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Speaker 1: If a d D and a d h D was

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Speaker 1: as big in the eighties and nineties as it is now,

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Speaker 1: both me and my brother would have been on medication.

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Speaker 1: I can see that dead as dead and you know,

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Speaker 1: as we are thick into the virtual learning realm with children,

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Speaker 1: parents and children, I wonder if parents know what to

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Speaker 1: look for in their children behaviorally that will now impact

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Speaker 1: their line. Dead as dead as Hey. I'm Dedan and

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Speaker 1: we're the Ellises. You may know us from posting funny

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Speaker 1: videos with our boys and reading each other publicly as

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Speaker 1: a form of therapy. Wait, I'll make you need therapy

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Speaker 1: most days. Wow. And one more important thing to mention,

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Speaker 1: we're married. We are. We created this podcast to open

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Speaker 1: dialogue about some of life's most taboo topics, things most

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Speaker 1: folks don't want to talk about. Do the lens the

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Speaker 1: millennium married couple. That adds to the term that we

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Speaker 1: say every day. So when we say dead ass, we're

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Speaker 1: actually saying facts one, the truth, the whole truth, and

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Speaker 1: nothing but the truth. We're about to take pillow talk

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Speaker 1: to a whole new level. Dead ass starts right now.

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Speaker 1: So this karaoke song means a lot to me, of course,

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Speaker 1: because y'all know the val love of kids, A lot

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Speaker 1: of kids, and this is an anthem. Matt prototype were shot.

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Speaker 1: Shout out to New York. I ain't gonna shout at

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Speaker 1: the artist till we after see. I was very fitty.

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Speaker 1: I wore my New York. I see you whatever. You

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Speaker 1: don't matter where I'm at. You look nice. It don't

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Speaker 1: matter where I'm at New York. Father, all right, now,

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Speaker 1: I love it. I know I can't beat what I

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Speaker 1: want to be. If I work hard at it, I'll

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Speaker 1: be where I want to. I know I can't beat

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Speaker 1: what I want to be. If I work hard at it,

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Speaker 1: I'll beat where I love it. Alright, Yeah, let me

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Speaker 1: tell you this season, you've been hitting all sorts of

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Speaker 1: notes and actives. I think somebody's been practicing for carry.

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Speaker 1: We've been in quarantine. It wasn't me, though. You've been

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Speaker 1: practicing your singing in quarantine. I haven't practicing my bacon

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Speaker 1: baking for sure. I'm not sure it's He'm bacon all right,

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Speaker 1: bis Martine my new nickname. Shout out to Trouble Triple.

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Speaker 1: I still can't get Triple's name right any who? Yes,

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Speaker 1: story time, all right, So this story time is gonna

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Speaker 1: take me back to two thousand and fourteen. Ok I

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Speaker 1: know if again, I'm not gonna say the young man's

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Speaker 1: name because, um, you'll probably go find him on Facebook

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Speaker 1: because people are crazy. But his mom and my brother

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Speaker 1: and I were doing prototype in Brooklyn and his mom

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Speaker 1: brought us him to us because he wanted to be

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Speaker 1: on the football team. Okay, that narrows it down to

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Speaker 1: about four kids. And I'm not gonna say to school,

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Speaker 1: but she brought him to us, and she said his

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Speaker 1: issue is he has behavioral issues. So he's been medicated.

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Speaker 1: He has about a sixty three average. She just wants

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Speaker 1: him to graduate high school. That's what she's saying. Her

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Speaker 1: aim was listening, he's off the rails. I just need

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Speaker 1: him to graduate high school. And my brother and I

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Speaker 1: have been used to dealing with children like this because

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Speaker 1: he was fourteen at the time, and we were like, um,

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Speaker 1: let's try something different. You know, we're not gonna do

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Speaker 1: the whole screaming thing and get upset at him, and

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Speaker 1: so let's let's try to give him accountability first and

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Speaker 1: tell him listen, if your average has not come up

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Speaker 1: to a seventy five after this first semester with us,

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Speaker 1: you can no longer participate in prototype. So a lot

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Speaker 1: of times what we noticed is if you give accountability

