For fifty years, I lived with an invisible challenge I couldn’t name. As a budget analyst, I had adapted to my struggles with reading, social anxiety, and constant mental exhaustion – attributing them to personality quirks or stress. It wasn’t until losing my job during the 2019 COVID pandemic that an unexpected discovery changed everything. In searching for answers to my “comprehension difficulties,” I stumbled upon something that would rewrite my understanding of myself: adult dyslexia. This is the story of how a late-in-life diagnosis through the Davis® Mastery for Dyslexia didn’t just explain my past – it transformed my future.
In 2020, I realized I had some comprehension difficulties to add to the list of ongoing strangeness that was my “normal.” Now in my 50s, I was still trying to finish my Associate in Arts (AA) in college — never really feeling like I was learning and constantly searching for the right career path. I had lost my job as a budget analyst due to COVID, leaving me depressed and uncertain about my future. I had struggled with anxiety, panic attacks, stomach issues, and social anxiety, among other issues, for years.
Using my extra time to finish the AA and figure out what was going on with me, I stumbled upon a link to Ronald Davis’s book, The Gift of Dyslexia. I had always thought dyslexia was only reading letters or numbers backward. It never occurred to me that I maybe dyslexic.
The awakening
Reading through The Gift of Dyslexia, the pieces started to fit together. My struggles were directly related to my dyslexia. For years, I grappled with pronunciation, I was considered “shy,” but I was terrified of speaking improperly or having “strange” ideas. My adult children and husband always helped me when I could not think of the right word, where we had gone, or the name of a person. I made up “nicknames” for things to remember them. I never remembered sequences for processes, and, in a career of accounting/bookkeeping, I was constantly reviewing my notes for the correct order, even though I had done something daily. I had been successfully employed all my life, but I could never get ahead in my accounting career because of these issues.
In my excitement of the possibility that there could be a solution, I reached out to Davis Facilitator, Jacalyn Stewart, for help.
Gaining vision, literally
Within a month, I was enrolled in the Davis® Mastery for Dyslexia program.
The first revelation during the program was that I do not need glasses. I had spent years of my adult life trying to find the right pair of glasses. Depending on the day, the prescription would change by a fraction. I could not read menus in restaurants, or do my work without them. When I would go to the eye doctor and complain, they would give me a very low prescription for reading and sometimes else for distance.
When I used the tools taught in the Davis® Mastery for Dyslexia, I could see perfectly. The letters were moving around and blurry because I’m dyslexic, not because of a vision impairment. It took a lot of effort, but with my Facilitator’s kind and gentle guidance (and a lot of patience), I learned methods to help focus, and I have not worn any glasses since. From time to time, my vision blurs and the letters start to move again, but I remember to use my Davis focusing tools. Within moments, I can read again
“It was amazing to realize that I can learn information just as well as anyone else — I just need to do it differently.”
Breaking free from social anxiety
The second major change came with my ability to function in social settings. For years, I was physically ill and completely overwhelmed at parties, meetings, and restaurants. I became very anxious, withdrawn, and hypersensitive to noise. If alcohol was available, I always took it so that I could appear “normal” and try and blend in. My Facilitator took me to a restaurant, where we went through the tools I could use to focus, function, and enjoy myself. With each step, I became more self-aware, focusing on our conversation, slowing down my mind, and lowering my energy level. Things were workable for the first time in my entire life. I am happy to say that I have had many successful and enjoyable gatherings in restaurants, at parties, and in professional settings since I finished my Davis® Mastery for Dyslexia program.
Visual thinking
Because I am a visual thinker, my issues with memory, retention, and processing were from years of trying to learn things traditionally. I was able to do well if I had multiple-choice, but I could not regurgitate the information easily in an essay form or verbally. I had adapted to remembering things with “nicknames” so, on a multiple-choice test, if it was not a spelling test or the words were not spelled similarly, I could do well. This was double the work, but because I think very quickly, nobody noticed.
I have a good memory — I think in pictures, not words. This interfered with my reading process, I was not reading the words as words, but creating pictures, this led to difficulty relaying information. My pictures were not specific enough to identify terms.
The exercise that changed my world was making the alphabet with clay. My picture brain now remembers/visualizes the alphabet both forwards and backward. To this day, I can still verbalize the alphabet backward. It was amazing to realize that I can learn information just as well as anyone else — I just do it differently.
