1 00:00:00,480 --> 00:00:03,400 Speaker 1: Welcome to the Tutor Dixon Podcast. Today, we are going 2 00:00:03,440 --> 00:00:07,120 Speaker 1: to talk all things add ADHD. When I was growing up, 3 00:00:07,240 --> 00:00:10,920 Speaker 1: everybody started talking about this, and I think it's just increased. 4 00:00:10,960 --> 00:00:15,920 Speaker 1: We've actually seen a big increase in diagnosis of ADHD 5 00:00:16,120 --> 00:00:19,239 Speaker 1: since twenty twenty. And I just wanted to kind of 6 00:00:19,280 --> 00:00:21,640 Speaker 1: dig into it with a professional because all of you 7 00:00:21,720 --> 00:00:24,000 Speaker 1: know that I've talked several times on here about how 8 00:00:24,079 --> 00:00:27,440 Speaker 1: I think that sometimes we can get people too medicated, 9 00:00:27,840 --> 00:00:31,040 Speaker 1: and I wanted to dig into what else can we 10 00:00:31,120 --> 00:00:34,080 Speaker 1: do if our child, if our spouse, if our relative 11 00:00:34,159 --> 00:00:37,880 Speaker 1: has been diagnosed with add or ADHD. And so that's 12 00:00:37,880 --> 00:00:41,640 Speaker 1: why today we have doctor Connie mcreynold's with us. She 13 00:00:41,760 --> 00:00:46,680 Speaker 1: is a licensed psychologist and certified rehabilitation counselor with more 14 00:00:46,720 --> 00:00:50,320 Speaker 1: than thirty years of experience, and she just recently released 15 00:00:50,360 --> 00:00:54,480 Speaker 1: a book Solving the ADHD Riddle, The Real Cause and 16 00:00:54,560 --> 00:00:57,880 Speaker 1: Lasting Solutions to Your Child's Struggle to Learn, with the 17 00:00:57,960 --> 00:01:00,680 Speaker 1: mission to bring hope to those who are struggling with 18 00:01:00,720 --> 00:01:03,800 Speaker 1: the symptoms of ADHD, as well as their parents and 19 00:01:03,840 --> 00:01:07,400 Speaker 1: their teachers. Doctor McDonald's, thank you so much for being 20 00:01:07,440 --> 00:01:08,240 Speaker 1: on with us today. 21 00:01:08,959 --> 00:01:11,200 Speaker 2: Thank you for having me tutor. It's great to be here. 22 00:01:11,680 --> 00:01:17,640 Speaker 1: Absolutely. So I've seen this increase in diagnoses of the 23 00:01:17,680 --> 00:01:22,480 Speaker 1: ADHD ADHD and kids, ADHD in adults, and it feels 24 00:01:22,560 --> 00:01:25,680 Speaker 1: like everyone is on medication. Actually, I have a girlfriend 25 00:01:25,760 --> 00:01:30,000 Speaker 1: who is a pharmacist, and she said that adderall is 26 00:01:30,000 --> 00:01:33,800 Speaker 1: one of the most prescribed medications she sees out of 27 00:01:33,800 --> 00:01:35,920 Speaker 1: her pharmacy, and we know that a lot of kids 28 00:01:36,200 --> 00:01:39,840 Speaker 1: are being put on that for ADHD. Tell me what 29 00:01:40,000 --> 00:01:42,440 Speaker 1: you are seeing, because this is your area. What are 30 00:01:42,440 --> 00:01:48,120 Speaker 1: you seeing in with the diagnoses of ADHD in recent 31 00:01:48,240 --> 00:01:51,120 Speaker 1: years and what you think the answer is for parents 32 00:01:51,160 --> 00:01:51,960 Speaker 1: who are struggling. 33 00:01:53,320 --> 00:01:55,840 Speaker 3: Well, this is a hot topic, as we know, because 34 00:01:55,880 --> 00:02:00,720 Speaker 3: it really cuts across every socioeconomic level, it cuts across 35 00:02:00,760 --> 00:02:04,760 Speaker 3: all education levels, it cuts across all generations. So really, 36 00:02:04,800 --> 00:02:08,120 Speaker 3: I think everyone has someone they know who's either been 37 00:02:08,160 --> 00:02:10,919 Speaker 3: diagnosed or they are diagnosing their friend. 38 00:02:11,000 --> 00:02:12,240 Speaker 2: Oh you have ADHD. 39 00:02:13,280 --> 00:02:17,160 Speaker 3: The proliferation of this is exploding, at least in this country, 40 00:02:17,680 --> 00:02:19,720 Speaker 3: and I think there are kind of several reasons for that. 41 00:02:19,800 --> 00:02:21,160 Speaker 2: If we really delve into it. 42 00:02:21,240 --> 00:02:24,000 Speaker 3: One, we may have more sensitivity to the fact that 43 00:02:24,000 --> 00:02:26,120 Speaker 3: some people are struggling, and I think that's a good thing. 44 00:02:26,639 --> 00:02:28,080 Speaker 2: I also think there's. 45 00:02:28,000 --> 00:02:31,520 Speaker 3: A kind of a trend sometimes to say, oh, I 46 00:02:31,560 --> 00:02:34,280 Speaker 3: can't do that because I have ADHD, or oh I 47 00:02:34,320 --> 00:02:35,799 Speaker 3: forgot to pay attention because. 48 00:02:35,560 --> 00:02:36,640 Speaker 2: I have ADHD. 49 00:02:36,840 --> 00:02:39,639 Speaker 3: I think you have a spectrum, and it's really difficult 50 00:02:39,680 --> 00:02:43,840 Speaker 3: for anyone to understand where someone really falls on that spectrum. 51 00:02:44,160 --> 00:02:46,799 Speaker 3: So that I think is where we'll probably dive into 52 00:02:46,960 --> 00:02:48,360 Speaker 3: today as kind of looking at that. 53 00:02:48,960 --> 00:02:52,440 Speaker 1: Well, as I was reading about your history, I was 54 00:02:52,480 --> 00:02:56,200 Speaker 1: looking at what you're talking about the conditions of ADHD 55 00:02:56,280 --> 00:02:59,040 Speaker 1: and the symptoms are and some of them are interesting 56 00:02:59,040 --> 00:03:03,680 Speaker 1: to me anxiety, anger, depression, chronic pain, learning problems, and trauma. 57 00:03:04,000 --> 00:03:06,920 Speaker 1: And I think for me, I was kind of surprised 58 00:03:07,320 --> 00:03:09,920 Speaker 1: to know that anger goes along with it and it 59 00:03:10,000 --> 00:03:12,600 Speaker 1: makes sense, but I don't know that as a parent 60 00:03:12,840 --> 00:03:16,200 Speaker 1: we always necessarily connect that we just get frustrated with 61 00:03:16,280 --> 00:03:19,800 Speaker 1: the anger and not realizing that there's something behind the anger. 62 00:03:20,080 --> 00:03:22,040 Speaker 1: And I wanted to kind of dive into that because 63 00:03:22,080 --> 00:03:24,680 Speaker 1: I think that parents who are dealing with a child 64 00:03:24,880 --> 00:03:28,280 Speaker 1: or relative who is getting angry, if there's a solution, 65 00:03:28,600 --> 00:03:31,800 Speaker 1: maybe instead of us getting frustrated, we can do something different. 66 00:03:31,960 --> 00:03:35,600 Speaker 1: And then chronic pain was also interesting to me. If 67 00:03:35,640 --> 00:03:37,720 Speaker 1: you can kind of go into the symptoms and what 68 00:03:37,800 --> 00:03:41,279 Speaker 1: we can be expecting as the person on the sidelines 69 00:03:41,320 --> 00:03:42,040 Speaker 1: trying to help. 70 00:03:43,280 --> 00:03:45,560 Speaker 3: Well, this is really the crux of what I've uncovered 71 00:03:45,560 --> 00:03:48,840 Speaker 3: over the last fifteen years, and it started very innocently 72 00:03:49,600 --> 00:03:53,280 Speaker 3: with using an assessment that we'd had and we're using 73 00:03:53,320 --> 00:03:56,240 Speaker 3: for a while. And when I uncovered it, it literally 74 00:03:56,320 --> 00:03:58,480 Speaker 3: took me about five years to really believe what I 75 00:03:58,520 --> 00:04:00,800 Speaker 3: was seeing because I just going with. 76 00:04:00,680 --> 00:04:01,800 Speaker 2: It to understand it. 77 00:04:01,880 --> 00:04:06,040 Speaker 3: And underneath this ADHD diagnosis and a lot of other 78 00:04:06,080 --> 00:04:08,840 Speaker 3: of these conditions such as what you mentioned, anxiety, depression, 79 00:04:08,920 --> 00:04:13,560 Speaker 3: chronic pain, trauma. Underneath all of that, when I have 80 00:04:13,680 --> 00:04:16,200 Speaker 3: uncovered in about eighty five to ninety percent of the 81 00:04:16,200 --> 00:04:18,960 Speaker 3: people who come through my clinics, they have auditory and 82 00:04:19,040 --> 00:04:22,279 Speaker 3: visual processing problems. So I think we need to dive 83 00:04:22,320 --> 00:04:25,080 Speaker 3: into this because this is where the rubber hits the road, 84 00:04:25,120 --> 00:04:30,720 Speaker 3: so to speak, with the interactions between people parents, teachers, children. 85 00:04:30,440 --> 00:04:31,880 Speaker 2: Adults, spouses and alike. 86 00:04:32,480 --> 00:04:35,960 Speaker 3: So let's say I'm calling my husband or my wife 87 00:04:36,040 --> 00:04:37,920 Speaker 3: and they're on their way home, and I need them 88 00:04:37,920 --> 00:04:40,280 Speaker 3: to stop by the grocery store and pick up five things. 89 00:04:40,600 --> 00:04:43,839 Speaker 3: They come home with two or three consistently never get 90 00:04:43,880 --> 00:04:47,800 Speaker 3: it right. I'm frustrated because they forgot the milk. We 91 00:04:47,839 --> 00:04:49,960 Speaker 3: aren't going to have cereal in the morning for the kids. 92 00:04:50,000 --> 00:04:54,680 Speaker 3: It's just a mess, and I get frustrated. What if, 93 00:04:54,839 --> 00:04:59,400 Speaker 3: actually what's happening is my spouse doesn't have effective auditory 94 00:04:59,440 --> 00:05:02,720 Speaker 3: process In other words, what if my spousor really can't 95 00:05:02,760 --> 00:05:05,400 Speaker 3: remember what was just said. And this is a very 96 00:05:05,720 --> 00:05:09,880 Speaker 3: very real situation. And so what happens is if I'm 97 00:05:09,960 --> 00:05:13,640 Speaker 3: giving this person who has poor auditory sequencing memory, I'm 98 00:05:13,640 --> 00:05:17,480 Speaker 3: giving them five things to do. They're catching one. Maybe 99 00:05:17,800 --> 00:05:20,119 Speaker 3: this can apply to the child. Go brush your teeth, 100 00:05:20,160 --> 00:05:23,360 Speaker 3: get the backpack, feed the dog, and you turn around 101 00:05:23,400 --> 00:05:24,080 Speaker 3: and they're playing. 