But the question is? When your head explodes? Is it a simple explosion, as in a simple division? Or is it a more fragmented explosion, more like long division?

A neuro-psych will bring a more comprehensive understanding to an assessment and diagnosis, than a clin-psych. Where sending you off to an opthalmologist and audiologist, without even seeing your ds? Raises a question about the experience that the clin-psych actually has? Where you might spend 6 months being sent off to other specialists? Which the clin-psych will then report on. It might be well worth waiting for an assessment and diagnosis from a neuro-psych, who seems to come with some recommendations as 'excellent'. Though one way to get in earlier, is to advise them that you would be available if they have any cancellations.

The block design and object assembly tests are in fact tests of visual-spatial thinking. Where 17 and 18 are high scores, so he is very likely a strong visual-spatial thinker and good at math. The vocabulary and coding tests, are part of the verbal comprehension index, which is where low scores are an indication of Dyslexia. But not all Dyslexics are strong visual-spatial learners, as their are sub-types of Dyslexia, resulting from visual processing issues. Also sub-types with spatial processing issues. But the test helps to identify issues within auditory processing, and possibly phonemic awareness issues. So that it helps to narrow down the focus, for further clarification.

It rather raises the question about whether he can concieve of numbers as a quantity? Where quantity is concieved of with spatial working memory. Then we learn the names and symbols called numbers, to represent different quantities. For example, if you look at groups of 2 or 3 or 4 objects? You will probably immediately recognize the quantity, and can then associate it with number. But you recognized the size of group, before you thought of the number. Where the size of the group was recognized with spatial w/m. But when spatial w/m doesn't form these groups? Then numbers are thought of in the same way as letters? So that we can memorize 2+4=6, in the same way as we could memorize B+D=F. But B+D=F has no meaning? Then if we do a subtraction; G-D=C. Or maybe you could a simple subtraction? H-C= ? Where you'll appreciate how different working out H-C- ? Is from 8-3= ? Though crucially you mentioned that he has Dysgraphia, which is often related to a Spatial working memory difficulty. So that the question is whether his Dysgraphia and struggle with math, have a common cause?

With various therapies, the functional changes that they cause. Can mean that the coping strategies that they had developed, can no longer be used? So that he might be in the middle, where he hasn't developed his new way of using his vision, but is now unable to use his old way using his vision? Though it should be discussed with the therapist.

Ghee, I would ask what was identified as the causation of the Receptive Language Disorder? Or perhaps they haven't clearly identified it?

Vitamins and minerals are nutritional elements, that supplement food. So that they need to be taken when having a meal, to be absorbed. For example, the saliva produced when chewing food, contains a myriad of enzymes that are critical for the processing of the spectrum of nutritional elements. To enable absorption into the bloodstream. Also the elements and enzymes within the food, also react with each other. But when nutritional elements are supplied in isolation, they very often can't be absorbed. So that it is important to take supplements with food, to enable their absorption.

Juniper, Sugar or rather glucose, is the brain's fuel, that fires the neurons used when thinking. It is of critical importance to the Hippocampus, that sits in the center of the brain and used for most thinking and memory formation. But glucose is highly regulated, so that as soon as an excess is detected in the blood ? The brain's Hypothalamus, directs the Pancreas to produce insulin. Which extracts the glucose from the bloodstream and stores it in the body. But the problem is that excess sugar/ glucose, also causes an excess of insulin? So that too much glucose is extracted from the blood, causing a deficiency. A further important point, is that the brain can't store glucose. So that this withdrawal of glucose from the bloodstream, has an immediate impact on the function of the brain. As it now has a fuel shortage. But to resolve this shortage, a person might then eat or drink another excess dose of sugar, to lift the blood sugar levels? But this then causes more insulin to be produced, so that we have a vicious cycle? So that we have gone from excess sugar/ glucose, to excess insulin. Where the excess insulin remains in the blood, and continues to extract glucose. So that in terms of sugar worsening ADHD symptoms? It really extends to the whole brain being starved of fuel, where the flood has turned into a drought. Here's a link to an article that talks about the brain and glucose: http://www.fi.edu/learn/brain/carbs.html Where I might add that a few years ago, I read a report that concluded that Sugar should really be classed as a 'controlled substance', given its effect on the brain. Which might seem absurd ? But I'm reminded that a century ago, it was quite common practice to dip a babies dummy in opium, to calm them down and stop them crying.

