visual-spatial skills, background knowledge to<br />
teach them reading, writing and speaking skills. Again, hopefully, change the<br />
literacy students’ lives by adding confidence and future learning for your family (I<br />
encourage families to listen-in, ask questions, and sometimes participate)!<br />
Homework includes reading for pleasure, sight words, and writing down vocabulary<br />
words with-in the reading.
Phonics:<br />
http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-helpphonics-cook-t-2020/<br />
Spelling & Dyslexia<br />
People with Dyslexia have a sound and language processing problems. They will<br />
struggle to connect letters to sounds and, mainly problems identifying speech<br />
sounds and learning how they relate to letters and words Dsyphonetic; as well,<br />
those with visual processing problems struggle to understand visual information<br />
such as letters, shapes, or objects and, mainly problems processing graphic symbols<br />
Dsyeidetic (visual-surface) Dyslexia . Related to the absorption and processing of<br />
sounds [sounds especially can be omitted from the middle position of words the<br />
most because it’s the last sound to be processed; even though, it’s in the middle<br />
position], Therefore, students with dyslexia most commonly omit letter sounds,<br />
words, phrases in the middle position, then the end, and least commonly the<br />
beginning. When they omit, they might do sounds confusions such as repetition(s),<br />
substitution(s), addition(s) or delete altogether, on the other hand ; transversal<br />
and reversal are more common in students with a visual processing problem- have<br />
them remember: if it doesn’t look or sound right reread or rewrite till you’re brain<br />
feels like “it’s just right” [trust your brain- you are smart, you can do it, and you<br />
are love].<br />
Furthermore, people with dyslexia have a sound and language processing problems<br />
and struggle to connect letters to sounds as well, those with visual processing<br />
disorder struggle to understand visual information such as letters, shapes, or<br />
objects and graphic symbols. Because dyslexia cannot be cured, students can<br />
develop tools and strategies to help their working memory, phonological awareness,<br />
reading, and spelling. Read More Here:<br />
https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vsdsyeidetic-visual-dyslexia/<br />
Phonics II:<br />
http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-helpphonics-ii-cook-t-2020/<br />
Section 5<br />
Can you build on your child’s strength of knowing sight words to fill<br />
in some of their reading gap? Favor?
Tweet<br />
When I’m helping your child with their Sound-Word Knowledge & Processing, Can<br />
you help them by doing these systematic, explicit, sight word activities (mentioned<br />
below)???<br />
Also, For Dyslexia Help: Is your Comprehending BUT struggles with Reading<br />
Fluently??? They may need Sight Word Knowledge (ask me about nonsense word<br />
knowledge too).<br />
What are Sight Words? Sight words are words which are usually high-frequency<br />
that do not fit standard phonetic patterns and must be memorized.<br />
Sight Words:<br />
https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helpingthose-with-a-learning-difference-enjoy-learning-again/<br />
Section 6<br />
Does your child have problems with spelling (appears as Grammar<br />
Too)? Do there sentinse louk [like] This<br />
Tweet<br />
Writing analysis of sentence above: (Does not do) deletion of letters in the end<br />
position, (their not there) struggles with sight word knowledge, (sentence not<br />
sentinse) have i/e sound confusion so a substitution in the middle position of a<br />
word, (look not louk) tries write most words out phonetically, [like] the word like is<br />
deleted for the middle position of the sentence, (this not This ) the t is capitalized<br />
for either reason, they compensate for reversals, or VPD and processes better in<br />
larger print, grammar is an abstract concept/along with formal rules).<br />
Spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/freemorphology-for-spelling-matrices/<br />
Does your child struggle with handwriting? My suggestion for<br />
handwriting help is to teach your child Cursive because ‘It’s easy on<br />
the hand; It’s easy on the mind’!<br />
Tweet
CURSIVE- Always lower case at 90% mastery first! Begin with dry erase- teach<br />
cursive first, always get lower case to 90% until upper case. if doesn’t go well see<br />
below for block. For CURSIVE: learn the ”c, l, i, n” then you can learn many other<br />
letters. Start with marker and dry erase…easier for students. Note: Upper case is<br />
not written into this program, but you can be as fancy as you want as long as it<br />
resembles others uppercase. (google uppercase- cursive, pick font and stick with<br />
it). Practice on computer using https://www.whiteboard.chat/ (go to grids, or press<br />
primary lined) with her particular color overlay (I find students are either light<br />
yellow or blue-see which works best):<br />
https://www.aurelitec.com/colorveil/windows/download/.Thanks, Aurelitec &<br />
WhiteBoard.Chat.com (if surface dyslexia use grid page for practicing).<br />
Section 7<br />
Is your child’s reading not very confident nor automatic? What goals<br />
can we set to help them read better?<br />
Tweet<br />
Goal: 1) The students will listen to their own recorded fluency including prosody,<br />
rate, and expression/intonation objective. 2) The students will read independently,<br />
with speed, accuracy, and expression, as they will asses the recording of text being<br />
read fluently by themselves. Find books on their level here:<br />
https://www.scholastic.com/teachers/bookwizard/<br />
Building Fluency:<br />
https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-helpbuilding-fluency<br />
Does your student or yourself still struggle with grammar?<br />
Tweet<br />
Grammar is actually an abstract concept. How should you intervene for grammar in<br />
tutoring sessions? I can tell you right now; it is not two denominational worksheets.<br />
It usually is a three denominational related image produced in the mind due to<br />
strong visual-spacial reasoning. Can you imagine being described in a very plain room<br />
but inside your own mind you’ve filled every dimension of room with every detail<br />
such as: color of curtains, size of the lamp shades, dimensions of the coach, color<br />
and size of the plant in the corner with-in seconds of being told about this very<br />
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<br />
with someone with dyslexia. The logic of-evaluation of size, shape, color and<br />
dimension is a known strength. This is why common occupations of those with<br />
dyslexia include the following: cartographers-map makers; artist; interior<br />
designers; chefs; actors; VG technology and IT- internet/web development; print<br />
and broadcast media; marketing and advertising; athletes; manufacturing; assembly<br />
and industry; commercial driving; and skilled trades. Grammar done with<br />
Whiteboard.chat includes a “work space” to interact as you work on Grammar the<br />
ability to use our list-form thinking abilities in a creative outlet with color, shape,<br />
size and dimension are possible.<br />
