Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to change their connections and behavior in response to new information, sensory stimulation, development, damage, or dysfunction. Mindsight, a skill we can all develop to break free from mental patterns that get in the way of living our lives to the fullest. Epigenetics explains how early experiences can have lifelong impacts. The genes children inherit from their biological parents provide information that guides their development. For example, how tall they could eventually become or the kind of temperament they could have.
A practical definition of the mind— cellular memory is a theory that the body’s cells retain memories independently from the brain. Note: Categorically distilled from a dozen scientific fields; their is a triangle system of well-being—includes how to promote a healthy memories of The PONS, RAS, & THYMUS which promotes a healthy flow between your mind, brain, and relationships of the heart such as in a specific way of Autonomy= Resilience, Attention and Adaptability!
The spirit forms your thoughts, where the mind comes your character and beliefs, Tricia Cook: Learn More HERE
Check out my one-on-one tutoring and online classes (Children & Adults)
Reading & Literacy Intervention (all ages, levels- Early Literacy Challenges, Reading/Writing Challenges) by implementing…
Phonological Awareness including Sound/Symbol and Sound/Word Knowledge (Imagery- Gaming)
Science Journaling (Writing)
Applied Math (Project Based- Word Problems)
Sight Words (Memorizing Them)
Learninng Style Awareness for Study and Testing Skills (Using Their Strengths, Gifts & Talents)
Morphology including Orthography (Vocabulary, Spelling)
Reading In Research (Comprehension and Natural Inquiry aka “Why’s of Dyslexia)
Syntax with Poetry (Writing)
…Also, Help With All Subject/Content Areas (Science, Language Arts, History); As well, Life Skills and Coaching
Note:
I observe the student’s sensory acute response to stress and interview teachers the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning. PRESS HERE For MY RESUME
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:
Note: In My ELBERT evaluation, I help you uncover their learning uniquenesses and give suggestions, so you can work with their strengths and gifts including interest (there are 3 to choose from). In My ELBERT intervention, I give you steps of learning intervention and enrichment along with the scope and sequence (there are 11 to choose from). My Complete My ELBERT program also includes the important help for the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic which is called My ELBERT The Learning Uniquenesses Checklist: The Ultimate SEL Checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs. Lastly, my program, My ELBERT, includes a self-guided literacy intervention program because literacy (speaking, writing, reading, etc) heals the soul. I offer online training, specialized intervention, and other coaching through a course on understanding Dyslexia and consulting (first one Free)!
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! [Retrieved from https://myelbert.com/author/tcookedu/].
“Reflection is a compassionate state of mind. Attunement requires presence but is a process of focused attention and clear perception.” Danile J. Siegel
AttunementGamma Brain- shows waves have the highest frequency among all brain waves. They are associated with high levels of thought and focus. They can have different effects depending on their levels in your brain: • If your brain produces high levels of gamma waves, you tend to be happier and more receptive. You may also have a higher intelligence quotient or IQ and better concentration. • If your brain produces low levels of gamma waves, you may develop learning and memory problems. You may experience lower concentration, attention span, and mental ability. Lower levels of gamma waves can even lead to learning disabilities and mental disorders.
Cellular aging- “Cells are continuously dying in our body due to infections, cell turnover, developmental processes, and other extrinsic stress…”: In these chromosomes…most present in neurodiversity; we are needing to examine cell health (avoid cytotoxicity) such as: Gene 17 (cell gene- lNF1 provided by HGNC also ACTL6A).
Neuroplasticity- is the capacity of nerve cells to biologically adapt to circumstances, to change their connections and behavior in response to new information, sensory stimulation, development, damage, or dysfunction. Mindsight, a skill we can all develop to break free from mental patterns that get in the way of living our lives to the fullest; A practical definition of the mind—distilled from a dozen scientific fields: PONS & The RAS promotes a healthy flow between your mind, brain, and relationships in a specific way such as Attunement=Resilience, Attitude, and Attention! [Retrieved from https://sway.office.com/aNi0wBl3lQU5P8zs?ref=Link&loc=mysways].
Specific Leaning Disability (SLD)– “An estimated 80 percent of those with learning disorders have reading disorder in particular (commonly referred to as dyslexia). One-third of people with learning disabilities are estimated to also have attention-deficit hyperactivity disorder (ADHD).” [Retrieved from https://www.psychiatry.org/patients-families/specific-learning-disorder.]
Borderline Personality Disorder (BPD)– What is also interesting is that ‘child maltreatment and efficiency of the conflict attention (Alerting, Orienting, and Executive Function Networks) and their interactions of the networks along with their independently predicted scores on the (BPD) precursors composite. Maltreated children had higher mean scores on the BPD precursors composite, and children classified as having high levels of these precursors were more prevalent in the maltreatment group.’ Development and PsychopathologyVolume 17, Issue 4, December 2005, pp. 1071 – 1089 DOI: https://doi.org/10.1017/S0954579405050509.
Deficient emotional self-regulation (DESR)– is a relatively new term used to describe the problem of impulsive emotion coupled with emotional self-regulation difficulties — issues long associated with attention deficit hyperactivity disorder (ADHD or ADD). DESR may be new to the ADHD lexicon, however I argue that it is a core and commonly overlooked component of the disorder — and one that can help predict a patient’s impairments, and even improve diagnostic and treatment practices.1
“Reflection requires an attunement to the self that is supportive and kind, not a judgmental stance of interrogation and derogation.” Danile J. Siegel
Remember Meaning/MotivationMethods- (RAS-see also 11 below/ARAS- Thymus, Pons, RAS (HPA & ACC)/GUT), Engagement with the learning task- In mice, a specific type of brain cell called a PV neuron improves the ability to distinguish a target sound from background noise (i.e., the cocktail party problem) (Kamal Sen, Boston University). The feeling of ownership over one’s body while experiencing an event strengthens the memory representation of that event in the hippocampus, a brain region involved in learning and memory (Heather Iriye, Karolinska Institute, Sweden). In humans and monkeys, imagining an object’s movement activates motion-sensitive areas of the brain, suggesting that both species can simulate versions of the world in similar ways (David Sheinberg, Brown University).
Transcranial magnetic stimulation- A novel technique involving non-invasive (TMS- informed by real-time scalp EEG recordings enhanced human visual perception by modulating communication between frontal and visual brain regions (Nitzan Censor, Tel-Aviv University, Israel).
