By Cathie Geraci, Davis® Facilitator

When people ask me what I do, I tell them: “I help individuals understand how their intelligence works.” Yes, I help dyslexics learn to read, dyscalculics understand math, ADHDers manage attention and behavior, and autistic individuals make sense of the world around them. But ultimately, my clients discover how their thinking style holds strengths—and how it has also created challenges in learning and understanding.

Until recently, all my clients came from families who had their needs met. Families with the time to focus on a child’s learning struggles. Families with the resources to seek help.

But there are approximately 15 million children living in refugee camps worldwide, and fewer than half attend school. Among those who do, neurodiverse students often cannot learn effectively. Imagine growing up in a refugee camp, finally receiving the chance to learn, only to find that your brain won’t let you. It’s a double injustice. These children—some of the most vulnerable neurodiverse learners anywhere—are the ones I had the privilege to work with.

Let me tell you about Still I Rise International School.
Located in the heart of the Nairobi slums, it serves vulnerable children and refugees. Most students are local; they arrive each morning from the slums and return home each evening. A smaller group boards at the school, having come from the Kakuma Refugee Camp in Kenya or from Still I Rise emergency schools in Yemen and Congo.

This school is extraordinary. Walking through its gates, you might think you entered an elite Kenyan private school: well-kept grounds, lush gardens, a swimming pool, after-school clubs. But what truly makes it special is not that it serves slum communities and refugees, nor that it is entirely free. It is the only free school in the world for vulnerable and refugee students that offers the International Baccalaureate curriculum.

I met the school’s founder, Nicolò Govoni, in November 2024 while he was presenting his book Un Mondo Possibile. I asked whether he had dyslexic students and mentioned that I thought I could help. One year later, I found myself at the school facilitating two Davis Mastery for Dyslexia® programs.

Ryan is 13 and lives in the slums with his mother and sister. His life is marked by extreme economic instability, yet nothing escapes his extraordinary visual-scanning ability. He is curious, thoughtful, and passionate about fencing. Despite being at the school for several years, he struggled with reading comprehension, writing, focus, and daily behavioral challenges.

After one week together, Ryan is now reading at grade level, writing comfortably—even in cursive—and maintaining focus. Most importantly, he now recognizes when he is the source of both his positive and negative behaviors. I am confident that in the months ahead, Ryan will become the student he wants to be, moving steadily toward his dream of working in cybersecurity.

Yaya is 12 and comes from the Kakuma Refugee Camp. He left Ethiopia at age five and has spent most of his life in the camp. He is curious, kind, determined, and dreams of becoming the President of Ethiopia one day—to solve his country’s problems. Since arriving at the school just ten months ago, he has had to learn English, math, and reading all at once.

Although naturally gifted in math, Yaya could not yet read. He had developed many clever strategies to guess words and make it appear as though he could read. His motivation, however, was remarkable. By lunchtime on the final day of his program, something “clicked”—the mechanism for reading finally activated. I am confident he will be reading independently within months and soon be as strong in every subject as he is in math.

My time at Still I Rise International School was transformative. For these two students, it marked the beginning of understanding how their intelligence works and the end of the barriers that once held them back. I hope this is only the start of helping many more students there.

For me, it was a masterclass in human resilience. These students possess extraordinary motivation and remain connected to joy, despite having endured some of the harshest conditions on Earth. So while I helped two students understand their intelligence, the students of Still I Rise taught me how to be a better human being.

If you feel inspired to learn more, please visit www.stillirise.org.

Two transformative days exploring autism through the Davis lens — discovering why your child experiences the world differently and how to support them without changing who they are.

Live attendance: FREE
Can’t make it live? Lifetime recordings: £12.99

You’ve sat through countless meetings where professionals describe your child’s “deficits.” You’ve tried behavioral interventions that feel like forcing a square peg into a round hole. You’re exhausted from being told what your child can’t do.

What if we’ve been looking at autism all wrong?

Join families, educators, and professionals from 5 continents for a weekend that reframes everything. No deficit talk. No compliance training. Just breakthrough insights into how autistic minds actually work — and practical tools that honor that difference.

5:45 PM GMT – Opening & Welcome
Featuring a personal message from Ron Davis, whose own autistic experience led to these revolutionary approaches.

6:00 PM – The Neurodivergent Thread with Dolores Gage
Why your child’s meltdowns, confusion, and sensory overwhelm all stem from the same source — and why that source is also their greatest strength.

7:30 PM – Non-Speaking Autistic Individuals with Cathie Geraci
Your non-speaking child has a rich inner world. Learn how Davis methods help restore calm and unlock communication without forcing speech.

9:00 PM – Dummy: Ron’s Story with Richard Whitehead
Preview Ron Davis’s autobiography — from non-speaking and “unreachable” to developing methods that have helped thousands worldwide.

10:30 PM – Missing Concepts and Individuation with Melanie Curry
Why your child might not recognize themselves in the mirror, understand “you” and “me,” or grasp cause and effect — and how to build these foundations gently.

7:30 PM GMT – Facilitator Panel + Your Questions Answered
Real families. Real breakthroughs. Davis facilitators share stories of transformation and answer your specific questions live.

Featuring: Tania Blackmore-Squires, Axel Gudmundsson, Mary Martin, Danette Moriarty

This event bridges time zones to unite our worldwide community:

Saturday Opening (5:45 PM GMT):

Can’t make all sessions live? You can purchase lifetime recordings for £12.99.

CHECK YOUR LOCAL TIME

Your child’s different perception isn’t wrong — it’s just different. Davis methods work with how autistic minds naturally function.

Ron Davis was non-speaking until age 17. These aren’t theories developed in labs — they’re insights from lived experience.

Instead of behavior modification, we build the missing conceptual foundations that make the world make sense.

Families report continued growth years after learning Davis methods. The tools grow with your child.

“The program didn’t try to change who he is. It gave him tools to understand and embrace himself – and that has made all the difference.” Louise, Mother of program participant

“I see how the stronger sense of who I am has allowed me to say no to what isn’t for me and say yes to what makes me happy. I no longer have to be reacting to everything happening around me. I can be centered and decide what is for me and what is not for me. I choose to respond rather than react. It feels so freeing.” Leigh, program participant

“Sophia was a frightened, fearful child who was withdrawn and living inside of herself. Since completing the program two years ago, she has become a typical young girl. She is two cycles away from completing her black belt in Taekwondo. She wants to work for Lucas films as an animator one day. Our lives are now ‘normal’ – we laugh as a family, we cry as a family, we encourage one another, we strengthen one another. We hadn’t experienced that before.” Mary, Mother of program participant

“I can’t believe how life-changing these concepts are. I use them all of the time in my life now – it is just so easy to take responsibility for things that had always seemed impossible before.” This person wished to remain anonymous

Q: Is this for parents only?
A: While designed with parents in mind, educators, therapists, and autistic individuals would all benefit from these insights.

Q: My child was just diagnosed. Is this too advanced?
A: Perfect timing. Understanding the Davis perspective early saves years of inappropriate interventions.

Q: My child is an adult. Is it too late?
A: Never. Davis methods work across all ages. Many adults discover themselves through these concepts.

Q: What if I can only attend some sessions?
A: Register anyway. Each session stands alone with valuable insights. Recordings available for what you miss for only £12.99.

Q: How is this different from other autism seminars?
A: We don’t talk about deficits, disorders, or “fixing.” We explore how autistic perception works and how to support it.

Every day, we see families exhausted from approaches that don’t work. Parents blamed for their child’s struggles. Children forced into boxes that don’t fit.

This weekend is different. It’s about understanding, not changing. Supporting, not suppressing. Hope based on real success, not false promises.

Your child’s autism isn’t a tragedy to overcome. It’s a different way of experiencing the world — one that includes incredible gifts alongside real challenges.

Join us to discover what becomes possible when we stop trying to “fix” and start trying to understand.

Davis UK & Ireland in partnership with Davis Autism International

Two days that could change how you see your child — and how they see themselves.

December 6-7, 2025
Live: FREE
Recordings: £12.99

By Nadine Schumont, Licensed Davis® Facilitator

Some days in this work stay with you forever. Today was one of those days.

A 10-year-old former client asked his parents if he could visit me on his day off from school. Not because he was in crisis. Not because something was wrong. Just because he was in town and wanted to see me.

He’d completed Davis Concepts for Life® with me two years ago, when he was eight. That he wanted to come back just to visit? That alone made my day.

We sat down together, and I asked how things were going. His mom had mentioned a few areas we might explore, but I wanted to hear from him first.

“Let’s think about situations that sometimes feel hard,” I suggested. “Moments where you might wish you’d handled things differently.”

He nodded and launched straight into his story.

Back in September, he’d dug a hole in the school sandbox. A really good hole. Ever since, he’d been watching it, protecting it, making sure it stayed exactly how he wanted it.

Then last week, another child started filling it with wet sand.

“I got so upset,” he told me. “We were yelling at each other, and then… I hit him.”

