My Elbert: Helping The Neurodiverse Enjoy Learning Again

Check out my one-on-one tutoring and online classes and what I offer:

Science Journaling (Writing)

Applied Math (Project Based)

Sight Words (Memorizing Them)

Study and Testing Skills Morphology (Spelling, Vocabulary)

Reading In Research (Comprehension)

Poetry (Writing)

Reading & Literacy Intervention (all ages, levels- even adults)

Almost Ready for Cook’s Summer Fun Online Classes and Tutoring…Tell and refer your friends please for this intervention and enrichment really helps with Summer Progression instead of Regression!! Note: Summer is a great time to do my evaluation and grade readiness report  (can be sent to school)!!

Cook’s Evaluation & Cost

Cook’s Complete Elbert Evaluation Finding Their Strengths, Gifts, & Learning Uniquenesses- The Complete Elbert Evaluation is a complete learning difference screening for:


Specific Language Impairment (SLI)

Visual Processing Disorder (VPD)

Auditory Processing Disorder (APD)


Central Processing Disorder (CAPD)

Sensory Processing Disorder (SPD)

Autism plus Irlen Syndrome

Twice Exceptionality (2e)/Gifted and Talented


including Social/Emotional (Anger/Shame) Domain

Gifts, Strengths, & Special Interest

*The cost is $150. Cost $250 if includes recommendations and accommodations (Read More HERE).

( 😄 DATES JUNE 20th-JULY 29th with 5 Weeks- off week of the 4th, *last day of Spring quarter is May 27th SET PRICES for Classes $15 per student per classes…WHAT A DEAL)

Let me know- if you want to add any of these classes or just stick with one-on-one intervention and enrichment!

What is neurodiversity?

People with dyslexia and other forms of neurodiversity have sound and language processing problems. They will struggle to connect letters to sounds and, mainly difficulties identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing difficulties struggle to understand visual information such as letters, shapes, or objects and problems processing the graphic symbols (mainly, problems with convergence). Other difficulties related to the absorption and processing of sounds [sounds especially can be omitted from words by the student], students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sound confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal(s) and reversal(s) are more common in students with a visual processing difficulties. P.S. I suggest -have them remember: if it doesn’t look or sound right reread or rewrite till your brain feels like “it’s just right” [trust your brain-you are smart, you can do it, and you are love]. Ask me how I can help you by tutoring, coaching, consulting and/or training!


Check out my

coaching classes and what I offer:

My ELBERT: Remembering Calm & Listening Skills

  • Understanding Dyslexia and Other Learning Differences
  • Learning Management Techniques & Classroom Management
  • ECE Children’s Literature Read Aloud
  • Family Attachment & Parenting with Language and Literacy
  • ABC’s including Autonomy, Attunement & Adaptability
  • Breathing & Calming Exercises and Activities
  • Journaling & Poetry for Atonement
  • Bible Study (Relations, Intentions, & Affirmations- including Bible Brain Balancing)
  • Remembering Calm & Listening Skills (Brainstorming Emotions/Mind Maps & Tools for Calm)

My ELBERT: Helping Those with a Neurodifference Enjoy Learning Again

  • Career & College Readiness Including ACT/SAT (15 plus-adult)
  • Study Skills/Test Taking Strategies (such as Mind Mapping)
  • School & Grade Level Readiness
  • Positive Guidance/Discipline with Language and Literacy
  • Bible Literacy (Children & Adults)
  • Identity & Building Character with Language and Literacy

***These trainings start back June 20th!!

What is neurodivergency?

I  consult to help others discover their own/someone else’s learning uniquenesses, interest, and how to use their gifts and strengths. Those with a neurodifference usually have a neurodivergency; meaning, they often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “why’s of dyslexia”. They also have deep and holistic, list-form type thinking including: problem-solving and building/constructing abilities, competitive drive, computer skills, and gaming strategies. They seek our own endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing and innovating pursuits. I can also tell you that they may excel at thinking of “outside the box” solutions, seeing a problem from many sides, and patterns/spatial relationships along with the ability to think in 3 dimensions-using their strong evaluation skills and imagination (capable of observing patterns of: color, shape, size, dimension, rhythm, meter, tone, and chant). They have an innate ability for caring for people, animals and nature [Note: sometimes due to circumstances they go against their own nature in this respect]. Lastly, I prepare students with unique learning and neurodifferences to connect to the world with enrichment classes through my program MY ELBERT.