102 00:05:23,880 --> 00:05:27,760 Speaker 2: With the dog. And that's all the time. Okay, that's it. 103 00:05:28,560 --> 00:05:30,520 Speaker 2: We're five minutes late for school already and. 104 00:05:30,520 --> 00:05:32,040 Speaker 3: They're playing with the dog, and we still have to 105 00:05:32,080 --> 00:05:34,279 Speaker 3: brush the teeth, don't have the shoes, don't have the backpack. 106 00:05:34,839 --> 00:05:37,800 Speaker 3: This is another case of where this could be auditory 107 00:05:37,800 --> 00:05:41,160 Speaker 3: sequential memory. And so individuals, if we can figure out 108 00:05:41,160 --> 00:05:42,920 Speaker 3: what this is and we get this in an out 109 00:05:42,920 --> 00:05:46,200 Speaker 3: of twenty minute computer based assessment, I can do with anyone. 110 00:05:46,000 --> 00:05:50,400 Speaker 2: Wherever they're sitting, we get this and then we tailor the. 111 00:05:50,440 --> 00:05:55,200 Speaker 3: Interactions specific to what this drinks are and mitigate some 112 00:05:55,279 --> 00:05:57,919 Speaker 3: of the weaknesses. This is my background from reapcounting of 113 00:05:57,960 --> 00:06:01,920 Speaker 3: over thirty five years. Play to the strengths, mitigate the weaknesses, 114 00:06:02,400 --> 00:06:05,039 Speaker 3: and with our brain training program we actually get rid 115 00:06:05,080 --> 00:06:06,359 Speaker 3: of the weaknesses permanently. 116 00:06:07,000 --> 00:06:10,360 Speaker 1: So what do you think is the hesitation for that? Because, 117 00:06:10,480 --> 00:06:14,000 Speaker 1: I mean, we had a relative who had symptoms similar 118 00:06:14,000 --> 00:06:17,560 Speaker 1: to what you're just saying, an adult who went in 119 00:06:17,640 --> 00:06:23,640 Speaker 1: and went to the general practitioner, no test, nothing, immediately 120 00:06:23,720 --> 00:06:26,920 Speaker 1: you have ADHD. This medication is going to solve that. 121 00:06:27,040 --> 00:06:30,600 Speaker 1: But my experience has been that the medication doesn't solve it. 122 00:06:30,600 --> 00:06:34,039 Speaker 1: It's just a different a different version of that person. 123 00:06:34,440 --> 00:06:37,400 Speaker 1: But it's not It hasn't solved any of those memory 124 00:06:37,440 --> 00:06:39,960 Speaker 1: issues or any of the things that you're talking about, 125 00:06:40,160 --> 00:06:42,359 Speaker 1: or the distraction or the going from one test to 126 00:06:42,400 --> 00:06:46,159 Speaker 1: the next infant never finishing. What do you think is 127 00:06:46,200 --> 00:06:49,440 Speaker 1: the hesitation for the medical community to say, you know 128 00:06:49,520 --> 00:06:51,720 Speaker 1: what you have to go through what you're talking about. 129 00:06:51,720 --> 00:06:55,480 Speaker 1: I mean, I think that's probably a much longer process. However, 130 00:06:56,120 --> 00:06:58,800 Speaker 1: we want a true solution to this issue as well. 131 00:07:00,040 --> 00:07:00,520 Speaker 2: Exactly. 132 00:07:00,800 --> 00:07:04,080 Speaker 3: That is the struggle worldwide, by the way, I mean, 133 00:07:04,120 --> 00:07:06,000 Speaker 3: we have a lot of it here in this country, 134 00:07:06,040 --> 00:07:09,840 Speaker 3: which is where I deal primarily with people. The difficulty 135 00:07:09,880 --> 00:07:12,680 Speaker 3: with these medications, as I explained to parents, and as 136 00:07:12,720 --> 00:07:15,960 Speaker 3: I learned from parents, is that they don't treat the 137 00:07:16,080 --> 00:07:20,120 Speaker 3: root problem. It's like a band aid for children and adults, 138 00:07:20,120 --> 00:07:22,520 Speaker 3: so it might help them focus a little bit, but 139 00:07:22,600 --> 00:07:25,840 Speaker 3: when it wears off, things are worse or you know, 140 00:07:26,680 --> 00:07:29,360 Speaker 3: however it was before the medication was taken, because it 141 00:07:29,400 --> 00:07:31,720 Speaker 3: doesn't get to the root cause. And most of these 142 00:07:31,760 --> 00:07:34,680 Speaker 3: medications were not developed. In fact, I haven't found one 143 00:07:35,000 --> 00:07:39,200 Speaker 3: that yet that was developed to actually tackle auditory and 144 00:07:39,280 --> 00:07:43,640 Speaker 3: visual processing problems. So the go to and part of 145 00:07:43,640 --> 00:07:46,200 Speaker 3: the difficulty, which is why I appreciate being here on 146 00:07:46,240 --> 00:07:49,880 Speaker 3: your program, is that people don't know that their alternatives yet. 147 00:07:49,760 --> 00:07:50,760 Speaker 2: People are seeking that. 148 00:07:51,640 --> 00:07:54,640 Speaker 3: My website's getting hit from all over the world these 149 00:07:54,720 --> 00:07:59,120 Speaker 3: days from people looking for an alternative solution that has 150 00:07:59,160 --> 00:08:03,640 Speaker 3: some real me, some true resolution to it, and that's 151 00:08:03,680 --> 00:08:06,440 Speaker 3: really what we're doing. And I so want people to 152 00:08:06,520 --> 00:08:09,680 Speaker 3: know that there isn't just the medication route. 153 00:08:10,000 --> 00:08:12,400 Speaker 2: And you're right. I've had people say, you know, we 154 00:08:12,440 --> 00:08:13,080 Speaker 2: walked into the. 155 00:08:13,040 --> 00:08:15,440 Speaker 3: Doctor's office and five minutes later we were out the door, 156 00:08:15,480 --> 00:08:17,560 Speaker 3: and all we had was a script for meds. And 157 00:08:17,600 --> 00:08:21,360 Speaker 3: we don't want our child to be on these powerful amphetamines. 158 00:08:21,840 --> 00:08:24,040 Speaker 3: We don't believe in that. Or we think that there 159 00:08:24,080 --> 00:08:27,040 Speaker 3: has to be a better solution, and there is. And 160 00:08:27,080 --> 00:08:29,240 Speaker 3: that's why I wrote the book well, and I. 161 00:08:29,120 --> 00:08:33,360 Speaker 1: Think that these meds, we have been conditioned to think 162 00:08:33,440 --> 00:08:35,679 Speaker 1: that the med is a solution and that there are 163 00:08:35,679 --> 00:08:38,440 Speaker 1: no other issues that come along with that medication. But 164 00:08:38,720 --> 00:08:41,160 Speaker 1: I'll tell you from my personal experience, what you were 165 00:08:41,200 --> 00:08:44,680 Speaker 1: saying with the medication is true. They're on for those 166 00:08:44,920 --> 00:08:48,360 Speaker 1: hours that the medication is working. Our experience with our 167 00:08:48,360 --> 00:08:51,200 Speaker 1: family member is that once the medication is out of 168 00:08:51,240 --> 00:08:54,920 Speaker 1: the system, it's like comatos. You have to go to sleep. 169 00:08:55,040 --> 00:08:57,880 Speaker 1: You know, you've been exhausted because this medication is like 170 00:08:57,920 --> 00:09:01,360 Speaker 1: a stimulant, you know, and so what of life is that? 171 00:09:01,400 --> 00:09:05,280 Speaker 1: And that's where I think that the person then feels like, well, 172 00:09:05,360 --> 00:09:07,800 Speaker 1: I have to keep having this medication to go on, 173 00:09:08,240 --> 00:09:11,000 Speaker 1: and then the family is left in a situation where like, oh, 174 00:09:10,920 --> 00:09:14,840 Speaker 1: why did we get into this position? And you feel 175 00:09:14,880 --> 00:09:18,280 Speaker 1: as though that's the only answer because that's what the 176 00:09:18,360 --> 00:09:21,440 Speaker 1: medical professionals have told you. I think if we were 177 00:09:21,440 --> 00:09:24,080 Speaker 1: to go into the past a little bit and see 178 00:09:24,640 --> 00:09:27,160 Speaker 1: this isn't new people have dealt with us. But in 179 00:09:27,200 --> 00:09:29,440 Speaker 1: the past before we just had the quick fix of 180 00:09:29,480 --> 00:09:32,760 Speaker 1: meds for everything. You did work through things, you did sit. 181 00:09:33,040 --> 00:09:35,600 Speaker 1: And I'm not saying that as teachers and parents were 182 00:09:35,600 --> 00:09:38,120 Speaker 1: not sitting with kids now, but I do think that 183 00:09:38,320 --> 00:09:40,760 Speaker 1: it's like, well, we had we know that this is 184 00:09:40,800 --> 00:09:43,160 Speaker 1: an answer, so we should go to that because it's quick. 185 00:09:43,640 --> 00:09:45,440 Speaker 1: I think we have to get away from the quick 186 00:09:45,480 --> 00:09:47,200 Speaker 1: fix because it's not actually a. 187 00:09:47,120 --> 00:09:51,160 Speaker 3: Fix, right, It isn't a fix, it's a band aid. 188 00:09:51,800 --> 00:09:54,640 Speaker 3: And not to be against medication, because there are certain 189 00:09:54,720 --> 00:09:59,000 Speaker 3: medical conditions, right, people do need medications. However, I think 190 00:09:59,000 --> 00:10:01,280 Speaker 3: when we're dealing with all a lot of these conditions 191 00:10:01,360 --> 00:10:04,760 Speaker 3: that aren't necessarily a physical condition. So if I have 192 00:10:04,800 --> 00:10:06,520 Speaker 3: a broken bone, I need to go to the doctor, 193 00:10:06,559 --> 00:10:09,280 Speaker 3: get an X ray, get it set, you know, and 194 00:10:09,360 --> 00:10:12,320 Speaker 3: let it heal. This is so much different because this 195 00:10:12,360 --> 00:10:16,040 Speaker 3: is brain processing and so chemicals in go to the brain. 