The shame in his voice was palpable. He knew he’d made a mistake. But more importantly, he couldn’t understand why he’d lost control over something that now seemed so small.

We went into the clay room – the heart of Davis work. I asked him to model what happened, but in reverse order. This is something we do to help children see the sequence of events and recognize where they had choices.

He modeled:

That last model – the calm before the storm – that’s where the magic happens.

Looking at his clay scene, I asked, “Who made this hole?”

“I did – back in September.”

“Do you own the school property?”

He actually laughed. “No.”

“So if the sandbox belongs to everyone, does that mean anyone can play in it?”

He nodded, already seeing where this was going.

“Okay,” I said, “so if we go back to that moment when you were still in order – before your emotions took off – what other decision could you make?”

He paused. His face changed. A smile spread across it.

“I could just go make another hole.”

I’ve been doing this work for years, and these moments never get old. That instant when a child realizes they have choices they never saw before. When the rigid thinking that trapped them suddenly becomes flexible.

We weren’t done yet. Using the Davis “Creating a New Behavior” procedure, we modeled what that new choice would look like. How he could recognize the moment before his emotions ramped up. How he could choose differently.

As we worked with the clay, he started connecting dots on his own.

“It’s all self-created energy, isn’t it?” he said. “My thoughts created my feelings, and my feelings created what I did.”

This is a 10-year-old, folks. Understanding emotional regulation at a level many adults never reach.

Later in our session, completely unprompted, he made another observation:

“Sometimes I use disorder to frustrate my mom.”

I hadn’t brought up his home behavior. His mom hadn’t mentioned this pattern. He discovered it himself, just by having the conceptual framework to understand his own actions.

We talked about how he could use his “dial” – an internal regulation tool from his original program – to turn down his energy when emotions rise. How he could walk away, breathe, and come back when ready.

“Yeah,” he grinned, “I can turn my dial down and make a different choice.”

If your child:

They’re not being defiant. They’re not manipulative. They’re missing fundamental life concepts that help us understand:

This is what amazes me about Davis work. Two years after his program, these concepts aren’t just remembered – they’re alive and growing.

I didn’t reteach him anything today. The concepts he mastered at age eight were still there, ready to apply to new situations. They’d matured with him.

His mother tells me he’s doing so much better overall. When he struggles and asks “But why?” she simply responds, “What did I tell you?” This gentle cue helps him pause and access what he already knows.

Every child who comes through my practice leaves with these tools:

But more than tools, they leave with an invitation – to keep growing, keep discovering, keep applying these concepts to new challenges as they arise.

After 10 years as a Davis® Facilitator, I can tell you this: the children who seem most “stuck” often have the biggest breakthroughs. The boy who couldn’t let go of a sandbox hole? He’s now a child who understands flexibility, choice, and self-regulation.

His parting words to me today? “Thanks for helping me see I always have another choice.”

That’s why I do this work. Not to control behavior, but to unleash understanding. Not to manage children, but to empower them.

Because every child deserves their “I could just make another hole” moment.

Nadine is a Licensed Davis® Facilitator whose own journey own with undiagnosed ADHD and dyslexia led her to take a Davis program in 2017. Since then, Nadine had been supporting neurodivergent individuals and their families. Based in Stratford, Ontario, Canada, Nadine provides both in-person and online programs. This story is shared with permission, with identifying details changed for privacy.

Have a story to share about your Davis® experience? We’d love to hear from you. Contact us

In 1982, after my colleagues and I had arrived at a basic, rudimentary understanding of what had to be done to correct dyslexia, we offered a program for doing so to the public. The program was producing spectacular results, and we gathered a great deal of empirical evidence to support it. But the program and I were being criticized and ridiculed by the established authorities on dyslexia. This was because the developmental model for dyslexia was such a major departure from the structural model (brain damage or malfunction) that was accepted at the time. In addition, I lacked any formal training or credential in the field, so I was quickly branded a kook or snake oil salesman.

I searched in vain for anything that would support the concept that distortion in perception was at the root of dyslexia symptoms. I couldn’t even find a simple explanation of perceptual distortion, why it happened, how it happened, or what it was called.

My primary motivation was to establish that dyslexia was not the result of brain damage or malfunction. I wanted to find a way to prove that all of the symptoms of dyslexia could be produced by a normal brain functioning naturally. I felt that if I could make a link between the perceptual distortions, which even non-dyslexics experience, and dyslexia symptoms, it would prove that the symptoms of dyslexia were not evidence of brain damage or malfunction. I didn’t know where to begin.

Then one day I was driving into the office. We had just had about two weeks of cold, gray, rainy weather.

That morning it was warm, bright, and sunny. I wanted to play hooky from work and go for a drive in the redwood forest. I was stopped at a stoplight, with my mind already in the redwoods, when suddenly I felt that I was going to bump into the car in front of me. I naturally pushed harder and harder on the brake but I wasn’t stopping. Suddenly I realized, it’s not me moving, it’s the other car rolling backward towards me! A toot of my horn prevented a bump, but my mind began to race. This firsthand experience of the phenomenon (distorted sensory perceptions) I had been talking about for months caused a shift in my perspective. If I could reproduce this same effect in a controlled situation, I might be able to prove my theory.

That day I set up an experiment. The equipment was an old 33-1/3 speed record player, standing on its side. Attached to the turn table was a large cardboard disk with a spiral painted on it. With a foot switch so the device could be turned on and off without using a hand, a stop watch, a tape recorder, and a clipboard, I was ready to explore perceptual distortion. I was the first test subject. I sat in front of the disk looking at the center of the spiral. A press of my foot, and the disk began to spin. In less than five seconds I felt the motion. The speed of the disk was so fast that the sense of motion was like flying down an endless tunnel.

The goal of the experiment was to produce dyslexia symptoms in a non- dyslexic brain. But before that could be established, the equipment had to produce dyslexic symptoms in a dyslexic brain. Based on the developmental model, the symptoms of dyslexia came from distortions in the senses. The senses most affected were vision, hearing, balance, motion, and time.

The first thing I noticed performing the experiment on myself was that just before the feeling of movement began, the speed of the spinning disk appeared to slow down. This indicated that not only was my sense of motion distorting, but also my sense of vision.

The second phase of the experiment was to stand in front of the disk balancing on one foot, turn the disk on, and try to maintain balance. I don’t recommend doing this without an assistant to turn the disk on for you and, more importantly, to catch you when you begin to fall–because you will fall over backwards. The spinning spiral definitely distorted the sense of balance.

The third phase was to sit in front of the stationary disk with a stopwatch in hand. While looking at the center of the spiral, I tried to estimate the passage of fifteen seconds by clicking the stopwatch on, and when I thought fifteen seconds had elapsed, I clicked it off. In five attempts I was never more than three seconds off. The next part was to start the disk spinning, and try the same thing. In five attempts I never got closer than five seconds, and twice I was more than ten seconds off. My sense of time was definitely distorting.

The fourth phase was to turn on the tape recorder, spin the disk, and after the feeling of motion began, have an assistant say something to me, and repeat back what I heard. We used nursery rhymes like, “Sally sells sea shells at the sea shore.” Only the assistant would deliberately alter the words, like, “Sally tells sea snails at the sea shore.” Or, “Sally sells seashores to seahorses.” I could not hear exactly what the assistant said, and the proof was on the tape.

So with less than $100 of equipment, I demonstrated for myself that my brain distorted the senses of vision, hearing, balance, motion, and time. The experiment produced dyslexic symptoms in a dyslexic brain. Now I was ready to try the same thing on a non-dyslexic brain. I decided to put one hundred people through the steps of the experiment. I wouldn’t even attempt to pre- determine whether or not they were dyslexic. I wanted a cross section of the population.

I started doing the experiment with anyone who was willing to sit in front of the spinning disk. I soon discovered that I needed another piece of equipment – a plastic-lined waste can. I also discovered that I needed to change the protocol. At first I let others observe someone going through the experiment. Their observations influenced their own experience. So observation was permitted only after having had the experience.

Some people were made too nauseous by the spinning disk to complete all four phases of the experiment. But there was perceptual distortion in the phases they did complete. And everyone who completed the series experienced distorted vision, hearing, balance, motion, and time. Age, intelligence, education, gender, race, etc. didn’t matter–the results were consistent.

Then one evening a young woman, the forty-eighth test subject, was sitting in front of the spinning disk. She sat there on the verge of vomiting for about three minutes, then fell to the floor and had a grand mal seizure. The unexpected event scared me; it terrified her. She had never had a seizure before, and I had never seen one that up close and personal. I felt responsible for making it happen.

I had satisfied my own curiosity. I had nearly fifty test results, all of which confirmed my theory. After all, I didn’t have a graduate degree hanging in the balance. I concluded that I had proven my point, so the hundred person experiment ended at only forty-eight.

Thus, the goal of Davis Orientation Counseling is not the elimination of disorientation, but the ability to consciously control it when it acts as a barrier to reading, writing, doing arithmetic, or succeeding in a traditional educational setting.