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Speaker 1: to kids and they're around other kids who exist in

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Speaker 1: that same accountability room, they'll normally just step up without

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Speaker 1: you having to be right. They don't want to be

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Speaker 1: the dumb kids, the butt of the ducks. So pretty

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Speaker 1: much we since you know you had to have at

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Speaker 1: least in eighty five, no one wanted to be the

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Speaker 1: dumb kid had prototype. So he worked to get his

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Speaker 1: grades up right and then, um, we asked them seriously,

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Speaker 1: like what's the matter. He said, Man, when I take

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Speaker 1: this medication, I just don't feel good when I'm in school,

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Speaker 1: I'm tired and I feel sluggish. So me and my

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Speaker 1: brother was like talking to his mom and said, can

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Speaker 1: he stop taking the medication for a semester and see

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Speaker 1: how it goes. His grades went up to eight after

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Speaker 1: taking him off the medication, and he started a workout

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Speaker 1: program with us, and we gave him words of affirmation

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Speaker 1: to say whenever he felt nervous. So remember we used

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Speaker 1: to say, I'm big, I'm strong, I'm fast, I'm elite,

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Speaker 1: I'm a prototype. That started with this young man because

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Speaker 1: he didn't have confidence. So like, if you get nervous

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Speaker 1: before tests, meditate, go to yourself. I'm big, I'm strong,

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Speaker 1: I'm fast, I'm elite. And then we spoke words of positivity.

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Speaker 1: You can do this, like you've already done this. This

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Speaker 1: young man ended up graduating from high school with NADID average,

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Speaker 1: attending college and now has his bachelor's degree medication free

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Speaker 1: and medication free. And his mom just wanted him to graduate.

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Speaker 1: She wanted him to pass. And here this young man

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Speaker 1: was able to go on and do well and excel

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Speaker 1: and go to school. She said, never in a million years,

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Speaker 1: and she think her son would go to college. And

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Speaker 1: he went on his own merit and earned academic scholarship.

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Speaker 1: So that's my my story. I'm proud. I'm not going

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Speaker 1: to say his name. The people who know me probably

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Speaker 1: know this young man because they know what I'm talking about.

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Speaker 1: But I'm not gonna blast him about what his grades

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Speaker 1: were before a prototype. But it's not how you start.

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Speaker 1: That's that and he's not the only one, all right.

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Speaker 1: So the new normal, though I really do not want

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Speaker 1: to accept this as like the new normal. It's the

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Speaker 1: new temporary. How about that it's the new interim. Okay

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Speaker 1: if you will, Um, but whatever this is has really

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Speaker 1: changed the way our children are experiencing education. But today

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Speaker 1: we're talking about how virtual learning affects children with learning disabilities,

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Speaker 1: and UM, we're here to gain some insight on how

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Speaker 1: to best support our kids through this transition, because, like

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Speaker 1: I said, now parents have assumed the role of teachers

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Speaker 1: and everywhere else in between when it comes to the

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Speaker 1: educational staff and being a normally in those environments and

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Speaker 1: school environments, teachers can then pick up on a learning

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Speaker 1: disability that a child may have or some sort of

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Speaker 1: behavioral issue. So now that parents are home with their children,

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Speaker 1: you know, how do you really hone in on realizing

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Speaker 1: what those things are? How do we differentiate what just

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Speaker 1: maybe frustration from the parent and um, maybe frustration from

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Speaker 1: the child who just may not even understand or the

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Speaker 1: the parent may not understand how to navigate, um, such

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Speaker 1: a deficit. So we decided to bring in an expert

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Speaker 1: today because we don't know not about that side of things.

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Speaker 1: We just know our own three kids and we're still

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Speaker 1: learning them. We are still learning them on a day

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Speaker 1: to day basis. So allow me to introduce our special

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Speaker 1: guest today, doctor Rema Naim. Rema attended the University of

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Speaker 1: Southern California, where she completed her bachelor's, master's, and doctorate.