Cindy, you might ask the school speech therapist, to explain precisely what auditory processing difficulties that your son has, that FFW will effectively address? Where you'll probably just get a vague answer? You might also ask the SST if they get a commission from FFW ? While FFW has helped many with APD, it has also caused considerable problems for many with APD. Where the intensive approach of the program, does change auditory processing. But its one size fits all marketing, while helping some, can cause greater auditory processing difficulties for those that it doesn't help? As it disrupts the coping strategies that they have developed. So that it is important to be very clear about what precisely it will help with.

Shiny, Eye teaming issues, also need to be looked at in terms of 'brain teaming'? What you see with your right eye, is sent to the Visual Cortex in the left side of your brain. With the left eye, linked to the other side. Where both sides of the Visual Cortex team up, and merge the images from both sides together. Also to merge effectively, both sides need to have the same visual focal point. But with eye teaming issues and 'seeing double'? It is actually mis-matched images being formed in both sides of the Visual Cortex. The effect of this, also needs to be understand in terms of Visual Recall? Where seeing words in double, also carries over into the visual recall of the words. So that when writing, instead of a single image of the word being retrieved from visual memory? Two mis-matched images are recalled? But a further important factor about visual recall and visualization? Is that with 2 sides, a beginning and end can be defined on either side of the visual image. So that as the visual image of a word is recalled from visual memory? It is recalled as a left to right image. So that as we write a word, this image becomes our reference, as write from the beginning to the end of the word. Where this visual recall generally occurs as flashes in working memory, that only last about 5 milli-seconds. Unless we have a difficulty with spelling a word? In which case, we can consciously try to visualize the word? Though you wrote that she shows great attention to detail in her drawings, and if it is a vision issue, why hasn't it effected her drawings? But 'detail' is a center point between left and right. So 'pherspa' you might consider the effect that double vision has not only with seeing words, but also with their visual recall ?

A most important part of Kidspiration, are the tutorials on how to use it. Where their are numerous different mind-mapping programs. But the key is with understanding how it can actually be used. The 30 day free trial gives you the opportunity to find out if it will be helpful.

Perhaps it might be helpful to understand motor/ muscle control? At both ends of every muscle, we have receptors. That work together and control contraction and extension of a muscle, and also maintain a state of tension, when not being used. At birth these receptors just operate in an automatic on/off process, which are called the primitive reflexes that cover different muscle groups/ networks. So that the developmental process, involves gaining control over these receptors. Which begins with inhibiting this automatic on/off process, to enable refined control to develop. Where it's rather like converting these on/off switches at both ends of every muscle? Into volume controllers, that can be incrementally increased/ decreased, and enable fine motor/ muscle control to develop. But a problem occurs when refined control of these receptors hasn't been developed. So that the focus need to be on developing a finer control of these receptors.

Cindy, I would ask about his 'automaticity' with letter formation? When he prints letters, is it an automatic process, or does he have to think about the letter formation? As when it isn't automatic, it has a considerable impact. To appreciate the effect, perhaps you could print a word, but print all of the letters backwards? Where you'll appreciate the concentration involved. But then you could also try printing a whole sentence, with the letters backwards? Where you might also find that you lose track of where you are in the sentence, and make errors?

While many issues can't be formally diagnosed until a child is older. An evaluation now, could identify potential difficulties, for you to focus on now.

Given that she has made some really good improvements in the last year. Maybe it might be worth holding off on the testing until at least she turns 8? If she wasn't making improvement, then further testing could be worth while. Though on the other hand, the speech therapist said that 'insurance will probably soon ask for another evaluation to see medical necessity,etc'. So that it might be more about keeping insurance happy?

Did he do the Beery supplemental Visual Perception and Motor Coordination tests, that test visual and motor separately? Where it is these 2 supplemental tests that provide the critical information.

The fact that he does much better when he physically points to the word, is a strong indication that he has a vision issue. Though a simple thing that you could try, is to have him read some text on off-white or colored paper, and see if he can read easier? Or alternatively, have him read text on a PC screen, where you change the background to different colors. A lot of people are hyper-sensitive to glare from white paper, which causes the letters to move around as they look at words. But it is an easy thing to identify, as the difference is immediate.