When the program ended, I was overwhelmed but excited and hopeful. The program was challenging, but I learned new ways of doing things I had been attempting to do forever.
My Facilitator, Jacalyn, was my cheerleader, supporting me when things got tough. I know there are other adults out there that are like me, I hope that my experience will give them the courage and understanding to reach out for help. I owe so much to my Facilitator for helping me have self-confidence, for showing me that thinking differently is a gift, and for supporting me as I continue to work on who I am and how I work best.
“After working with Jacalyn Stewart and completing the Davis® Mastery for Dyslexia, I am confidently looking at my options for the future. I hope to use my experience and unique way of seeing the world to help others like me to feel more certain of who they are and how to use their superpowers for the good of all.”
Note: Kristiina completed a Davis® Mastery for Dyslexia program. The program is based on the insights and strategies that enabled Ron Davis, a severely dyslexic individual, to overcome his own reading difficulties at the age of 38. The program is a transformational learning experience that embraces the unique and wonderful ways of thinking and perceiving experienced by people with Dyslexia. It then uses those perceptual strengths to overcome the challenges caused by that creative way of thinking.
Find help
Find a Davis Facilitator near you or contact us to discuss your options.
Navigating autism, dyslexia, and finding the right approach
By Nicola Killops
James was a happy, healthy, thriving boy. But even as a newborn, he wouldn’t sleep. He had always been an extremely active, but bright, sunny boy.
In daycare, James met all of his developmental milestones, except speech. I began to wonder why other children were fluent, but not him. We were reassured that some kids just took a bit longer, but when a friend came over, with a child one full year younger than James, who could speak fluently, I knew I had to make some forceful inquiries.
James was still in daycare when doctors diagnosed him with ADHD. The medication brought some relief to his sleeplessness but did little for his restlessness and focus. Looking back, during the consultation he tried to climb the walls and jump off furniture. Fortunately, this daycare accepted his quirkiness and recognized he was extremely imaginative, spending days in his fantasy world.
When formal schooling began, things worsened. James felt overwhelmed and anxious, and often acted out. He found solace in the library which was ironic. He began play therapy and was treated for anxiety, leading to a switch to a more expensive remedial school. In Grade 1, the school suggested a one-on-one facilitator, which was costly, but even with help, he struggled. He memorized reading material rather than truly learning it. After a major tantrum, the school called me in, revealing unacceptable handling at after care. James was left devastated by the experience.
Another diagnosis
James was diagnosed with high-functioning Autism/Asperger Syndrome, he was moved to a special school for Autism. His young teacher adored him, and his emotional healing began, but he couldn’t read. At eight, he was illiterate, and they added Dyslexia to his diagnoses. We were happy there, as James felt valued. Through the grapevine I learned about an intervention, new to South Africa: The Davis® Mastery for Dyslexia. Two students who had completed the program no longer needed extra reading lessons. I knew I had to get James into a program.
Our nearest licensed Davis facilitator, Axel Gudmundsson, worked with James for nine days. Though challenging, Axel helped James, who was illiterate and autistic.
It was tough, it took endless negotiations to get James onboard. Axel truly had his work cut out for him. By day three, Axel had won him over and James could name all alphabet letters, recite them forwards and backwards, and attempted reading on his own – something we had never dreamed possible.
The most remarkable change was James’s ability to grasp concepts like disorder, he began cleaning up after himself. He recognized cause and effect, realizing that his actions and behaviors were directly related to consequences, James even realized when his actions or words hurt me, and apologized, on his own accord!
“ By day three, Axel had won him over and James could name all alphabet letters, recite them forwards and backwards, and attempted reading on his own – something we had never dreamed possible.“
Since working with Axel, James had continued to make steady progress. We had been working through a follow-up program at home for an hour a day, four days a week. To my surprise, he embraced these activities – something he would have previously avoided at all costs. He no longer protested or ran away; instead, he seemed to enjoy the work.
James made independent attempts to write and type, which was a huge improvement from being completely illiterate just a few months ago. For example, he tried to Google something, even if the spelling wasn’t perfect. Importantly, he no longer gave up and cried in frustration when he struggled. Instead, he simply asked for help, and I was able to spell things out for him so he could transcribe accurately. This was something I had begun to think might never happen.