196 00:10:16,200 --> 00:10:16,839 Speaker 2: We know this. 197 00:10:17,800 --> 00:10:19,840 Speaker 3: Up on my website, I actually have a video clip 198 00:10:19,840 --> 00:10:22,040 Speaker 3: of a young and he wasn't our client. He was 199 00:10:22,080 --> 00:10:24,560 Speaker 3: not our client, but he does tell the story of 200 00:10:24,559 --> 00:10:27,120 Speaker 3: what that was like for him and how it led 201 00:10:27,200 --> 00:10:31,280 Speaker 3: to some other unfortunate experiences for him, and he would 202 00:10:31,360 --> 00:10:33,720 Speaker 3: kind of wish that had happened and his parents found 203 00:10:33,720 --> 00:10:37,000 Speaker 3: an alternative for truly was this neural feedback. We can 204 00:10:37,320 --> 00:10:39,960 Speaker 3: train the brain all that's going on with these auditory 205 00:10:40,000 --> 00:10:43,160 Speaker 3: and visual processing problems and memory for a lot of people. 206 00:10:43,280 --> 00:10:46,600 Speaker 3: Now I'm not speaking to everyone on the planet, but 207 00:10:46,640 --> 00:10:49,440 Speaker 3: for a lot of people. Imagine if we could literally train, 208 00:10:49,760 --> 00:10:53,160 Speaker 3: like going to a gym, strengthen these neurnal pathways, which 209 00:10:53,160 --> 00:10:56,520 Speaker 3: are muscles in our brain, once just get reinforced, We're 210 00:10:56,520 --> 00:10:59,640 Speaker 3: able to then continue to reinforce them that get stronger 211 00:10:59,640 --> 00:11:02,160 Speaker 3: and strong longer. And people don't need to keep coming 212 00:11:02,240 --> 00:11:04,640 Speaker 3: back after we get this taken care. 213 00:11:04,440 --> 00:11:07,240 Speaker 1: Of, and they just they don't. So this isn't like 214 00:11:07,280 --> 00:11:09,079 Speaker 1: a lifelong therapy, No. 215 00:11:09,520 --> 00:11:13,440 Speaker 2: Not at all. We do this twenty hours of training. 216 00:11:14,600 --> 00:11:18,960 Speaker 1: Really, that's fascinating to me because I always think of 217 00:11:19,000 --> 00:11:21,440 Speaker 1: it as like you said, working out. I mean, everybody 218 00:11:21,520 --> 00:11:24,240 Speaker 1: wants to take ozempic now because we don't want to 219 00:11:24,240 --> 00:11:26,520 Speaker 1: have to work out. It's like the quick thanks, right, 220 00:11:26,800 --> 00:11:29,000 Speaker 1: So I think of this as like a lifelong thing, 221 00:11:29,120 --> 00:11:32,439 Speaker 1: but you can That is fascinating. 222 00:11:32,760 --> 00:11:35,280 Speaker 3: That's the beauty of this. As I tell our clients 223 00:11:35,320 --> 00:11:37,160 Speaker 3: that we love you, but we want you to move 224 00:11:37,200 --> 00:11:39,880 Speaker 3: on into your life and have a great life. Go 225 00:11:40,080 --> 00:11:42,440 Speaker 3: do all the wonderful things that you really were intended 226 00:11:42,440 --> 00:11:44,800 Speaker 3: to be able to do now that your brain is 227 00:11:44,880 --> 00:11:47,960 Speaker 3: kind of tuned up. So it's really it is a 228 00:11:48,040 --> 00:11:51,480 Speaker 3: gym concept. So I'm right handed, my left hand and 229 00:11:51,600 --> 00:11:53,920 Speaker 3: arm or not very strong compared to my right. If 230 00:11:53,960 --> 00:11:55,839 Speaker 3: I wanted to go to the gym, I'd need to 231 00:11:55,880 --> 00:11:58,240 Speaker 3: exercise this a little bit more. I'd probably have someone 232 00:11:58,640 --> 00:12:01,000 Speaker 3: do a little training, you know, exercise with me to 233 00:12:01,040 --> 00:12:03,720 Speaker 3: do that. That's what we do to help people. We 234 00:12:03,800 --> 00:12:07,960 Speaker 3: do this, you know broadly. We can work with people 235 00:12:08,000 --> 00:12:11,680 Speaker 3: in different places. Because we could write technology, we can 236 00:12:11,720 --> 00:12:14,880 Speaker 3: make this happen for people wherever they are. And it's 237 00:12:15,040 --> 00:12:18,240 Speaker 3: just amazing because some people get done in ten hours, 238 00:12:18,240 --> 00:12:20,640 Speaker 3: some people may need thirty. It really depends on how 239 00:12:20,640 --> 00:12:24,719 Speaker 3: their brain is responding to the process. Because everyone's unique, 240 00:12:25,160 --> 00:12:28,280 Speaker 3: so the training plan is developed in a unique manner 241 00:12:28,320 --> 00:12:29,439 Speaker 3: based on the assessment. 242 00:12:29,640 --> 00:12:32,360 Speaker 1: Let's take a quick commercial break. We'll continue next on 243 00:12:32,400 --> 00:12:38,480 Speaker 1: a tutor Dixon podcast. What do you think about this 244 00:12:38,800 --> 00:12:42,599 Speaker 1: being available in schools? We talk so much about schools 245 00:12:42,760 --> 00:12:46,000 Speaker 1: trying to heal kids, clinics in schools, all of this, 246 00:12:46,559 --> 00:12:50,400 Speaker 1: But I look at just my For example, my sister 247 00:12:50,440 --> 00:12:54,000 Speaker 1: in law is eighteen years younger than me. The difference 248 00:12:54,240 --> 00:12:57,559 Speaker 1: in how kids were treated in school when she was 249 00:12:57,640 --> 00:12:59,880 Speaker 1: young as compared to me. I mean, we're talking about 250 00:13:00,080 --> 00:13:03,520 Speaker 1: less than twenty years. But they had children that went 251 00:13:03,559 --> 00:13:06,280 Speaker 1: into a different classroom to take a test because they 252 00:13:06,320 --> 00:13:08,959 Speaker 1: had to take a test alone. They were making all 253 00:13:09,000 --> 00:13:12,480 Speaker 1: of these concessions for kids rather than helping them to 254 00:13:13,280 --> 00:13:15,520 Speaker 1: learn in the environment that everybody else learns in. And 255 00:13:15,960 --> 00:13:18,520 Speaker 1: I would say that, you know, the majority of people 256 00:13:18,600 --> 00:13:21,000 Speaker 1: from that generation would say to me, you don't understand 257 00:13:21,080 --> 00:13:24,000 Speaker 1: my issues. But I would say, well, wait a minute, 258 00:13:24,000 --> 00:13:26,520 Speaker 1: how are you ever going to function in society? Because 259 00:13:26,840 --> 00:13:30,040 Speaker 1: once you get out of the school zone where everybody 260 00:13:30,080 --> 00:13:32,959 Speaker 1: is willing to capitulate to your needs and do something 261 00:13:33,000 --> 00:13:35,640 Speaker 1: different specifically for you, no one's going to do that 262 00:13:35,800 --> 00:13:38,560 Speaker 1: in real life. And it just seems like today we 263 00:13:38,600 --> 00:13:41,440 Speaker 1: are creating a bunch of young people who are like, well, 264 00:13:41,480 --> 00:13:44,320 Speaker 1: I have something special. My conditions are special, so I 265 00:13:44,360 --> 00:13:46,880 Speaker 1: need to do that on the side, and it's like, 266 00:13:47,360 --> 00:13:49,720 Speaker 1: these are the people going to nursing school, these are 267 00:13:49,760 --> 00:13:52,800 Speaker 1: the people going to become teachers themselves, these are the 268 00:13:52,840 --> 00:13:56,760 Speaker 1: people that are going into manufacturing. And I'm like, well, 269 00:13:56,800 --> 00:13:59,240 Speaker 1: wait a minute. You can't step off the line for 270 00:13:59,280 --> 00:14:01,800 Speaker 1: ten minutes and I need a moment to do this 271 00:14:01,840 --> 00:14:05,000 Speaker 1: on my own. You can't when you're drawing blood. Be like, 272 00:14:05,320 --> 00:14:07,520 Speaker 1: I need to do this in a room all by myself. 273 00:14:07,559 --> 00:14:10,079 Speaker 1: I can't be in the er. You know, what are 274 00:14:10,080 --> 00:14:13,040 Speaker 1: we doing? Are we setting these people up for failure? 275 00:14:13,120 --> 00:14:15,680 Speaker 1: And has that been kind of the decline that we've 276 00:14:15,720 --> 00:14:19,080 Speaker 1: seen in society. Is there a way to get this 277 00:14:19,200 --> 00:14:21,440 Speaker 1: into schools and say we're not going to make these 278 00:14:21,440 --> 00:14:24,000 Speaker 1: special concessions for people, We're going to make sure people 279 00:14:24,080 --> 00:14:26,000 Speaker 1: are ready for what the world is going to throw 280 00:14:26,040 --> 00:14:26,920 Speaker 1: at them. 281 00:14:27,560 --> 00:14:30,320 Speaker 3: Well, I think it's a multi level approach because I 282 00:14:30,360 --> 00:14:32,160 Speaker 3: don't think it's a simple one. 283 00:14:32,040 --> 00:14:33,200 Speaker 2: Two three kind of thing. 284 00:14:33,400 --> 00:14:37,200 Speaker 3: Because, for example, I was recently working with a veteran. 