Ready to learn more? Get in touch with our team to discuss your questions about dyslexia, or explore how the Davis® Mastery for Dyslexia can help you or your child thrive.

Guest post by Tracy Doyle, Davis Facilitator

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Guest post by Sue Hall, Licensed Davis Facilitator, TedX Speaker, Author, Film Writer and gifted dyslexic

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Guest post by Stephen Martin, New Zealand

Guest Post by Stephen Martin, New Zealand

If Stephen’s experience sounds familiar, you’re not alone.

The comprehension struggles he describes – reading without retaining, listening without connecting, constantly working twice as hard just to stay level – affect thousands of dyslexic adults and children.

The Davis® Mastery for Dyslexia program works with your picture-thinking brain, not against it. Through clay-based Symbol Mastery and orientation techniques, you learn to eliminate the confusion that causes words to slip away.

Learn more about the program here or find a Licensed Davis® Facilitator in your area.

If you are unsure whether the The Davis® Mastery for Dyslexia program is right for you or someone you support, fill out the form below – one of our team will speak with you about your specific needs.

Libraries across the country are recognizing the power of neurodiversity programming to create inclusive spaces for all learners. This summer, our own Nadine Schumont demonstrated this commitment when she was featured at Stratford Public Library’s “Voices of the World” program on July 23.

Nadine shared her book Owen’s Rainbow Mind: A Mysterious Summer of Discovery — a story inspired by her client Owen and his younger brother Caleb. The book follows their magical summer adventure sparked by a mysterious map. Guided by a wise old owl, Owen learns to embrace his picture-thinking mind and use his unique strengths.

The story reflects the core philosophy behind the Davis Method: thinking differently isn’t a deficit — it’s a gift.

During the library event, participants engaged in interactive activities designed to help them step into Owen’s world. This hands-on approach mirrors the Davis Method’s signature clay-based learning techniques that help neurodivergent learners master concepts through tactile, visual experiences.

Recent research shows that libraries nationwide are developing programming specifically for neurodivergent youth and their families, creating sensory-friendly environments and autism-inclusive early literacy services. These initiatives recognize that different minds require different approaches to learning.

Neurodivergent individuals, including those with dyslexia, ADHD, and autism, tend to think non-verbally using mentally generated sensory impressions that can be visual, tactile, kinesthetic, or auditory. They are imaginative, creative, empathetic, and often solve problems by looking at the whole picture rather than working step-by-step.

This thinking style, which can seem challenging in traditional learning environments, becomes a superpower when properly understood and supported.

The Davis Method doesn’t rely on accommodations like special devices or medication. Instead, it teaches learners to:

The method is based on mastery — clients receive tools that enable them to master symbols and concepts that are foundations of learning and life. Once mastered, information is understood inherently and can transfer across situations and experiences.

Owen’s story resonates because it shows a neurodivergent child discovering that being different is something to celebrate, not hide. Current research emphasizes the importance of books that promote respect and understanding for neurodiverse communities, advocating for positive learning environments that strive to make accommodations for all.

This aligns with our mission to help families understand that neurodiversity brings gifts alongside challenges.

Libraries are increasingly offering specialized programs for neurodivergent individuals, including sensory story times, neurodiversity clubs, and programming designed specifically for different learning styles. These programs recognize that traditional approaches don’t work for everyone.

The “Voices of the World” program at Stratford Public Library represents this growing awareness. By featuring stories like Owen’s, libraries help normalize different ways of thinking and learning.

As a Licensed Davis® Dyslexia Facilitator and Davis Autism Approach® Facilitator, Nadine brings unique insight to neurodiversity education. Nadine brings unique insight to neurodiversity education. Having completed the Davis® Program herself in 2018 after years of undiagnosed ADHD and dyslexia, she understands firsthand how life-changing this approach can be.

The Davis Method recognizes that dyslexic and many neurodivergent individuals are picture thinkers who experience perceptual disorientations in the senses of time, vision, hearing, and balance coordination. Nadine’s personal experience with these challenges allows her to connect with clients on a deeper level and guide them through their own transformation.

Rather than viewing these differences as problems to fix, the Davis approach teaches individuals to:

Events like Nadine’s library presentation demonstrate the importance of community education about neurodiversity. When we share stories that celebrate different minds, we create a culture where all learners can thrive.

Whether you’re a parent, educator, or community member, understanding neurodiversity helps create more inclusive environments for everyone. After all, the world needs all kinds of minds — including rainbow minds like Owen’s.

Connect with Nadine here or find a Licensed Davis® Facilitator in you area here

By Claire Ashmore

Math teachers routinely use multiple words for the same concept — add, plus, added to — switching between them naturally during lessons. But for dyslexic children, this seemingly simple language flexibility can create profound confusion.

A recent planning meeting with math teacher Geoffrey Ashiono highlighted this challenge and sparked a discussion about how Davis Method clay modeling can provide clarity where traditional teaching methods fall short.

Math teachers naturally use synonymous terms interchangeably:

While teachers understand these words mean the same thing, dyslexic children often don’t. When a teacher says “add” one minute, then “plus” the next, then “added to,” confusion sets in. Do they mean the same thing or different operations?

This uncertainty undermines mathematical confidence before calculations even begin.

Dyslexic learners are primarily picture-thinkers who benefit from concrete, visual representations. They need context and narrative to connect with learning — something that makes abstract concepts tangible and relatable.

Clay modeling provides exactly this foundation.

One 8-year-old learner came from a farm where they grew watermelons. The child loved watermelon, so his context for learning became watermelons. He also wanted to learn the meaning of “equal” — if his sister had three melons, he definitely wanted three melons too!

This personal connection became the foundation for understanding mathematical concepts.

First, establish the core concept:

Addition means “putting together” two or more quantities. When you add, you join something to something else so there is more. The “more” is crucial — it helps children realize the answer should always be bigger than the starting number.

Next, connect multiple terms to one meaning:

Using clay models, children learn that “add” has the same meaning as “plus” and that both connect to the + symbol. This gives certainty to children listening to mathematical language.

The child creates a visual representation using clay balls to represent quantities. For the equation 2 + 3 = 5:

Reading left to right: 2 plus 3 equals 5 Alternative reading: 3 added to 2 equals 5

Both phrasings use the same clay model and the same + symbol, making the connection clear.

Mathematical symbols often confuse visual-spatial learners. Clay modeling addresses this by making abstract symbols concrete:

Where is the meaning of plus? → Point to the + sign Where is the meaning of add? → Point to the + sign

The physical model shows that different words point to the same symbol and concept.

After creating the model, the learner takes control. They guide others through a summary of their clay work, pointing at the model while explaining the meaning. This active teaching role reinforces understanding and builds confidence.

Picture-thinking learners need:

Clay modeling provides all these elements while addressing the specific challenge of mathematical language confusion.

This approach works for all mathematical operations. Whether working with subtraction (minus, take away), multiplication (times, by), or division (divide, share), clay models help dyslexic learners understand that multiple words can represent the same mathematical concept.

The key is providing concrete, visual anchors for abstract mathematical language.

When dyslexic children understand that mathematical terms are simply different names for the same operations, confusion decreases and confidence grows. They can focus on learning mathematics rather than decoding conflicting language.

This clarity becomes the foundation for mathematical success, allowing picture-thinking learners to engage with math using their natural strengths rather than struggling against language barriers.

Learn more about the Davis® Mastery for Dyslexia here, connect with Claire or find a Davis® Facilitator in your area.

By Tania Blackmore-Squires

When children consistently resist authority, refuse demands, or seem to oppose everything, parents and professionals often turn to labels like Oppositional Defiant Disorder (ODD) and Pathological Demand Avoidance (PDA). But what if these behaviors aren’t about defiance at all?

As both a parent of a child with ODD and PDA traits and a Davis facilitator, I’ve witnessed the complexity of supporting these children firsthand. This dual perspective has given me professional insight and deeply personal understanding of the daily challenges these families face.

Parents of children with ODD and PDA often live in constant crisis mode, even when they don’t recognize it. The relentless cycle of conflict, avoidance, and defiance leaves families feeling powerless, isolated, and emotionally drained.

This chronic stress creates a psychological burden that:

Parents function in survival mode without realizing it. This profoundly impacts their ability to support their child, themselves, and their wider family. Any effective support must address both the child’s missing conceptual foundations and the parents’ fragile emotional state.

The Davis approach offers a fundamental shift in understanding. Rather than viewing defiance as deliberate misbehavior, we recognize it as a child’s attempt to regain stability and control in an unpredictable world.

This reframes ODD from “willful bad behavior” to a protective strategy for children lacking internal anchors.

From a Davis perspective, ODD and PDA behaviors stem from disorientation — when children lack secure internal anchors like sequencing, cause and effect, time, or consequence. Without these concepts, the world feels chaotic and unpredictable, producing stress, anxiety, and helplessness.