The most meaningful progress I saw was in James’ ability to express himself through writing. Before the program, he fought and avoided even basic writing tasks, like signing his name in a birthday card. But on Mother’s Day, he independently wrote me a heartfelt letter saying he loved us and that we were the greatest parents. I didn’t care that the spelling needed work – this represented a 100% improvement from where he was just a short time ago.
I knew James was one of the most severe cases of dyslexia, so my expectations had been realistic. But I couldn’t help but wonder what Axel could achieve with a dyslexic child who was already functionally literate. The progress James had made felt almost miraculous. What started as a last-ditch effort had truly paid off, and I was so excited to see where we could go.
The principal of James’ special needs school noticed significant improvements in his handwriting, writing skills, and overall confidence and happiness in the classroom. They described him as a “star” who took much more pride in his work.
Whether you’re an adult or a child, whether you struggle with ADHD, autism, dyscalculia, dysgraphia, dyslexia, dyspraxia, or executive function difficulties, we are experts who understand neurodiversity ‘from the inside’ and can help you realize your true potential.
Contact us for a free, no obligation discovery call to see of our programs are right for you or your loved one
By Dr. Jacinta Ryan
We recently made history. After seven years, guided by the talent and energy of our five Neurodivergent Co-Researchers, we shared early clinical outcome data from the first independent clinical investigation of the Davis Autism Approach® showing it helps improve adult psychological wellbeing, mental health and quality of life.
And, importantly, the lives of our participants are changing in ways that matter to them.
This is the first study into the effectiveness of the Davis Autism Approach®, which was designed by Ron Davis, an Autistic engineer based in California. Davis designed an intervention that utilised three-dimensional clay modelling of abstract life concepts to target what he believed were the sensory, cognitive and functional barriers inherent in Autism but without seeking to change the person’s fundamental personality. Davis argued that Autism was not an intellectual or cognitive impairment but a problem of integration because an Autistic individual had not been able to individuate and integrate new information and experiences into their life in the same way as people who were not Autistic.
What did we do?
We completed a series of qualitative clinical case studies in a mental health clinic and collected quantitative data for a single-arm pilot study, in conjunction with mental health researchers at ACU. We presented some of the qualitative case-study thematic analysis of data collected from children, teens and adults at the APS Clinical Psychology Conference in May.
Today we shared some of the early statistical analysis for our adult participants indicating improvements in self-concept, mental health (psychological distress, anxiety and social anxiety) and quality of life.
What do our Autistic and Neurodivergent Co-Researchers say?
The Co-Researchers reported they found the Davis approach appealing because it was designed by an Autistic individual but also powerful, yet gentle and respectful of their unique talents and the way they want to operate in the world. Some of their lives have changed substantially, and dramatically, for the better. Several participants, coincidentally, coined the same phrase – the program had shifted intractable functional and mental health difficulties but it had not, in any way, changed their core self or their unique ‘essence’.
What next?
We have established the basis for a randomised controlled pilot study to really pull apart what is happening with this novel but simple method.
And that is a credit to the adventurous spirit of our Co-Researchers, because there is a huge unmet need for feasible developmentally based mental health programs that actually work and in the way that Autistic and Neurodivergent adults want, need and deserve.
Dr Jacinta Ryan, SENIOR CLINICAL PSYCHOLOGIST, BA (Hons.), PhD (Clinical), MAPS (Clinical)
Currently leading independent clinical research on the effectiveness of Davis Autism and Concepts for Life Programs.
Davis offer workshops worldwide, to provide family members, educators, therapists, and other support people with an affordable means of accessing high-quality training in the Davis Programs.
Attending one or more of our workshops will give you the ability to use the Davis Methods to help individuals in your home, school, workplace or therapy setting. If you are unsure which entry point would be best for you, contact us for a free discovery call!
Davis Autism Approach® Workshop
This 40-hour workshop is for parents, educators, therapists, and those interested in the Davis Autism Approach, a deeply respectful and non-intrusive program that empowers autistic individuals to participate more fully in life, while retaining the essence of who they are. Participants will gain a solid foundational understanding of the program.
This 40-hour workshop is for parents, educators, therapists, and those interested in a powerful developmental approach that empowers individuals to create meaningful life changes.
Expert trainers provide an interactive hands-on learning experience and a solid understanding of Davis Concepts for Life tools and techniques.