Grammar:<br />
https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-helpgrammar-made-with-color-shape-size-dimension/<br />
Chapter 8<br />
Does your child have problems getting the words out and onto the<br />
page (writing)? Do you want to find out why “poetry is a stepping<br />
stone for other forms of writing”?<br />
Tweet<br />
Poetry is a stepping stone…I use poetry and pictures usually of nature to help my<br />
students with dyslexia. Poetry speaks to both sides of the brain like music in the<br />
fact that it includes language/rhythm (yes…rhyme too); mainly, It’s like music- it<br />
has language and rhythm which is healing. Likewise, poetry has rhyme, meter which<br />
has a pattern just as in music. The main thing for dyslexia is that poetry being a<br />
stepping stone for other forms of writing such as short stories and journaling;<br />
mostly; it includes list-form thinking, creativity, and text simplification (depending<br />
on the complexity, of course). Also, through writing poetry, it rewires the brain<br />
and connects us to our subconscious! Speaking of the subconscious, poetry is a<br />
great outlet for the emotional and mental bodies which can be intense sometimes<br />
for the dyslexic brain. Read more here.<br />
Poetry includes the ability to use our list-form thinking abilities in a creative<br />
outlet…Poets??? Well check some out HERE.<br />
I use poetry and pictures usually of nature to help my students with dyslexia.<br />
Poetry speaks to both sides of the brain like music in the fact that it includes<br />
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<br />
outlet for the emotional and mental bodies which can be intense sometimes for the<br />
dyslexic brain. Read more here.<br />
Note: high-quality writing depends on good transcription skills (see HERE), working<br />
memory (HERE), and executive function — all of which can be difficult for children<br />
with dyslexia and result in poor spelling (HERE) and low overall writing quality<br />
(HERE). [Retrieved on 10/2/20 Hebert, Michael, et al. “Why Children With<br />
Dyslexia Struggle With Writing and How to Help Them.” Language, Speech, and<br />
Hearing Services in Schools, American Speech-Language-Hearing Association, 24<br />
Oct. 2018, www.ncbi.nlm.nih.gov/pmc/articles/PMC6430506/.]<br />
How does poetry help along with productivity?<br />
● creativity and imagery<br />
● expressive and receptive language<br />
● confidence and completion<br />
● vocabulary and grammar<br />
● emotional intelligence<br />
● ARAS connects us to our consciousness<br />
● speech and handwriting<br />
● phonological and phonemic awareness<br />
● visual-spacial skills and list-form thinking<br />
● social-emotional skills<br />
● creative writing and figurative language<br />
● simplicity of content & text simplification<br />
● visual-graphic design opportunities<br />
Writing:<br />
https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-helpwriting-looking-to-help-our-very-own-learning-difference/<br />
Does your child or yourself have trouble inferencing when reading<br />
someone else’s writing or writing a fluid paper of their own?<br />
Tweet<br />
Inferring/Predicting Strategy<br />
Linking words and phrases (aka Transition words) are used to show<br />
relationships between ideas to classify, serialize, categorize, and analyze
information (break-down for comprehension) which can be difficult for those<br />
with dyslexia. They can be used to join 2 or more sentences or clauses (a<br />
clause is a group of words which contains a subject and a verb). This creates<br />
fluidity of thinking and thoughts for the reader, as well as, the writer.<br />
Linking words/phrases can be used to add ideas together, contrast them, or<br />
show the reason for something when reading someone else’s writing or writing<br />
their own!!!! I HAVE USED THEM TO MY ADVANTAGE!!<br />
Fluidity and Comprehension:<br />
https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-f-searchlinking-words/<br />
Section 9<br />
Does your child or yourself have problems comprehending what you<br />
read? Here are some skills, strategies and tools.<br />
Tweet<br />
1) Introduce 3: before, during, after reading strategies (I do)<br />
2) Practice Strategies (We do)<br />
3) Students Practice (You do)<br />
Goal: Students use the strategies independently.<br />
Comprehension, Vocabulary, and English:<br />
https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-readingstrategy-summary/<br />
When is doing math word problems, does your child or yourself ever<br />
wonder why I am learning or teaching this?<br />
Tweet<br />
Let me give the background of logical-mathematical word problems and those with<br />
nuerodifference such as dyslexia and autism. The biggest problem in math is that<br />
is presented as an abstract concept and due to logical-mathematical/language<br />
deficits students struggle with word problems specifically. We will pre-read real<br />
life problems that affect our world as it relates to their interest people, animals<br />
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<br />
to analyze the data, do a real read, revisit the word problems and relate to the<br />
equation and compute, and, lastly, discuss and evaluate our findings and solutions to<br />
their very own word problem. As you read above, students with neurodifferences<br />
can have logical-mathematical/language deficits. They also have strength of<br />
synthesis, this is pulling out key information due to their interest. But, they can<br />
have problems logically breaking down that information and putting that<br />
information into a logical sequence and category. I have have found visual-graphic<br />
organizers are key to conquering word problems.<br />
Math: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexiahelp-math-word-problems-based-on-real-world-needs-and-desired-solutions/<br />
Section 10<br />
Does your child get angry by showing frustration when you are<br />
teaching them? Do they have shame by weeping when you are<br />
teaching them?<br />
Tweet<br />
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,<br />
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut<br />
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally!<br />
This is why it would be important to practice along with PYAM (Prayer, Yoga,<br />
Affirmations, Meditation) with them!! Also, ask me below about the complete adult<br />
ELBERT program!! If you know someone with a learning difference and or stress<br />
responses, I’d say focus on releasing anger and strength and shame and replace it with<br />
empathy. Let’s then talk about the nature-nurture of a learning difference and see other steps<br />
for contacting me below!!<br />
Nature– is maturation of brain and body: ability to perceive, give meaning, learn,<br />
and act including motivation and resilience. Speaking of the “whole child”- the vagus<br />
nerve connects the brainstem to the body. Vagus Nerve- The vagus nerve is one of<br />
the cranial nerves that connect the brain to the body. This vagal balance allows the<br />
triune brain to monitor and receive information from our environment; The triune<br />
includes the brain stem, midbrain, and frontal lobe. The brainstem helps us receive<br />
information from our environment. The midbrain helps us to process information<br />