To cope, many children create an imaginary system of control. In this inner world:

This provides temporary stability.

The conflict emerges when external reality strips away that control. Adults set necessary rules and limits, but for children without strong cause/effect concepts, these boundaries feel arbitrary. Adult authority collides with the child’s internal script: “I am the one who decides.”

Defiance becomes self-preservation. Saying “no,” refusing, or arguing aren’t simply oppositional acts — they’re strategies to protect the inner world and ward off helplessness.

This often creates a destructive pattern:

From the Davis perspective, this isn’t willful misbehavior but a protective strategy for managing overwhelming uncertainty.

Children with ODD and PDA aren’t “choosing” defiance. Their behavior reflects gaps in essential life concepts. When these concepts are missing, rules feel random, consequences seem unfair, and relationships break down.

Key concepts that often play a role:

Change – Without it, transitions feel threatening; defiance protects against perceived instability

Cause/Effect/Consequence – Missing links make outcomes feel arbitrary; sanctions are experienced as injustice rather than learning

Before & After/Time – Weak sequencing makes requests like “homework first, then play” seem random; poor time sense fuels frustration

Order/Disorder – Structured environments feel arbitrary; chaotic ones overwhelming. Both provoke resistance

Fear – Without recognizing fear, defensive anger masks underlying anxiety

Responsibility/Control – Weakness makes self-regulation difficult; children feel controlled by others but unable to control themselves

Intention/Motivation – Misinterpreting motives creates mistrust; unclear motivation makes tasks meaningless

Energy – Difficulty pacing leads to swings between hyperactivity and exhaustion

Relationship/Trust/Agree/Rules/Belief – Missing these makes cooperation hard, rules feel unsafe, and agreement seems like submission

When these foundations are underdeveloped, the world becomes unpredictable and threatening.

Why it helps: Reduces anxiety around change and order
Tools: Orientation; Concept Mastery of Change, Time, Sequence and Order
Examples: Visual timetables; model “before” and “after”; practice transitions with Release and Ting to reduce stress

Why it helps: Helps children link behavior to outcomes, reducing feelings of unfairness
Tools: Concept Mastery of Cause, Effect, Consequence
Examples: Use natural demonstrations (plants growing, baking, switches) instead of punitive systems; reinforce logical links (spill water → wipe it up).

Why it helps: Supports self-regulation and reduces overload
Tools: The Davis Dial; Concept Mastery of Emotions
Examples: Teach interoception cues; practice Dial adjustments in calm moments; co-regulate with Release or sensory tools

Why it helps: Meets autonomy needs without unlimited control
Tools: Concept Mastery of Control, Want, Need
Examples: Give limited choices (“pen or pencil?” “wash up or vacuum?”); offer safe areas of full control, such as organising their desk.

Why it helps: Rules make sense when grounded in trust and relationship
Tools: Symbol Mastery of Relationship, Trust, Agree, Rules
Examples: Phrase relationally (“Before coats on, after we go to the park”); co-create agreements with the child

Why it helps: Prevents rules being seen as arbitrary
Tools: Concept Mastery of Good, Bad, Right, Wrong
Examples: Use clay models to explore scenarios; reinforce mistakes as learning opportunities, not proof of being “bad.”

By mapping ODD and PDA behaviors against the Davis Autism Approach® framework, we can reframe these conditions in a way that honors the child’s inner world while providing tools that anchor them more securely in reality.

Each concept mastered offers greater self-regulation, resilience, and trust in relationships.

This perspective moves us away from seeing ODD and PDA as behavioral disorders toward recognizing them as challenges of concept development and internal anchoring. With the right tools, children can gain the stability they need to thrive — without losing their creativity, individuality, or spirit.

Mwezi Agosti 2025, Davis UK & Ireland iliungana na Dyslexia Tanzania kuandaa vipindi viwili vya moja kwa moja vya Uliza Mtaalamu wa Davis vilivyolengwa mahsusi kwa hadhira ya Kitanzania. Vipindi hivi vya wazi vya maswali na majibu kupitia Zoom viliwaleta pamoja wazazi, walimu, na watu wazima wenye utofauti wa neva waliokuwa wakitafuta mwongozo wa vitendo na majibu yanayotokana na mbinu za Davis.

Kipindi cha kwanza, kilichofanyika tarehe 5 Agosti, kilizidi matarajio kwa mahudhurio makubwa na ushiriki hai. Kikao hicho kiliongozwa na: Richard Whitehead, Mkurugenzi wa Davis UK & Ireland; Rahma Amer Mbarak, ambaye kwa sasa ndiye Fasiliteta pekee wa Davis nchini Tanzania; na Caudence Ayoti, Mwanzilishi wa Dyslexia Tanzania.
Maswali yalihusu mada mbalimbali zikiwemo dyslexia, dyscalculia, ADHD, autism, na jinsi programu za Davis zinavyoweza kubadilishwa ili kufaa mazingira ya Tanzania. Mwitikio ulikuwa wa kusisimua kiasi kwamba kipindi cha pili kilipangwa wiki iliyofuata, tarehe 12 Agosti — safari hii kikimshirikisha Cathie Geraci, mtaalamu wa kimataifa wa utofauti wa ujifunzaji kupitia mbinu za Davis.

Ingawa kikao cha pili kilikuwa na mahudhurio ya chini kidogo, kiwango cha maswali na mjadala kilikuwa cha juu. Washiriki walionyesha hamu kubwa ya kupata suluhisho la Davis kwa wanafunzi wasiozungumza (non-verbal) wenye autism — mada ambayo Cathie atarudi kuijadili katika kikao kingine kinachopangwa kufanyika baada ya katikati ya mwezi Septemba.

Matukio haya yanaashiria mwanzo wa ushirikiano wenye matumaini na malengo mahususi kati ya Davis UK & Ireland na Dyslexia Tanzania, huku Rahma Amer Mbarak akiwa kiini cha ushirikiano huu. Rahma anashikilia nafasi muhimu katika mashirika haya yote mawili — kama Fasiliteta aliyeidhinishwa wa Davis, mwanachama wa Hub ya Davis, na mjumbe wa bodi ya Dyslexia Tanzania. Shauku yake, uaminifu wake, na uelewa wake wa kiutamaduni ndivyo vimefanya mpango huu kufanikiwa kwa namna ya kipekee.

Majadiliano sasa yanaendelea ili kuandaa matukio zaidi, kuboresha upatikanaji wa mafunzo kwa Watanzania wanaotamani kuwa Wafasiliteta wa Davis, na kuanzisha programu za uwamsho katika shule na idara za serikali za elimu maalum (SEN). Tunafurahishwa sana na maendeleo haya, na tunamshukuru kwa dhati Caudence Ayoti kwa mtazamo wake wa wazi na ukarimu katika kushirikiana kwenye miradi ya aina hii.

The Davis UK & Ireland hub is dedicated to growing connections in Tanzania and beyond. Find out more about their programmes and partnerships at www.davismethod.co.uk.

Guest Post by Stephen Martin

Find a Licensed Davis® Facilitator in your area or learn more about the program here. If you are unsure whether the Davis Concepts for Life program is right for you or someone you support, fill out the form below for a free Discovery Call – one of our team will speak with you about your specific needs.

After years of struggling with traditional executive function strategies that promised change but delivered frustration, many neurodivergent individuals and their families have discovered an approach that  truly creates lasting transformation by addressing the root causes of executive function challenges.

The Davis Method represents a fundamental shift in how we understand and support executive function difficulties. Instead of managing symptoms with external tools and behavioral modifications, this approach builds the conceptual foundation that makes strong executive functioning possible.

The Davis Method was developed by Ron Davis, who experienced severe dyslexia and autism himself and understood from personal experience that learning differences stem from how the brain processes information. His breakthrough insight was that many learning and attention challenges arise from confusion about abstract concepts that most educational approaches assume people automatically understand.

When applied to executive function challenges, this insight reveals why so many traditional strategies fail: they’re built on assumptions about conceptual understanding that may not exist for individuals.

At the heart of executive function lie several abstract and foundational concepts that most people take for granted:

Time: This is not about reading a clock, but truly understanding what time means, how it flows, and how to sense its passage.

Sequence: Understanding different types of sequences, what comes before and after, and how steps build upon each other, in order to prioritize and plan.

Cause and Effect: Grasping the relationship between actions and outcomes – positive and negative.

Order vs. Disorder: Recognizing patterns, understanding organization, and knowing how to create ‘order’ in different aspects of life.

Responsibility: Understanding the components that need to be present within self, in order to be able to take responsibility.

For many neurodivergent individuals, these concepts remain partially understood or completely confusing, despite being able to define them verbally. This gap between intellectual knowledge and true understanding creates the foundation for executive function struggles.

The Davis Method uses clay modeling to help individuals create concrete representations of abstract concepts. This hands-on approach allows people to literally build their understanding of time, sequence, cause and effect, and other foundational concepts.

