Featured Video in our series of mini-videos: Synesthesia and Learning at http://ping.fm/i3tW1

Our featured short video this week is "The Six Components of Effective Reading", http://ping.fm/l6ljl

I've always loved/hated the diagnosis, Pervasive Developmental Disorder--Not Otherwise Specified (PDD-NOS), http://ping.fm/tv21D

I've always hated the diagnosis, PDD-NOS.

I've always hated the diagnosis, PDD-NOS. Kind of like a catch-all for the kids who don't quite fit into the Autism, ADHD, SDP, APD, OCD or Aspie categories. What is so sad to me is that by splitting our children up into these separate categories based NOT on any rational causation, but on an arbitrarily defined box of symptoms, the so-called professionals miss, what I think is the bigger picture which is how much these individual diagnoses have in common. There are so many symptoms which overlap from one dx to another. AND, when the individual dx's are broken down and examined as [mental] process and perception, the differences between the individual diagnoses virtually disappear.

Negative people in your life? Try this.
http://ping.fm/LuJ7I

Negative People (parents?) in your life

Here's the very, very short version of a technique from our parent training: First, if it is not too emotionally disturbing, imagine the negative person's voice on the other side of a bullet-proof wall. You can see and hear him/her but you're safe. Now, imagine the negative person starting to say all those things he says that would upset you (but you're safe behind the wall). Notice where in your head his voice is coming from. When you can identify where the voice is coming from, move the voice over to the left side of your brain. Turn your head if you need to. When you can clearly hear his voice from the left side, move his voice down into your left shoulder... then your left elbow, (notice the voice is not nearly as loud or as strong as it was). Slowly move the voice down into your hand and, finally, into your pinky finger. As his voice moves to the end of your pinky imagine it getting higher and higher until his voice (saying all the things he says) is this faint, squeaky, high voice in your pinky. For ecology, ask your unconscious mind if it is ok to leave the voice in your pinky. Hope that helps. Again, lot's more in our online parent training.

ADHD and time

When it comes to time, there are two types of people: in-time and through-time. The in-time people perceive time as if they are standing in the middle of it. They tend to be impulsive, reactive, they have a poor sense of time, they despise planners and as one would imagine, they have a poor view or perspective on the future. Sound familiar? Yes, ADHD folks are typically (and when I say, typically, I politely mean all), are typically in-time persons. It is largely for this reason why all the organizational systems on the market are of little or no use to those of us with ADHD. The people who wrote those planners and organizational systems have no understanding of how ADHD folks process information, particularly, time. The good news is that your issue is common among ADHD'ers. The bad news is that, typically, there is no quick fix, no easy answer. Any real solution MUST accommodate the thought process of the ADHD person. More info at http://www.atutoringplace.com

Featured Video, "ADHD and Communication" http://ping.fm/lwRzy

For Autism Awareness Month, Visit our online campus and check out our programs for parents and children
http://ping.fm/8DIG4

Tip 101: Math is NOT about creative thinking and reinventing the wheel. Focus effort on understanding vocabulary, formulas and properties.

For a few more days, Free Spelling and Writing programs at http://ping.fm/GtysU

visual learners who can't learn visually

I especially like the quote, “just varying delivery style may not be enough and... the unit of analysis must be the individual rather than the group.”

One phenomena related to visual learners is, what I call, "the visual learner who can't learn visually". However common, this paradox is frustrating and most likely perplexing to both student and teacher alike.

Understanding this phenomena is the difference between a D+ student and an A+ student. No matter how "visual" a student might be, if he can't "see" or "hold" the images steady in visual memory, if he can't integrate visual and auditory information, there will be little or no learning regardless of the student's intelligence.

Here's a little note on ADHD and addiction:
http://ping.fm/Uksa4

Overcoming Addiction

A good first step to overcoming addiction is to release the neg. K and integrate parts. However, as almost everyone have also pointed out, there still seems to be a missing piece of the puzzle which is where the NLP model leaves off. The missing piece that that addiction is a psychological disorder, the source of which is how the personal processes information.

A basic presumption of NLP is that we all have the resources we need and that by removing the "blocks", then everything will be just fine. This is simply not the case with addicts. We are not the same as 'normal' folks.

It took me 48 years to see that the source of my addiction had little to do with emotions, eating habits, savoring my food, drivers, self love, etc. The source of addiction is how the addict processes information and perceives the world. The process must be changed to provide the 'relief' that the the addict is seeking.

Again, getting rid of the 'triggers' is a good beginning and will produce some positive results. However, as with other psychological disorders, ADHD, OCD, ASD, addiction cannot be fully addressed unless the underlying process is addressed. http://www.swish4fish.com

NLC Tip 93: When you speak to your child in the negative you reinforce what NOT to do. Explain what you want him to do in the positive.

"Dyslexia is the unique ability to see though space and time--beyond the arbitrary distinctions separating this from that." -- Me