Call me…

Do you have any concerns with memory?
(Or do you forget?)

Speed Processing?
(Everyone is faster to the punch than you are?)

What about Sleep?
(Fall asleep in more than 5 minutes…Less than 20 minutes…stay asleep all night long w/o grinding teeth, looking at clock…and wake feeling refreshed?)

IF NOT…let me help!

If this music sounds familiar it is because it is my sister, Cathymorris@cathymorris.com

Thank you Cathy!

The Wolves in Us…

The Wolves in Us...

What part of your spirit do you feed in your life?

What is your internal dialogue?

Listen to how you talk to your children…your spouse…your siblings…your friends~

Are you kind?
Thoughtful?
Loving?

Listen to your words…just because you said them doesn’t mean you have to continue to say them or think those negative thoughts.

Think positive words and
Do positive actions…

Feed the Wolf that serves your highest self…

Loads of POSITIVE Energy to you on this wonderful Friday!

My intention Today…

My intention Today...

To learn all that I can…

To love all the challenges that I meet and empower myself to have to strength to forge forward…

To respect and honor anyone I come in contact with…

To be grateful for the opportunity to be in YOUR life…

To find all the happiness I need inside my own self, knowing I am the sculptor of my life…

To learn from the past but NOT live in the past…

And above all I intend to take full advantage of the time I have in this day to create good in all that I attempt…

What are your intentions today?

Prefrontal Cortex & Speed Processing Considerations at School or Work

Prefrontal Cortex & Speed Processing Considerations at School or Work

Speed Processing, is a component of the Prefrontal Cortex and is usually thought of as the automatic skills we have that help us to think fast, be witty, and respond with energy. It is an important skill to acquire.

Why? As we listen to a main speaker, such as in school, in business or at a lecture, the information that is being offered must be heard, consolidated and associated with current knowledge at the speed given and then stored for retrieval, without losing the rest of the auditory information.

1. An individual with slow cognitive speed will be mentally busy searching and trying to associate the new information with what they already know and this process will slow them down dramatically. They will become ‘brain-drained’ and will lose their ‘auditory place’ in the conversation and therefore, lose interest and only learn bits and pieces of the dialogue.

Suggestions:
a. A teacher, parent, or spouse can stop every few sentences and make a statement, “do you have that mentally recorded?”, “did you understand what just happened?”, “still with me?” etc…
b. If in a classroom situation you may want to have everyone stand and look to the person on their right and explain quickly what was just said in the last 5 sentences, then 5 sentences later explain to the one on the left.

2. The mental energy it takes to ‘keep up’ listening when you have a speed processing concern is overwhelming. Therefore, individuals who lack this ‘automatic’ thinking must process or “think through” most of the dialogue they hear. For those without a Speed Processing problem a task of listening is fluent and easy, and for the most part subconscious. However, the individual with a Pre-Frontal Cortex problem may have the ability to allocate the resources to perform some tasks fairly fluently for a limited time and then may run out of cognitive energy rather quickly. At different times during the day (particularly right before lunch and at the end of the school day) their mental resources will be exhausted. It is probable that their performance will be sporadic throughout the day.

Suggestions:
a. Take a break! Try doing a slow belly breath or jumping up and down in the restroom 10 times, or drink a large glass of water.
b. If you are a supervisor or a teacher, schedule your day so the intense listening part of the day is at the beginning of the day or right after lunch not at the end of the day.
c. Keep ALL important information in a visual manner, on the board, in a memo or an email.

3. If we know Speed Processing seems to be a concern then it makes sense to provide additional time to complete activities or tasks. Make sure each person is given enough time to do their personal best on a project, giving them plenty of time to prepare and then time to produce.

4. If a skill requires an automatic response (knowing the times tables, memorizing your companies belief statement) then repetition may be a necessary component.

Suggestions:
a. Practice in rhythm. It may be helpful to use rhythm sticks, or a drum because the brain will remember rote information faster if given in a format that it can respond to at a primal level. We have a rhythm to our heart, our blood flow, our sleep patterns and even our hormonal cycles.

* There can be many reasons why a person has speed processing concerns. It may be medication side-effects, attention disorders, auditory processing concerns, sleep problems or even depression can affect mental speed. If you feel as if there is a cause for these symptoms then a medical evaluation may be warranted.

For more information on Prefrontal Cortex- Speed Processing concerns contact Dr. Lise’ DeLong, http://www.cognitive-connections.com

What is Adult Dyslexia?

What is Adult Dyslexia?

“It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

Dyslexia Self-Assessment for Adults

1 Do you read slowly?

2 Did you have trouble learning how to read when you were in school?

3 Do you often have to read something two or three times before it makes sense?

4 Are you uncomfortable reading out loud?

5 Do you omit, transpose, or add letters when you are reading or writing?

6 Do you find you still have spelling mistakes in your writing even after Spell Check?

7 Do you find it difficult to pronounce uncommon multi-syllable words when you are reading?

8 Do you choose to read magazines or short articles rather than longer books and novels?

9 When you were in school, did you find it extremely difficult to learn a foreign language?

10 Do you avoid work projects or courses that require extensive reading?

Each Question checked “yes” = 1 point Score

If you answer “yes” to 7 or more of these questions, you may have signs that indicate dyslexia. You may want to consider seeking consultation from a specialist or a formal diagnostic assessment from a qualified examiner. To find a potential resource in your area go to:
http://www.interdys.org/AreYouDyslexic_AdultTest.htm

Other Signs that can accompany Dyslexia and should be looked for:

Short Attention Span
– Easily Distracted
– Seems to not hear

Lack of Awareness
– Has to touch everything
– Doesn’t seem to understand very quickly
– Inability to understand abstractions
– Appears to have poor memory, however can recall things quickly when interest is high

Periodic Loss of Gross Motor Skills
– Falls, clumsey, may not be able to interpret Left from Right when trying to learn a dance step

Left /Right Disorientation
– Trouble reading a map or telling others directions i.e., turn left at light
– Has to think twice about directional prepositions, when presented quickly, over/under, top/bottom, beyond/beneath
– Reversals of letters, and numbers in reading and writing

Speech Problem
– May have difficulties discriminating sounds
– M for N, Ks for SKs, SCHs, Ts,

Fine Motor Control
– Handwriting is poor, may always print

Poor Organization
– Totally disorganized
– Unaware of time

Not all of these signs are constitute a diagnosis of Dyslexia, however, if these skills are of concern and they are creating difficulty in your daily life, contact Cognitive Connections. We can help with activities to remediate these concerns!

As always loads of energy to you all!!
Dr. Lise’

http://www.cognitive-connections.com

One Starfish at a Time

One Starfish at a Time

Once there was an old man standing on a hillside watching a child down on the beach throwing some thing into the water. The old man became curious and walked down to the child. That’s when he saw the child was throwing a starfish into the ocean. When the old man said to the child “wow, look at this beach it is covered with starfish, why in the world would you stand here throwing them back into the water, this is overwhelming! What difference does it make?” and the child answered, “Excuse me sir, but to THIS starfish it makes all the difference in the world!!”

Remember friends, everyone you meet is a starfish, and YOU can make a difference to each person…make it count!!! 🙂

**This incredible pencil drawing was drawn by my brother-in-law, Brian Morris. To see more of his work go to http://btmorris.com/bmd.htm