Why clay? Because it engages multiple senses, allows for three-dimensional exploration, and enables people to manipulate and adjust their understanding until concepts become clear. For visual-spatial thinkers especially, this approach transforms confusing abstractions into tangible, understandable realities.

Stephen Martin, host of The Truth About Dyslexia podcast, describes his experience: “It felt like rewiring parts of my brain that had been running on guesswork for years. The clay work helped me understand concepts I thought I already knew but had never truly internalized.”

The Davis Concepts for Life Program provides intensive, one-on-one work with a trained Davis facilitator. Over the course of this individualized program, participants:

This individualized approach allows for complete customization to each person’s learning style, processing preferences, and specific goals and challenges.

The Davis Concepts for Life Workshop teaches parents, professionals, and neurodivergent individuals themselves how to facilitate this transformational process for others, or to better understand themselves.

Over five intensive days, workshop participants learn:

This workshop empowers attendees to become agents of change in their families, classrooms, or therapeutic practices.

Addresses Root Causes: Instead of managing symptoms, the Davis Method builds the conceptual foundation that supports natural executive functioning.

Works with Neurodivergent Strengths: The visual-spatial, hands-on approach aligns with how many neurodivergent brains naturally process information.

Creates Lasting Change: Once someone truly understands foundational concepts, they don’t need to rely on external supports—the skills become internalized.

Reduces Mental Load: Rather than adding more systems to remember and maintain, this approach eliminates the confusion that was creating executive function struggles in the first place.

Individualized and Flexible: The method adapts to each person’s unique processing style and learning needs.

Families and individuals who have experienced the Davis Concepts for Life program or workshop report:

The Davis Concepts for Life is particularly effective for individuals who:

Whether you’re recognizing executive function challenges in yourself or someone you care about, we offer multiple pathways designed to meet different needs:

Want to Learn More First? Watch the replay of our webinar “Beyond the Struggle: Demystifying Executive Function for Neurodivergent Minds” featuring Mary Martin, Melanie Curry, Anne Mataczynski, and Anna Berghamre for additional insights before choosing your path forward. BONUS! Get our Free Executive Function Challenges Checklist to identify exactly where the gaps might be.

Individual Support: Work one-on-one with a trained Davis facilitator through the Davis Concepts for Life Program for personalized, intensive skill building. Find a Facilitator near you Facilitators Archive – Davis – English

Learn to Support Others (or Yourself): Join our Davis Concepts for Life Workshop to learn these life-changing techniques for your family, students, or clients.

October 10, 13, 17, 20, 24, 10:30 AM – 6:30 PM NZ / 8:30 AM – 4:30 PM AET Perfect timing for our Australia and New Zealand participants. Register now

November 3-7, 2025, 9am – 5pm British Standard Time – English, online. Register now

Executive function challenges don’t have to be a lifelong struggle managed through external systems and constant effort. The Davis Method offers a path to genuine transformation—one that builds from the ground up and creates lasting change by addressing the foundational concepts that support natural executive functioning.

If you’re ready to move beyond managing symptoms and start building real skills, we invite you to discover how the Davis Method can transform executive function challenges into strengths.

The journey to clearer thinking, better organization, and greater self-confidence begins with understanding. And understanding begins with the right approach.

←Read post 1 in this series: Understanding Executive Function: The Brain’s CEO That Controls Your Daily Life

Read post 2 in this series: The Davis Method: A Different Approach to Executive Function Challenges→

You’ve probably tried them all: color-coded planners, phone alerts, reward charts, breaking tasks into smaller steps, and countless apps promising to revolutionize your organization. Yet somehow, you’re still struggling with the same executive function challenges. Sound familiar?
If you’re neurodivergent, whether you have ADHD, autism, dyslexia, or simply a brain that works differently, you’ve likely discovered that traditional executive function strategies often fall short. But it’s not because you’re doing something wrong. The problem lies in how these strategies are designed.

Most executive function interventions are designed for neurotypical brains. They assume that everyone processes information, manages attention, and regulates emotions in similar ways. But neurodivergent brains operate with different strengths, challenges, and processing styles.

Consider the common advice to “use a planner.” For someone with ADHD, the planner might become another source of overwhelm rather than organization. For an autistic individual, rigid planning systems might increase anxiety when unexpected changes occur. For someone with dyslexia, traditional written planning methods might not align with their visual-spatial strengths.

Traditional approaches typically focus on external supports and behavioral modifications—essentially trying to patch over executive function difficulties without addressing their root causes.

What traditional strategies look like:

While these tools can provide temporary relief, they often fail to create lasting change because they don’t address the fundamental issue: difficulty understanding and internalizing abstract concepts that form the foundation of executive functioning.

Here’s what many professionals don’t realize: executive function challenges often stem from lack of clarity around abstract concepts like time, sequence, cause and effect, order, and responsibility.

For example, telling someone to “manage their time better” assumes they have a clear, internalized understanding of what time is and an accurate perception of the passage of time. But for many neurodivergent individuals, time remains an abstract, confusing concept. They might intellectually know that an hour has 60 minutes, but they lack the accurate experience of time that makes effective time management possible.

Similarly, consequences and rewards systems assume someone truly understands cause and effect relationships. Without this foundational understanding, external behaviour modification techniques often feel arbitrary and fail to create meaningful change.

Different Processing Styles: Neurodivergent brains often process information in unique ways. Visual thinkers might struggle with purely verbal instructions, while those with working memory challenges need different approaches than those with attention regulation difficulties.

Sensory Considerations: Many neurodivergent individuals have sensory processing differences that can impact executive functioning. Traditional strategies rarely account for how sensory overwhelm or seeking behaviors affect organization and planning abilities.

Motivation and Interest: Neurodivergent brains often have different motivation patterns. What works as a reward or consequence for neurotypical individuals might not resonate with someone whose brain operates differently.

Masking and Compensation: Many neurodivergent individuals become skilled at masking their difficulties or developing elaborate compensation strategies. Traditional approaches might reinforce these exhausting patterns rather than addressing underlying challenges.

Perhaps most importantly, traditional executive function strategies often increase rather than decrease mental load. When you’re constantly relying on external systems, reminder alerts, and complex organizational schemes, you’re using enormous amounts of mental energy that could be directed elsewhere.
Many neurodivergent individuals report feeling exhausted by the end of the day, not from their actual work or activities, but from the constant effort required to navigate systems that don’t match how their brains naturally function.

Instead of more external supports and behavioral modifications, neurodivergent brains often need:

Conceptual Understanding: Deep, internalized understanding of specific concepts that support executive functioning, rather than surface-level strategies.

Individualized Approaches: Solutions that work with, rather than against, natural processing styles and strengths.

Foundation Building: Addressing root causes rather than managing symptoms.

Simple self-regulation tools: Effective techniques that are quick and easy to use in any situation to ensure focus, stress management and energy regulation.

Sustainable Strategies: Approaches that reduce rather than increase mental load over time that remain meaningful and useable.

The Davis Concepts for Life Program provides one-on-one support and was developed specifically to address these needs, using hands-on learning techniques that help individuals truly understand and internalize the concepts that support strong executive functioning.

If you’ve been frustrated by traditional executive function strategies, know that it’s not a reflection of your effort or ability. You simply need an approach that’s designed for how your brain actually works.
The Davis Concepts for Life Workshop supports parents, professionals, teachers, and support workers—to facilitate this transformation process for others. It is also life changing for individuals to attend who are struggling with executive function. Whether you’re supporting someone you care about or seeking tools for your own executive function challenges, by the end of this workshop you’ll have the skills to guide someone through nearly 50 key concepts and 3 simple self-regulation tools that form the foundation of strong executive functioning.

Want to know more about how executive function can affect daily life? Watch the replay of our webinar “Beyond the Struggle: Demystifying Executive Function for Neurodivergent Minds” featuring Mary Martin, Melanie Curry, Anne Mataczynski, and Anna Berghamre for additional insights before choosing your path forward. BONUS! Get our Free Executive Function Challenges Checklist to identify exactly where the gaps might be.

Executive function refers to a set of mental skills that include working memory, flexible thinking, and self-control. These skills help us focus attention, remember instructions, juggle multiple tasks successfully, and regulate our emotions and behaviour. Essentially, executive function is what allows us to plan ahead, stay organized, and adapt when things don’t go as expected.

Understanding executive function becomes clearer when we break it down into its three core components:

Working Memory

Working memory is your brain’s ability to hold information front of mind while using it. It’s what allows you to remember a phone number long enough to dial it, or follow multi-step instructions without losing track. When working memory struggles, people might forget what they were doing mid-task or lose track of important details.

Mental Flexibility (Cognitive Flexibility)

This is your brain’s ability to switch between thinking about different concepts or adapt when rules change. Mental flexibility helps you transition from one activity to another, see problems from different angles, and adjust when unexpected changes occur. Without it, people may get “stuck” in routines or have difficulty when plans change unexpectedly.