Note: These studies give a better understanding of the neural basis of perceptual phenomena will help clarify both ordinary experiences — such as the ability to pick a single voice out of a noisy background — and disorders in which perception is altered — such as attention-deficit/hyperactivity disorder, autism, schizophrenia, and Alzheimer’s disease. Today’s new findings show [Retrieved from Neuroscience News Science Magazine – Research Articles – Psychology Neurology Brains AI].
Ventral Tegmental Area (VTA)– The pons controls our breath known as ‘life’. God gave us the ‘life’, so we can be the breath of God, leading a pure and blameless life. The pons just doesn’t serve to help the different lobes communicate, but also is of God. The pons area also contains the trapezoid body (RAS) where you are able to vocalize sounds. This allows us to sing, praise and speak, and share His word- Hallelujah and Gregorian Chants and Turning Hatred/Grief into Joy: Ut Queant Laxis HERE. Note: from the (2016) study…higherfrequency.
LFP oscillation (CFC)- is enhanced in the human brain during high attentional demand, and has been linked to cognitive tasks not only in cortical brain regions, but also in deep limbic structures, such as the amygdala, hippocampus, and nucleus accumbens. SEE hippocampus and olfactory sense below (Retrieved from https://www.jneurosci.org/content/36/49; (Szczepanski et al., 2014); Structure and Function of the Brain | Boundless Psychology, https://courses.lumenlearning.com).
Note: The neurodivergent thinking is not real linear-actually considered non-linear, as well, not being 1-3D but somewhere between. Through equanimity (delight calm) and the right tools (google: visual graphic organizers) it can become linear, but not in the sense most are used to. The neurodivergent are completely different paths and none being the same. So ask yourself, having choas in the mind a good or bad thing even though the body, mind, spirit may suffer for the neurodiverse? Is suffering good or bad? How many have a neurodivergences? Likewise, the neurodivergent have inattentional daydreaming—–a pleasant visionary usually wishful creation of the imagination through inspiration of some kind.
“There are no accidents. If we go deeper, we find something beautiful.”Jonathan Cahn
ADHD • There is a difference in the attentional processing level between that of an ADHD student and a typical student. • There is a difference in the attentional processing level between that of an ADHD student and APD student.
Note: In previous studies, children with Attention-Deficit Hyperactivity Disorder (ADHD) have been found to have more difficulties with processing speed, working memory, and attentional tasks. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6093610/.
ASC • There is a difference in the attentional processing level between that of an ADHD student and an autistic student. (just 1E not 2E).
Note1: “Confusion is present as to possible diagnostic differences between Autism Spectrum Condition (ASC) and Nonverbal learning disabilities (NLD) and the relation of these disorders to attentional difficulties” (Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010).
Note2: There was also a significant verbal-performance IQ split in this group related to difficulty in social functioning. This study extends the findings from previous studies and extends these findings to differences between AS and NLD groups. “These findings demonstrate that JOLs predict not only recollection, but also automatic influences of memory” (Undorf, Böhm, & Cüpper, 2016).
Dyslexia • There is a difference in the attentional processing level between that of an ADHD student and an attentional dyslexic student. • There is a difference in attentional processing level of an ADHD student and Attentional Dyslexic before and after treatment.
Neurodiversity in Auditory, Visual & Vestibular • There is a difference in the attentional processing level between that of an APD student and VPD.
VPD • There is a difference in the in attentional processing level of students with visual and auditory processing disorder. • There is a difference in attentional processing level in those with dyslexia and dysgraphia.
Environment • There is a difference of students’ toxicity and maternal toxicity levels on their students’ attentional processing level • There is a difference in attentional processing BPD and attentional levels. • There is a difference in attentional processing and sensory processing.
Emotions & Sleep “There is research on… longitudinal and reciprocal relations among behavioral sleep problems and emotional and attentional self-regulation in a population sample of 4,109 children participating in Growing Up in Australia by “The Longitudinal Study of Australian Children (LSAC)–Infant Cohort” (Williams, Berthelsen, Walker, & Nicholson, 2015). Brain networks of attention arise in infancy and are related to individual differences, including pathology during childhood. Methods of training attention may improve performance and ameliorate pathology. [Retrieved from https://pubmed.ncbi.nlm.nih.gov/27552068/].
Note1: (See Image Brain Stem & CNS damage, regulates sleep) They found sleep problems have a persistent negative effect on emotional regulation, which in turn contributes to ongoing sleep problems and poorer attentional regulation in children over time. Findings suggest that sleep behaviors are a key target for interventions that aim to improve children’s self-regulatory capacities.
Note2: Another study examined the visuo-spatial mechanism which is responsible for omissions and a perceptual integration process for substitution errors. They measured the performance of six patients with both ‘neglect and neglect dyslexia’, analyzing their reading errors as a function of letter spacing. In visual processing as well as decision-making, a separate study (2021), examined brain activity monitoring using EEG in the study showed synchronized activity over the centro-parietal regions of the brain involved in decision-making steadily increased in all of the children during the task until they made a decision. However, this happened more gradually in the children with dyslexia. [Retrieved from https://www.sciencedaily.com, https://lnkd.in/dCz6AqiX; https://pubmed.ncbi.nlm.nih.gov/20812140//].
Self-directed neuroplasticity- including attunement and atonement, then, is the ability for the brain to change itself depending on how you direct your thoughts and attention. The THYMUS is the “self-directed” piece refers to your ability to intentionally shape your brain by using it in a specific way such as Autonomy & Attunement= Adaptability (3 A’s)! Meaning, the “whole person”, becoming willing to adapt to Him and allowing Him into All consequence made by our own will and choices. Because this trust will let us know our own truths that basically-We Are Free from the old covet, Sin Laws and Can Come to realize the new covet, Spiritual Laws (water, blood, and Spirit has atoned for us through His resurrection). After about three years into researching the emotions of anger and shame in learning apathy and needing resilience, motivation and focus. [Retrieved from https://sway.office.com/aNi0wBl3lQU5P8zs?ref=Link&loc=mysways].