from our environment. The frontal lobe to perceive the universal emotions which<br />
are the following: shame (sadness), empathy, anger (frustration/anxiety), strength,
hatred, courage, grief, and compassion. The vagus nerve (thymus- vagus nerve<br />
chakra) can be deactivated, underdeveloped, hypoactive, or going inactive in<br />
children (adults-too); therefore, releasing specific inflammatory proteins at the<br />
gut-brain axis which can be toxic to the triune brain. The vagal balance is when all<br />
chakras are aligned!<br />
The vagus nerve also is connected to RAS including the ACC/HPA. Reticular<br />
Activating System (RAS)– The reticular activating system (RAS) is a network of<br />
neurons located in the brain stem that project anteriorly to the hypothalamus to<br />
mediate behavior, as well as both posteriorly to the thalamus and directly to the<br />
cortex for activation of awake, desynchronized cortical EEG patterns (RAS info:<br />
https://www.youtube.com/watch?v=BYlpZ5F4668). NOTE: ‘The RAS is said to be<br />
the gas pedal [slow, accelerate or varied speed processing] that ignites the<br />
diencepha-lon (the hypothalamus and thalamus) as well as the cortical areas [where<br />
all long-term memory/storage takes place] of the brain’ (Petty, 1996).<br />
More specifically, the RAS is the connection between the brain and the<br />
gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve<br />
cell bodies, and it connects the brainstem to the body and vagal nerves carry<br />
somatic and visceral afferents that can alter the activity of brainstem reticular<br />
centers. Remember it also allows the brain to monitor and receive information<br />
about several of the body’s different functions including the parasympathetic<br />
(shame) and sympathetic (anger) response system at the point of the brain-gut<br />
axis by activating the seven chakras including the soma/alta major via the vagus<br />
nerve, it can continue doing its job of helping us connect our brainstem to the<br />
body; lastly, (ARAS) will be activated on the cerebral cortex which is responsible<br />
for the achievement of consciousness.<br />
Nurture– is the adaptation of children responding to the demands of the<br />
environment in ways that meet their own goals and function in a safe and secure<br />
way. It’s also the organization to integrate particular observations (patterns first)<br />
into a body to form coherent knowledge; primarily, It’s the basis on the child’s<br />
need for meaning and motivation. Lastly, they need to be provided a safe,<br />
supportive, healthy, and loving environment to prevent kids from learning from<br />
primarily either their mental or emotional body (anger/shame) nor solely etherical<br />
(total). Relative to epigenetics (see below), my specific emphasis in the paper and<br />
program is the heart for instance: anger being replaced with strength, shame being<br />
replaced with empathy and both with love: therefore, they will increase their<br />
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<br />
we love and trust our children, this becomes their inner thoughts, feelings, ideas,<br />
and perspectives. When they trust their own brain [and heart], they can<br />
experience the “gifts of dyslexia” and learn anything the way they learn best.<br />
Speaking of the “whole child”- if they have feelings of anger they could be<br />
hyperarousal, this affects their breath and ability to think (making logical<br />
decisions) especially when doing a stressful task such as reading. They might<br />
exhibit responses of impulsiveness, aggressiveness, and agitation (along with<br />
hyperactivity). NOTE: go to emotion chart to see if anger or shame occurs when<br />
they’re reading!! You might be surprised what you find.<br />
If the child has gone beyond the perception of anger and has internalized filters<br />
of shame, this also affects their ability to breathe. They might exhibit responses<br />
of “shut down”, ruminating on the negative, and even depression (along with<br />
hypoactivity). Likewise, one thing of having a learning difference is physiological<br />
problems- such as headaches, stomach aches, allergies, hives, inflation, etc..Do you<br />
or your child have hyperarousal, hypoarousal or balanced?<br />
In my book Nurture Their Nature also touches on the safe, positive learning<br />
environments, toxicity and other environmental factors for instance you can view<br />
some of the activities and exercises like PYAM DAILY. In my classes and sessions,<br />
I cover the affirmations of strengths [remember trust your brain and heart: I am<br />
smart, I can do this, I am love]. A neurodifference can be perceived as having<br />
“gifts” such as: We are highly intelligent and have the ability to use tools and<br />
strategies to compensate for struggles to read, write, or spell. We may excel at<br />
thinking of “outside the box” solutions, seeing a problem from many different<br />
sides, and spatial relationships along with the ability to think in 3 dimensions. We<br />
often have intuitive and insightful, well-developed social awareness and emotions<br />
while possessing a lexicon of words to help with the synonymous “whys of dyslexia”.<br />
We also have deep and holistic list-form thinking, problem solving and<br />
building/constructing abilities, computer skills and gaming strategies. Lastly, we<br />
seek out endeavors of creative, imaginative, visual, artistic and visionary skills,<br />
inventing and innovating pursuits.<br />
Universal Emotions:<br />
https://lookingtohealourownlearningdifference.org/2020/10/08/universalemotions-looking-into-the-emotions-of-learning/;<br />
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-
understanding-universal-emotions-further/;<br />
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-helpunderstanding-universal-emotions-of-learning-a-step-further-cook-t-2020/<br />
Section 11<br />
Does your child read too fast or too slow and loose fluency? Do they<br />
skip over small words, commas, or periods?<br />
Tweet<br />
Effects of ADHD: ADHD- Impulsive & Hyperactive Type<br />
What to Look For…<br />
–reads too fast, they skip over words and lines (slow down reading)<br />
-skips over small sight words and/or reading the end position of a big word-<br />
Tends to be a better phonetic word reader- needs heavy, distinct, and<br />
systematic for sight and nonsense words (see column far right).<br />
-do run-on reading (skipping over commas, periods), read robotically with less<br />
intonation- see beginning of this article and listening to perfectly modeled<br />
reading rate, intonation, etc..<br />
● to overthink/get overwhelmed- they need to remember calm, be able to<br />
fidget/move, and work with the universal emotion of anger.<br />
Effects of ADHD- Inattentive Type<br />
What to look for…<br />
-reads too slow, they skip over words and lines (slow down reading)<br />
-skips over large phonetic words and/or reading the end position of a big<br />
word- Tends to be a better sight word reader- needs heavy, distinct, and<br />
systematic for phonetic words (see column far right). Also, ask about dyslexia.<br />
-does less confident reading (large words), read with intonation until<br />
confident- see beginning of this article and listening to perfectly modeled<br />
reading rate, intonation, etc..