285 00:14:37,440 --> 00:14:40,000 Speaker 3: She was employed in a call center, and when I 286 00:14:40,040 --> 00:14:43,040 Speaker 3: assessed her, what I discovered is she did not have 287 00:14:43,120 --> 00:14:45,800 Speaker 3: any auditory processing ability at all. And she's sitting in 288 00:14:45,800 --> 00:14:50,240 Speaker 3: a call center Wow, Okay, probably not a good match, 289 00:14:50,680 --> 00:14:55,320 Speaker 3: right right. So that's my book rehab background and certified 290 00:14:55,400 --> 00:14:58,400 Speaker 3: vocational evaluator background of thirty five years. It's like, you know, 291 00:14:58,920 --> 00:15:01,000 Speaker 3: we need to match you up up with the tasks 292 00:15:01,000 --> 00:15:02,680 Speaker 3: that are going to be playing to your strengths and 293 00:15:02,800 --> 00:15:07,000 Speaker 3: not to your weaknesses here and so there's that little 294 00:15:07,040 --> 00:15:09,640 Speaker 3: piece there. However, I want to get to your school point, 295 00:15:09,680 --> 00:15:12,760 Speaker 3: because this is huge. So I just did some numbers 296 00:15:12,760 --> 00:15:14,680 Speaker 3: the other day and ran some numbers for what it 297 00:15:14,720 --> 00:15:17,680 Speaker 3: takes for children who are in special ad versus children 298 00:15:17,680 --> 00:15:20,800 Speaker 3: in general ad and the numbers are profound in this 299 00:15:20,920 --> 00:15:25,680 Speaker 3: country for what's happening. And my position with this is 300 00:15:25,760 --> 00:15:28,600 Speaker 3: there are children I think who do need special education 301 00:15:28,680 --> 00:15:31,280 Speaker 3: services first and foremost I come from rehab. 302 00:15:31,360 --> 00:15:32,240 Speaker 2: I understand this. 303 00:15:32,840 --> 00:15:36,480 Speaker 3: However, let's imagine that not every child who's been directed 304 00:15:36,520 --> 00:15:40,400 Speaker 3: to special education actually needs that level of intervention, because 305 00:15:40,440 --> 00:15:43,840 Speaker 3: what if these children just have auditory and visual processing 306 00:15:43,880 --> 00:15:46,840 Speaker 3: problems that are affecting their memory, their concentration, and their focus. 307 00:15:47,160 --> 00:15:50,240 Speaker 3: And with twenty hours of intervention invented in an elementary 308 00:15:50,240 --> 00:15:53,920 Speaker 3: school or school district, for a small investment, you could 309 00:15:54,000 --> 00:15:56,240 Speaker 3: save thousands of dollars. 310 00:15:55,840 --> 00:16:00,320 Speaker 2: A year, poor child. Wow, in this country. 311 00:16:00,760 --> 00:16:03,080 Speaker 3: Let's just use the stat out here that I've seen, 312 00:16:03,160 --> 00:16:07,000 Speaker 3: so special education twenty seven thousand dollars, General education nine 313 00:16:07,080 --> 00:16:10,640 Speaker 3: thousand per year per child. Let's just say we had 314 00:16:10,680 --> 00:16:13,160 Speaker 3: ten children in special ED and five of them actually 315 00:16:13,200 --> 00:16:14,240 Speaker 3: didn't need to be there. 316 00:16:14,640 --> 00:16:15,960 Speaker 2: But with a smaller. 317 00:16:15,520 --> 00:16:18,720 Speaker 3: Investment of maybe five thousand dollars, we could actually get 318 00:16:18,800 --> 00:16:20,240 Speaker 3: rid of all of that and they could be in 319 00:16:20,320 --> 00:16:24,040 Speaker 3: General ED. What's the trade off? How much money could 320 00:16:24,080 --> 00:16:27,160 Speaker 3: we literally be saving in this country and save these 321 00:16:27,160 --> 00:16:32,160 Speaker 3: school districts tons of money? Special ED is needed for 322 00:16:32,280 --> 00:16:35,720 Speaker 3: some children. We have children who are very disabled and 323 00:16:35,760 --> 00:16:39,400 Speaker 3: they need that one on one ability to learn and grow. 324 00:16:39,560 --> 00:16:43,400 Speaker 3: They deserve that. That's my background. So at the same time, 325 00:16:43,920 --> 00:16:47,560 Speaker 3: we have just channeled so many children. The little boy 326 00:16:47,600 --> 00:16:50,440 Speaker 3: who can't sit still in the classroom gets over is 327 00:16:50,760 --> 00:16:53,880 Speaker 3: headed over there because he's deemed not able to attend, 328 00:16:53,920 --> 00:16:56,440 Speaker 3: which is true, he can't and he may. 329 00:16:56,320 --> 00:16:57,760 Speaker 2: Be disruptive in the classroom. 330 00:16:57,760 --> 00:17:00,720 Speaker 3: My mom to second grade for thirty two years in 331 00:17:00,760 --> 00:17:04,280 Speaker 3: that same glass room, and she had to deal. 332 00:17:04,119 --> 00:17:04,800 Speaker 2: With all those kids. 333 00:17:04,840 --> 00:17:06,679 Speaker 3: Back in those days, they didn't have a lot of 334 00:17:06,760 --> 00:17:10,199 Speaker 3: extra services then. So I'm not dinging teachers because I 335 00:17:10,200 --> 00:17:11,960 Speaker 3: was a teacher for twenty five years too. 336 00:17:12,160 --> 00:17:14,360 Speaker 2: But I do say we have a lot of room 337 00:17:14,359 --> 00:17:16,479 Speaker 2: for improvement. This is a solution. 338 00:17:16,640 --> 00:17:20,280 Speaker 3: I actually embedded this in an elementary school system here 339 00:17:20,320 --> 00:17:23,399 Speaker 3: in southern California as a test as a pilot. 340 00:17:23,440 --> 00:17:24,080 Speaker 2: It's in my book. 341 00:17:24,119 --> 00:17:26,439 Speaker 3: It's a whole chapter on what we were able to 342 00:17:26,480 --> 00:17:30,800 Speaker 3: do in dialing down the behavioral interventions, teaching teachers how 343 00:17:30,840 --> 00:17:33,040 Speaker 3: to work with the children once we did the assessment, 344 00:17:33,359 --> 00:17:35,520 Speaker 3: teaching parents how to work with the children. Once we 345 00:17:35,560 --> 00:17:38,880 Speaker 3: did that assessment, then we did the neurofeedback, and they 346 00:17:38,920 --> 00:17:45,160 Speaker 3: saw a marked improvement in classroom behavior, educational attainment, lowered 347 00:17:45,200 --> 00:17:49,640 Speaker 3: behavioral interventions. And I'm thinking this is a no brainer. 348 00:17:49,920 --> 00:17:52,600 Speaker 3: If we could just get this into schools in this country, 349 00:17:53,080 --> 00:17:55,639 Speaker 3: it could change the lay of the land. 350 00:17:56,080 --> 00:17:58,240 Speaker 1: And I would think that a lot of teachers would 351 00:17:58,320 --> 00:18:01,639 Speaker 1: be promoting this because I've heard I mean, I just 352 00:18:01,640 --> 00:18:03,520 Speaker 1: look at I was talking the other day one of 353 00:18:03,520 --> 00:18:07,879 Speaker 1: my girlfriend's schools. They're losing twelve or thirteen, some outrageous 354 00:18:07,960 --> 00:18:10,640 Speaker 1: number of teachers from their elementary school this year because 355 00:18:10,640 --> 00:18:13,000 Speaker 1: they're saying it's too hard to deal with these kids. 356 00:18:13,200 --> 00:18:15,560 Speaker 1: There's another mom in that school who has a son 357 00:18:15,600 --> 00:18:20,199 Speaker 1: who's exactly what you just describe, very active, active in 358 00:18:20,240 --> 00:18:23,359 Speaker 1: the classroom, hard to get to pay attention, and she's 359 00:18:23,400 --> 00:18:25,520 Speaker 1: at her wits end. And so this year she did 360 00:18:25,520 --> 00:18:29,600 Speaker 1: put this little boy on medication and changed his personality 361 00:18:29,680 --> 00:18:34,800 Speaker 1: completely and he became incredibly, like overnight depressed. She immediately 362 00:18:34,800 --> 00:18:36,720 Speaker 1: took him off because she was like, this is not 363 00:18:37,000 --> 00:18:39,399 Speaker 1: my child. And I think that's what a lot of 364 00:18:39,440 --> 00:18:42,440 Speaker 1: parents also feel at their wits end, because they're like, wait, 365 00:18:42,480 --> 00:18:44,960 Speaker 1: this medication. It changed my kid, and I took my 366 00:18:45,080 --> 00:18:47,240 Speaker 1: kid off, but now I still don't have a solution. 367 00:18:47,520 --> 00:18:50,480 Speaker 1: And that's why I think this is amazing. And yes, 368 00:18:50,640 --> 00:18:54,320 Speaker 1: if these schools had this available to them, why wouldn't 369 00:18:54,320 --> 00:18:56,480 Speaker 1: you want to Because it's first of all, it's a 370 00:18:56,520 --> 00:18:59,720 Speaker 1: disservice to the child to leave them in this situation 371 00:18:59,720 --> 00:19:02,800 Speaker 1: where they want so desperately to be involved in the classroom, 372 00:19:02,800 --> 00:19:05,040 Speaker 1: because that's what we've seen. These are not kids that 373 00:19:05,080 --> 00:19:07,080 Speaker 1: are like I'm just done with this and I don't 374 00:19:07,080 --> 00:19:09,840 Speaker 1: want to do anything. They want to sit and learn. 375 00:19:10,119 --> 00:19:12,879 Speaker 1: They're struggling, they haven't figured it out yet, and this 376 00:19:13,040 --> 00:19:15,960 Speaker 1: is a solution for that. But also the other kids 377 00:19:15,960 --> 00:19:19,440 Speaker 1: that are around them. I mean they're constantly distracted by 378 00:19:19,440 --> 00:19:21,480 Speaker 1: the kid next to them, rolling back in the chair, 379 00:19:21,560 --> 00:19:24,760 Speaker 1: falling off the chair, and these are all things that 380 00:19:24,800 --> 00:19:27,560 Speaker 1: we say, Okay, this kid needs to be taken out. 381 00:19:27,600 --> 00:19:28,520 Speaker 1: Well maybe they don't. 382 00:19:29,920 --> 00:19:32,439 Speaker 2: It's so hard for teachers. I totally get this. 383 00:19:32,520 --> 00:19:35,159 Speaker 3: Again. My mom taught for thirty two years the same classroom. 384 00:19:35,440 --> 00:19:37,720 Speaker 3: I taught twenty five in university and we still saw 385 00:19:37,720 --> 00:19:41,680 Speaker 3: that kind of behavior sometimes in the graduate right we had. 386 00:19:41,760 --> 00:19:45,399 Speaker 3: You know, it's not contained just to elementary or a 387 00:19:45,480 --> 00:19:48,560 Speaker 3: K twelve because people who are struggling are struggling. And 388 00:19:48,600 --> 00:19:51,000 Speaker 3: the thing about this, it's so important that I really 389 00:19:51,000 --> 00:19:53,439 Speaker 3: want to make a note of is this isn't about vision, 390 00:19:53,640 --> 00:19:54,680 Speaker 3: and it isn't about here. 391 00:19:55,119 --> 00:19:56,560 Speaker 2: This is about processing. 