Reference Atkins, A. S., Berman, M. G., Reuter-Lorenz, P. A., Lewis, R. L., & Jonides, J. (2011). Resolving semantic and proactive interference in memory over the short-term. Memory & Cognition, 39(5), 806–817. doi:10.3758/s13421-011-0072-5 Campoy, G. (2012). Evidence for decay in verbal short-term memory: A commentary on Berman, Jonides, and Lewis (2009). Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(4), 1129–
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A., & Kearns, D. M. (2014). Orthographic, Phonological, and morphological skills and children’s word reading in arabic: A literature review. Reading Research Quarterly. doi:10.1002/rrq.84 Glascher, J., Adolphs, R., Damasio, H., Bechara, A., Rudrauf, D., Calamia, M., … Tranel, D. (2012). Lesion mapping of cognitive control and value-based decision making in the prefrontal cortex. Proceedings of the National Academy of Sciences, 109(36), 14681–14686. doi:10.1073/pnas.1206608109 Hargreaves, D. J., & Aksentijevic, A. (2011). Music, IQ, and the executive function. British Journal of Psychology, 102(3), 306–308. doi:10.1111/j.2044-8295.2011.02029.x Hovik, K. T., Plessen, K. J., Cavanna, A. E., Skogli, E. W., Andersen, P. N., & Øie, M. (2015). Cognition, emotion and behavior in children with Tourette’s syndrome and children with ADHD-Combined Subtype—A Two-Year follow-up study. PLOS ONE, 10(12), e0144874. doi:10.1371/journal.pone.0144874 Ishihara, K., Doi, Y., & Uchiyama, M. (2014). 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Two different mechanisms for omission and substitution errors in neglect dyslexia. Neurocase, 17(2), 122–132. doi:10.1080/13554794.2010.498382 Melby-Lervåg, M., & Lervåg, A. (2011). Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta-analysis of the correlational evidence. Journal of Research in Reading, 34(1), 114–135. doi:10.1111/j.1467-9817.2010.01477.x Melby-Lervåg, M., & Lervåg, A. (2012). Oral language skills moderate Nonword repetition skills in children with dyslexia: A Meta-Analysis of the role of Nonword repetition skills in dyslexia. Scientific Studies of Reading, 16(1), 1–34. doi:10.1080/10888438.2010.537715 Mesut, G. (2015). Opinions of instructors about reading skills of Syrian students learning Turkish. Educational Research and Reviews, 10(10), 1424–1433. doi:10.5897/err2015.2211 Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., … Shu, H. (2015). 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Neglect dyslexia: A matter of “good looking.”Neuropsychologia, 51(11), 2109–2119. doi:10.1016/j.neuropsychologia.2013.07.002 Record, M. (2015). Implications of graphic organizers in an age of social media. New Directions for Teaching and Learning, 2015(144), 73–86. doi:10.1002/tl.20164 Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., & Christopher, G. (2010). Neuropsychological differences among children with Asperger syndrome, nonverbal learning disabilities, attention deficit disorder, and controls. Developmental Neuropsychology, 35(5), 582–600. doi:10.1080/87565641.2010.494747 Shin, H.-J., & Lee, E.-J. (2015). Phonological characteristics of Late-Talkers through Phonological wholeword analysis. Communication Sciences & Disorders, 20(2), 157–165. doi:10.12963/csd.15232 Surkan, P. J., Kennedy, C. E., Hurley, K. M., & Black, M. M. (2011). Maternal depression and early childhood growth in developing countries: Systematic review and meta-analysis. 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Any number of patterns of rhythmic electric impulses are produced in different parts of the brain. There are four types of typical brain waves: alpha, beta, theta, and delta. These are similar and relatively stable in all normal individuals. Brain waves help in the diagnosis of certain neurologic disorders, including brain lesions and the likelihood of having a seizure. Important Statement: “In a very broad sense, near–10Hz (Thymus) waves may function as a widespread “system clock” for many parts of the brain.” Similarly, researchers have long suspected the alphas originate in a brain region called the thalamus, the waves’ definitive source and function remain elusive, says Roger Traub, a mathematical neurologist with IBM. As well, the beta wave, arises from the thalamus, the part of the brain that relays sensory information to the cortex, and in doing so, may help inhibit sensory and motor information processing. During the global activation of the brain, gamma brainwaves sweep across your brain from front to back, beginning in the prefrontal cortex where thinking occurs and sweeping back through the sensory areas. What do high brain waves mean? See Superior Temporal Gyrus (STG)— Auditory/Rhythmic Motion Perception-NTN PART II [Retrieved from https://www.sciencedirect.com/topics/neuroscience/alpha-wave].
Note: The cerebral cortex is thought to be the seat of conscious processing in the brain. Rather than being inactivated, specific cells in the cortex show higher spontaneous activity during general anesthesia than when awake, and this activity is synchronized across those cortical cells. [Retrieved from https://neurosciencenews.com/unconscious-brain-activity-20571/].
What is the rectangular formation in the brain? The underlying connectivity of the cerebellar cortex and nuclei with limbic-related brain areas and associative and paralimbic cortices suggests widespread cerebellar influence on behaviors including the experience and expression of emotion, sadness and grief, integrative hypothalamic visceral/sensory functions, pain perception, modulation, and intensity due to noxious stimuli, as well as other nonmotor behaviors. The limbic system is a collection of structures involved in processing emotion and memory, including the hippocampus, the amygdala, and the hypothalamus. The limbic system is located within the cerebrum of the brain, immediately below the temporal lobes, and buried under the cerebral cortex (the cortex is the outermost part of the brain). [Retrieved from https://www.researchgate.net/publication/285777375_Cerebellar_Connections_with_Limbic_Circuits_Anatomy_and_Functional_Implications]; Limbic System: Definition, Parts, Functions, and Location |Simply Psychology].
Note: Some common synonyms of grief are anguish, regret, sorrow, and woe. While all these words mean “distress of mind,” grief implies poignant sorrow for an immediate cause. the inexpressible grief of the bereaved parents. [Read more here]. The reticular formation (RAS) is a phylogenetically primitive network of small neurons extending throughout the brainstem and into the spinal cord. It has a diverse input; its descending connexions are mostly from the cerebral cortex, cerebellum and red nuclei; The reticular formation includes ascending pathways to the cortex in the ascending reticular activating system (ARAS) [Retrieved from https://www.sciencedirect.com/topics/neuroscience/reticular-formation; https://en.wikipedia.org/wiki/Reticular_formation]. SEE the Coronalsection of the pons, at its upper part-(Formation reticularis).