-to daydream/get underwhelmed- they need to remember attention and stay<br />
“present’<br />
Effects of ADHD:<br />
https://lookingtohealourownlearningdifference.org/2020/12/17/dyslexia-helpreading-effects-of-adhd/<br />
Does your child struggle to learn? Have you wondered if it’s dyslexia<br />
and what recommendations or accommodations are best for them?<br />
Tweet<br />
Recommendations & Accommodations:<br />
https://lookingtohealourownlearningdifference.org/2020/11/12/dysle<br />
xia-help-recommendations-accommodations/<br />
Have you ever wondered about the nature and nurture related to<br />
learning differences?<br />
Tweet<br />
To Learn more about the nature and nurture go here: I just<br />
published Nurture Their Own Nature: Helping Those With A<br />
Neurodifference Enjoy Learning Again (Cook, T., 2020) (short<br />
version) https://link.medium.com/QCu1Cz5S9bb; (longer version)<br />
https://link.medium.com/eZNM4y9R9bb<br />
Even More Information: www.myelbert.com Share and Contact for classes:<br />
https://lookingtohealourownlearningdifference.org/2020/12/18/helpingparents-teachers-tutors-on-using-technology-for-online-tutoring-classsessions/
Intervention Daily Lesson Plan<br />
Date:<br />
Student:<br />
DOB:<br />
Observer:<br />
Reading Material: ____________________________________<br />
Other Material:<br />
___________________________________________________<br />
Opening Prayer: ____________________________________________<br />
Forms/Functions<br />
Phonetic Words:<br />
__________________________________________________________<br />
__________________________________________________________<br />
__________________________________________________________<br />
___________________________<br />
Nonsense Words:<br />
__________________________________________________________<br />
__________________________________________________________
__________________________________________________________<br />
___________________________<br />
Sight<br />
Words:_____________________________________________________<br />
__________________________________________________________<br />
__________________________________________________________<br />
__________________________<br />
Vocabulary:<br />
__________________________________________________________<br />
__________________________________________________________<br />
__________________________________________________________<br />
___________________________<br />
Other Forms KEY:<br />
1 Alphabetics- Phonics<br />
2. Word Families (optional)<br />
3. Structural Analysis-gain information about the meaning,<br />
pronunciation, and part of speech of new words from their prefixes,<br />
roots, and suffixes<br />
4. Grammar<br />
Feeling’s/Future:<br />
__________________________________________________________<br />
__________________________________________________________<br />
__________________________________________________________<br />
__________________________________________________________<br />
___________________________------_________
Closing<br />
Prayer:_____________________________________________________<br />
__________________________________________________________<br />
__________________________________________________________<br />
__________________________<br />
2<br />
Date:<br />
ELBERT Example Recommendations and Accommodations<br />
Student:<br />
DOB:<br />
Observer:<br />
Specific Language<br />
Impairment<br />
Auditory/Visual<br />
Processing/Both<br />
Pronociceptive/<br />
Vestibular/Somatosensor<br />
y<br />
Other<br />
Recommendation: Recommendation: Recommendation: Recommendation:<br />
2<br />
Copyright © 2019 Tricia Cook<br />
All rights reserved by author.<br />
Permission to copy for classroom use only.<br />
Electronic distribution limited to classroom use only.
Speech Therapist,<br />
Psychotherapy<br />
Accomodation:<br />
Check in from time to time to<br />
make sure the student<br />
understands the lesson.<br />
Give the student extra time to<br />
respond to questions in class.<br />
Give simple written<br />
directions, and speak slowly<br />
when giving oral directions.<br />
Use graphs and other visual<br />
aids and explain out loud<br />
what they mean.<br />
Provide a checklist or rubric<br />
at the beginning of the<br />
assignment with details about<br />
how the project will be<br />
graded.<br />
Find ways to engage the<br />
student’s interest in lengthy<br />
assignments. (This can help<br />
motivate the student to finish<br />
the assignment.)<br />
Shorten repetitive<br />
assignments. Example: Let<br />
the student do only the evennumber<br />
problems.<br />
Limit the amount of time<br />
spent on daily homework<br />
assignments and have parents<br />
or caregivers sign off on any<br />
unfinished portions.<br />
Grade the student work based<br />
on mastery of information<br />
rather than on work<br />
completed.<br />
Give an outline of the lesson<br />
or notes for students who<br />
don’t write fast enough or<br />
who have trouble<br />
Visual- A behavioral or<br />
developmental<br />
optometrist who, after<br />
ruling out physical<br />
issues, can provide<br />
something called vision<br />
therapy. This approach<br />
involves a variety of<br />
exercises using devices<br />
like prisms and lenses.<br />
Also,<br />
https://irlen.com/gettested/<br />
Accommodations:<br />
Visual- *Use of his own<br />
laptop computer for<br />
taking notes during<br />
class. Tech Support-<br />
SpellCity<br />
The Writing Machine<br />
iWrite Words<br />
Say Text<br />
Alpha Writer<br />
ABC Pocket Phonics<br />
Letter School<br />
Word Magic<br />
Sequence for Autism<br />
Words on Wheels<br />
Seating where he learns<br />
best. This could be near<br />
the teacher’s desk or<br />
away from the<br />
distraction of doors and<br />
windows.<br />
In-class tools to reduce<br />
fidgeting. Your child<br />
could hold a squeeze<br />
ball. Or his teacher<br />
might wrap your child’s<br />
chair legs with a latex<br />
Professionals- OT
multitasking.<br />
Use text-to-speech software<br />
and books with audio to help<br />
the student to see and hear<br />
the words at the same time.<br />
Use multiple means of<br />
presentation to reinforce new<br />
concepts.<br />
Use nonverbal signals to<br />
engage a student who seems<br />
to be losing focus.<br />
Encourage the student to<br />
