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The Complete Elbert Evaluation including social/emotional domain, grade level, and complete learning difference screening (SLI, VPD, APD, SCP) including memory-abstract thinking, etc. (takes 3 hours). Since I’m a dyslexia interventionist, I do a pre-diagnostic eval./screening to see if testing needs to be done or if there is another underlying problem that needs to be addressed. This is not a diagnosis, more like pre-planning or first steps. The cost is $150 and includes a lengthy report for schools/families. Also includes a FIRST ONE FREE Consultation (30 min to discuss my observations)…Based OFF ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! Learn more here:

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; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; described as dramatic, creative and very imaginative by others; been or going to be held back in school; has trouble connecting to others; tired all the time; great with verbal comprehension and large lexicon, shows anxiety, anxiousness or depression; overactive-reads, writes, moves, and thinks extremely fast or slow; sensory-processing problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming”; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; adverse to learning or trying something new (resilience) as well as low in motivation!

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. My program is named ELBERT™ based on see in store is based off my book: HERE and includes the important help for the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic observational checklist; 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, Elbert, includes a self-guided literacy intervention program, along with other coaching through a course on understanding Dyslexia and consulting (first one Free)!

Limbic– My literacy lesson plan template that includes the multiple intelligences along with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are typically included in the limbic system fall into two categories. … and (brainstem) processing side and short-term memory (the limbic cortex, amygdala, and hippocampus) and (midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward. In terms of longterm physiological changes, it is also associated with long-term memory. For assessment and ongoing evaluation, I use a rapid word and letter-sound recall checklist, plus some informal observations included in the lesson plans-mentioned above.

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

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

Including a progress monitoring and observational rubrics:

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


Also, I just published Preview Of My Book Dyslexia Help: Reading in Research- Answering ‘Synonymous Whys of Dyslexia’…


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