As Nancy Doyle PhD article on the topic writes, “I will always be a cheerleader for the amazing abilities of neurominorities [approx. 23%] we must address the harm that reductive labelling can do when we tip over from a strengths based perspective to the superpowers narrative.” [retrieved from]

Two Types Of Literacy Intervention Learners, I Observed That Goes Unrecognized In Their Gifts:

  1. The Students with the “Engineering Mind”: A student who spends hours taking things apart and putting them back together, creating things, assembling and reassembling ex. Legos, blocks. They are setting things apart to see how they can fix them, problem-solution thinkers (described above). They are natural engineers. It is inherent in their curious nature. As they grow, almost instinctively, they show great interest in shapes (using evaluation kills described above) and numbers. They tend to be shy and seems to have a different cognitive processing speed:
  2. The Students with the “Technical Mind”: is what I describe as a “technical thinker” (similar to the “engineering minded” child). They can or tend to understand/provide complex information to readers/listeners in a way that they can understand and apply, even if they don’t have prior knowledge of the topic; Yet, they are truly interest-based learners at the same time. “Technical thinkers” can explain, especially verbally with a rather large lexicon of knowledge, how a particular subject works or how and what’s needed to complete a task or project including: list-form, divergent, systematic thinking and somewhat linear given the “right” tools-so they can express the topic that can be structured in the following step-by-step instructions.
  3. Note: I have noticed both of these types are “doers”, they need to be doing something to learn (moving, touching, following interest, writing something technical, application of skills/talents, etc.). Lastly, they are also “strong-willed” and know technically what they have “in mind” to work on, so please let them be autonomous in their work. I see these gifts mostly in my Gifted and Talented and/or Twice Exceptional population of students. Does this describe your child? Read here: Students | 2e Learners | Gifted and Learning Disabilities

Book Now: or Contact Here


What is neruopedagogy?

My current practice is a holistic, alternative approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning differences. You need to know that my neuropedagogy is based on the following: my own inductive reasoning, logic of evaluation, outside-of-the box problem-solving skills, detective sense contributed to my own gift of neurodivergency, gift of knowledge and wisdom (discernment), countless hours of student observations, (w)holism, neuroscientific, neuropsychology, educational research, and spiritual/religious studies (Nouthetic Counseling) along with my perpetual care for the “whole person”. We identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem and connection (unity) with God; and promote behavior change and optimal mental health.

Check out my consulting classes and what I offer:

Are YOU Ready To Enjoy An Affordable, Reading, Writing, & Speaking Holistic Intervention For Your Student/Child? Where they develop A Unique Sense Of Trust In Themselves, Their Gifts, & How They Process Information. Now you too can enjoy your thriving student/child, even if you don’t have specialized training….we offer trainings to which Learning That Appeals To The “Whole Person”… MY Elbert Coaching Model HERE and My Elbert Coaches/Consultants HERE 

Also See Testimonals HERE

I’m offering courses and professional development opportunities for parents, tutors/teachers, paraprofessionals, administrators, any stakeholders really…as well as, those who have dementia and work with the aging population!! That’s right, with consulting opportunities I’m interested in guiding global governments to embrace a neuropedagogy such as mine.  DO YOU WANT MY COMPLETE LIST OF PD TRAINING???

Does your child/student struggle with learning? Here is what My Elbert can screen for:

**Screenings held weekly…just message me for more information!

Description and Cost

Held Every Monday & Friday (current students take $10 off)

Since I’m a Dyslexia Interventionist and Reading Specialist with an SLP background, I do a pre-diagnostic My ELBERT  evaluation/screening to see if testing needs to be done or if there is another underlying problem that needs to be addressed. This is not a diagnosis, more like pre-planning or “first steps”. Also includes a FIRST ONE FREE Consultation (30 min to discuss my observations).

I observed the student’s sensory acute response to stress and interview teachers the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning.

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.”

Learn more HERE about Neurodiversity!

What is the best way to support those with Neurodevelopmental disorders or Neurodiversity in later onset?

I find the best support includes understanding the impact that a negative social environment, aka learning with trauma, has on those who have a neurodiversity, or as I prefer to say “neurodifferent”. My program, My Elbert, was developed to help those who feel weak and weary due to being neurodifferent including those working with them. Mainly, I help others to succeed and employ a positive attitude towards learning and learning environment. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in positive emotions and teaching methods for instance observing when they are needing calm delight. As well, help the learner with their learning difference and change their brain with self-directed neuroplasticity [flexibility and adaptability] and atonement. I support students with mixed: My Elbert enrichment along with literacy intervention, and tutoring online classes. These classes/sessions stem from a hybrid of elements and methods from Montessori, Nouthetic Counseling, and Orton-Gillingham methods.  I developed this program due to my own experience and being labeled severely learning disabled.  As well as, I would like to share I little about myself, I have a Neurodiversity in Auditory, Visual and Vestibular as well a Neurodivergency.  I struggled with anger/shame due to LD (view My Story Of Dyslexia: HERE and ask about my RESUME!)