email questions or concerns<br />
later if it’s hard to come up<br />
with them during class.<br />
Provide a quiet space for<br />
tests so the student can talk<br />
through the questions<br />
without disrupting others.<br />
Give extended time for tests.<br />
Offer a chance to improve<br />
grades by letting the student<br />
correct test answers and<br />
explain the process used to<br />
correct them.<br />
resistance band for him<br />
to kick. (Learn more<br />
ways to make a lowcost<br />
sensory chair.)<br />
Frequent eye contact<br />
from your child’s<br />
teacher, to keep him<br />
engaged.<br />
A cue to quietly keep<br />
your child on task. This<br />
could be a touch on the<br />
shoulder or a sticky<br />
note placed on his desk.<br />
A master notebook for<br />
all subjects, to help stay<br />
organized.<br />
options/treatment-optionsfor-dysgraphia<br />
Accomodations:<br />
Provide pencil grips or<br />
different types of pens or<br />
pencils to see what works<br />
best for the student.<br />
Allow the student to use<br />
an audio recorder or a<br />
laptop in class.<br />
Provide paper with<br />
different-colored (red<br />
yellow or blue usually) or<br />
raised lines to help form<br />
letters in the right space.<br />
Provide graph paper (or<br />
lined paper to be used<br />
sideways) to help line up<br />
math and handwriting.<br />
Provide paper assignments<br />
with name, date, title, etc.,<br />
already filled in.<br />
desk.<br />
A master notebook<br />
for all subjects, to<br />
help stay organized.<br />
A homework<br />
notebook that<br />
teacher and parents<br />
can sign off on daily.<br />
Key points from the<br />
day’s lessons listed<br />
on the board.<br />
Use of his own<br />
laptop computer for<br />
taking notes during<br />
class.<br />
Class notes shared<br />
by another student.<br />
Reduce distractions by using<br />
blank pieces of paper to<br />
cover all but one of the<br />
questions on a worksheet.<br />
Encourage active reading by<br />
letting the student use a<br />
highlighter or sticky notes.<br />
Provide information<br />
needed to start writing<br />
assignments early.<br />
Help the student break<br />
writing assignments into<br />
steps.<br />
A routine of<br />
checking in with the<br />
teacher after class to<br />
briefly discuss the<br />
lesson.<br />
Create daily class routines<br />
and stick to them.<br />
Break down big assignments<br />
into smaller pieces with more<br />
deadlines.<br />
Show what a completed<br />
project looks like before the<br />
student begins.<br />
Establish clear starting points<br />
for tasks rather than just<br />
giving a due date.<br />
Give the student an extra set<br />
of textbooks to keep at home<br />
Provide a rubric and<br />
explain how each step is<br />
graded.<br />
Give examples of finished<br />
assignments.<br />
Offer alternatives to<br />
written responses, like<br />
giving an oral report.<br />
Adapt test formats to cut<br />
down on handwriting. For<br />
example, use “circle the
in case they’re often<br />
forgotten at home.<br />
Create a homework station<br />
that’s free of visual clutter.<br />
Keep distracting sounds to a<br />
minimum. The goal is to<br />
make your child’s learning<br />
environment as efficient as<br />
possible so there is less<br />
information to process.<br />
Brainstorm with your<br />
child’s teacher to find ways<br />
to increase your child’s<br />
alertness and speed. See if<br />
your child qualifies for<br />
classroom accommodations<br />
that can help with processing<br />
speed.<br />
Ask for more time on tests.<br />
A private space can also help<br />
because many kids with these<br />
issues like to talk aloud as<br />
they’re working through test<br />
questions.<br />
answer” or “fill in the<br />
blank” questions.<br />
Grade based on what the<br />
student knows, not on<br />
handwriting or spelling.<br />
Use a scribe or speech-totext<br />
so the student can<br />
dictate test answers and<br />
writing assignments. (see<br />
Tech. info already<br />
mentioned).<br />
Let the student choose to<br />
either print or use<br />
cursive for handwritten<br />
responses. (I CAN help<br />
with CURSIVE)<br />
(I CAN help with Proof)<br />
Change the way you give<br />
directions. For example, it<br />
may help to give directions<br />
one step at a time. Giving<br />
directions in more than one<br />
way can help too, such as<br />
writing them down and<br />
saying them out loud.<br />
Practice new skills until<br />
they become automatic. The<br />
more familiar your child<br />
becomes with a task, the<br />
greater the chance of<br />
improving processing speed.<br />
But the trick is helping your<br />
child find a balance between<br />
overlearning and feeling<br />
overwhelmed.<br />
Grade based on the student’s<br />
completion of the lesson<br />
goal. (For instance, don’t<br />
grade spelling errors if that’s<br />
not what the student was<br />
supposed to learn.<br />
Provide a quiet area for<br />
independent work.<br />
Let the student sit near the<br />
teacher and away from
auditory distractions, like<br />
doors and windows.<br />
Check in frequently to make<br />
sure the student understands<br />
the work.<br />
Give step-by-step<br />
instructions, and have the<br />
student repeat them.<br />
Use attention-getting phrases<br />
like “This is important to<br />
know because….”<br />
Decide with the student on a<br />
nonverbal signal to show that<br />
a key point is being<br />
made.Break down test or<br />
classwork instructions into<br />
short, written steps.<br />
Highlight key words and<br />
ideas on worksheets.<br />
Give written homework<br />
instructions.<br />
Provide a list of homework<br />
assignments for the week (or<br />
day).<br />
Speak clearly and slowly<br />
when presenting new<br />
information.<br />
Give material on a new<br />
concept to the student before<br />
it’s taught to the whole class<br />
(so the student can get<br />
familiar with it ahead of<br />
time).<br />
Give a list of or highlight key<br />
vocabulary and concepts for<br />
upcoming lessons.<br />
Give a short review or<br />
connection to a previous<br />
lesson before teaching<br />
something new.<br />
Give the student an outline of<br />
the lesson.<br />
Say directions, assignments,<br />
and schedules out loud, and<br />
rephrase as needed.