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Speaker 1: She was there a long time um in psychology and

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Speaker 1: occupational therapy. Her love for animation and creative nature gave

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Speaker 1: birth to the Sense of Kids, four lovable sensory characters

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Speaker 1: whose role is to educate clients and families about occupational

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Speaker 1: therapy and the sensory systems we work with. Dr Naim

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Speaker 1: received her s i p T That Sensory Integration and

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Speaker 1: Practice Tests certification shortly after opening OT Studios, Inc. And

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Speaker 1: becoming a c a S, which is a Certified Autism Specialist,

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Speaker 1: to expand her knowledge and passion for working with Century integration.

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Speaker 1: She currently oversees the business and it's working on expanding

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Speaker 1: the Sense of Kids brand. She is also a fairly

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Speaker 1: new mama. So beautiful little boy ex Savior. Thank you

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Speaker 1: for joining us today, Rema. So happy to have you here,

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Speaker 1: and it's amazing that we have you here on the

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Speaker 1: day that your book launched. I know, it's crazy, it

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Speaker 1: actually happened. I've been working on this for five years now,

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Speaker 1: so it's pretty amazing. Since I opened the clinic, which

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Speaker 1: is five years ago, so this was a huge accomplishment

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Speaker 1: out of my end. Now for sure, what I love

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Speaker 1: is that in speaking with your Rima, just having past conversations,

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Speaker 1: you talked about how much you were able to or

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Speaker 1: desiring to somehow find a way to use your creativity

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Speaker 1: when it came to your practicals, you know, for profession.

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Speaker 1: And I'm super happy for you. I'm were excited that

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Speaker 1: you were able to navigate this and find a way

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Speaker 1: to integrate, um, your creativity and your love for that

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Speaker 1: into your field of work. Absolutely. I mean I I

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Speaker 1: initially as a child, wanted to be a music video director. Okay,

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Speaker 1: you would have been recruiting me. I was super just

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Speaker 1: for my husband. Now, I was super into like filmmaking

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Speaker 1: and music and and just the ability to express myself creatively.

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Speaker 1: But um, in my culture and my background, my family

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Speaker 1: was all you have to be a doctor or a

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Speaker 1: lawyer of that industry. Maneuver through and UM, I went

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Speaker 1: into occupational therapy, got my doctorate, and then I the

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Speaker 1: creative bug did not want to leave me. The creative

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Speaker 1: It's going to come out some way, and it came

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Speaker 1: out in my profession, which is um something I'm so

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Speaker 1: excited about and proud of. That's amazing. Well, I'm excited

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Speaker 1: about it. And you know, read the sensory kids. And

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Speaker 1: one thing that kind of interests me was learning about

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Speaker 1: two new senses. My whole life, girl, I was taught

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Speaker 1: about there being five senses. I was today years old

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Speaker 1: when I found out that we had seven senses and

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Speaker 1: not five. Yeah, and I felt, I feel like, now

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Speaker 1: I'm doing my children a disservice ice the other two. Seriously,

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Speaker 1: can you can you pretty much break down the seven

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Speaker 1: senses or the two additional senses? So the five that

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Speaker 1: we all know of, right, we all know the five senses,

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Speaker 1: but there are two additional senses, and they are the

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Speaker 1: vestibular system and the approprioceptive system. The vestibular system being

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Speaker 1: the movement and balance system. So basically, let's say, if

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Speaker 1: you close your eyes and you move your head right, left,

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Speaker 1: back forward, you know the direction you're moving based upon

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Speaker 1: your vestibular sense, which is located in the interior. Or

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Speaker 1: if you're a roller coaster and you close your eyes,

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Speaker 1: you know which direction you're going. That's your vestibular sense.