Monumental shifts happen for our clients when we stop talking and start modelling abstract cognitive concepts
As a talk therapist, I am still mind blown by the developmental shifts that are happening for our Autistic clients when we stop talking, shift gears and model abstract cognitive life concepts in 3D – and then find an enjoyable way to explore the idea in the real world.
As we head into the Christmas break, some of our research participants have been making gingerbread houses to explore the fuzzy concept of Time (defined by Ron Davis, the Autistic architect of the Davis Autism Approach® that we are testing with our Neurodivergent Co-Researchers, as: ‘The Measurement of Change in Relation to a Standard’).
We spent the morning exploring ‘Time’ with one of our Year 6 students ‘H’.
Apart from being an entirely engrossing activity, decorating a gingerbread house also allowed ‘H’ to explore life concepts such as Change, Consequence (Causing a Change) and how to Sequence the steps. It took 27 minutes for ‘H’ to decorate her gingerbread house (and share her creative flair) and that is an important embodied experience.
We all struggle with Time – whether we feel haunted and pressured by it and frightened of being even a minute late or entirely disoriented to it and running on our own internal clock (our research participants report they tend to be one way or the other and cannot find the balance).
So how will building the concept of ‘Time’ in 3D help ‘H’?
The research is showing that after we have modelled an abstract cognitive concept such as a Time in a neutral, educational way, our co-researchers and participants are able to apply the concept in their own way to their own lives at home.
This week we got an update from a parent, whose beautiful Autistic son (who came to us with a diagnosis of ADHD, Selective Mutism, Pathological Demand Avoidance, and several concurrent mental health and medical diagnoses) recently worked with us to build the concept of Time.
In his mother’s words: “There have been a few new “happenings” since our last session. On Saturday, ‘E’ showed me his favourite jeans which had stains on it. He explained to me how it occurred, then suggested he wash it because he wanted to wear it in the afternoon. Change? Consequence? Cause and Effect?? I said I’d wash it for him. He left the room and returned with 3 more garments and requested I wash those too. I asked if he also needed them to wear that day. He said no, but he would like them clean so they’d be ready for him to wear another day!! Time???? He could think about another Time in the future. I teared up….I often want to cry when I see huge piles of laundry but this time it was tears of joy!!!”
Dr Jacinta Ryan, SENIOR CLINICAL PSYCHOLOGIST, BA (Hons.), PhD (Clinical), MAPS (Clinical)
Currently leading independent clinical research on the effectiveness of the Davis Autism and Concepts for Life Programs.
Join Us
Davis offer workshops worldwide, to provide family members, educators, therapists, and other support people with an affordable means of accessing high-quality training in the Davis Programs.
Attending one or more of our workshops will give you the ability to use the Davis Methods to help individuals in your home, school, workplace or therapy setting. If you are unsure which entry point would be best for you, contact us for a free discovery call!
For more information
To find out more about training in Davis methods, download our training outlines:
For Dyslexia, Dyscalculia, Dyspraxia, Dysgraphia, and ADHD, click here. For Autism, Executive Functioning, Cognitive Coaching, and Life Skills Coaching, click here. For Davis Dyslexia Facilitators interested in training as Autism Facilitators, click here.
If you are unsure which entry point would be best for you, contact us for a free discovery call. Feel free to ask as many questions as you like so you can feel confident that a Davis career is for you.
Albert, is an autistic individual from Anaheim, California. He celebrates the day he became one of Dr. Angie Gonzales’ Davis Autism Approach® clients. Albert explains the impact of the Davis program, in his own words.
“The Davis Autism Approach® has made a profound difference in my life“
Because of my lifelong struggle with autism, I have had to grapple with my unique social challenges on a daily basis. I felt profoundly miserable about the difficulties I was experiencing in both making and sustaining friendships. I had a lot of trouble with deciphering the subtle social cues being conveyed by others, and I was unable to grasp the overall nature of interpersonal rapport vis-à-vis others.
Combining these challenges with my poor executive functioning and impulse control capabilities, I experienced persistent psychological and emotional problems, including acute self-consciousness, and social anxiety.
I participated in the Davis Autism Approach® program under the nurturing tutelage of my Davis Facilitator, Dr. Angie Gonzales. She saw the potential within me to be able to thrive amidst a predominantly neurotypical universe.