Repeat key information<br />
throughout the lesson, and<br />
rephrase as needed.<br />
Use visual tools, images, and<br />
gestures to enhance and<br />
support spoken lessons.<br />
Physical Academic/Creative Social/Emotional<br />
(Gustatory/Olfactory)<br />
Spiritual<br />
Recommendation:<br />
Recommendation:<br />
Recommendation:<br />
Recommendation:<br />
Accomodation:<br />
ART, Karate, Starts an<br />
Empathy Training Club<br />
at School (Leadership)<br />
Accomodation:<br />
Accomodation:<br />
Accomodation:<br />
Provide extended time<br />
on tests.<br />
Provide a quiet room<br />
for tests if needed.<br />
A homework notebook<br />
that teacher and parents<br />
can sign off on daily.<br />
A routine of checking<br />
in with the teacher after<br />
class to briefly discuss<br />
the lesson.<br />
Key points from the<br />
day’s lessons listed on<br />
the board.<br />
Class notes shared by<br />
another student.<br />
A quiet area for test<br />
taking and studying.<br />
Quick “brain breaks” of<br />
crossing-midline after<br />
finishing tasks. He<br />
could take a walk to the
water fountain.<br />
Provide handouts so<br />
there’s less to copy<br />
from the board.<br />
Provide typed copies of<br />
classroom notes or<br />
lesson outlines to help<br />
the student take notes.<br />
Provide extra time to<br />
take notes and copy<br />
material.<br />
Disclaimer: These checklists, training's and questionnaires are not to be<br />
substituted for professional Medical advice. These are the opinions of Tricia<br />
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.<br />
ELBERT<br />
Example Suggested<br />
Instruction and<br />
Intervention<br />
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ELBERT Dyslexia Help Resources (Cook, T. 2020)<br />
Introduction: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vsdsyeidetic-visual-dyslexia/#.X4813-1OlrQ<br />
https://lookingtohealourownlearningdifference.org/2020/11/12/dyslexia-help-recommendationsaccommodations/<br />
Cursive: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-cursive/<br />
Math: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-math-wordproblems-based-on-real-world-needs-and-desired-solutions/<br />
Building Fluency: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-helpbuilding-fluency<br />
Grammar: https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-help-grammarmade-with-color-shape-size-dimension/<br />
Writing: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-writing-lookingto-help-our-very-own-learning-difference/<br />
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/<br />
Sight Words: https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helping-those-witha-learning-difference-enjoy-learning-again/<br />
Pg. 10 Universal Emotions: https://lookingtohealourownlearningdifference.org/2020/10/08/universalemotions-looking-into-the-emotions-of-learning/;<br />
https://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-universalemotions-further/;<br />
https://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-helpunderstanding-universal-emotions-of-learning-a-step-further-cook-t-2020/<br />
To Learn more about the nature and nurture go here: I just published Nurture Their Own Nature:<br />
Helping Those With A Neurodifference Enjoy Learning Again (Cook, T., 2020) (short version)<br />
https://link.medium.com/QCu1Cz5S9bb; (longer version) https://link.medium.com/eZNM4y9R9bb<br />
Fluidity and Comprehension: https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-fsearch-linking-words/<br />
Spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spellingmatrices/<br />
Comprehension, Vocabulary, and English:<br />
https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/<br />
Phonics: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-<br />
2020/<br />
Phonics II: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-iicook-t-2020/<br />
Technology: Helping Parents, Teachers, and Tutors On Using Technology<br />
ADHD: Reading Effects of ADHD<br />
More Information: www.myelbert.com
Final Chapter<br />
Lastly, the RAS (ARAS) is our consciousness and how we make our thoughts, ideas, focuses,<br />
intents, or dreams into reality. It’s again in coordination with our thymus, and pons along with<br />
the soma/alta major chakras for consciousness-awareness of soul, meaning God’s perceptions<br />
and our purpose. Also, I think about where I have my focus and priorities (God, family and<br />
friends, music/art, the opportunity to be nature, etc.)! Those that get the meaning of life (their<br />
purpose) can then experience all of God miraculous blessings- such as peace, comfort, bliss for<br />
eternity!! The harmony of us ALL having this understanding, and coming back to the meaning of<br />
“The SOUL'' would truly be heaven on earth. In my program, I give the focus and intent of each<br />
activity; but when you, yourself, hears and sees from God- note: your focus as long it’s from<br />
God is always Good (even if it changes from my own personal perspective)!!! Lastly, I believe in<br />
a UNITED EARTH, so I try to represent “the East and the West'' as not being separate- ONE<br />
EARTH. Where Only God can make us “whole”, we are all humans with the same smiles, tears,<br />
sadness, laughter, and neurodifferences. If we ALL focused and found importance in love and<br />
healing, this planet would be even more divinely miraculous (focus on emotional reappraisal).<br />
Therefore, love is the answer to heaven on earth.<br />
Those that have a learning difference, like myself, have divergent critical thinking and use<br />
inductive reasoning which is in opposition to the more common deductive reasoning. I call<br />
it, the “synonymous why” that comes natural to those with a neurodifference; it is<br />
critically for DIVERGENT THINKERS. It is critical because we understand that there are<br />
several possible answers to a problem, crisis, or question which is critical that we are here<br />
on earth; our purpose is to help society in this time of trouble. Those answers may have<br />
not been discovered by scientist YET (covergent thinkers). Let’s stop disparagement<br />
because we as a society, could faced with an influx of “futuristic” discoveries and solutions<br />
that are “ahead of their time.” Therefore, encourage and inspire those with neurodiversity<br />
their natural “why” questioning, perceptions, and generalizations based on the students<br />
inductive reasoning, logic-of-evaluation, synthesis of interest based information, and<br />
observational research. All that is described above, is this is a gift of innovation and<br />
“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<br />
what is important; that you will be pure and blameless for the coming of Christ;…”<br />
Philippians 1:10 ERV<br />
Affirmation of Hope: I am pure and blameless. I have Christ.<br />
(Understanding dyslexia)<br />
https://simplebooklet.com/understandingdyslexia<br />
To Learn more on how to help go here (Universal Emotions of a Learning Difference):<br />
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-intothe-emotions-of-learning/;<br />