Consulting Press HERE

Thanks, Tricia Cook,

M. Ed., RSP, AOG, Montessorian, Emotional Intensity Advocate, Dyslexia Interventionist

#education #ASC #mentalhealth #ADHD #student #dyslexia #myelbert #trauma



The Door Opened to Gaining “God’s Spirit”

Due to learning with trauma and learning struggles, I had a troubled heart, possibly because of my own anger and shame as well as it being intergenerational…till age 42, To Him Be ALL THE GLORY !

From my childhood, I had heard so many negative comments that I felt like…I couldn’t do anything right, I was stupid, and “nobody liked me”. As you can imagine, growing up with a learning disability [labled severely learning disabled in 1982], these comments of the untruths became my inner thoughts and I believed them. Until mid-adult years, I discovered the veil of being imperfect was ego… [prides] illusion and not what God had intended for His child, me. I thought Jesus was already in my heart; yet, looking back, I had not entirely invited Him fully inside my heart and mind, until the “dark night of the soul” situation happened in my life; I had simply not surrendered my heart and let Him completely into my mind, becoming born-again which means gaining “God’s Spirit” and a Christ-like mind. Note: God, in His Will and His timing, uncovered the TRUTH. His light had to look into and uncover my problems and emotions, then unto some issues and sin of my childhood and beyond. I had learned the importance of prayer, meditation, movement, daily revelation, intention, and affirmations with scripture reading; basically, I felt like a door had opened and the veil over my heart was released. Similarly, this brought myself, by Faith and His Mercy, into unity [Grace] then into His Light [Glory] and Victory through Jesus Christ unto Him [upon Faith In Hope]. In the Light, we uncovered, with understanding His Word and Mercy, the darkness to become blameless, pure, and righteous. In turn, becoming closer to God helped me to discover replacing anger with simple strength and shame with simple empathy! In  a few years later, approximately the last five years, He has been transforming hatred to courage and grief to compassion, resentment/deceit to trust and guilt into love, peace and justice due to my faith and His mercy, TRUTH: Knowledge-Wisdom, Righteouness-Humility! Therefore, He is my everything; I had been in a situation of pain, struggle, re-evaluation, self-discovery, and now I Rejoice In The GRACE, STRENGTH, FAITH, JOY and LOVE of JESUS-VICTORY of UNDERSTANDING & BLISS!!

Trauma is an emotional response to a terrible event like an accident, rape, or natural disaster [even learning with trauma]. Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships, and even physical symptoms like headaches or nausea.I had these symptoms daily mostly in school and later on an autoimmune disease [cured now].

I am studying, through MABTS Biblical Counseling Fundamentals Training Certificate, to learn how to best give Godly counsel by helping schools, students, families, teachers/tutors, anyone who feel weak and weary with a Neurodiversity by using literacy (Poetry, Journalling, Bible Study, Calming Techniques) to become closer to God by having Him look upon their heart too!!


Yes, I do believe the disconnect is for families, students, schools, everyone involved actually is in Spiritual Development. The exact disconnect happens in these domains such as: (intellectual) what is right, (moral) what is good, and (imaginative) what is His Divine Will by in and upon His design, plan, and purpose for us!!!

Oh yes!- the answer is self-directed neuroplasticity (mind-our own will and His “taking on a “Christ-like” mind) and atonement (His Sacred Heart and divine nature, attributes which makes up His essence-“The Leb”). I believe people in anger nature tend to stay in fight, flight. They can be taught when it no longer works for them and/or needs to have an understanding of themselves and “the light”. Likewise, those with shame nature tend to stay in freeze and need help, guidance, and understanding of “life”; as well, those in flee which is both anger and shame who need counsel, for it’s the deepest and hardest to regulate and connect need both “light and life”.

Free Bible Literacy Workbook:

Contact me and check out:

(ADULT) My Elbert Interest Survey HERE *please adults only

Tricia Cook,  M.Ed., AOG, AMS Montessorian, Emotional Intensity Advocate & Reading Specialist

#learningtrauma #trauma #traumarecovery #teachers #learning #development #empathy #help #christoverself

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG;

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