Amo, I wasn't suggesting Chiari, as this is caused by a malformation of the bone at the lower rear skull, that causes downward pressure on the cerebellum and brainstem. I rather mentioned it, as it can cause similar symptoms to low lying cerebellar tonsils. Just as OS Odontoid can also cause similar symptoms. So that they can help provide further insight. You asked if apraxia can sometimes only show when frustrated or angry? Which is directly related to the fact that these emotions cause what is termed as 'clenching' of the muscles around the neck. Which exert extra pressure on the nerves extending from the second top vertebrae C2. Which are the nerves that control the oro-facial muscles, involved with speech. But this can have a snowball, where the disruption to speech, causes greater frustration, and further pressure on the nerves. Though if this pressure extends down to C3 ? Then this will effect breathing, as the nerves control the diaphragm, extend from C3. But in motor control and remediation? We have motor planning and direction happening in the brain, which is transmitted by the nerves to the relevant muscles. Though if pressure on the relevant nerves disrupts the flow of communication, between the brain and the muscles? Then this needs to be considered in terms of remediation? Where what needs to be focused on, is enabling the greatest flow of information along the nerves. Which given that you wrote: 'Can apraxia sometimes only show ....?' Highlights that the nerves are in fact able to fully function. That reducing the pressure, can allow the flow of communication. So that in terms of a diagnosis? The problem is that they look for problems at either end, but don't look for a problem with connection between them? Though I've been looking into this quite extensively recently, as I've been helping a neurosurgeon to understand a client who doesn't have a low lying cerebellar tonsil, but rather a 'floating cerebellar tonsil'.

Just don't ask for any peer reviewed research into left/right brain learners? As it doesn't exist. What you see with your left eye, and hear with your left ear, are processed in the visual auditory cortex on one side of the brain. Your right eye and ear are processed on the other side of the brain. Also with spacial processing and motor control. The left side of your body is controlled by one side of the brain, and the right side of your body, by the other side of the brain. Then in the middle of the brain, is the brains operational centre, called the hippocampus. That brings both sides together. Which is where our thinking occurs, and memory is formed. So that the slight problem with this mythical left/right thinking, is simply that the brain doesn't work that way.

Perhaps we can dig a bit deeper into his brain? Where his 'low lying cerebellar tonsils' need to be understood? The cerebellar tonsils are located at the bottom of the cerebellum, which sits at the base of the skull. But at the base of the skull, is a large hole that the spinal cord passes through. Where the problem with low lying cerebellar tonsils, is that sitting lower, they intrude into this large hole that the spinal cord passes through. Which causes undue pressure on the spinal cord, and can also reduce the flow of spinal fluid. Which also causes pressure on the first 2 vertebrae, C1 and C2. Where C1 and C2 are the pivot point, that moves when we turn our head from left to right. But the symptoms that this undue pressure causes, are symptoms that you outlined. Including the asthma, where the nerves control the diaphragm and breathing, emerge from C2. So that pressure on the nerves from C2, cause breathing difficulties. Though notably, the cerebellar tonsils are involved in emotional regulation. Their is also something called 'Chiari malformation', which has 4 different types, and is a very similar issue. Yet their is also OS Odontoid, which is another Tonsil in same area. Where I have recently been helping a woman with a 'floating Odontoid', to explain it to her neuropsych. As he doesn't understand it, and the symptoms that it causes. So that to get a diagnosis, you would most likely have to explain low lying cerebellar tonsils to neuropsych. So that they can understand what they are identifying.

You wrote that sometimes he can go in, sometimes he can't. Which is a strong indication that their is some variable occurring? Where it would be well worth trying to identify what the variable is? Though is their a threshold where the fear occurs? Does it occur as soon as he thinks of walking to the door, or as he walks towards the door, or just as he arrives at the door ?

The opening statement says that the elevation to Level 1, is a company announcement from PractiseWise. So that they have elevated a product that they are marketing. Then they list 5 outdated studies to support this.

Children's drama groups are used to help develop a different POV. Where children take on and act out different roles. So that they experience a different POV physically, as they act it out. Though role play activities can also be done at home. Where for example, with the passage a little boy that missed his sister? Perhaps that could be acted out, where she took on the role of the little boy? As she loves to come up with very detailed stories. Perhaps you could help her to write her own little plays? Which are then acted out?

Sandra, perhaps you could try something simple? Have her write some words or a sentence. But have her write all of the letters backwards, and also write from the right to the left side of page, instead of left to right. Then check it in a mirror, and see if her spelling is now more readable? Also hold a page of text next to a mirror, and have her read the text in the mirror? To see whether she can read it more fluently in the mirror? Then a further thing, is to simply turn a page of text upside down, and see how she goes with reading it?

The need to read out loud, is typical of a delayed development of the ability to 'sub-vocalize'. Which is also termed as 'self-talk'. As you read this, you would be hearing the words in your mind, without saying them out loud. But imagine trying to read silently, if you couldn't imagine and hear the sound of the words, as you read? Where you'll understand the need to read out loud. So the first question, is whether he can hear the words as he reads, without saying them out loud? Which given that he is in 8th grade, this could simply be discussed with him. Where he might be surprised to find that people can hear the words, without saying them out loud?