392 00:19:57,080 --> 00:20:00,080 Speaker 1: And that's what I yes, that's what I think. I 393 00:20:00,119 --> 00:20:02,760 Speaker 1: don't understand when you say this, I'm like, okay, is 394 00:20:02,800 --> 00:20:05,400 Speaker 1: there something off there? So explain to us how that 395 00:20:05,600 --> 00:20:06,840 Speaker 1: process is through the brain. 396 00:20:07,680 --> 00:20:11,560 Speaker 3: So with processing, an example could be again the husband 397 00:20:11,640 --> 00:20:13,760 Speaker 3: or the wife coming home and forgot all the items. 398 00:20:13,760 --> 00:20:18,919 Speaker 3: That's auditory processing challenges. Children who have some component of 399 00:20:18,960 --> 00:20:23,120 Speaker 3: this are easily distracted with other sounds. So the long 400 00:20:23,160 --> 00:20:26,960 Speaker 3: more outside someone tapping their foot on the floor. When 401 00:20:27,040 --> 00:20:30,919 Speaker 3: children have auditory processing difficulties, particularly a certain type that 402 00:20:30,960 --> 00:20:34,479 Speaker 3: we can identify, every sound comes in at the same 403 00:20:34,960 --> 00:20:38,800 Speaker 3: level in the brain. So the ability to discern what 404 00:20:38,840 --> 00:20:40,760 Speaker 3: the teachers saying at the front of the classroom was 405 00:20:40,760 --> 00:20:44,560 Speaker 3: almost impossible because every other sound going on around them 406 00:20:44,680 --> 00:20:47,840 Speaker 3: is a complete distractability. The brain tracks on all of it, 407 00:20:48,280 --> 00:20:50,680 Speaker 3: so they don't have the brain doesn't have the ability 408 00:20:50,720 --> 00:20:53,119 Speaker 3: to discern what is the most important thing to be 409 00:20:53,160 --> 00:20:56,080 Speaker 3: paying attention to. For me, I have the luxury I 410 00:20:56,119 --> 00:20:59,040 Speaker 3: can tune out anything. It doesn't matter what it is, 411 00:20:59,400 --> 00:21:00,080 Speaker 3: I can tune. 412 00:20:59,920 --> 00:21:00,520 Speaker 2: In it out. 413 00:21:00,760 --> 00:21:04,880 Speaker 3: For these folks, they can't tune out anything. For visual processing, 414 00:21:04,960 --> 00:21:07,320 Speaker 3: this is a child who if the teachers at the 415 00:21:07,320 --> 00:21:10,639 Speaker 3: front of the board writing, this child's having difficulty getting 416 00:21:10,640 --> 00:21:13,560 Speaker 3: the information from the board down on a piece of paper. 417 00:21:14,119 --> 00:21:14,840 Speaker 2: For example. 418 00:21:15,080 --> 00:21:18,600 Speaker 3: If they have auditory but not visual, they may practice 419 00:21:18,760 --> 00:21:20,439 Speaker 3: their spelling words on the way to school. 420 00:21:20,440 --> 00:21:21,119 Speaker 2: They've got it. 421 00:21:21,400 --> 00:21:25,040 Speaker 3: Mom's happy, everything's going great. Take the test. 422 00:21:25,240 --> 00:21:25,840 Speaker 2: They fail. 423 00:21:26,200 --> 00:21:28,879 Speaker 3: The teacher thinks they haven't studied. The child feels like 424 00:21:28,920 --> 00:21:32,520 Speaker 3: a failure. The parent goes what happened? They don't understand 425 00:21:32,600 --> 00:21:35,560 Speaker 3: you knew this material. There's the conflict between the parent 426 00:21:35,600 --> 00:21:37,959 Speaker 3: and the teacher. They have two different data sets and 427 00:21:38,000 --> 00:21:41,280 Speaker 3: they can't merge those two differences together, so they kind 428 00:21:41,280 --> 00:21:43,520 Speaker 3: of think the other ones at fault, and then the 429 00:21:43,600 --> 00:21:46,320 Speaker 3: child's caught in the middle. But what could be happening 430 00:21:46,480 --> 00:21:50,000 Speaker 3: is the child cannot properly write the words on a 431 00:21:50,040 --> 00:21:54,800 Speaker 3: piece of paper because their visual processing isn't working properly. 432 00:21:55,320 --> 00:21:58,680 Speaker 3: This can also be the child who can't organize their 433 00:21:58,720 --> 00:22:01,400 Speaker 3: bedroom and it looks like something exploded in there. 434 00:22:01,760 --> 00:22:04,439 Speaker 1: I'm like, I'm like, oh my gosh, I have this child, 435 00:22:04,520 --> 00:22:06,480 Speaker 1: and I might have actually been this child. 436 00:22:09,119 --> 00:22:11,679 Speaker 3: You look around, you look in the backpack, It's like, uh, 437 00:22:11,880 --> 00:22:12,760 Speaker 3: what happened in here? 438 00:22:13,840 --> 00:22:17,800 Speaker 1: Yeah, it's really bad. Like we're really familiar. And in fact, 439 00:22:17,840 --> 00:22:20,879 Speaker 1: that Sarah who helps me with the podcast, she's looking 440 00:22:20,880 --> 00:22:22,760 Speaker 1: at me like we know who this is. 441 00:22:26,400 --> 00:22:28,840 Speaker 3: So this is the child that you say make the bed? 442 00:22:28,880 --> 00:22:31,240 Speaker 3: They go, uh, what am I supposed to do with 443 00:22:31,320 --> 00:22:31,600 Speaker 3: all this? 444 00:22:31,960 --> 00:22:35,160 Speaker 1: They can't figure can't even find the bad Nope, you don't. 445 00:22:34,960 --> 00:22:35,560 Speaker 2: Know where it is. 446 00:22:35,680 --> 00:22:37,840 Speaker 3: Can't find the shoes, lost the homework that they just 447 00:22:37,920 --> 00:22:45,560 Speaker 3: had their hand five minutes ago. And that's thinking frustration frustration, frustration, 448 00:22:45,680 --> 00:22:47,680 Speaker 3: and we go back to that anger kind of at 449 00:22:47,680 --> 00:22:51,280 Speaker 3: the beginning. So imagine someone's talking to you saying to 450 00:22:51,320 --> 00:22:53,400 Speaker 3: do all of these things, and you're looking at them 451 00:22:53,800 --> 00:22:57,440 Speaker 3: and you can't remember what they just said. And now 452 00:22:57,440 --> 00:22:59,920 Speaker 3: they're looking at you like, what's wrong with you? Why 453 00:23:00,119 --> 00:23:03,400 Speaker 3: can't you follow through? And this child has no way 454 00:23:03,560 --> 00:23:06,399 Speaker 3: or adult has no way to explain to the person 455 00:23:06,400 --> 00:23:09,400 Speaker 3: who's speaking to them that they can't track. Now, adults 456 00:23:09,400 --> 00:23:12,240 Speaker 3: will sometimes say, look, I can't track on what you're saying, 457 00:23:12,320 --> 00:23:14,400 Speaker 3: so just you know, they may have figured it out 458 00:23:14,400 --> 00:23:14,960 Speaker 3: a little bit. 459 00:23:15,359 --> 00:23:17,800 Speaker 2: Children have no way of saying this to anyone. 460 00:23:18,160 --> 00:23:23,439 Speaker 3: They cannot describe this, and most adults can't either. So 461 00:23:23,960 --> 00:23:26,959 Speaker 3: it's behaviors. In my book, I really talk about behaviors. 462 00:23:27,000 --> 00:23:30,440 Speaker 3: We need to decode this instead of medicated away, because 463 00:23:30,480 --> 00:23:34,000 Speaker 3: the behaviors are actually the clues that tell us what's 464 00:23:34,040 --> 00:23:37,639 Speaker 3: this person struggling with. If it's visual, things are a mess, 465 00:23:37,760 --> 00:23:39,520 Speaker 3: but it's auditory, can't track. 466 00:23:41,160 --> 00:23:45,119 Speaker 1: So THEREFI so interesting. When I was a kid, I 467 00:23:45,240 --> 00:23:47,560 Speaker 1: used to have this thing, and I don't know if 468 00:23:47,680 --> 00:23:50,600 Speaker 1: this is if anybody else, I'm the only person I've 469 00:23:50,640 --> 00:23:52,880 Speaker 1: ever heard that also dealt with this was my mom, 470 00:23:52,920 --> 00:23:54,920 Speaker 1: and we didn't figure this out until we were adults. 471 00:23:54,960 --> 00:23:56,680 Speaker 1: But I was like, you know, when I was a kid, 472 00:23:56,680 --> 00:23:58,080 Speaker 1: I used to have this thing when I would take 473 00:23:58,080 --> 00:24:02,359 Speaker 1: a test where I could hear pencil of every kid 474 00:24:02,560 --> 00:24:05,120 Speaker 1: on their paper and it sounded it was so distracting. 475 00:24:05,160 --> 00:24:09,199 Speaker 1: It was like you could just hear everything and I 476 00:24:09,240 --> 00:24:12,040 Speaker 1: couldn't stand it because it would drive me crazy. It couldn't. 477 00:24:12,240 --> 00:24:14,320 Speaker 1: But it was only in elementary school. I don't know 478 00:24:14,520 --> 00:24:19,440 Speaker 1: why that was. But now you're saying this, I'm like, hmmm, Arry, 479 00:24:19,600 --> 00:24:22,760 Speaker 1: my child who's like this, it gets it. It comes 480 00:24:22,800 --> 00:24:23,520 Speaker 1: by it honestly. 