Inhibitory Control (Self-Control)

Inhibitory control helps you resist impulses, stay focused, and think before acting. It’s what stops you from interrupting others, helps you stick to a task even when it’s boring, and allows you to consider consequences before making decisions. When this system struggles, people may act impulsively or have difficulty controlling their emotional responses.

Why Are Your Executive Functions So Important?

Executive functions are foundational skills that make everything else possible. They’re what allow you to:

Without strong executive function skills, daily life becomes an uphill battle. Work projects remain unfinished, relationships suffer from emotional outbursts, and the constant struggle to stay organized creates ongoing stress and anxiety.

Poor executive functioning can stem from various factors:

Neurological Differences: Different learning styles (picture thinkers), neurodivergent brains, ADHD, autism and dyslexia often involve executive function challenges. The regions of the brain responsible for these skills may develop differently or function in unique ways for neurodiverse individuals.

Brain Injury or Trauma: Traumatic brain injuries, strokes, or other brain-related medical conditions can impact executive function abilities.

Stress and Mental Health: Chronic stress, anxiety, depression, and trauma can significantly impact executive functioning, making it harder to focus, plan, and regulate emotions.

Developmental Factors: Some people may not have had opportunities to develop strong executive function skills during childhood, or may have missed learning key foundational concepts that support these abilities.

This is a common source of confusion. Poor executive function isn’t a diagnosis itself—it’s a characteristic that can appear across many different neuro-types:

However, executive function challenges can also exist independently without a formal diagnosis. Some people simply have brains that work differently and need targeted support to develop these crucial skills.

The good news is that executive function skills can be improved, but the approach matters significantly. Traditional strategies often focus on external supports and behavioural modifications – things like planners, reminder systems, and time management techniques.

While these tools can be helpful, they don’t address the underlying issue: difficulty with abstract concepts that form the foundation of executive functioning.

The Davis Concepts for Life Program takes a different approach by helping individuals truly understand and internalize abstract concepts like time, sequence, cause and effect, and responsibility. Using hands-on, clay-based learning techniques, people develop a solid conceptual foundation that supports lasting executive function improvements.

Absolutely! Executive functioning skills can be taught and strengthened at any age. However, the most effective approaches go beyond surface-level strategies to address the foundational concepts that support these skills.

The Davis Concepts for Life Workshop teaches parents, professionals, teachers, and support workers—as well as individuals struggling with executive function themselves—how to build these foundational skills using proven techniques that make abstract concepts concrete and understandable. Whether you’re supporting someone you care about or seeking tools for your own executive function challenges, by the end of this workshop you’ll have the skills to guide someone through nearly 50 abstract concepts that form the foundation of strong executive functioning.

Read the next post in this series: Why Traditional Executive Function Strategies Don’t Work for Neurodivergent Brains

Guest post by Stephen Martin, The Truth About Dyslexia Podcast, New Zealand

If you’re an adult looking for support, you can find a Davis Facilitator near you and explore how the Davis Concepts for Life® program or Davis Mastery for Dyslexia program could help you or someone you care about.

Or, if you’d like to guide someone through the program yourself — and even take the first step toward becoming a Licensed Davis Facilitator — join an upcoming Concepts for Life Workshop or upcoming Gift of Dyslexia Workshop to gain the tools and training to make a real difference.

Story by Theano Panagiotopoulou – Davis Facilitator, Αθήνα, ΑΤΤΙΚΗ, Greece

Client age: 26 years old

Profession: Environmental Scientist

K.D. had been diagnosed as dyslexic, with dyscalculia and attention deficit from the age of third grade elementary. Her memories during her school life are characterized by an intense feeling of failure. Being fired from her first job was the catalyst for her decision to attend the Davis Dyslexia program.

Her goal was one: “to see what I read.”

During the program we addressed the full spectrum of dyslexia and everything it contains in terms of emotions and fears. When she heard the word “reading” she felt fear and shame. As soon as K.D. received the alignment tool, she immediately said she felt “certainty.” With the koosh balls she was impressed that she could maintain her balance, catch the balls and not become disoriented. When we finished the program, in evaluating the results she said the characteristic phrase: “I don’t know if I’ll manage to work properly, but my feeling is that it was like I was drunk and someone gave me coffee to drink.”

We met with Despina one month after the program and I observed the following important points:

She continues her training. She got a job a month ago. She feels confident and secure. All this change is also intensely visible in her presence – “she has become more beautiful.”

Ηλικία : 26 ετών Επάγγελμα : Περιβαλλοντολόγος Η Κ.Δ. είχε διαγνωσθεί ως δυσλεξική, με δυσαριθμησία και διάσπαση προσοχής από την ηλικία της Τρίτης Δημοτικού. Οι αναμνήσεις της κατά την διάρκεια της σχολικής ζωής της χαρακτηρίζονται από ένα έντονο συναίσθημα αποτυχίας. Η απόλυσή της από την πρώτη της δουλειά ήταν η αφορμή να αποφασίσει να παρακολουθήσει το πρόγραμμα της Δυσλεξίας Davis.

Ο στόχος της ήταν ένας: «να βλέπω αυτό που διαβάζω».

Κατά την διάρκεια του προγράμματος αντιμετωπίσαμε όλο το φάσμα της δυσλεξίας και ό,τι αυτό περιέχει σε συναισθήματα και φόβους. Όταν άκουγε την λέξη «ανάγνωση» αισθανόταν φόβο και ντροπή. Μόλις η Κ.Δ. πήρε το εργαλείο της ευθυγράμμισης, είπε αμέσως ότι αισθάνθηκε «σιγουριά». Στα koosh balls τής έκανε εντύπωση που μπορούσε να κρατάει την ισορροπία της, να πιάνει τα μπαλάκια και να μην αποπροσανατολίζεται. Όταν τελειώσαμε το πρόγραμμα, στην αξιολόγηση των αποτελεσμάτων είπε την χαρακτηριστική φράση: «Δεν ξέρω αν θα τα καταφέρω να δουλέψω σωστά, αλλά η αίσθησή μου είναι ότι ήταν σαν να ήμουν μεθυσμένη και μου έδωσε κάποιος να πιώ καφέ».

Συναντηθήκαμε με την Δέσποινα ένα μήνα μετά το πρόγραμμα και είχα να παρατηρήσω τα εξής σημαντικά σημεία: · Έκανε το πρόγραμμα της κυριαρχίας ΚΑΘΕ ΜΕΡΑ · Βελτίωσε πάρα πολύ την γραφή της · Θεωρούσε, ότι βρίσκεται ανάμεσα σε 2 κόσμους (τον παλιό και τον καινούργιο εαυτό) · Αποφάσισε να διαβάσει το μάθημα της αεροφωτογραφίας, το οποίο ΦΟΒΟΤΑΝ να ακουμπήσει καν, διότι δεν το καταλάβαινε καθόλου και διαπίστωσε, ότι δεν είχε πλέον αυτή την δυσκολία. Αντίθετα, μπορούσε να καταλάβει απόλυτα αυτά που διάβαζε. · Έστειλε ένα e-mail χωρίς να το ελέγξει «χιλιάδες φορές» , διότι ήταν σίγουρη γι’ αυτό που είχε γράψει Συνεχίζει την προπόνησή της. Έπιασε δουλειά εδώ και ένα μήνα. Αισθάνεται σίγουρη και ασφαλής. Όλη αυτή η αλλαγή φαίνεται έντονα επίσης στην παρουσία της, «έχει ομορφύνει».

When the Neurodiversity Show 2025 was unexpectedly cancelled, families seeking autism support and dyslexia intervention faced a significant gap. The Davis UKIE team responded swiftly, organizing Davis Neurodiversity Online on May 9th and 10th, 2025 — bringing together parents, educators, and professionals from across the globe for two intensive days focused on practical autism support, dyslexia strategies, and neurodivergent parenting solutions.

Led by experienced Davis Facilitators and internationally recognized autism specialists, the comprehensive programme demonstrated the real-world impact of Davis dyslexia methods, ADHD strategies, and autism intervention techniques across multiple areas: dyslexia support for adults, early literacy intervention, attention management for children, autism communication strategies, and evidence-based parenting approaches for neurodivergent families.

🌟 Richard Whitehead — Adult Dyslexia: The Hidden Struggles
Richard explored a critical issue in adult dyslexia support: how high-ability dyslexic adults often develop sophisticated masking strategies, leading to chronic under-identification and profound misunderstanding of their learning needs. His dyslexia intervention session revealed how Davis assessment tools can uncover these hidden struggles and provide targeted support for authentic learning breakthroughs in adults with dyslexia.

In his follow-up session, Dyscalculia Treatment: Maths Makes Sense Now, Richard offered evidence-based insight into addressing dyscalculia through structured Davis methodologies, showing participants how mathematical concepts can become accessible for individuals with learning differences.

🌟 Axel Gudmundsson — ADHD Management: Disability or Gift? and Neuroinclusive Literacy Strategies
Drawing on decades of educational experience, Axel challenged conventional perspectives on ADHD while providing both strategic ADHD management frameworks and practical classroom applications for children with attention differences. His sessions equipped teachers and parents with transformative approaches to ADHD challenges and evidence-based literacy development for neurodivergent learners.