Note: The cerebellum plays a key role in the storage of both positive and negative memories of emotional events. The cerebellum is known primarily for the regulation of movement. Researchers at the University of Basel have now discovered that the cerebellum also plays an important role in remembering emotional experiences. Source: University of Basel [Retrieved from A New Function of the Cerebellum – Neuroscience News]. The Cerebellum 6 – [Retrieved from https://en.wikipedia.org/wiki/Reticular_formation] 7 – Retrieved from https://twitter.com/schumannbot/status/1547188382807326722/photo/1 ildnes
[1] The “whole” of mankind then becoming like Him as “The Light” from the inside-outside (horizontal) not just outside-inside (vertical). AGAIN, Thou shalt love the Lord thy God with all thy heart (energy-happiness-thymus) , and with all thy soul (ARAS (thalamus) -including: thymus, pons, ras-bliss)), and with all thy mind (power-joy-pons) and strength (body-delight-ras) [UPWARD FUNCTIONAL SYSTEM-Note: *ARAS- whole-self- our content, upon His pleasure- Thymus, Pons, RAS (HPA & ACC)/GUT]. Mathew 22:37-39
(THYMUS- “The Leb”) The Mind & Soul-Spirit Connection of God (7-12th chakras)= Peace From God (Beauty, Joy, Praise) • THE Authentic Self (the true question/answer) is the Thymus (high heart & mind= soul) a connection of perception between all affective and behavioral cognitive experiences on a cellular level (cellular memory) including the mainstream universal emotions of anger, strength, joy, bliss, shame, empathy, courage, compassion, might, and harmony and relays it upward (PONS). It’s also where you can find the “imagination” and “intelligence” that lies within all of us of God’s Will. It’s removed veil and divine nature “God’s Divine Nature” With-In Ourselves (described here). This is where the God’s mind creates our purpose by filtering, interpreting our world and experiences which in turn creates our dreams into reality of miracles and blessings and Nothing Can Prohibit IF RECEIVED GOD. Correlated with energy centers, chakra 9-12 and ARAS are all the rest of the chakras (12 plus).
the mind, comprising alike the faculties of perceiving and understanding and those of feeling, judging, determining; hence, specifically, a. the intellective faculty, the understanding: Luke 24:45 (on which see διανοίγω, 2); Philippians 4:7; Revelation 13:18; Revelation 17:9; opposed to τό πνεῦμα, the spirit intensely roused and completely absorbed with divine things, but destitute of clear ideas of them, 1 Corinthians 14:14f, 19; ἔχειν τόν νοῦν κυρίου(L text, others Χριστοῦ), to be furnished with the understanding of Christ, 1 Corinthians 2:16b. b. reason (German die Vernunft) in the narrower sense, as the capacity for spiritual truth, the higher powers of the soul, the faculty of perceiving dibble things, of recognizing goodness and of hating evil: Romans 1:28; Romans 7:23; Ephesians 4:17; 1 Timothy 6:5; 2 Timothy 3:8 (cf. Winers Grammar, 229 (215); Buttmann, § 134, 7); Titus 1:15; opposed to ἡ σάρξ, Romans 7:25; ἀνανεοῦσθαιτῷπνεύματιτοῦ νως, to be so changed that the spirit which governs the mind is renewed, Ephesians 4:23; (cf. ἡ ἀνακαίνωσις τοῦνως, Romans 12:2). c. the power of considering and judging soberly, calmly and impartially: 2 Thessalonians 2:2.
a particular mode of thinking and judging: Romans 14:5; 1 Corinthians 1:10; equivalent to thoughts, feelings, purposes: τοῦκυρίου(from Isaiah 40:13), Romans 11:34; 1 Corinthians 2:16a; equivalent to desires, τῆςσαρκός, Colossians 2:18 (cf. Meyer at the passage). Probably from the base of ginosko; the intellect, i.e. Mind (divine or human; in thought, feeling, or will); by implication, meaning — mind, understanding. Compare psuche. [Retrieved from https://biblehub.com/greek/3563.htm].
ALL NEED TO BE JOINED: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE. By Daily belief and greater certainty in exaggerated or hyperbolical expression of praise/daily study upward towards God: My suggestion is read and mediate on the bible scriptures daily. Doing my IRA Method and Believe to Receive: INTENT- RAS/GUT Strength, Might, Simple (PRAISE, Grace Upon (to) Grace-Divine Love) (Praise) Praise the mind, comprising alike the faculties of perceiving and understanding and those of feeling, judging, determining the intellectual faculty, the understanding (Jesus-INTENT) Jehovah-Nissi /Ne Si/ (ARAS- My Comforter)—Divine Love
REVELATION- PONS Joy, Power, Complete (HOPE, Faith Upon (to) Hope- Divine Honor) (Hope) Hope is reason in the narrower sense, as the capacity for spiritual truth, the higher powers of the soul, the faculty of perceiving divine things, of recognizing goodness and of hating evil the power of considering and judging soberly, calmly and impartially (Holy Spirit – REVELATION) Jehovah-InKaddesh /M Ka Dish/ (Thymus- My Standby)—Divine Honor AFFIRMATIONS- Thymus Peace, Authority, Absolute (BLESSING, Glory Upon (to) Glory-Divine Majesty) (Blessing) Thanksgiving a particular mode of thinking and judging, i.e thoughts, feelings, purposes, desires (God’s Will-BLESSING) Jehovah-Manah /Man ah/ (ARAS-My Advocate)—Divine Majesty
You shall love the Lord your God with all your heart and mind and with all your soul and with all your strength [your entire being]. Deuteronomy 6:5 AMP Using Mental or Emotional Body to Make Decisions:
Means Free Will Not at Peace With God, Yet… The thymus including ARAS brings…Intelligence- Belief in God’s Intention Through Jesus to Minister to The Word; Moral- Abide in God’s Affirmation by Holy Spirit to the ministry of The Word; Imagination Blessings Flow into balance to form our in own beliefs and desires (Will); Leading to rejoice and thanksgiving for ultimately the convergence of God’s knowledge and wisdom to gain a “better” or “best” understanding of everything!!! -Tricia Cook Intelligence 1) : the ability to learn or understand or to deal with new or trying situations : reason also: the skilled use of reason 2) : the ability to apply knowledge to manipulate one’s environment or to think abstractly as measured by objective criteria (such as tests) c : mental acuteness : shrewdness
AVOID SHAME– ASUNETOS (Strong’s #801 — Adjective — asunetos — as-oon’-ay-tos ) “without understanding or discernment” (a, negative, sunetos, “intelligent, understanding”), is translated without understanding” in Matthew 15:16 : Mark 7:18; Romans 1:31; 10:19 , RV, “void of understanding” (AV, “foolish”); in Romans 1:21 , RV, “senseless” (AV, “foolish”). Christian Science: the basic eternal quality of divine Mind [Retrieved from https://www.merriam-webster.com/dictionary/intelligence%5D. Imagination 1 : the act or power of forming a mental image of something not present to the senses or never before wholly perceived in reality. 2a : creative ability. b : ability to confront and deal with a problem : resourcefulness use your imagination and get us out of here.