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Speaker 1: Then you have appropriate sceptive sense, which is basically muscle active,

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Speaker 1: so you're if I do jumping Jack's the joint receptors

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Speaker 1: are sending connections to my brain that this is what

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Speaker 1: your body is doing in this action. Right. Understanding the

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Speaker 1: importance of those two will help when it comes to

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Speaker 1: child development because if you think about the playground and

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Speaker 1: children trying to navigate new um the jungle gym, or

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Speaker 1: new activities within the playground setting, some children who are

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Speaker 1: having a hard time processing these sensory this sensory input

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Speaker 1: or having an issue with practice, which is basically the

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Speaker 1: neurological connection or neurological display of connection between the cognition

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Speaker 1: and the action. So your cognition and your action kind

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Speaker 1: of connectively through the through the brain. So them having

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Speaker 1: an issue with that is a sensory concern, But a

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Speaker 1: lot of times it will look like the kid is antisocial,

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Speaker 1: they don't want to play in the playground, so it

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Speaker 1: surfaces as a behavioral issue exactly. So, oh, she's sitting

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Speaker 1: on the corner because she doesn't want to play with anyone,

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Speaker 1: she doesn't like to engage. No, she may have an

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Speaker 1: issue with practice, She may have a motor planning issue,

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Speaker 1: her senses may be affected so let's get a sensory

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Speaker 1: evaluation done by an occupational therapist before labeling behavior or

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Speaker 1: you know, an issue that may not be that I mean,

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Speaker 1: I'm not saying it isn't a behavior issue that I'm

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Speaker 1: saying there's something else that you should consider it being right.

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Speaker 1: So it's not just automatically labeling the child. It's like,

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Speaker 1: do we do our due diligence as a parent to say,

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Speaker 1: you know what, let's have our child see and occupational therapist.

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Speaker 1: So for someone who may not know what exactly an

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Speaker 1: occupational therapist does, can you let them know what you do?

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Speaker 1: Absolutely so. As an o T, I'm in pediatrics. Ot

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Speaker 1: S are in many different facets and areas, but UM

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Speaker 1: I am in pediatrics, and what we do is we

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Speaker 1: basically work with children who have autism, developmental delay, sensory

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Speaker 1: processing disorder UM, children who are not meeting certain milestones,

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Speaker 1: and we do evaluations on them. We see exactly what

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Speaker 1: areas are limiting gross motor, fine motors, social emotional where

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Speaker 1: it is, and then we create treatment plans and goals

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Speaker 1: around those UM areas. And that's what we do. We

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Speaker 1: work with them on achieving those goals. UM In the

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Speaker 1: long run. So this was crazy, right because I saw

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Speaker 1: an occupational therapist after my surgery, and most people do

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Speaker 1: when you're a professional athlete. All these motor skills, appropriate

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Speaker 1: reception in vestibula. I've heard these terms before. After you

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Speaker 1: come back from an injury, you have to retrain your

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Speaker 1: body to be able to do these things. So, for example,

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Speaker 1: I remember when I came off my surgery and I

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Speaker 1: broke my finger. In the very beginning, I had an

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Speaker 1: issue catching the ball, not because I didn't know how

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Speaker 1: to catch a ball, but it was working on the

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Speaker 1: motor skill from my finger being ready to So we

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Speaker 1: had to do a bunch of like you know, therapy

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Speaker 1: things for me to get that back. So it makes

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Speaker 1: it makes me think how many kids probably struggle with

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Speaker 1: those things from young and we just passed that off

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Speaker 1: as all this kid is just something's wrong with them

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Speaker 1: without working on it. We're only ready to work on

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Speaker 1: it as adults when we see it fits for something

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Speaker 1: like athletics. But this is important for every day, every

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Speaker 1: day interaction. Absolutely, I feel like pediatric OTE and just

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Speaker 1: OTE in general and under I feel like an understanding

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Speaker 1: of sensory integration and an understanding of how it can

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Speaker 1: impact or or or affect your child's development. Is important

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Speaker 1: for all parents and all teachers and anyone who's really

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Speaker 1: interacting with a child on a day to day basis,

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Speaker 1: because understanding that information will help you pinpoint certain things

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Speaker 1: you may have not thought of and probably not label

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Speaker 1: things as oh, this is definitely a behavioral or this

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Speaker 1: got this has got to be this or that. No,

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Speaker 1: maybe this is sensory related, because a lot of things

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Speaker 1: can be sensory related. There's a there's a thin line

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Speaker 1: with the behavior and the sensory and just I feel

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Speaker 1: like part of what an occupational therapist does is investigative,

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Speaker 1: so it's finding out what it is and then you're

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Speaker 1: corrective because if you can correct certain things on an

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Speaker 1: earlier phase for the child, well then it will not

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Speaker 1: impede the progress of their growth and hitting those If

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Speaker 1: a child comes to us with tactile defensiveness when there

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Speaker 1: maybe three or four, it's easier for us to work

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Speaker 1: with that or younger preferably, but if it's later on

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Speaker 1: in developments a lot harder. Tactile defensiveness is what defensiveness too.