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexiahelp-understanding-universal-emotions-further/;<br />
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<br />
[Learning] Difference Through Our Very Own DNA: An alternative perspective from<br />
the spirit, soul, and body. Cook, T. (2020). Also, read more here:<br />
https://tcooktutoring.medium.com/nuture-their-own-nature-helping-those-with-aneurodifference-enjoy-learning-again-cook-t-2020-fbd5a19931c1<br />
-Tricia Cook, Link HERE; email: tcooktutoring@gmail.com; website:<br />
https://myelbert.com; FREE DYSLEXIA HELP: https://linktr.ee/tcooktutor<br />
DISCOVERY CALL TODAY:<br />
https://tcooktutor.as.me/https://youtu.be/HzDutY7GWy8<br />
●<br />
●<br />
Contains Affiliate Links, Pictures Are Either:<br />
Creative Common Licensed From Either WordPress or Canva
DISCLAIMER: This communication may contain privileged and/or confidential information. It is<br />
intended solely for the use of the addressee. If you are not the intended recipient, you are<br />
strictly prohibited from disclosing, copying, distributing or using any of this information. If you<br />
received this communication in error, please contact the sender immediately and destroy the<br />
material in its entirety, whether electronic or hard copy. This evaluation, program, and<br />
suggestions are not to be substituted for professional medical advice. They should not<br />
be used to diagnose or prescribe. Tricia is not a doctor but the information could change<br />
your life!<br />
References:<br />
https://www.institute4learning.com/2020/06/12/the-stages-of-faith-according-to-james-w-fowler/<br />
The Best Brain Possible. (2020). How Trauma Impairs Brain Function — The Best Brain<br />
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https://www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memoryhealthy-mind?amp=true<br />
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(RAS)<br />
Sciencedirect.com. (2019). Reticular Activating System — an overview | ScienceDirect Topics.<br />
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YouTube. (2020). (How to Use Your Reticular Activating System) to Get What you Want.<br />
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(ACC)<br />
Tang, Y. and Tang, R. (2019). Ventral-subgenual anterior cingulate cortex and selftranscendence.<br />
Petty, P. G. Consciousness. Journal of Clinical Neurosci-ence. 1996: 3(4), 390. (search: ventral<br />
anterior cingulate cortex (vACC_, sometimes referred to as subgenual anterior cingulate).<br />
Rutecki, P. (2019). Anatomical, Physiological, and Theoretical Basis for the Antiepileptic Effect<br />
of Vagus Nerve Stimulation.<br />
Poindexter, J. (2019). Attention Seeking Behavior: How to Gently, But Effectively, Stop it — A<br />
Fine Parent. [online] A Fine Parent. Available at: https://afineparent.com/be-positive/attentionseeking-behavior.html<br />
[Accessed 6 Dec. 2019].<br />
Neuro.psychiatryonline.org. (2019). Anterior Cingulate Cortex: Unique Role in Cognition and<br />
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[Accessed 31 Dec. 2020].
(Vagus Nerve)<br />
Sciencedirect.com. (2019)2. Vagus Nerve — an overview | ScienceDirect Topics. [online]<br />
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Dec. 2019].<br />
Youtube.com. (2019). YouTube. [online] Available at:<br />
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Yuan, H. and Silberstein, S. (2015). Vagus Nerve and Vagus Nerve Stimulation, a<br />
Comprehensive Review: Part III. Headache: The Journal of Head and Face Pain, 56(3),<br />
pp.479–490.<br />
Bonaz, B., Sinniger, V. and Pellissier, S. (2017). The Vagus Nerve in the Neuro-Immune Axis:<br />
Implications in the Pathology of the Gastrointestinal Tract. Frontiers in Immunology, 8.<br />
(Neuroplasticity and Neuroplasticity and Dyslexia)<br />
https://faculty.washington.edu/chudler/plast.html ;<br />
https://www.lexercise.com/blog/neuroplasticity -research -on-dyslexia); (Study.com. 2020.<br />
[online] Available at: https://study.com/academy/lesson/the -abc-model -of-attitudes -affect -<br />
behavior -cognition.html [Accessed 23 March 2020].<br />
(Consciousness)<br />
Accessed on 12/29/2020- The Brain Network Driving Changes in Consciousness —<br />
https://neurosciencenews.com/consciousness-brain-network-17491/.<br />
(Focus Neuroplasticity and Neuroplasticity and Dyslexia)<br />
; https://faculty.washington.edu/chudler/plast.html;<br />
https://www.lexercise.com/blog/neuroplasticity-research-on-dyslexia); (Study.com. 2020. [online]<br />
Available at:<br />
https://study.com/academy/lesson/the-abc-model-of-attitudes-affect-behavior-cognition.html<br />
[Accessed 23 March 2020]. Christine Hammond, MS, LMHC,<br />
10 Emotions that Can Be Unintentionally Inherited by Children<br />
https://pro.psychcentral.com/exhausted-woman/2018/07/10-emotions-that-can-beunintentionally-inherited-by-children;<br />
Anxiety Relief through Energy Healing https://discoverhealing.com/?s=anxiety&lang=e;<br />
Statistics https://adaa.org/about-adaa/press-room/facts-statistics;<br />
Christine M. Hammond is a Counselor with over 15 years of experience in counseling, teaching,<br />
and ministry. Read more about Christine at<br />
https://www.psychologytoday.com/us/therapists/christine-m-hammond-winter-park-fl/97122;<br />
(Generational Healing)<br />
tom@thebodyemotions.com; https://thebodyemotions.com/10-emotions-that-can-be-inherited/);<br />
Previous Post Nurturing The Authentic God-Spirit Connection of Unique Learners: An<br />
alternative perceptive from spirit, soul, and body! — ELBERT Adult Program Part 3; Next Post<br />
Nurturing The Authentic God-Spirit Connection of Unique Learners: An alternative perceptive<br />
from spirit, soul, and body! — ELBERT Adult Program Part 4;<br />
(Speaking of the “Whole Child”: What’s PYAM? Why Daily?? — Cook’s Independent Blog) ;<br />
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<br />
LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!<br />
(Dyslexia Help):<br />
Dyslexia Help: Universal Emotions- Looking Into the Emotions of Learning (Cook, T., 2020) —<br />
Dyslexia Help; Speaking of the “Whole Child”: What’s PYAM? Why Daily??; RAS info:<br />
https://www.youtube.com/watch?v=BYlpZ5F4668.<br />
Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G<br />
Tutor & Montessorian, https://linktr.ee/tcooktutor<br />
Beloved, let us love one another: for love is of God; and every one that loveth is born of God,<br />
and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear:<br />
because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)<br />
“But God has blessed you. You understand what you see with your eyes. And you understand<br />
what you hear with your ears.” Matthew 13:16 ERV<br />
“His pleasure and passion is remaining true to the Word of “I Am,” meditating day and night in<br />
the true revelation of light.” Psalms 1:2<br />
Dyslexia & Multisensory Resources, Articles, & Video Links & Ideas<br />