481 00:24:25,160 --> 00:24:28,000 Speaker 3: Well, this is true, and this is how people start 482 00:24:28,000 --> 00:24:32,560 Speaker 3: to understand these nuances that they've struggled with are identified 483 00:24:32,760 --> 00:24:35,520 Speaker 3: or are watching in someone else. And this is the 484 00:24:35,680 --> 00:24:39,080 Speaker 3: hope that I try to bring to these conversations, is 485 00:24:39,080 --> 00:24:41,800 Speaker 3: that there's a reason for these behaviors. If we just 486 00:24:41,880 --> 00:24:44,359 Speaker 3: go after trying to get rid of the behaviors without 487 00:24:44,440 --> 00:24:47,359 Speaker 3: understanding it, we're losing all the knowledge that we could 488 00:24:47,359 --> 00:24:51,560 Speaker 3: be gaining about this person. Because if we can figure 489 00:24:51,600 --> 00:24:54,520 Speaker 3: out which side they're falling into, its auditory or is 490 00:24:54,560 --> 00:24:58,160 Speaker 3: it visual, then we can compensate for the child who 491 00:24:58,320 --> 00:24:59,280 Speaker 3: can't get. 492 00:24:59,440 --> 00:25:01,920 Speaker 2: Organized with instructions, we can. 493 00:25:01,800 --> 00:25:06,080 Speaker 3: Create little whiteboards or checklists or things that are visual 494 00:25:06,440 --> 00:25:08,280 Speaker 3: so they can just say, Okay, go to your list. 495 00:25:08,320 --> 00:25:09,800 Speaker 3: This is what you have to do in the morning, 496 00:25:09,840 --> 00:25:12,680 Speaker 3: brush your teeth, get your backpack, find your shoes, feed 497 00:25:12,720 --> 00:25:15,080 Speaker 3: the dog. And they know they can go to the 498 00:25:15,160 --> 00:25:16,960 Speaker 3: list and check it off and have a little pencil 499 00:25:17,000 --> 00:25:19,600 Speaker 3: there so each day they can check it off. And 500 00:25:20,080 --> 00:25:22,040 Speaker 3: there are so many strategies we can use, and I 501 00:25:22,080 --> 00:25:23,800 Speaker 3: put those in the book. So I have tips for 502 00:25:23,920 --> 00:25:26,159 Speaker 3: parents for auditor and visual and I have tips for 503 00:25:26,280 --> 00:25:30,240 Speaker 3: teachers as well. And I just envision a world where 504 00:25:30,240 --> 00:25:32,879 Speaker 3: we can get this into schools and be able to 505 00:25:32,920 --> 00:25:37,720 Speaker 3: help these children so much. And really think about how 506 00:25:37,720 --> 00:25:41,320 Speaker 3: many children And I'll throw this stat out for children 507 00:25:41,320 --> 00:25:43,239 Speaker 3: who are not reading on grade level by the end 508 00:25:43,240 --> 00:25:48,200 Speaker 3: of third grade, the incidents of involvement in the criminal 509 00:25:48,359 --> 00:25:53,640 Speaker 3: justice system are triple. And for children who drop out 510 00:25:53,640 --> 00:25:57,639 Speaker 3: of school before they graduate. We know the horrific impact 511 00:25:57,720 --> 00:26:01,439 Speaker 3: in society for this our criminal justice system that I 512 00:26:01,600 --> 00:26:05,000 Speaker 3: saw us stat seventy percent people here in the crimical 513 00:26:05,280 --> 00:26:07,959 Speaker 3: justice system cannot read beyond third grade. 514 00:26:08,280 --> 00:26:11,679 Speaker 1: Stay tuned for more of my interview with doctor Connie McReynolds. 515 00:26:11,720 --> 00:26:13,440 Speaker 1: But first I want to take a moment to tell 516 00:26:13,480 --> 00:26:16,840 Speaker 1: you more about my partners at IFCJ. Since the terror 517 00:26:16,880 --> 00:26:20,600 Speaker 1: attacks on October seventh, anti Semitism has been on the rise, 518 00:26:20,760 --> 00:26:23,040 Speaker 1: not only in Israel but here at home. You guys 519 00:26:23,080 --> 00:26:25,280 Speaker 1: know this. In the US, we've suffered with this and 520 00:26:25,320 --> 00:26:28,159 Speaker 1: around the world, and that's why I have partnered with 521 00:26:28,240 --> 00:26:31,920 Speaker 1: the International Fellowship of Christians and Jews. And today I'm 522 00:26:31,920 --> 00:26:34,439 Speaker 1: coming to you, my audience, to ask you to stand 523 00:26:34,480 --> 00:26:37,960 Speaker 1: with us and IFCJ to raise your voice, just as 524 00:26:38,000 --> 00:26:41,840 Speaker 1: Oscar Schindler and Corey ten Boom did. This pledge is 525 00:26:41,920 --> 00:26:45,400 Speaker 1: asking Christians to stand with their Jewish brothers and sisters, 526 00:26:45,480 --> 00:26:48,480 Speaker 1: to never be silent, to show the Jewish people they 527 00:26:48,480 --> 00:26:52,360 Speaker 1: are not alone, they have God and Christians on their side. 528 00:26:52,520 --> 00:26:55,320 Speaker 1: For the month of June, we're asking Christians to sign 529 00:26:55,440 --> 00:26:57,760 Speaker 1: the pledge. I've signed it and I'm asking you to 530 00:26:57,800 --> 00:27:00,520 Speaker 1: sign it as well. It'll be delivered to the President 531 00:27:00,560 --> 00:27:03,119 Speaker 1: of Israel to show that Christians in America are not 532 00:27:03,200 --> 00:27:06,600 Speaker 1: only standing in solidarity, but they are speaking up to 533 00:27:07,160 --> 00:27:10,159 Speaker 1: Let's take a stand today with the International Fellowship of 534 00:27:10,240 --> 00:27:12,879 Speaker 1: Christians and Jews to let the Jewish people know they 535 00:27:12,960 --> 00:27:15,320 Speaker 1: are not alone. If you want to sign the pledge, 536 00:27:15,400 --> 00:27:18,840 Speaker 1: just like I did, go to support ifcj dot org 537 00:27:18,960 --> 00:27:22,800 Speaker 1: that support IFC dot org to take a stand today. 538 00:27:23,119 --> 00:27:30,199 Speaker 1: Stay tuned more with doctor Connie McReynolds after this. This 539 00:27:30,359 --> 00:27:33,480 Speaker 1: is giving me chills, honestly, because I think it's something 540 00:27:33,480 --> 00:27:35,600 Speaker 1: that we talked about so much when we were on 541 00:27:35,680 --> 00:27:38,120 Speaker 1: the campaign trails, like how do we get these kids 542 00:27:38,119 --> 00:27:41,240 Speaker 1: to read? In Michigan, especially reading level has gone so 543 00:27:41,560 --> 00:27:44,680 Speaker 1: far in the tank. I mean, but the United States 544 00:27:44,680 --> 00:27:46,720 Speaker 1: in general, if you look at the United States compared 545 00:27:46,760 --> 00:27:51,000 Speaker 1: to other countries, our reading proficiency rates are getting lower 546 00:27:51,040 --> 00:27:55,679 Speaker 1: and lower, and it seems as though there could be 547 00:27:55,720 --> 00:27:58,840 Speaker 1: a link that. And I will say again, I think 548 00:27:58,880 --> 00:28:02,199 Speaker 1: we are so used to wanting the quick fix that 549 00:28:02,440 --> 00:28:06,240 Speaker 1: maybe we're not recognizing why we're and we're trying to 550 00:28:06,280 --> 00:28:08,320 Speaker 1: throw all these other things at it. But I love 551 00:28:08,400 --> 00:28:11,000 Speaker 1: this idea of I mean, even if you got this 552 00:28:11,080 --> 00:28:15,040 Speaker 1: into schools and teachers understood this methodology, I think there's 553 00:28:15,080 --> 00:28:17,920 Speaker 1: a lot that could be done with kids just as 554 00:28:17,960 --> 00:28:20,879 Speaker 1: they're going through before they hit that critical point of 555 00:28:21,000 --> 00:28:21,840 Speaker 1: third grade. 556 00:28:22,280 --> 00:28:23,320 Speaker 2: It's so true. 557 00:28:23,440 --> 00:28:25,919 Speaker 3: It was so interesting because I was in an elementary 558 00:28:25,920 --> 00:28:28,800 Speaker 3: school when we did the pilot project, and at first 559 00:28:28,840 --> 00:28:31,000 Speaker 3: when we went in, the teachers were a little skeptical. 560 00:28:31,119 --> 00:28:33,480 Speaker 3: I got that, you know, they didn't know who I was. Now, 561 00:28:33,520 --> 00:28:35,880 Speaker 3: who's this person coming. I'm going to tell us how 562 00:28:35,920 --> 00:28:38,760 Speaker 3: to run our classroom kind of thing. And it's like, well, 563 00:28:38,760 --> 00:28:40,600 Speaker 3: it isn't that here. Let me show you some of 564 00:28:40,640 --> 00:28:44,160 Speaker 3: the here's some graphs. So I took these graphs because 565 00:28:44,160 --> 00:28:47,360 Speaker 3: we get the graphs from our assessment. I said, okay, 566 00:28:47,480 --> 00:28:50,080 Speaker 3: what does this graph tell you about this child's auditory 567 00:28:50,200 --> 00:28:52,160 Speaker 3: They didn't know. I said, well, I pointed this when 568 00:28:52,200 --> 00:28:55,200 Speaker 3: I said, this child has no auditory retention. So everything 569 00:28:55,200 --> 00:28:58,160 Speaker 3: you're saying in the classroom is going right past this child. 570 00:28:58,560 --> 00:29:00,480 Speaker 2: They cannot hang on to it at all. 571 00:29:00,960 --> 00:29:03,120 Speaker 3: And so when you're asking this child to do something 572 00:29:03,160 --> 00:29:05,000 Speaker 3: and they're acting out, it's because they don't know what 573 00:29:05,000 --> 00:29:06,000 Speaker 3: to do and they're embarrassed. 574 00:29:06,880 --> 00:29:10,280 Speaker 1: And so interesting because we have one class at school 575 00:29:10,480 --> 00:29:13,360 Speaker 1: that in our middle school, where it's all note taking, 576 00:29:13,720 --> 00:29:17,240 Speaker 1: and it is funny because the classes kind of split 577 00:29:17,320 --> 00:29:20,560 Speaker 1: where some kids are straight A students and then other 578 00:29:20,640 --> 00:29:24,160 Speaker 1: kids are barely getting by. And I've always said I 579 00:29:24,160 --> 00:29:26,680 Speaker 1: think it's very hard for middle schoolers to be able 580 00:29:26,720 --> 00:29:31,080 Speaker 1: to just learn auditory like auditory learning instead of having 581 00:29:31,160 --> 00:29:34,840 Speaker 1: a book. Also, and for my daughter, she writes down, 582 00:29:34,920 --> 00:29:38,880 Speaker 1: she's got the notes down, but she doesn't remember writing them. 583 00:29:39,360 --> 00:29:42,440 Speaker 1: And I just wonder if it's if that's what's going on. 584 00:29:42,560 --> 00:29:44,920 Speaker 1: She's not connecting to what she's writing. 