We worked together over the course of 8 months from 2017 – 2018.
Ever since I completed the Davis Autism Approach® program, I have been able to gradually emerge from the ‘netherworld’ of autism with a tremendous amount of self-confidence within me.
I have been discovering my essence as an autistic individual and a burgeoning sense of personal self-worth within me.
These changes have progressively led to a substantial improvement in my interactions with others, especially with relatives and friends. I have a heightened level of self-awareness pertaining to actions and emotions, as well as an enhanced understanding of potential repercussions that can arise from these. And this brings with it a newfound appreciation for social-emotional comity vis-à-vis others.
I have also experienced a dramatic improvement in executive functioning and impulse control capabilities.
And I no longer view autism as a scourge that must be harshly dealt with. As a matter of fact, the autism within me has become a wonderful gift that has compelled me to see the beauty of life at a particular instant in time.
If I had not chosen the Davis Autism Approach®, I most certainly would have been trapped in the ‘netherworld’ of autism for the rest of my life.
I have finally developed within myself a sense of ‘wokeness’ for the first time in my life.”
Albert Calleros
Note: Albert the Davis Autism Approach® Program, created by Ron Davis. This life-changing developmental approach was dedigned to give autistic individuals (like himself) the foundational skills needed to create change and participate fully in life. During this program, a highly trained and licensed Davis Facilitator will take you/your child on a gentle, respectful journey of self-discovery, self-actualization and self-empowerment.
Niemand begrijpt dyslexie zoals Davis! Dit boeiende hands-on programma pakt in slechts één week de oorzaak van lees- en schrijfproblemen aan. Het omarmt neurodivergente denkstijlen, legt een solide nieuwe basis voor geletterdheid en leren en geeft mensen weer zelfvertrouwen.
Als je je overweldigd voelt door dagelijkse problemen (verhoogde gevoeligheid, desorganisatie, uitstelgedrag, angst, frustratie, laag zelfbeeld…), dan is dit transformerende programma iets voor jou. Ontdek en verken levensconcepten met je Davis Facilitator om helderheid, tools en motivatie te krijgen om je leven in eigen hand te nemen!
Ron Davis creëerde deze levensveranderende ontwikkelingsbenadering om autisten zoals hijzelf de basisvaardigheden te geven die nodig zijn om verandering te creëren en volledig deel te nemen aan het leven. Je begeleider neemt jou/je kind mee op een zachte, respectvolle reis van zelfontdekking, zelfactualisatie en zelfempowerment.
Dit programma is perfect voor mensen die wiskunde onmogelijk vinden. Met behulp van klei en hands-on leermethoden leidt uw Davis Facilitator u door dit 1:1, fast track programma dat een stap-voor-stap benadering gebruikt om wiskunde gemakkelijk te maken! Traditioneel wordt wiskunde uit het hoofd geleerd; Davis maakt wiskunde memorabel.
Dit op kracht gebaseerde, medicatievrije programma pakt “alles wat ADHD is” aan, inclusief aandacht, gedrag en organisatorische uitdagingen. Met behulp van onze kenmerkende klei- en zelfregulatie-instrumenten zal je begeleider je helpen meer zelfinzicht en zelfvertrouwen te krijgen, zodat je kunt gedijen in een neurotypische wereld.
In the realm of dyslexia, the Davis Methods have initiated a revolutionary paradigm shift. While many traditional programs continue to perceive dyslexia as a learning disability, Davis stands apart by understanding the root cause of it – a perceptual talent.
The Davis theory of dyslexia recognizes that individuals with dyslexia possess extraordinary talents, creative thinking, and vivid imaginations. What’s more, it acknowledges that the same thinking style that fuels these gifts also underlies the symptoms associated with dyslexia.
This transformative shift challenges the age-old mainstream notion of dyslexia, replacing it with a beacon of hope for struggling learners and dyslexic adults. It’s an evolution from deficit-focused interventions to empowerment-based solutions, a change that’s sweeping across the globe and transforming lives.
Empowering Individuals to Embrace Their Gifts
The Davis Dyslexia Correction program is not about accommodating or coping with dyslexia; it’s about empowering individuals to embrace their unique gifts and talents. At its core lies an innovative toolset, including signature clay techniques and powerful medication-free self-regulation methods for mental and physical focus, designed to catalyze this transformative journey.