🌟 Carl Nigi — Adult Dyslexia Diagnosis: A Personal Journey
As both a late-diagnosed dyslexic adult and certified Davis Facilitator specializing in adult dyslexia support, Carl offered a uniquely authentic perspective on the long-term impact of undiagnosed learning differences and the transformative potential of appropriate dyslexia intervention — demonstrating that adult dyslexia treatment can create meaningful change at any age.

🌟 Sue Hall — Early Literacy with Davis Learning Strategies
Sue presented practical, immediately implementable strategies for integrating Davis tools into early education settings, showing how neurodivergent learners can achieve success from the beginning with structured, supportive approaches.

🌟 Cathie Geraci — Autism Communication: Supporting Non-Speaking Autistic Individuals
In a particularly moving session on autism support, Cathie demonstrated sensitive, respectful approaches to meaningful communication with non-speaking autistic individuals, illustrating how the Davis Autism Approach can unlock communication pathways and foster genuine understanding between families and autistic children.

🌟 Tessa Halliwell — Autism Self-Regulation: Pain, Purpose and Potential
Combining lived autism experience with professional expertise, Tessa explored the complex emotional landscape of autism, showing how Davis methods can support gentle self-regulation techniques and help autistic individuals discover their unique strengths and purpose while managing autism-related challenges.

🌟 Elizabeth Currie Shier — Parenting Neurodivergent Children: Strategies for Success
Elizabeth provided compassionate, research-informed parenting strategies specifically designed for families with neurodivergent children, helping parents transition from daily crisis management to long-term strength-building and family resilience when parenting children with autism, ADHD, or dyslexia.

🌟 Live Q&A Panels — Expert Autism and Dyslexia Support
Two interactive panel sessions allowed participants to engage directly with autism specialists and dyslexia experts, addressing real-world questions about autism intervention, adult dyslexia support, ADHD management, and parenting strategies for neurodivergent families. These sessions proved invaluable for personalized guidance and community connection around specific learning differences.

The response from our international audience seeking autism support, dyslexia intervention, and parenting guidance was overwhelmingly positive, with participants consistently highlighting the depth of autism expertise, clarity of dyslexia strategies, and immediate practical relevance of ADHD management techniques. Comments praised the compassionate approach to neurodivergent parenting and real-world applicability that characterizes all Davis autism and dyslexia work.

What distinguishes these autism support and dyslexia intervention insights is their foundation in the groundbreaking work of Ronald D. Davis, whose methods emerged from his own lived experience with dyslexia and learning differences. This unique perspective continues to offer an empowering, strength-based approach to autism support and dyslexia treatment that resonates deeply with neurodivergent individuals and their families.

The Davis approach recognizes that autism, dyslexia, ADHD, dyscalculia and dysgraphia are not deficits to be corrected, but different ways of processing information that, when properly understood and supported through evidence-based autism intervention and dyslexia strategies, can become sources of significant strength and creativity.

Plans are already underway for future Davis autism support and dyslexia intervention events, with our next comprehensive programme featuring autism specialists, dyslexia experts, and ADHD management training scheduled for late September 2025. The success of this rapid-response conference has energized our team and demonstrated the global demand for accessible, expert-led neurodivergent parenting education and adult support.

🎥 All session recordings remain available with unlimited replay access, allowing participants to revisit content and share insights with colleagues, family members, and support networks.

👉 View the full programme and access recordings here.

Article by Dolores Gage

We’re excited to share that Davis® methods are now being introduced to a global audience through the #1 international bestselling book The Perfectly Imperfect Family: Real Solutions for Mindful Parents Navigating Today’s Biggest Challenges.

The book features a dedicated section on Neurodiversity and the chapter that opens it, “NEWrodiversity: Minds Decoded, Potential Unlocked,” was written by Davis® Facilitator Dolores Gage. It explains how our unique thinking style can lead to challenges like dyslexia and ADHD, and how the Davis approach helps individuals of all ages understand and overcome those challenges by addressing the root cause.

Thanks to this collaborative book project, the Davis message is now reaching readers across the world — and in a big way:

📚 The Perfectly Imperfect Family became a #1 Bestseller in:

🌟 That’s a total of 175 Bestselling Categories — with 89 of them hitting #1! 🌟

This incredible exposure is helping more parents and professionals discover that neurodivergent minds aren’t broken. They simply think and learn differently. Davis methods show that these challenges are not lifelong labels, but rather solvable puzzles, and that real transformation is possible.

If you’re curious about how the Davis approach works, or if you’re ready to explore a programme for yourself or your child, you can find a trained Davis Facilitator near you via the Facilitator Directory on our website.

And if there isn’t someone nearby, don’t worry: many Facilitators work online, and several offer travel options as well.

Together, we’re helping more people understand the root causes of learning differences and offering clear, strengths-based solutions that transform lives.

Article by Sue Hall

In 2023, The Whole Dyslexic Society (WDS) heard that the Ministry of Education and Child Care in British Columbia, was inviting new opportunities for the professional development of Early Childhood Educators

One of our WDS Board, Julie Brewer, who is a Montessori Early Childhood Educator had attended a Davis Learning Strategies for K-3 teachers Workshop and adapted the tools and strategies for her pre-school 3-5 yr olds…with incredible and unexpected success.  All the children learned to relax, to control their energy levels, to focus, and master their alphabet letters individually… regardless of their innate learning style.   

This success gave us the courage to apply and to our shock and delight, we were awarded the grant!  It was a RUSH !  Acceptance arrived in August 2023, paperwork was signed in October and the whole pilot had to be completed by the end of January 2024.  No pressure!

We built the pilot course, NeuroInclusivity for Early Years, around the Davis Learning Strategies and it attracted an incredible response from the ECEs…  60 enquiries within one week!  Who wouldn’t want their children to self-manage for free?  We conducted interviews, our Administrator got everyone familiar with the Thinkific e-learning platform and then it was all systems go!

Accessibility, ECEs with very little spare time and no funding for substitutes led us decide on live webinars which we recorded and placed on their Thinkific accounts.  The modules pre the two day  Davis Learning Strategies for Early Years Workshop explained why learning challenges arise and the history of DLS.  Julie and I adapted the DLS for K-3 Manual and we were thrilled when Stacey Smith agreed to deliver both the online and in person workshops. Both were successful but the in person had the extra fun and community element.

ECEs then completed weekly Assignments, for Release, Dial, Focus and Koosh ball toss respectively.  Some ECEs got to individual Letter Mastery in the time frame.  Julie compiled completed assignments into a Google Evaluation form and the colourful pie charts confirmed it was a huge success.

Some of the ECEs want to continue to the end of June and some are even planning their next academic year.

I have attended a great deal of professional development and this was by far, the most inspiring, engaging and applicable by a long shot.

The children have ownership in the atmosphere of their classroom and can help themselves, friends, and teachers to kindly check on each other.

So what now?  The Ministry of Education and Child Care has our report, and so far radio silence, but we (the WDS) are determined more ECEs have this opportunity. We know that these tools can ensure that those who might have been seen to learn differently, never have a learning disability label attached to them.

We are deeply grateful to all those who took part in a very exciting, profoundly beneficial professional development pilot.  Hugs all round 😊thank you.

Sixteen months after completing both the Davis Mastery for Attention and Davis Mastery for Dyslexia programs, adult client L.B. shares how these interventions transformed not just his reading and focus, but his entire professional and personal life.

L.B. came to us with clear professional goals that dyslexia was preventing him from achieving. He needed to function effectively in workplace situations, handle required paperwork and online training courses, and overcome the overwhelming hurdle that writing had become in his life.

Beyond reading and writing, L.B. also struggled with focus, spelling, information retention, time management, and calendar use – challenges that significantly impacted his daily life and career prospects.

L.B.’s reading ability improved from an estimated grade 5 level with great difficulty to grade 8+ independent reading level.

At just 12 years old, T.R. faced a reality that many children with dyslexia know all too well: “I’m 12 and I don’t even know how to write.” His teachers would send him to the hallway to “think about it,” leaving him feeling isolated and frustrated. But T.R.’s story is a powerful testament to how the right approach can transform a child’s entire relationship with learning.

Before discovering Davis dyslexia programs, T.R.’s educational experience was marked by confusion and discouragement. His writing looked like “a bunch of blob letters,” his G’s appeared backwards, and traditional paper-and-pencil learning methods weren’t helping him advance at all. Like many children with dyslexia, T.R. possessed incredible creativity and intelligence, but the conventional classroom approach couldn’t unlock his potential.

“They would just like sort of put me out in the hallway and say, ‘you’ll think about it, T.R.,'” he recalls. This isolation is unfortunately common for children struggling with learning differences, often leading to decreased confidence and motivation. But T.R.’s natural artistic abilities, his love for Lego, clay, and drawing, would soon become the key to his transformation.

