In a study by conducted by Dahle et al. (2011), they found “between 17% and 24% of the boys with dyslexia were registered as anxious/depressed, with withdrawn behavior or somatic problems in the borderline and clinical areas” (p. 167). Another interesting point noted in this study by Undheim (as cited by Dahle et al., 2011) is that “teachers did not believe that they had dyslexia because their general achievement was too good” (p. 167). Dahle et al. (2011) tells us “behavior and emotional problems can be displayed differently in different settings, and it might be difficult for teachers to identify and be aware of internalizing problems in the classroom setting” (p. 168). [Retrieved from Dahle, A. E., Knivsberg, A.-M., & Andreassen, A. B. (2011). Coexisting problem behavior in severe dyslexia. Journal of Research in Special Educational Needs, 11(3), 162–170.]
Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment” (Definition of Neuroplasticity, 2020). Also, I’m needing to mention developmental trauma and learning something new, switching content and context frequently!!
When a child with neurodifferences is learning something new or stressful, if mindset is perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and emotional disorders with long-term memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe lessened neuroplasticity of the prefrontal cortex, frontal lobe along with posterior left lobe, and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with more executive functioning issues and short-term memory problems or midbrain. We can attribute this constant speed shifting to the common problems of poor neuroplasticity. Likewise, the lacking a self-directed neuroplasticity such as positive mindset such as mind trusting qualities of belief: I AM worthy (autonomy) and I AM enough (attunement), feeling safe and secure in their environment. Specifically, the mental body is anger brain dominant and perceives in the heart everything related to learning with anger. The emotional body is shame brain dominant and perceives in the heart everything related to learning with shame.
According to my good friend, Tom Heintz (An Emotional Code Practitioner-Creator of The Body Code) references Christine H., MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed down from one generation to the next. Also, there are 10 emotions that can also be inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those who struggle with sensory triggers and learning stressors, like when experiencing reading or writing, these negatively perceived and filtered experiences with anger and shame, can cause a trauma type of developmental anxiety and sometimes even depression. Heintz (2020) also refers to this following excerpt from Christine Hammond, MS, LMHC (2018):Anger – There are three main types of unhealthy anger: aggressive anger, passive-aggressive anger [shame], and suppressive anger [hatred- not kids usually] – all of which can negatively affect a child. For example, if a parent is aggressively angry by yelling, their child might grow up to mimic the same behavior or learn to redirect it into their own manifestation of anger. Shame – Hearing words from parents such as, “You will never be good enough,” or “You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics are pervasive in hyper-religious homes where a child is told that they have to live up to some unrealistic standard and very frequently are practiced by the child on others once they have been exposed to such treatment” [Generational Healing: email@example.com; accessed on 2/19/20 “10 Emotions That Can Be Inherited.” The Body Emotions, 21 Apr. 2020, thebodyemotions.com/10-emotions-that-can-be-inherited/].
In 2018, I created My ELBERT Responsive System Dysfunction (RSD) Checklist, which is a Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew; that they develop anger first, if not given a healthy, safe, and supportive environment for their anger. Also, anger can develop into shame. Then, the shame will be more dominant. ELBERT sysm/para checklist and resources are important for those working with neurodifferences because shame is harder to address than anger. Shame is the defense for anger and survival of some people. Some people though are less susceptible to shame and remain in anger. I have found more times than not where just anger has been marked; especially in younger students. Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief. Also, anger appears anxiously (hyperactivity) and shame appears sadly depressed (hypoactivity). Together with both anger and shame, someone can appear anxious and sad. With shame being the hardest, their body may appear calm but internally their mind can be ruminating on negative thoughts, feelings, ideas, and emotions which can be hard to know unless your child shares them with someone. This is why the checklist and interview is so important. I interview the students and their parents (teachers too preferably) where an [x] means most of the time in their learning environment and a [/] means some time in their learning environment (see image 1.0). There are several other factors for successfully expelling learning apathy such as with gaining resilience (meaning), and motivation such as: sleep, diet, health and wellness, physical activity (body), regulation of vagus nerve (soul- body connection), sometimes even the spirit-soul-body connection (much older teens), gratitude including love of self and others (heart-connection). Also, the environment that most of us live in today causing sensory overload along to consistently multitasking and/or content & context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own electromagnetism and vagal tone.
Note: “One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia
Cook’s Evaluation Cost
Cook’s Complete Elbert Evaluation Finding Their Strengths, Gifts, & Learning Uniquenesses
-The Complete Elbert Evaluation including social/emotional domain (Read More HERE), grade level eval., and complete learning difference screening (Dyslexia, SLI, VPD, APD, SCP) including working memory-abstract thinking, etc. (takes 3 hours). The cost is $150.
-The ELBERT partial screening includes learning differences screening (Dyslexia, SLI, VPD, APD, SCP). The cost is $95.
-The OH Good Golly dyslexia screening takes 45 min. approx. and is $45 which includes just a screening for “first steps“.
Coaching, Consulting & Course
The coaching, consulting, or course (depending which you choose) helps you understand the Elbert program, the brain and your child so much more.
-Coaching- $45 each session for 30 min.-$75 for an hour (minimum of 2 times per week recommended). This is on a flex-schedule at your convenience. I’ll meet with you on Zoom.us to talk to you about a specific students’ needs. Note: Students need to get an Elbert evaluation first.
-Consulting on Elbert Program- $65 for an half-an-hour (FIRST ONE FREE) is everything you need know about helping those with any neurodifference to enjoy learning again! Again, a minimum of 2 times per week recommended and on a flex-schedule at your convenience. Note: Students do not need to get an Elbert evaluation first and anyone with you can attend might be others joining as a group!
You might need to contact me for help if you or your child/student can’t be reached and seems disconnected; Also, when it comes to learning, they show some or all of the following emotions and challenges: anger, frustration, shame, and sadness; has chronic headaches, stomach aches, hives; appears to have low-self esteem; squints when reading; feels behind or “different” than the other kids; has behavioral and learning challenges; emotionally intense or desensitized; complains; thrives for constant attention; labeled emotionally intense, gifted and talented or twice-exceptional; has trouble focusing or paying attention; destroys their pencil, eraser, and crumples up their paper after working very hard; problems with organization or being on time; poor eye-contact, body-space awareness; sleep and/or digestive problems; has problems spelling and/or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words due to being blurry, jumping or flying; ultra-sensitive, problems with authority; doodles on paper; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; described as dramatic, creative and very imaginative by others; been or going to be held back in school; has trouble connecting to others; tired all the time; great with verbal comprehension and large lexicon, shows anxiety, anxiousness or depression; overactive-reads, writes, moves, and thinks extremely fast or slow; sensory-processing problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming”; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; adverse to learning or trying something new as well as low in motivation!
© My ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020
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