585 00:29:45,560 --> 00:29:48,600 Speaker 3: She is it, And that's part of the auditory processing challenge. 586 00:29:48,960 --> 00:29:51,920 Speaker 3: And then for children who have visual processing, they might 587 00:29:51,920 --> 00:29:53,200 Speaker 3: be able to hear it, but they may not be 588 00:29:53,240 --> 00:29:55,480 Speaker 3: able to get it down on paper. Now for them, 589 00:29:55,520 --> 00:29:58,080 Speaker 3: maybe they're auditory memories, okay, but if they're taking a 590 00:29:58,120 --> 00:30:00,720 Speaker 3: written exam, And this is part the push I have 591 00:30:00,800 --> 00:30:03,200 Speaker 3: a little bit with some of the school psychology. I'm 592 00:30:03,200 --> 00:30:05,600 Speaker 3: not going to audition anyone here, but I'm just saying, 593 00:30:06,000 --> 00:30:07,800 Speaker 3: let's take a look at some of these assessments that 594 00:30:07,800 --> 00:30:11,840 Speaker 3: we're running, because are we testing the child's actual abilities 595 00:30:12,360 --> 00:30:16,840 Speaker 3: or are we testing their test taking Ability's two very 596 00:30:16,880 --> 00:30:20,440 Speaker 3: different things. Because if I have a visual processing problem 597 00:30:20,520 --> 00:30:23,280 Speaker 3: and I can't get things organized on the screen or 598 00:30:23,320 --> 00:30:25,760 Speaker 3: on a paper and pencil, that's a problem. If I 599 00:30:25,800 --> 00:30:28,280 Speaker 3: have auditory and I can't remember the instructions that you 600 00:30:28,400 --> 00:30:30,240 Speaker 3: just gave me, in their verbal instructions. 601 00:30:30,600 --> 00:30:32,120 Speaker 2: I can't follow that assessment. 602 00:30:32,200 --> 00:30:35,720 Speaker 3: And what are we doing with these assessments when we've 603 00:30:35,720 --> 00:30:37,680 Speaker 3: got a twenty minute assessment that we can get the 604 00:30:37,720 --> 00:30:39,200 Speaker 3: bottom of it immediately. 605 00:30:39,400 --> 00:30:42,560 Speaker 1: Well, but we decided that schools could only get funding 606 00:30:42,720 --> 00:30:47,840 Speaker 1: based on something that we can tangibly hold in our hands, right, 607 00:30:47,920 --> 00:30:51,280 Speaker 1: So that's how this happened, really was funding was connected 608 00:30:51,280 --> 00:30:57,160 Speaker 1: to testing. That testing was really language, arts and math, 609 00:30:57,360 --> 00:31:00,600 Speaker 1: and so the focus is like learn this, learn this, 610 00:31:00,760 --> 00:31:03,480 Speaker 1: learn this, and learn it just in time, just long 611 00:31:03,600 --> 00:31:06,240 Speaker 1: enough so that you can take a test and move on. 612 00:31:06,320 --> 00:31:09,440 Speaker 1: And that's not the teacher's faults, and that's not actually 613 00:31:09,520 --> 00:31:12,480 Speaker 1: this school system's fault. That's how we as a government 614 00:31:12,600 --> 00:31:17,080 Speaker 1: decided to allocate funds. And I would say that since 615 00:31:17,120 --> 00:31:20,120 Speaker 1: those decisions have been made, that's when we've seen this 616 00:31:20,240 --> 00:31:24,080 Speaker 1: real decrease in the amount of kids that are retaining 617 00:31:24,120 --> 00:31:27,040 Speaker 1: what they're reading. And I would say it's because of 618 00:31:27,120 --> 00:31:30,720 Speaker 1: exactly what you're saying. Teachers are there's a lot of 619 00:31:30,720 --> 00:31:33,640 Speaker 1: pressure to say, get those test scores up, but then 620 00:31:33,880 --> 00:31:37,160 Speaker 1: the reality of how they're making sure the kids are 621 00:31:37,200 --> 00:31:40,120 Speaker 1: reading that's kind of gone to a different direction. Because 622 00:31:40,160 --> 00:31:42,880 Speaker 1: of the fear instilled in teachers. We're not going to 623 00:31:42,920 --> 00:31:45,400 Speaker 1: get the money, you know, And that's a genuine fear. 624 00:31:46,240 --> 00:31:50,600 Speaker 3: Well it is, it's real, and really the policies it 625 00:31:51,200 --> 00:31:54,560 Speaker 3: just to me, we have room for improvement. 626 00:31:54,600 --> 00:31:57,280 Speaker 2: I'll just put it this way. We have room for improvement. 627 00:31:57,640 --> 00:32:00,360 Speaker 3: And if we could actually get this day and when 628 00:32:00,400 --> 00:32:02,560 Speaker 3: we got this data into the hands of the teachers 629 00:32:02,760 --> 00:32:05,920 Speaker 3: who had these children in their classroom. I remember one 630 00:32:05,960 --> 00:32:08,400 Speaker 3: time I had the teacher and the parent when we 631 00:32:08,440 --> 00:32:11,160 Speaker 3: had just finished the first assessment, and I'm going over 632 00:32:11,240 --> 00:32:14,200 Speaker 3: all this data and They're sitting together, and I'm watching 633 00:32:14,240 --> 00:32:18,200 Speaker 3: this teacher as he was hearing this information. And this 634 00:32:18,320 --> 00:32:20,840 Speaker 3: was an elementary school teacher, and I was going over 635 00:32:20,880 --> 00:32:23,120 Speaker 3: what this child was struggling with, and I was watching 636 00:32:23,160 --> 00:32:26,680 Speaker 3: his face and I saw this complete shift in him 637 00:32:27,080 --> 00:32:30,000 Speaker 3: because it went from being frustrated with this child, thinking 638 00:32:30,040 --> 00:32:32,920 Speaker 3: that this wilful bad behavior, to say, oh my gosh, 639 00:32:32,920 --> 00:32:36,160 Speaker 3: this child has a problem. I need to approach with him. 640 00:32:36,680 --> 00:32:39,880 Speaker 3: And that eased up the tension between the child and 641 00:32:39,920 --> 00:32:42,200 Speaker 3: the teacher, and it eased up the tension between the 642 00:32:42,240 --> 00:32:44,560 Speaker 3: teacher and the parent and the parent and the child. 643 00:32:44,960 --> 00:32:48,400 Speaker 3: And I call this a win win when everyone wins 644 00:32:48,840 --> 00:32:51,560 Speaker 3: when we figure out what's really going on, and then 645 00:32:51,560 --> 00:32:55,360 Speaker 3: we institute these really kind of short term interventions. If 646 00:32:55,400 --> 00:32:57,400 Speaker 3: you think about it, with children being on medications their 647 00:32:57,520 --> 00:33:00,320 Speaker 3: entire life, you know, this is like the twenty our 648 00:33:00,480 --> 00:33:02,400 Speaker 3: deal that is. 649 00:33:02,480 --> 00:33:04,560 Speaker 1: I mean, it's just wild. And I think a lot 650 00:33:04,600 --> 00:33:07,800 Speaker 1: of it right now is masked by social media and 651 00:33:07,920 --> 00:33:11,760 Speaker 1: kids are so used to that, they're like the TikTok generation. 652 00:33:11,880 --> 00:33:15,400 Speaker 1: Right we consume lots of information in thirty seconds and 653 00:33:15,440 --> 00:33:18,720 Speaker 1: that's when we move on. And so for students who 654 00:33:19,120 --> 00:33:21,520 Speaker 1: are already struggling with this, you can see how if 655 00:33:21,560 --> 00:33:25,120 Speaker 1: they are seeing this world where oh, we can consume 656 00:33:25,200 --> 00:33:27,400 Speaker 1: quickly and move to the next consume quickly and move 657 00:33:27,440 --> 00:33:30,800 Speaker 1: to the next, that's probably a worst case scenario for 658 00:33:30,920 --> 00:33:33,600 Speaker 1: kids who are already struggling with this, and it's probably 659 00:33:33,640 --> 00:33:34,520 Speaker 1: making that worse. 660 00:33:35,800 --> 00:33:36,240 Speaker 2: It is. 661 00:33:36,320 --> 00:33:41,280 Speaker 3: And so I really have recently started talking well for 662 00:33:41,360 --> 00:33:44,240 Speaker 3: several years, but I've come more public about the screen 663 00:33:44,280 --> 00:33:46,360 Speaker 3: time business and really what we need to be doing 664 00:33:46,360 --> 00:33:49,080 Speaker 3: to help and support our children. And children under the 665 00:33:49,080 --> 00:33:52,440 Speaker 3: age of five really should have very minimal screen time exposure. 