I say, the balance and equanimity of the two [intelligence, imagination] are key in union with God as anger and shame needs to be balanced with strength (mercy) and empathy (grace). -Tricia Cook
We can identify goals and potential solutions to problems which cause emotional turmoil; And seek to improve communication and coping skills; strengthen self-esteem, atonement and connection (unity) with God, promote positive behavior and optimal mental health and wellness…
My neuropedagogy also includes a theory called “prudential personalism”. The theory is called “personalism” because the goal or purpose is the flourishing of the human person; since the human person is clearly one thing or set of things and one set of needs rather than another, it provides an objective norm that rescues it from total subjectivism. The fact that personalism has a supernatural dimension is the reason why excellent spiritual care is essential, and why we are not obliged to use every means possible to preserve physical life. We are created to “know, love and serve God in this world, and to be happy with Him in the next.”
Note: * The theory is “prudential” because, unlike a deontological system, it maximizes human freedom and creativity (wisely real), allowing diverse paths to the same goal or purpose, depending on circumstances. Because they focus on obedience and conformity of the will; unlike, deontological ethics which often results in an impoverished view of the human person, one in which the person lacks autonomy and self-determination and has but a limited ability to integrate grace in the form of perduring moral qualities, or virtues. “Prudential personalism” is a theory that focuses on the flourishing of the human person. It is “prudential” because it allows diverse paths to the same goal or purpose, depending on the circumstances, and because it maximizes human freedom and creativity while drawing on the full range of human decision-making capacity. It is “personalism” because the goal or purpose is the flourishing of the human person, based on an evolving understanding of the human person that provides an objective norm and rescues it from total subjectivism. The theory draws on a Christocentric principle that advocates interpreting all scripture in the light of the full and final revelation of God in Christ. The theory is firmly rooted in teleology and has a supernatural dimension, which is why excellent spiritual care is essential.
[In regards to education], prudential personalism is based on a solid and evolving understanding of the human person, and it draws on the full range of human decision-making capacity. In the context of neuropedagogy, “prudential personalism” aims to promote optimal mental health and wellness by improving communication and coping skills, strengthening self-esteem, atonement, and connection with God, and promoting positive behavior. It recognizes that the psyche is the ego-conditioned individual’s “mind,” and that discernment is required to better understand what our health care and educational mission requires of us in response to the particular challenges and opportunities that emerge in the course of organizational life.
Sister Jean deBlois Health Progress 2007, 88 (2): 14-9. The Ashley-O’Rourke theory†(and Catholic ethics in general) are firmly rooted in teleology. ‘
The weary need discernment upon their ego state… Psyche would be the ego conditioned individual’ “mind’ wherein knowing “their being”; meaning what one is as a person and why here on earth through ontological training from family, culture, religion, education etc. which that” …is an ego states-they are an adaptation to various life circumstances, rather than innate states of being. Sometimes a person becomes stuck in an ego state, or finds that an ego state is no longer beneficial. A child abuse victim, for example, might get stuck in the role of frightened child.
What is discernment? Definition of discernment. 1 : the quality of being able to grasp and comprehend what is obscure [such as “one’s life purpose”, “reason for being”, ‘threatening life circumstances’]; as well, a skill in discerning. 2 : an act of perceiving or discerning something.
Note: Through Saving Faith Receive Discernment which includes discipline training; Saving Faith is the knowledge of, trust in, and commitment to Jesus Christ that is required for salvation: To know wisdom and disciplined training; to understand words of discernment; To receive disciplined training in prudence, right living, judgment and uprightness. [Retrieved from Arms, D. R., ed. (2019). The Christian Counselor’s New Testament and Proverbs (J. E. Adams, Trans.; Fourth Revised Edition, Pr 1:2–3). Institute for Nouthetic Studies.]
Discernment is best understood as a “habit of mind and practice” to better understand what our health care mission requires of us in response to the particular challenges and opportunities that emerge in the course of organizational life. Discernment can enhance a decision-making lens, tool or process by constantly inviting those who discern into a deeper, broader and more reflective relationship to the evidence gathered, the people engaged in the process and the good that is imagined.
NOTE: *ARAS (thalamus) -including: Thymus, Pons, RAS (HPA & ACC)/GUT…DESPAIR of having anger and shame (worry/strife, idolatry & fear, sloth of the SUPEREGO)
Woe To: Discernment of Meekness & Justice instead understand His Will and fear of the Lord (awe-filled reverence and profound respect). [“…with behavior that is a credit to the summons to God’s service, living as becomes you] with complete lowliness [in heart and mind]: idolatry of the heart, needs justice (kindness, unselfishness, gentleness, mildness)and sloth of the mind, needs meekness (patience, compassion, goodness), both need discernment of love (righteousness, humility, knowledge, wisdom) through bearing with one another and making allowances because you love and understand one another. Ephesians 4:2 AMPC
Note: SHAME IS THE OPPOSITE- ASUNETOS (Strong’s #801 — Adjective — asunetos — as-oon’-ay-tos) “without understanding or discernment” (a, negative, sunetos, “intelligent, understanding”), is translated without understanding” in Matthew 15:16 : Mark 7:18; Romans 1:31; 10:19 , RV, “void of understanding” (AV, “foolish”); in Romans 1:21 , RV, “senseless” (AV, “foolish”). synetós(an adjective, derived from 4920 /syníēmi, “to understand by synthesizing”) –properly, “personal” understanding that results from correlating facts (concepts), i.e. as understanding works in keeping with one’s own perspective properly, without comprehension; foolish because incoherent (failing to “put facts together”)…See NOUS BELOW
What is discernment meekness? (Divine Love) Take My yoke upon you and learn of Me, for I am gentle (meek) and humble (lowly) in heart, and you will find rest (relief and ease and refreshment and recreation and blessed quiet) for your souls. [Jer. 6:16.] Matthew 11:29 AMPC Lowliness of heart and mind are indispensable in our approach to our Heavenly Father and our hope of receiving revelation and sanctification. “Let nothing be done through strife or vainglory; but in lowliness of mind let each esteem other better than themselves” (Philippians 2:3). AND [Jesus] said to His disciples, Temptations (snares, traps set to entice to sin) are sure to come, but woe to him by or through whom they come! Luke 17:1 AMPC Rejoice and exult in hope; be steadfast and patient in suffering and tribulation; be constant in prayer. Romans 12:12 AMPC
Note: Meekness is an attribute of human nature and behavior that has been defined as an amalgam of righteousness, inner humility, and patience. Meekness is essentially an attitude or quality of heart whereby a person is willing to accept and submit without resistance to the will and desire of someone else. [Retrieved from https://www.regent.edu/journal/inner-resources-for-leaders/spiritualmeekness-a-virtue-for-christian-leaders/]. “…because from the squeezing of milk outcome curds, from the squeezing of the nose out comes blood; so too from the squeezing of anger out comes strife. [Also see idolatry] Arms, D. R., ed. (2019). The Christian Counselor’s New Testament and Proverbs (J. E. Adams, Trans.; Fourth Revised Edition, Pr 30:33). Institute for Nouthetic Studies.