Davis’ revolutionary clay techniques are a pivotal component, meticulously crafted to take abstract and often perplexing symbols, such as letters, abstract words, and punctuation, and mold them into tangible, comprehensible forms. The brilliance of this method lies in its alignment with the natural creative, multi-sensory learning abilities of neurodivergent individuals, offering an effective bridge between the abstract world of symbols and deep comprehension. These techniques have proven exceptionally effective, particularly for those who haven’t responded well to mainstream phonetic instruction.
Worldwide Reach: A Beacon of Hope for Dyslexics Everywhere
With a presence spanning the globe, the Davis Dyslexia Correction program has become a shining beacon of hope for dyslexics worldwide. From North America to Europe, Asia Pacific, Africa, India, and beyond, its transformative impact knows no bounds, accommodating diverse symbols and languages with ease. Notably, the revolutionary book “The Gift of Dyslexia,” authored by the program’s creator, Ronald D. Davis, has transcended linguistic barriers, with translations available in more than 20 languages.
What sets the Davis methods apart is its network of licensed Davis facilitators, who are highly trained at delivering these transformative tools through the Davis Dyslexia Correction Program. These dedicated professionals bring expertise and experience to the table, ensuring that individuals of all ages and backgrounds receive the support and guidance they need.
Its global footprint ensures that individuals across the world can access this life-transforming approach to dyslexia, including the innovative clay techniques. Stories of success, empowerment, and self-discovery resonate across continents, underscoring the program’s universal appeal and efficacy.
Personalized Learning: The Key to Unlocking Potential
At the heart of the Davis approach is personalized learning, with a central emphasis on harnessing the multi-sensory potency of clay techniques. Recognizing the uniqueness of each dyslexic individual, this program tailors its methods to cater to their specific needs, strengths, and challenges.
The program’s techniques form a holistic approach, addressing not only academic facets but also the emotional and psychological dimensions of dyslexia. By offering a comprehensive framework, it empowers individuals to attain their goals and flourish not just in education but in life’s broader pursuits.
Join the Movement: Be Part of the Davis Dyslexia Solution
Are you ready to embark on a transformative journey? The Davis Dyslexia Correction program, with its innovative self-regulation and mastery techniques, extends its invitation not only to individuals with dyslexia but also to educators, parents, and advocates. By disseminating awareness and understanding, you play a pivotal role in the dyslexia solution, contributing to a revolution marked by creativity and multi-sensory enlightenment.
As the program gears up to unveil its exciting new brand identity in November 2023, the world is welcomed to join this movement. Become a part of this change and play a vital role in unlocking the full potential of dyslexic individuals across the globe. Together, we can fashion a more inclusive, empowered, and compassionate future for all.
Breaking Down the Barriers of Disorientation for Neurodivergent Individuals
For decades, the challenges faced by neurodivergent individuals, particularly those with ADHD, have been a subject of extensive research and debate. But have you ever considered the role of disorientation in undermining the conceptual understanding of those with ADHD, and the groundbreaking medication-free solutions that promise to reshape their lives?
Disorientation and Distorted Perceptions: A Hidden Challenge
It’s no secret that disorientation can wreak havoc on a person’s life. Yet, what might be less known is how disorientation can disrupt the lives of individuals with ADHD. According to Ronald D. Davis and his innovative Davis Method, disorientation is not only a symptom but a key factor that contributes to the challenges associated with ADHD.
The World as Perceived
As humans, our reality is largely shaped by our perception of the world around us. When disorientation enters the equation, perception becomes distorted. Neurodivergent individuals, especially those with ADHD, find themselves navigating an alternate reality that differs from what others experience—a world of distortion, and sometimes, even fantasy.
Disorientation’s Impact on Learning
Disorientation, which is prevalent in many individuals with ADHD, not only distorts their perception but also affects their ability to grasp basic life lessons. Concepts like cause and effect are elusive in the disorienting child’s world. They do not develop a clear sense of consequences, making it challenging to navigate social norms and acceptable behavior.
The Unpredictable Nature of Time
For those with ADHD, disorientation extends to their perception of time. Time becomes a mercurial entity, with a minute sometimes feeling like an eternity and other times passing in a blink. While most children develop a sense of the passage of time by age five, disoriented children struggle to establish a uniform understanding of time. This discrepancy can persist into their teenage and adult years.