Cracking the Code of Dyslexia – Link: https://www.cbsnews.com/news/cracking-the-code-ofdyslexia/?fbclid=IwAR32hRWPQHZArF85Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNgu<br />
uQ<br />
See Dyslexia Differently – Link: https://www.youtube.com/watch?v=11r7CFlK2sc#action=share<br />
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<br />
20 Things Only Parents of Children with Dyslexia Would Understand:<br />
http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-wouldunderstand<br />
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processingissues/understanding-visual-processingissues#How_can_professionals_help_with_visual_processing_issues?<br />
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/thedifference-between-dyslexia-and-visual-processing-issues<br />
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/ata-glance-classroom-accommodations-for-dysgraphia<br />
https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/freeassistive-technology-tools-on-the-web<br />
Creating a Dyslexia-Friendly Classroom: https://www.thoughtco.com/creating-a-dyslexiafriendly-classroom-3111082<br />
What I Wish Every Teacher Knew about Dyslexia:<br />
https://www.youtube.com/watch?v=303uulbfR3I<br />
Dyslexia in the Classroom: What Every Teacher Needs to Know handbook from IDA:<br />
https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf<br />
Dyslexia: What Every Educator Needs to Know from Reading Horizons:<br />
https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-<br />
Book.pdf<br />
Working Together to Address Dyslexia in the Classroom:<br />
https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA
Spelling “games”: https://www.beatingdyslexia.com/spelling-games.html<br />
Multisensory Structured Language Teaching article/fact sheet:<br />
https://dyslexiaida.org/multisensory-structured-language-teaching/<br />
Multisensory Teaching Approaches for Dyslexia: https://www.thoughtco.com/multisensoryapproaches-for-dyslexia-3111175<br />
Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.html<br />
Eight Multisensory Techniques for Teaching Reading: https://www.understood.org/en/schoollearning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-forteaching-reading<br />
Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4 th grade student video:<br />
https://www.youtube.com/watch?v=JiZvSvALo-4<br />
Making Multisensory Tools for Your Classroom:<br />
https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share<br />
Using Multisensory Methods: https://www.youtube.com/watch?v=qWBjBq73oR4#action=share<br />
Assistive Technology Suggestions:<br />
Geemarc Wireless Keyboard and Mouse: http://www.dyslexic.com/product/geemarc-wirelesskeyboard-and-mouse/<br />
iPad Dyslexia Keyboard: https://www.ghotit.com/iPad-dyslexia-keyboard/
Monster 2 Keyboard: http://www.dyslexic.com/blog/monster-2-keyboard/<br />
FREE Dyslexia Resource Links from Clever Classroom:<br />
https://www.teacherspayteachers.com/Product/FREE-Dyslexia-Resource-Links-353776<br />
Nine Ways to Build Phonological Awareness in Pre-K and Kindergarten:<br />
https://www.understood.org/en/school-learning/learning-at-home/encouraging-reading-writing/9-<br />
ways-to-build-phonological-awareness-in-pre-k-and-kindergarten<br />
Successful Careers: The Secrets of Adults with Dyslexia -<br />
http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf<br />
Teacher Strategies for Dyslexics:<br />
https://static1.squarespace.com/static/5c38560bb98a78f7ba7097bd/t/5c3d6466758d469a54f34<br />
9c9/1547527271766/dyslexia_handbook_teacherstrategies.pdf<br />
Understanding Dyslexia (Child Mind Institute) - https://childmind.org/article/understandingdyslexia/<br />
Five Steps to Boost a Young Dyslexic's Self Confidence:<br />
https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/<br />
75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in Class:<br />
How to Help Build a Dyslexic Child’s Self Esteem https://www.dyslexiafriend.com/2010/07/howto-help-build-dyslexic-childs-self.html<br />
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<br />
achieve:<br />
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative<br />
(Understanding dyslexia)<br />
https://simplebooklet.com/understandingdyslexia<br />
To Learn more on how to help go here (Universal Emotions of a Learning Difference):<br />
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-intothe-emotions-of-learning/;<br />
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexiahelp-understanding-universal-emotions-further/;<br />
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understandinguniversal-emotions-of-learning-a-step-further-cook-t-2020/<br />
@Tcooktutoring
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NURTURE THEIR VERY OWN NATURE: Helping Those<br />
With A Learning Differences<br />
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Medium â Get Smarter about What Matters to You., link.medium.com/jNcNxFVMadb.<br />
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images.app.goo.gl/THSvxHLckja1Jk4CA.<br />
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“Best Child, Career Counselling and Assessment Center in India.” Energiasoi,<br />
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FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving Changes in<br />
Consciousness.” Neuroscience News, 28 Dec. 2020,<br />
neurosciencenews.com/consciousness-brain-network-17491/).<br />
“Fowler Faith Stages.” Encyclopedia of the Sciences of Learning, 2012, pp. 1323–1323.,<br />
doi:10.1007/978-1-4419-1428-6_2183.<br />
Hebert, Michael, et al. “Why Children With Dyslexia Struggle With Writing and How to Help<br />
Them.” Language, Speech, and Hearing Services in Schools, American Speech-<br />
Language-Hearing Association, 24 Oct. 2018,
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Ourangelsguidance. “THE 12 CHAKRA SYSTEM AND TWINFLAME PROCESS.” Our Angels<br />
Guidance, 13 Nov. 2016, ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-<br />
chakra-system-and-twinflame-process/.<br />
Petty, Peter G. “Consciousness.” Journal of Clinical Neuroscience, vol. 3, no. 4, 1996, p. 390.,<br />
doi:10.1016/s0967-5868(96)90040-5.<br />
“Pin on Magic.” Pinterest, pin.it/2hhVUOp.<br />
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Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and Memory<br />
Problems?, apple.news/A0bfYT-YLR2u8kRquMsjKRA.<br />
Singleton, Omar, et al. “Change in Brainstem Gray Matter Concentration Following a<br />
Mindfulness-Based Intervention Is Correlated with Improvement in Psychological Well-<br />
Being.” Frontiers in Human Neuroscience, Frontiers Media S.A., 18 Feb. 2014,<br />
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Sunny Sea Gold<br />
Updated January 27, 2021. “Here's How the Brain Makes Memories-and What<br />
You Can Do to Keep Your Mind Sharp.” Health.com, www-health-<br />
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mind?amp=true].<br />
“What Is Epigenetics? The Answer to the Nature vs. Nurture Debate.” Center on the Developing<br />
Child at Harvard University, 30 Oct. 2020, developingchild.harvard.edu/resources/what-isepigenetics-and-how-does-it-relate-to-child-development/.