Basically: Discernment of Meekness- Gentleness rids idolatry due to deceit (despair) and anger, acting in resentment by releasing unto trust believing in the Love with trust loving-kindness, complete joy (see Mercy).
What is discernment of justice? (Divine Honor) Definition of discernment. 1 : the quality of being able to grasp and comprehend what is just, especially by the impartial adjustment of conflicting claims or the assignment of merited rewards or punishments. The administration of law, especially the establishment or determination of rights according to the rules of law or equity. The quality of being just, impartial or fair, and when to seek forgiveness of others. The maintenance or administration of His justice: “Jesus responded, not just by picking out two commandments at random. He cited one commandment that pertains directly to man in relationship with His God: “You shall love the Lord your God with all your heart, with all your soul, and with all your mind.” He said, “This is the first and great commandment.” Mathew 22″34-40. Comes arrogance [Pride]—comes shame; but wisdom is with the humble. Arms, D. R., ed. (2019). The Christian Counselor’s New Testament and Proverbs (J. E. Adams, Trans.; Fourth Revised Edition, Pr 11:2). Institute for Nouthetic Studies.
Basically: Discernment of Justice- Greatness rids sloth due to guilt (despair)-judging and shame, acting in disrespect or deceit by despising releasing unto believing in the Love of peace-loving (Faith) Saving faith is expressed in baptism, is joined with repentance… • making restitution for wrongs committed (1 Chr 21:22–26) • abasing oneself before the wronged party (Gen 33:3)
Nouns is where He works through love into our “Leb” (Living Embodiment of Christ In Us) at night. Love leads to grace through Faith- Christians are not justified by such things, but nor are they justified without them. It is only faith that saves, not because faith is greater than love or any other virtue, but because faith unites believers with Christ, in whom and because of whom they are accepted. So faith alone justifies, but the faith that justifies is never alone, it never exists without love and good works, complete faithfulness (see Grace).
Dr. Charles Stanley states, “It is simply [with meekness] dwelling in God’s presence without any visual or verbal distractions. He encourages believers to just sit in a dark and quiet room with the Lord.” “Obey God and leave all the consequences to Him.” “We can be tired, weary and emotionally distraught, but after spending time alone with God, we find that He injects into our bodies energy, power and strength.” Charles Stanley, preacher of His Word- The Gospels. [Retrieved from https://quotestats.com/topic/charles-stanley-quotes/].
Dyslexia And The Brain- Nickolas Interviewed On 10/13/2022 By Tricia Cook
Spoken & Illustrated by Nickolas and Typed by Tricia Cook
Nickolas drew the brain himself (see above and my notes)- he has a really good imagination and creativity. When asked about his drawing, he said something funny and logical which is another gift of dyslexia. He stated, ‘I just did whatever I could do and then it’s done.’ When I asked, ‘why did you choose pink for the color?’. He said, ‘I choose pink because most brains I’ve seen are pink.’ I asked him, “Did you see the brain in your mind before you drew it?”. He didn’t answer, he said the ‘background was blue when actually it is white.’ Now, that’s incredible he is so gifted. See Below- I noticed him drawing as I was asking these questions above. I said, ‘what are you drawing?’ He says with much expression…it’s a “CaveMan Brain”! I asked, “tell me about it”? (Again, see pictures below and their descriptions). I asked him, knowing all his gifts and abilities, “which one is your brain?”. He said with confidence, “the CaveMan Brain”. I then inquired, “why?” And he stated, “because my imagination is 50% and most of the fun stuff I do is inside, like camping inside which I actually did last night.” I then asked, “tell me about the other 50%?”. He looked down and thought a bit. Finally, he said, “it is my logic”. I replied, “tell me more please?” He informed me about his logic by explaining…” I have been doing homework and other stuff, you know?”. I said, “I do know, and I love your brain”; then, I asked, “do you love your brain?”. He sang an awesome tune (which is rather entertaining like he is most of the time) and then said, “YES”!
When it comes to learning, some learners show or all of the following emotions, acute/somatic responses, and challenges: anger, frustration, shame, and sadness; 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 or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words, ultra-sensitive, problems with authority; doodles on paper or anything else; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; known to “complain” a lot; 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 or working memory problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming” or lacking focus; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; averse to learning or trying something new (resilience) as well as low in motivation!
I have observed…
Two Types Of Literacy Intervention Learners, I Observed That Go Most Unrecognized In Their Gifts Due to Literacy (Reading, Writing & Speaking Differences):
The Students with the “Engineering Mind”: a student who spends hours taking things apart and putting them back together in an unconventional way for problem-solving and the wonder of “how something works” by creating and “crafting things”, assembling and disassembling ex. Legos, blocks, and other organic materials. They are setting things apart to see how they can fix them, problem-solution thinkers (described above) and can use computations with logical-mathematical reasoning. They are natural engineers. It is inherent in their curious nature. As they grow, almost instinctively, they show great interest in shapes (using evaluation skills described above) and numbers. They tend to be shy and seems to have a different cognitive-visual processing speed: https://www.edsurge.com/news/2022-04-05-students-have-different-thinking-speeds-inclusive-teaching-means-realizing-that.
The Students with the “Technical Mind”: which is what I describe as a “technical thinker” (similar to the “engineering minded” with divergent abilities). 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 way-so they can express the topic that can be structured in the following step-by-step instructions. Also, please notice how they can notice details that most don’t. Note: sometimes needed to be given the “right tools for analysis” to express/communicate to others. This is my job!