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Speaker 1: So basically, if you are wearing something that is itchy

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Speaker 1: or bothers them. For you and me, it might be Okay,

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Speaker 1: this is just bothersome. I can handle it though. I

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Speaker 1: can still live my daily life. But for someone who

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Speaker 1: has tactile defensiveness, it would be a real bothering problem problem,

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Speaker 1: and it will actually impact their daily life. So they

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Speaker 1: can't articulate that to their parents. They may come across

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Speaker 1: as a behavioral issue in school. If they wear that's

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Speaker 1: that's bothering them. And you know how many times we've

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Speaker 1: seen this. I think I've even seen this in Jackson.

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Speaker 1: I used to get those fleeces that absolutely zip up

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Speaker 1: here and He's like, I hate zipper on my neck

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Speaker 1: and I'm like, dude, it's just a zipper. I'm saying

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Speaker 1: that as an adult. But no, but as long as

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Speaker 1: it's not impacting his day life, as long as he's

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Speaker 1: I mean, I hate certain textures too, and but I

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Speaker 1: can still function. Now, if you can't function, then there's

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Speaker 1: a there's a level that needs you need to see

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Speaker 1: someone who can actually work with you. And in OT

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Speaker 1: as an OT, when we work with these things, we

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Speaker 1: work basically with the neurological system in the clinic, all

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Speaker 1: under the guise of play. So the child doesn't realize

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Speaker 1: that what we're doing has a neurological basis. The child

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Speaker 1: is thinking, I'm playing, I have a play date to day,

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Speaker 1: but what I'm doing really is, you know, navigating these

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Speaker 1: neurological sensory um concerns. And I'll say why that's important,

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Speaker 1: especially from a young age. We got a lot of

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Speaker 1: parents in Prototype whose children, whether it was a boy

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Speaker 1: or a girl, who brought their children. Brought their children

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Speaker 1: the Prototype because they felt like they were antisocial and

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Speaker 1: they're like, they need to work out because they're so antisocial,

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Speaker 1: they don't want to go outside. And since they don't

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Speaker 1: want to go outside in their anti social their parents

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Speaker 1: are worried that they won't be good people, you know,

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Speaker 1: like they just there assimilating people and bringing them the prototype.

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Speaker 1: We worked on these drills, just taught them how to

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Speaker 1: be sports. And as they became more confident doing these

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Speaker 1: drills because they did it over and over again, when

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Speaker 1: they got back to their block or their community, they

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Speaker 1: felt more comfortable going outside to play basketball because their

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Speaker 1: balance was better, they were a little bit stronger, they

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Speaker 1: were faster, and then they started to develop friends. Because

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Speaker 1: we all develop our society as society. We all develop

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Speaker 1: our friends through play totally. So when you make a

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Speaker 1: kid feel more comfortable with their body, they'll feel more

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Speaker 1: comfortable speaking to another child. And I've seen their firsthand

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Speaker 1: with prototype absolutely. I mean I've seen it just firsthand

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Speaker 1: in in in playground settings and I've just been that

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Speaker 1: must just be a great like specimening playground. Yeah, you

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Speaker 1: can see all kinds of things in the playground, but yeah,

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Speaker 1: it makes you think, and then that a lot of

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Speaker 1: the teachers will will identify, oh, this kid doesn't want

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Speaker 1: or for example, um on the circle time. If a

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Speaker 1: child is sitting at circle time and he's rolled ling

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Speaker 1: around on the carpet and not paying attention, the teachers

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Speaker 1: will sometimes think he's got a behavior problem. No, maybe