666 00:33:52,840 --> 00:33:56,479 Speaker 3: Children from birth to two should have none. So and 667 00:33:56,520 --> 00:33:59,240 Speaker 3: then there should be an parents squirm when I tell 668 00:33:59,280 --> 00:34:01,840 Speaker 3: them this number. So children over the age of six, 669 00:34:01,880 --> 00:34:03,520 Speaker 3: it should be one to one for one hour of 670 00:34:03,520 --> 00:34:04,040 Speaker 3: screen time. 671 00:34:04,040 --> 00:34:05,840 Speaker 2: They need to be doing one hour something else. 672 00:34:06,880 --> 00:34:09,640 Speaker 1: I mean, I think that we're just so. We are 673 00:34:09,680 --> 00:34:13,280 Speaker 1: also the generation so easy to give to our kids, 674 00:34:13,320 --> 00:34:16,040 Speaker 1: and there's like a combination of factors. It's easy to 675 00:34:16,040 --> 00:34:17,880 Speaker 1: give your kids a screen and let them do that, 676 00:34:17,960 --> 00:34:20,360 Speaker 1: but it's also we were so nervous about letting our 677 00:34:20,400 --> 00:34:22,120 Speaker 1: kids just go out and play like we did when 678 00:34:22,120 --> 00:34:25,000 Speaker 1: we were kids. So we're we feel like, Okay, we're 679 00:34:25,040 --> 00:34:27,879 Speaker 1: monitoring them. They're in the house, they're safe, they're on 680 00:34:27,920 --> 00:34:30,200 Speaker 1: this device right in front of us. I think it's 681 00:34:30,239 --> 00:34:32,560 Speaker 1: time for us also to let go a little bit. 682 00:34:32,800 --> 00:34:36,720 Speaker 1: We've been We are also the generation now as parents 683 00:34:36,760 --> 00:34:39,080 Speaker 1: who are consuming information over and over again, and it's 684 00:34:39,280 --> 00:34:41,319 Speaker 1: we're getting the bad information, like if your kid goes 685 00:34:41,320 --> 00:34:43,600 Speaker 1: outside by themselves, they could be kidnapped. It could be this, 686 00:34:43,680 --> 00:34:45,759 Speaker 1: it could be that, and we're scared to let our 687 00:34:45,840 --> 00:34:47,600 Speaker 1: kids be kids. We have to go back to that. 688 00:34:47,640 --> 00:34:50,319 Speaker 1: We have to like retrain our brains to go back 689 00:34:50,360 --> 00:34:52,680 Speaker 1: to the past and say all of this stuff is okay. 690 00:34:54,320 --> 00:34:54,799 Speaker 2: It is. 691 00:34:54,880 --> 00:34:59,239 Speaker 3: We really have tilted too far with how we're managing 692 00:34:59,560 --> 00:35:03,040 Speaker 3: children time. And I was recently on a program saying 693 00:35:03,040 --> 00:35:05,920 Speaker 3: get outside, go outside, get in the yard, play with friends, 694 00:35:06,239 --> 00:35:11,000 Speaker 3: do sports activity, it's summer to go swimming, community activities, 695 00:35:11,040 --> 00:35:13,640 Speaker 3: whatever it is that you can get away and have 696 00:35:13,719 --> 00:35:18,600 Speaker 3: a screen free zone time in your home. Everything off, 697 00:35:18,600 --> 00:35:21,480 Speaker 3: mom and dad, TV off, your cell phone's off, kids' 698 00:35:21,480 --> 00:35:25,640 Speaker 3: phones off, everything off for a period of time every day, 699 00:35:25,840 --> 00:35:28,800 Speaker 3: and why not around dinner time where you can actually 700 00:35:28,880 --> 00:35:33,279 Speaker 3: have some conversations because screen time does not teach interpersonal 701 00:35:33,320 --> 00:35:38,200 Speaker 3: skill development, It doesn't teach conflict resolution, it doesn't teach 702 00:35:38,680 --> 00:35:41,239 Speaker 3: navigating the world and difficulties part of what you were 703 00:35:41,280 --> 00:35:43,000 Speaker 3: kind of talking about. Children don't know how to do 704 00:35:43,040 --> 00:35:43,600 Speaker 3: this anymore. 705 00:35:44,040 --> 00:35:44,680 Speaker 1: Yeah, it's right. 706 00:35:45,400 --> 00:35:50,640 Speaker 3: It's because several things have changed significantly. The screen time 707 00:35:50,719 --> 00:35:53,880 Speaker 3: is a huge impact in our world. And really, parents 708 00:35:53,880 --> 00:35:56,279 Speaker 3: can start with, let's monitor how much screen time we 709 00:35:56,320 --> 00:35:58,960 Speaker 3: all are doing every day. Do that for three or 710 00:35:59,000 --> 00:36:01,160 Speaker 3: four days, and I think people will be so. 711 00:36:01,239 --> 00:36:04,000 Speaker 1: Shocked, even our own. 712 00:36:05,040 --> 00:36:08,759 Speaker 3: Yes, if we really started paying attention to that, it 713 00:36:08,760 --> 00:36:11,400 Speaker 3: would be shocking. I set a rule for myself, I 714 00:36:11,560 --> 00:36:14,080 Speaker 3: don't do any screen time until next time of hour 715 00:36:14,160 --> 00:36:17,440 Speaker 3: in the morning, and keep that time for just quiet time, 716 00:36:17,560 --> 00:36:20,760 Speaker 3: reflection time, whatever that might be. And then in the evening, 717 00:36:21,040 --> 00:36:26,040 Speaker 3: get everyone off of everything at least an hour before bedtime. 718 00:36:26,480 --> 00:36:29,239 Speaker 3: Because we know the blue light, the screen time and 719 00:36:29,320 --> 00:36:32,280 Speaker 3: all of that keeps the melatonin depressed in the brain, 720 00:36:32,640 --> 00:36:35,560 Speaker 3: so the brain isn't making enough melatonin to help people 721 00:36:35,640 --> 00:36:37,200 Speaker 3: get ready to go to sleep at night. 722 00:36:37,239 --> 00:36:38,479 Speaker 2: So it's effecting sleep time. 723 00:36:38,920 --> 00:36:41,480 Speaker 1: That is interesting, fascinating. 724 00:36:41,360 --> 00:36:45,279 Speaker 3: Very simple remedies that you can do immediately to see 725 00:36:45,280 --> 00:36:47,920 Speaker 3: what the impact is of screen time in your life. 726 00:36:48,160 --> 00:36:50,560 Speaker 3: So check it out, because I think most people would 727 00:36:50,560 --> 00:36:51,320 Speaker 3: be really shocked. 728 00:36:51,680 --> 00:36:55,000 Speaker 1: So I hear there are some people who are anticipating 729 00:36:55,040 --> 00:36:57,680 Speaker 1: maybe a change in guard at the Department of Ed 730 00:36:57,719 --> 00:37:00,319 Speaker 1: and a new secretary of education. I mean, how about 731 00:37:00,320 --> 00:37:01,320 Speaker 1: a doctor McReynolds. 732 00:37:04,760 --> 00:37:05,880 Speaker 2: I'm happy to consult. 733 00:37:07,560 --> 00:37:09,680 Speaker 1: All right, Well, good to know. We'll make sure that 734 00:37:09,719 --> 00:37:13,400 Speaker 1: the people who need to know that. Honestly, I really 735 00:37:13,440 --> 00:37:16,160 Speaker 1: appreciate having you on today. Could you tell people how 736 00:37:16,200 --> 00:37:18,120 Speaker 1: to get your book, how to go to your website? 737 00:37:18,160 --> 00:37:20,719 Speaker 1: I want I'm sure that there are people like me 738 00:37:20,760 --> 00:37:23,480 Speaker 1: who have sat here today and gone, okay, I need more. 739 00:37:23,840 --> 00:37:25,040 Speaker 1: I need to take this home. 740 00:37:26,840 --> 00:37:32,279 Speaker 3: Absolutely, So it's My website is www. Connie McReynolds, so 741 00:37:32,320 --> 00:37:34,200 Speaker 3: i'll spell it out because of the podcast, and you 742 00:37:34,200 --> 00:37:36,439 Speaker 3: don't see the screen, it's c O N N. 743 00:37:36,520 --> 00:37:41,200 Speaker 2: I E M c R E y n O l ds. 744 00:37:41,000 --> 00:37:44,520 Speaker 3: Dot com and the link is right there for the book. 745 00:37:44,800 --> 00:37:48,960 Speaker 3: There's also a free brief assessment that people can obtain that. 746 00:37:49,040 --> 00:37:50,520 Speaker 2: Get you started in figuring out. 747 00:37:50,520 --> 00:37:52,160 Speaker 3: This is really brief, but it will help you kind 748 00:37:52,160 --> 00:37:54,000 Speaker 3: of figure out, Okay, am I dealing with some auditory 749 00:37:54,120 --> 00:37:55,480 Speaker 3: visual processing problems here? 750 00:37:56,040 --> 00:37:57,279 Speaker 2: And then in the book we. 751 00:37:57,280 --> 00:37:59,040 Speaker 3: Sign up for the newsletter, and I promise I don't 752 00:37:59,040 --> 00:38:02,279 Speaker 3: pummel your emails with a lot of newsletters. But if 753 00:38:02,320 --> 00:38:04,560 Speaker 3: people want to sign up for the newsletter, you actually 754 00:38:04,560 --> 00:38:07,000 Speaker 3: get the first three chapters of my book for free. 755 00:38:07,120 --> 00:38:09,240 Speaker 3: I just send that out so you can start getting 756 00:38:09,239 --> 00:38:12,320 Speaker 3: a feel for this. And then in the book there 757 00:38:12,400 --> 00:38:15,440 Speaker 3: is a chapter on both auditory a chapter on visual. 758 00:38:15,800 --> 00:38:19,480 Speaker 3: At the end of those chapters our longer checklists, so 759 00:38:19,560 --> 00:38:22,160 Speaker 3: people can try to figure out, Okay, which way do 760 00:38:22,200 --> 00:38:24,760 Speaker 3: I fall? And just to let you know, most people 761 00:38:24,800 --> 00:38:27,120 Speaker 3: have a little bit of both. They have some auditory 762 00:38:27,200 --> 00:38:29,520 Speaker 3: that's good and some visual that's good, some that isn't. 763 00:38:29,520 --> 00:38:30,640 Speaker 2: On both sides of the house. 764 00:38:30,920 --> 00:38:33,200 Speaker 3: But some people cut straight down auditory and others will 765 00:38:33,200 --> 00:38:36,040 Speaker 3: cut straight down visual, and so it will help people 766 00:38:36,080 --> 00:38:40,400 Speaker 3: get some sense of what's happening here. So that's how 767 00:38:40,440 --> 00:38:40,840 Speaker 3: you find me. 768 00:38:41,239 --> 00:38:44,440 Speaker 1: I love it. I mean, this has been an amazing podcast. 769 00:38:44,480 --> 00:38:46,839 Speaker 1: I really appreciate it. I think so many of us 770 00:38:46,880 --> 00:38:49,160 Speaker 1: struggle with this in our lives, and I've been saying 771 00:38:49,280 --> 00:38:51,640 Speaker 1: for a long time there's got to be a better solution, 772 00:38:51,719 --> 00:38:54,880 Speaker 1: and here you have it, Doctor Connie McDonald's. Thank you 773 00:38:54,960 --> 00:38:56,200 Speaker 1: so much for being on today. 774 00:38:56,760 --> 00:38:58,600 Speaker 2: Thank you so much for having me. It's been such 775 00:38:58,600 --> 00:38:59,760 Speaker 2: a joy to be here today. 776 00:39:00,280 --> 00:39:02,600 Speaker 1: Absolutely, and thank you all for joining us on the 777 00:39:02,600 --> 00:39:05,319 Speaker 1: Tutor Dixon Podcast. For this episode and others, go to 778 00:39:05,360 --> 00:39:08,000 Speaker 1: Tutor Dixson podcast dot com or head over to the 779 00:39:08,000 --> 00:39:11,919 Speaker 1: iHeartRadio app, Apple Podcasts, or wherever you get your podcasts 780 00:39:11,960 --> 00:39:14,320 Speaker 1: and join us next time on the Tutor Dixon Podcast. 781 00:39:14,440 --> 00:39:17,160 Speaker 1: Have a blessed day.