What makes dyslexia help through the Davis approach so effective is its recognition that children like T.R. aren’t broken, they’re wired differently. The program tapped into T.R.’s existing strengths, particularly his visual and tactile learning preferences. “I really like doing the program because it let me really interact with the skills that I already had,” T.R. explains.

The Davis Mastery for Dyslexia program uses clay modeling to help students understand sight words in a three-dimensional, experiential way. For T.R., this method was “up my alley already” because it combined his love of building and creating with essential literacy skills. Instead of staring at flat letters on paper, he could sculpt, touch, and manipulate words until they made sense.

One of T.R.’s favorite clay models was the word “else,” which allowed him to “combine two worlds together” by creating an alien talking to itself about people from “another place.” This creative interpretation demonstrates how the Davis approach encourages students to use their imagination as a learning tool rather than suppressing it.

T.R.’s description of his “dials”, his mental focus tools, shows his sophisticated understanding of attention control. He compares them to “Tesla thingamabobbers… like that blue glowing futuristic thing,” illustrating how he can now visualize and control his focus in ways that make sense to his creative mind.

T.R is now is now a confident learner, “I barely make any mistakes now,” he proudly shares. His handwriting evolved from illegible “blob letters” to “clean letters” that aren’t scattered everywhere. His backwards G’s are a thing of the past, and he’s developed remarkable speed and accuracy in his work.

Perhaps most importantly, T.R. has learned to overcome creative blocks, what he calls “word blocks”, by developing strategies like asking family members for ideas and combining concepts to spark his own creativity. This problem-solving approach extends far beyond just writing, giving him tools he can use throughout his life.

T.R. offers valuable advice for other children facing similar challenges: “If you have patience, you can do anything.” He’s discovered that consistent daily practice with clay words builds both speed and confidence, with some easier words taking him just two minutes to complete.

His self-motivation strategies are equally impressive. Rather than relying solely on external rewards, T.R. treats himself for completed work, whether that’s drawing time or other activities he enjoys. This internal motivation is crucial for long-term success and confidence building.

T.R.’s journey from educational isolation to confident learning offers hope for families seeking effective dyslexia help. His advice to parents considering the program is clear: “If you’re doing this at a younger age, this is really useful. So you won’t really end up like suffering.”

The Davis dyslexia programs teach more than reading and writing, they teach you how to leverage natural strengths and creativity. For visual, hands-on learners like T.R., this approach can mean the difference between educational struggle and genuine academic confidence.

As T.R.’s story shows, with the right support and methods, children with dyslexia can transform their perceived weaknesses into genuine superpowers. The key is finding an approach that honors how they naturally learn and think.

Don’t let your child struggle in silence like T.R. did. With the right support, they too can go from “blob letters” to confident writing, from educational isolation to academic success. Contact us today to begin your child’s transformation journey.

Alex’s story is one that resonates with countless families navigating the challenges of dyslexia. Before discovering the Davis Mastery for Dyslexia program, school was an uphill battle. Reading felt impossible, staying focused seemed out of reach, and Alex’s incredible imagination, capable of taking him to the moon, the sun, and every planet in the solar system, felt more like a distraction than a gift.

But what if that vivid imagination wasn’t the problem? What if it was actually the solution?

For many children with dyslexia, traditional learning methods can feel like trying to fit a square peg into a round hole. Alex described how his mind would “leave the brain” during reading, floating off to imaginary places like “Kokomo” until his mental vacation was over. This isn’t defiance or lack of effort, it’s how many visual, creative minds naturally operate when not given the right tools.

Here’s an expanded section that incorporates information about Licensed Davis Facilitators and the Davis Mastery for Attention program:

The Challenge: When Attention Becomes Elusive

For many children with dyslexia, traditional learning methods can feel like trying to fit a square peg into a round hole. Alex described how his mind would “leave the brain” during reading, floating off to imaginary places like “Kokomo” until his mental vacation was over. This isn’t defiance or lack of effort—it’s how many visual, creative minds naturally operate when not given the right tools.

Attention difficulties or ADHD often accompany dyslexia, not because these children can’t focus, but because their brains are wired to process information differently. They need learning approaches that match their natural thinking patterns. As said by Dr. Edward (Ned) Hallowell, “ADHD is like having a Ferrari for a brain… with bicycle brakes”. This metaphor highlights the powerful, yet sometimes challenging, nature of ADHD, suggesting that individuals with ADHD possess a high-potential “engine” but may struggle with impulse control or focus.

What makes the Davis approach unique is that Licensed Davis Facilitators are trained to address both dyslexia and attention challenges through specialized programs. While Alex participated in the Davis Mastery for Dyslexia program, families dealing with attention difficulties can also access the Davis Mastery for Attention program, which uses similar hands-on, experiential methods to help children gain control over their focus.

Licensed Davis Facilitators understand that these learning differences often overlap and require individualized approaches. They work one-on-one with students to identify their unique strengths and challenges, creating personalized learning strategies that turn potential distractions, like Alex’s vivid imagination, into powerful learning tools. Whether a child struggles primarily with reading, attention, or both, a Licensed Davis Facilitator can provide the specialized support needed to unlock their full potential.

The Davis Mastery for Dyslexia approach recognizes that children like Alex aren’t broken, they’re brilliant. Instead of fighting against Alex’s imagination, the program taught him how to harness it. Through hands-on clay modeling, Alex could literally sculpt sight words, seeing and feeling them “all the way around” rather than just staring at flat text on a page.

“Clay is amazing,” Alex explains with genuine enthusiasm. “You could sculpt clay models of the words… you could use your imagination.” This experiential, tactile approach transformed learning from a struggle into something exciting, something Alex actually looked forward to.

The changes in Alex go far beyond better test scores. His handwriting improved dramatically. His spelling became more accurate. But perhaps most importantly, his confidence soared. “Everything’s getting better. Pretty much everything,” he shares with a smile.

Alex learned to control his wandering attention, keeping his “mind focusing with his brain” during reading. His imagination, once a source of distraction, became a powerful learning tool.

Alex’s transformation offers hope for families searching for effective help for dyslexia. His story demonstrates that with the right approach, children with dyslexia can not only overcome their challenges but actually leverage their unique strengths.

As Alex enthusiastically tells other struggling students:

“When you’re done with this program, you’ll become smarter, maybe smarter than your mother or father… You may think this is going to be a boring, boring thing, but when you actually do it, it actually turns out amazing.”

For visual, creative learners like Alex, the Davis Mastery for Dyslexia program doesn’t just teach reading—it teaches children how to transform their greatest challenges into their most powerful assets.

Ready to discover your child’s learning superpowers? Contact us to learn more about how the Davis approach can help your family’s journey with dyslexia.

Start listening to Stephen’s Podcast: The Truth About Dyslexia, or visit his website for core resource page for adult dyslexia for practical support and real stories.

If you’re an adult looking for support, you can find a Davis Facilitator near you and explore how the Davis Concepts for Life® program or Davis Mastery for Dyslexia program could help you or someone you care about.

Or, if you’d like to guide someone through the program yourself — and even take the first step toward becoming a Licensed Davis Facilitator — join an upcoming Concepts for Life Workshop or upcoming Gift of Dyslexia Workshop to gain the tools and training to make a real difference.

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Celebrating three decades of turning learning struggles into lifelong gifts

For 30 years, The Gift of Dyslexia has created “finally, somebody understands” moments for families worldwide.

Here are stories from people whose lives changed:

Ready to discover how The Gift of Dyslexia can change your life or your loved one’s life?
You have several pathways:

Perfect for:
Parents and grandparents seeking to understand and support dyslexic family members
Adults with dyslexia looking to understand their own learning style
Professionals considering a meaningful career change to become Davis Facilitators

What You’ll Receive:

Investment: $1,595 USD
Format: Online (US/Canada time zones)

If you prefer personalized, individual support for yourself or your child, our licensed facilitators provide the complete Davis Mastery for Dyslexia program through one-on-one sessions.

Own your copy of the international bestseller that has been translated into 20 languages and changed millions of lives.

The Gift of Dyslexia – Available in:
Paperback: $19.99 USD
Audiobook: $19.99 USD
Available in 20 languages

Connect with thousands of families, adults, and professionals who understand the dyslexic experience:

Since doing a Davis Autism Approach program when he was 12, my son Isaac has developed a freedom and independence and sense of peace that he wouldn’t have otherwise had.

The biggest transformation our family noticed was that we started to get to know Isaac. He was no longer shutdown and withdrawn. He was gaining a sense of self and a confidence that he had never had before. He started to express himself clearly because his thoughts were much more in order. He is actually a very articulate young man!

As a family, instead of doing things for him all the time, we have had to adjust and let him start doing things his way.

Fill out the contact form below and a member of our team will be in touch with you.

“The Davis® method gave us clarity where nothing else had. It explained both the struggles and the strengths. That changed everything.” — Dolores Gage