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Speaker 1: it's his vestibular system, his balance and movement sense that

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Speaker 1: may need you know, maybe he's having a hard time

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Speaker 1: processing that that feedback and that sensory information. So if

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Speaker 1: he's inadequately processing it, then it's unfair to be labeling

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Speaker 1: him as having a behavior issue, So get him an referral,

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Speaker 1: let's figure out what this is. But not knowing about

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Speaker 1: these other two senses, right, you don't know, you don't

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Speaker 1: exact wor so, are there any tools that parents can

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Speaker 1: use I guess prior to getting to an OT doctor,

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Speaker 1: are there any tools that parents can use to help

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Speaker 1: identify a child with some sort of sensory issue or deficit,

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Speaker 1: particularly the two that we are referring to that many

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Speaker 1: people don't know about. Right, So, in terms of that,

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Speaker 1: I would think a lot of it is if for

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Speaker 1: the younger kids, it would be understanding the milestones, right,

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Speaker 1: understanding your child's level of meeting certain social milestones. If

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Speaker 1: you're catching it in an early early phase, let's make

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Speaker 1: sure that they're reaching their developmental milestones later on, I

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Speaker 1: would suggest, I mean personally, I would suggest getting an evaluation,

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Speaker 1: just because we have specific standardized evaluations, the sensory profile,

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Speaker 1: the sensory processing measure, and then we also have the

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Speaker 1: Sensory Integration and Practice test, which will identify UM. So

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Speaker 1: the tool I would say, identifying the tools that would

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Speaker 1: most likely be a standardized assessment UM getting that done

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Speaker 1: if you see certain characteristics in your child, like the

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Speaker 1: ones we were talking about. This is funny how we

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Speaker 1: even as an adult, you characterize someone as being socially awkward,

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Speaker 1: and you notice that they have their physically awkward as well,

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Speaker 1: and you never think that they may be socially awkward

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Speaker 1: because they've always been physically awkward, so they've always separated

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Speaker 1: themselves from people, and now they're socially awkward because they

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Speaker 1: were always physically offered awkward. But I have a question

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Speaker 1: how our parents, because parents are strugg in with this

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Speaker 1: for the past year, almost when it has been a year,

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Speaker 1: it'll be a year, the longest year longer. But when

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Speaker 1: you have children who cannot go to the classroom setting right,

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Speaker 1: so there is no carpet time, rug time, like, there's

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Speaker 1: no interaction, interaction. Children are literally sitting at the computer

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Speaker 1: and then coming to talk to their parents. How can

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Speaker 1: parents begin to look for these signs at home? Because

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Speaker 1: you don't want to spend a whole year. We don't

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Speaker 1: know how long we're gonna be like this, and so

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Speaker 1: many milestones can be hit within a year, even just

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Speaker 1: so many depending on the child's age range, I mean

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Speaker 1: most of them we look for. I would say, is

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Speaker 1: it safe to say every when they're younger, like in

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Speaker 1: a couple of months, I would definitely look for everything.

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Speaker 1: The earlier, the earlier, the better. Um, I know, the

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Speaker 1: CDC has a checklist that you can download for free.

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Speaker 1: UM that kind of gives you an idea of what

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Speaker 1: milestones your child should be meeting at certain points. UM.

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Speaker 1: So following those milestones, making sure you're with your pediatrician.

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Speaker 1: Your pediatrician is also looking at this stuff too, So

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Speaker 1: communicating any concerns to your pediatrician. UM. But as for

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Speaker 1: virtual learning, UM, yes, it's definitely a cause. It's it's

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Speaker 1: definitely a concerning thing when you have a child who

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Speaker 1: may have sensory concerns and they're in home with it

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Speaker 1: with the inability to do much. So movement breaks are huge.

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Speaker 1: Being able to take movement breaks understanding that they may

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Speaker 1: need to do the approprial sceptive jumping jack's and get

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Speaker 1: a little bit of vestibular you know, movement recess. Yes,

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Speaker 1: absolutely important. Um. There are things like fidget toys that

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Speaker 1: are huge. I just said that's okay about the fidget spinners.