Note: I have noticed both of these types of learners are “doers” and need structure along with autonomy (avoid disparagement); They need to be independently doing something to learn and apply their divergent reasoning (opposite of typical scientific method observing (first), then hypothesis-theory and test by moving, touching, following interest, writing something technical, application of skills such as technological, engineering, etc..). They, as well, can have a learning difference (neurodiversity). They are also “strong-willed”(need attunement) and know technically what they have “in mind” to work on, so again, please let them be autonomous and independent in their work, so they can develop their adaptability. As well, a possible sensory processing sensitivity (SPS, as measured by the highly sensitive self-test), which corresponds most closely in theory to what we refer to as “hypersensitivity” or “high sensitivity”–check out sensitivity as a personality trait bearing the following characteristics:
greater depth of information processing
heightened emotional reactivity and empathy (emotional intensity)
increased awareness of subtle changes in one’s environment
greater propensity for over stimulation
The Students w/ the “Total Evaluative Mind” who are good with Oral Linguistic Abilities But Not Written: they can be either of the above but in a divergent way evaluates everything that comes into the senses for learning. They use somewhere between 2-3 type dimensional thinking with strong “mimicking and replication abilities” with “interpersonal intelligence” and possibly “linguistic-verbal intelligence” ; whether, it is also by “musical intelligence” which is chant, rhythm, meter, or pattern and/or “visual-spacial intelligence” which is a color, shape, size, and dimension as of course pattern as well. In the case, think about students all of the above plus with having strong “gross motor abilities” aka “bodily kinesthetic intelligence” and having a nack for music and movement visual-spacially. They become our sports fanatics, with having a strong interest in everything sports related. The trick is to teach them tools to analyze by using prediction and researching their observations, and trusting their own “testing” and “conclusions”. This is again my job! Note: I’ve observed that those students, who are good with Oral Linguistic Abilities But Not Written, can have a strong verbal syntax (vocabulary) but problems with the orthography and semantics (writing, reading, and speaking). They can learn other languages’ vocabulary but hard time with reading, writing, or speaking fluently. Note: Most of these kids are interest-based learners ONLY, others working with them need to facilitate expanding their particular interest (cars, sports, dinosaurs, video-games, etc,) into subsets, in order to expand that interest further and more in-depth, and as well incorporate the content areas (Language Arts, Math, Reading, Science, History) into that specific area of interest. They will take their interest further, faster and better than anyone!!
Read here …See My work HERE. Lastly, I observe these gifts mostly in my Gifted and Talented and/or Twice Exceptional with overexcitabilites!! Does this describe your child? Ask me about “The Steve Jobs” type and the “Engineering Mind”: (strong see overexcitabilies and early dev. in logical-mathemtaical thinking); “The Richard Branson” type and the “Technical Mind” (strong see overexcitabilies and early dev. in entrepreneurship/creativity); “Total Evaluative Mind” which would be “The Tom Cruise” , “Ludwig van Beethoven”, and “Muhammad Ali” type (strong, see overexcitabilies and early dev. in emotions/drama/music and movement);
Do you offer trainings for parents, teachers, tutors or other RSP? As you know, schools, organization, and families are desperately looking for an effective, alternative type of affordable multi-sensory, handshakes-on, and interesting instruction for learning differences. With my new program My ELBERT, I am searching to tell my story/testimony of dyslexia also for students to tutor, coaching, training and consulting opportunities. I’m interested in connecting with professionals all over the world with common interests related to alternative and holistic education such as: explicit instruction, neurodiversity awareness, epigenetics, neuropedagogy, literacy tutoring, learning differences, health & wellness, positive mindset and learning environments. As well as, I would like to share I little about myself and how I can help you by consulting and/or training! What I’m presenting to you guys with an ‘alternative perspective’ not a typical one, because I’ve definitely have a divergent mind not atypical one personally. I’m not your traditional academia type educator (even though my extensive resume says otherwise- see below) in the least due to my experiences with growing up neurodifference. So please do not hesitate to contact me. I’m willing to travel.
Reading & Literacy Intervention (all ages, levels- Early Literacy Challenges, Reading/Writing Challenges) by implementing
Phonological Awareness including Sound/Symbol and Sound/Word Knowledge (Imagery- Gaming)
Science Journaling (Writing)
Applied Math (Project Based- Word Problems)
Sight Words (Memorizing The
Learninng Style Awareness for Study and Testing Skills (Using Their Strengths, Gifts & Talents)
Morphology including Orthography (Vocabulary, Spelling)
Reading In Research (Comprehension and Natural Inquiry aka “Why’s of Dyslexia)
Syntax with Poetry (Writing)
…Also, Help With All Subject/Content Areas (Science, Language Arts, History); As well, Life Skills and Coaching
Note:
I observe the student’s sensory acute response to stress and interview teachers the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning. PRESS HERE For MY RESUME
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:
Note: In My ELBERT evaluation, I help you uncover their learning uniquenesses and give suggestions, so you can work with their strengths and gifts including interest (there are 3 to choose from). In My ELBERT intervention, I give you steps of learning intervention and enrichment along with the scope and sequence (there are 11 to choose from). My Complete My ELBERT program also includes the important help for the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic which is called My ELBERT The Learning Uniquenesses Checklist: The Ultimate SEL Checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs. Lastly, my program, My ELBERT, includes a self-guided literacy intervention program because literacy (speaking, writing, reading, etc) heals the soul. I offer online training, specialized intervention, and other coaching through a course on understanding Dyslexia and consulting (first one Free)!
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! [Retrieved from https://myelbert.com/author/tcookedu/].
Coaching
Check out my
coaching classes and what I offer:
My ELBERT: Remembering Calm & Listening Skills
Understanding Dyslexia and Other Learning Differences
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. [Retrieved from https://myelbert.com/author/tcookedu/].
In Schools, do you work RSPs and/or PST Team and what do you train on in the area of SEN?
Complete My Elbert Program….Read more here:
DOES IT include My ELBERT The Learning Uniquenesses Checklist: The Ultimate SEL Checklist …YES
DOES IT include My ELBERT The Gifts & Strengths Checklist: The Ultimate Learning Style Checklist …YES
DOES IT include My ELBERT The Learning Differences Screening: The Ultimate Screening for Neurodifference …YES
DOES IT include Complete My ELBERT Evaluation…YES
DOES IT include My ELBERT Interventions & Enrichment…YES
DOES IT include My ELBERT Holistic Alternatives for Learning…YES
DOES IT include resources for student and their parents…YES
PLUS ● ● OVER 200 EXERCISES & ACTIVITIES ●●
Trainings on Neurodevelopmental Disorders (NDDs): Central Auditory Processing Disorder ((c) APD); Neurodiverity in Auditory Processing; Neurodevelopmental Disorders (NDDs); Neurodiverity in Visual Processing; Dysphonetic “Auditory” Dyslexia; Dyseidetic “Visual-Surface” Dyslexia; Directional “Geographic-Spacial” Dyslexia; Dysphoneidetic “Mixed” Dyslexia; Developmental Dyslexia; Acquired Dyslexia; Stealth Dyslexia; Gifted & Talented; (2E) Twice Exceptionality; Attention-Deficit Disorder (ADHD-Any of the 3 types) ; (SPD) Sensory Processing Disorder; (IDD) Interoceptive Discrimination; Disorder (DCD) Developmental Coordination Disorder; (SLI) Specific Language Impairment (DLD); Developmental Language Disorder, and many more.