Time, Sequence, and Order
The ability to comprehend time is closely tied to understanding sequence and order. With a consistent sense of time, individuals can develop an inherent understanding of the way events follow one another. In the absence of this, the world becomes a place of disorder and unpredictability.
Why Disorientation Can Lead to Unacceptable Behavior
The disorienting child experiences a trifecta of challenges:
Distorted Perceptions: They often misinterpret what they hear and see, leading to inappropriate responses.
Time Sense Distortions: Their shifting perception of time can result in impulsive behavior and difficulty taking turns.
Balance and Motion: A sensation of constant motion leads to restless behaviors, often without their awareness.
The Road to a Solution
While the challenges presented by disorientation might seem insurmountable, the Davis Method offers hope and a medication-free path to success. This innovative approach starts with providing orientation counseling to the affected individual, helping them gain control over their internal clock and energy levels.
Dial-Setting: A New Lease on Life
After orientation counseling, a Davis Facilitator employs a technique known as Dial-Setting. This technique allows the individual to set their internal clock’s “dial” at the same level as others, bringing consistency to their perception of time.
Mastering Consequence: A Paradigm Shift
With the aid of Davis Symbol Mastery, individuals learn to understand the concept of consequence. They begin to grasp the connection between their actions and the reactions of those around them.
Time, Sequence, and Order: Clay Modeling at Its Finest
To ensure a comprehensive transformation, the individual continues their journey by mastering the concepts of time, sequence, and order. Clay modeling, guided by a Davis Facilitator, helps them conquer these concepts and break free from ingrained habits.
A Brighter Future Awaits
Although it may take time for individuals, young and old, to overcome these ingrained challenges, the Davis Method promises to bring them into a world free of distorted perceptions. As their sense of time stabilizes, they can look forward to living in harmony with those around them and embracing a brighter, more predictable future.
In a world where medication is often the go-to solution for ADHD, the Davis Method offers a medication-free path that holds great promise for neurodivergent individuals seeking a life of clarity, control, and confidence. It’s a testament to the power of innovative thinking and a commitment to reshaping lives for the better.
What Brain Science Tells us about Dyslexia and the Reading Brain
Most brain research into dyslexia and reading focuses on dyslexic children and adults who are also struggling readers. Often, brain scan technology is used to observe differences in brain function when compared either to same-age individuals who are good readers, or to younger, nondyslexic subjects who read at the same level. These studies rest on an assumption that observed differences in brain structure or function are the cause of the reading difficulties.
However, many individuals with childhood dyslexia eventually become capable readers. Even though the path to acquiring reading skills may be delayed, reading comprehension skills may be well above average in adulthood, and many dyslexics successfully pursue higher education and earn advanced degrees. Scientists sometimes refer to these readers as being “compensated” or “resilient.”
When brain scientists have explored the differences between dyslexics who read well and those who continue to struggle, a different picture has emerged. More than two decades of research evidence makes it clear that for a dyslexic, the process of becoming a capable reader requires the development of some mental skills that are quite different from typical patterns of reading development. Here are some key findings:
Adult dyslexics who read well show an inverse pattern of brain use when performing phonetic tasks. While typical readers show increased left brain activation for such tasks, such activity is correlated with weaker reading skills in among dyslexics. The dyslexics who read well show greater activity in the right temporal and frontal regions instead. (Waldie, 2017; Rumsey, 1999; Horwitz, 1998)
Greater activity in right brain and frontal brain regions in dyslexic children correlates to and predicts later reading achievement. Conversely, a longitudinal study has indicated that dyslexic children who fail to develop these alternate mental pathways remain persistently poor readers. (Patael, 2018; Hoeft, 2010; Shaywitz, 2003)
The brain areas activated by capable dyslexic readers are tied to understanding word meaning. High-achieving dyslexic readers often perform even better than nondyslexic readers on measures of vocabulary knowledge and comprehension. (Cavalli, 2017)
One group of researchers observed, “These findings challenge the idea that normalization of neural activity is essential to remediate dyslexia.” (Waldie, 2017)
These studies provide insight into the reasons students often progress so quickly with a Davis program for dyslexia, which is keyed to the dyslexic learning style. Davis programs provide specific tools for controlling attention focus and for mastering word meaning, using strategies that come easily to most dyslexic learners.