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 (Montessori), (w)holism, neuroscientific, neuropsychology, educational research (Orton-Gillingham, “Science of Reading”), 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. [Retrieved from https://myelbert.com/author/tcookedu/].
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
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…Description and Cost
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)
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!) [Retrieved from https://myelbert.com/author/tcookedu/].
You might need to get ahold of me if…
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 or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words, ultra-sensitive, problems with authority; doodles on paper or anything else; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; known to “complain” a lot; 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 or working memory problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming” or lacking focus; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; averse to learning or trying something new (resilience) as well as low in motivation!
DIGITAL SUBSCRIPTION: Helping Those with a Neurodifference Enjoy Learning Again: Group Tutoring; Parent Courses, & Freebies OFFERED BY Cook’s Independent Tutoring, Coaching, & Consulting, LLC.
I help those who are seemingly week or weary due to neurodifference:
I have observed so many becoming weary with a neurodiversity, by living in strife of regret or dread…
Where failures have turned to vanity to overcome them….
Even I observed those in despair such as hatred, deceit, grief, and guilt…
They question “why” the learning, thinking, and other differences “had to happen” to them…
So many of us, who have a neurodiversity, need to recognize anger and/or need to overcome shame due to suppressive anger…
What is Edification- ed·i·fi·ca·tion /ˌedəfəˈkāSH(ə)n/ Learn to pronounce noun formal noun: edification For example, the instruction or improvement of a person morally or intellectually [Retrieved from https://www.lexico.com/en/definition/edification]. Actually, we have all harbored anger and shame in our high heart-mind where edification is then almost impossible [not for God]. On the other hand, “In your anger do not sin” : Do not let the sun go down while you are still angry,..”https://www.bible.com/en-GB/bible/111/EPH.4.26.NIV. By His Grace OF Sanctification, Jesus works on our “Leb” at night, giving His believers instruction at night and request for us to be in a mindset of Christ the rest of the day…BY HIS Propitiation the action of propitiating or appeasing a god, spirit, or person such as what Jesus Christ did for us, “He lifted his hands in propitiation “atonement” for our Blessing (w/ My Helper): ‘so that you may learn to recognize and treasure what is excellent [identifying the best, and distinguishing moral differences], and that you may be pure and blameless until the day of Christ [actually living lives that lead others away from sin]; ‘ Philippians 1:10
*ARAS (thalamus) -including: Thymus, Pons, RAS (HPA & ACC)/GUT…DESPAIR of having anger and shame (worry, idolatry & fear, sloth of the SUPEREGO) Woe To Discernment of Meekness & Justice instead understand His Will and fear of the Lord (awe-filled reverence and profound respect). Note: [“…with behavior that is a credit to the summons to God’s service, living as becomes you] with complete lowliness [in heart and mind]: idolatry of the heart, needs justice (kindness, unselfishness, gentleness, mildness) and sloth of the mind, needs meekness (patience, compassion, goodness), both need discernment of love (righteousness, humility, knowledge, wisdom) through bearing with one another and making allowances because you love and understand one another. Ephesians 4:2 AMPC Note: SHAME IS THE OPPOSITE– ASUNETOS (Strong’s #801 — Adjective — asunetos — as-oon’-ay-tos) “without understanding or discernment” (a, negative, sunetos, “intelligent, understanding”), is translated without understanding” in Matthew 15:16 : Mark 7:18; Romans 1:31; 10:19 , RV, “void of understanding” (AV, “foolish”); in Romans 1:21 , RV, “senseless” (AV, “foolish”). synetós (an adjective, derived from 4920/syníēmi, “to understand by synthesizing”) – properly, “personal” understanding that results from correlating facts (concepts), i.e. as understanding works in keeping with one’s own perspective properly, without comprehension; foolish because incoherent (failing to “put facts together “).
What is discernment meekness? (Divine Love)
Take My yoke upon you and learn of Me, for I am gentle (meek) and humble (lowly) in heart, and you will find rest (relief and ease and refreshment and recreation and blessed quiet) for your souls. [Jer. 6:16.] Matthew 11:29 AMPC Lowliness of heart and mind are indispensable in our approach to our Heavenly Father and our hope of receiving revelation and sanctification. “Let nothing be done through strife or vainglory; but in lowliness of mind let each esteem other better than themselves” (Philippians 2:3). AND [Jesus] said to His disciples, Temptations (snares, traps set to entice to sin) are sure to come, but woe to him by or through whom they come! Luke 17:1 AMPC Rejoice and exult in hope; be steadfast and patient in suffering and tribulation; be constant in prayer. Romans 12:12 AMPC Note: Meeknessis an attribute of human nature and behavior that has been defined as an amalgam of righteousness, inner humility, and patience. Meekness is essentially an attitude or quality of heart whereby a person is willing to accept and submit without resistance to the will and desire of someone else. [Retrieved from https://www.regent.edu/journal/inner-resources-for-leaders/spiritual-meekness-a-virtue-for-christian-leaders/]. “…because from the squeezing of milk out come curds, from the squeezing of the nose out comes blood; so too from the squeezing of anger out comes strife. [Also see idolatry above] Arms, D. R., ed. (2019). The Christian Counselor’s New Testament and Proverbs (J. E. Adams, Trans.; Fourth Revised Edition, Pr 30:33). Institute for Nouthetic Studies.
Basically: Discernment of Meekness- Gentleness
rids idolatry due to deceit (despair) and anger, acting in resentment and/or contempt
by releasing unto trust believing in the Love with trust
loving-kindness, complete joy (see Mercy). As me about important prayers for mercy
and even grace!
I feel the best way to support those with Neurodevelopmental disorders or Neurodiversity especially 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 due to betrayal and rejection, 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 atonement [adaptability]- The meaning of the word is simply at-one-ment, i.e., the state of being at one or being reconciled, so that atonement is reconciliation. Thus, it is used to denote the effect which flows from the death of Christ. Easton, M. G. (1893). In Illustrated Bible Dictionary and Treasury of Biblical History, Biography, Geography, Doctrine, and Literature (p. 66). Harper & Brothers.
#Twice-Exceptional Students | #2e Learners | #understood.org I #Gifted and Learning DisabilitiesI #MOST MISUNDERSTOOD [Retrieved from 