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Speaker 1: Not only that, but chewing I don't know if you

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Speaker 1: were one of these people, but chewing on your pencil

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Speaker 1: us A lot of the kids to have these the

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Speaker 1: little chewy things that you can chew on instead of

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Speaker 1: the pencil approprial sception. That's your jaw muscle activity kind

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Speaker 1: of giving you some sort of ability to little maintain

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Speaker 1: a little more attention, little focus, um even even the

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Speaker 1: sense of taste, like eating things like sour candy or

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Speaker 1: thing that alerts to you, you know what I mean,

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Speaker 1: Little things like that to just stimulate and awaken. This

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Speaker 1: is important because Jackson is the one kid who will

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Speaker 1: always be like, I need something, I got to eat something.

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Speaker 1: He's always and it makes you work. But it was

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Speaker 1: just him and being a growing boy. So Mike, he's

399
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Speaker 1: going to eat me at the house and hope soon.

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Speaker 1: Do you ever watch him when he's on his computer.

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00:22:20,680 --> 00:22:23,160
Speaker 1: Whenever he's on his computer, he's always doing something else

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00:22:23,280 --> 00:22:25,960
Speaker 1: while sitting on the computer. He's always he has his

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00:22:26,040 --> 00:22:28,280
Speaker 1: phone and sometimes I'm like, put your phone down. Then

404
00:22:28,320 --> 00:22:29,760
Speaker 1: you'll put his phone down there to have his pencil,

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Speaker 1: He's like twiling his pencil away and I'm just like,

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Speaker 1: what is wrong with you? Like sit still? But that's

407
00:22:34,320 --> 00:22:37,159
Speaker 1: when I had to check myself and say, maybe I

408
00:22:37,200 --> 00:22:39,679
Speaker 1: shouldn't tell him to system to find something for him

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Speaker 1: to do. Maybe that's helping modulate his sensory arousal level

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00:22:43,640 --> 00:22:46,480
Speaker 1: so that it's an optimal level of arousal where he's

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Speaker 1: able to maintain the focus and attention needed. Um, And

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Speaker 1: I think that's great that he's fine. Now if there was,

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Speaker 1: if he was unable, if it was impeding his chances

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Speaker 1: of focusing entirely and he was not getting anything done,

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Speaker 1: then I would say, Okay, this is a cause for concern.

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Speaker 1: But if he's finding ways to modulate his arousal level

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Speaker 1: and get himself to focus, then that's actually not something

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00:23:10,480 --> 00:23:13,600
Speaker 1: too to judge but too in garbage. Okay, that helps you.

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Speaker 1: If sitting on a wiggly chair helps you, Okay, let's

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Speaker 1: do it. It's funny you've mentioned the wiggly chair. I way, Jackson.

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Speaker 1: We've set up his room in space in his room

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00:23:23,280 --> 00:23:26,159
Speaker 1: where that's his workstation for school, you know, because we

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00:23:26,200 --> 00:23:28,439
Speaker 1: wanted to mimic the classroom. So I literally got him

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Speaker 1: a desk, and I got him this like swivel chair,

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00:23:30,800 --> 00:23:32,880
Speaker 1: you know. It's blue, and it goes up and down

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Speaker 1: and swivels right. So at random points during the day,

427
00:23:38,800 --> 00:23:40,680
Speaker 1: we'll be downstairs in the kitchen or whatever he's in

428
00:23:40,760 --> 00:23:43,359
Speaker 1: his room concentrating and then we'll hear like a boom

429
00:23:43,520 --> 00:23:46,359
Speaker 1: or like a crash, and we're just like, what the

430
00:23:46,440 --> 00:23:48,200
Speaker 1: hell is going on over there? I'm like, it's not

431
00:23:48,359 --> 00:23:51,160
Speaker 1: Jim class. I don't know what he's doing experience. He's

432
00:23:51,200 --> 00:23:53,600
Speaker 1: like falling out of the chair, or he's spinning, or

433
00:23:53,720 --> 00:23:56,000
Speaker 1: he's just doing something. The chair is broken now, remot

434
00:23:56,440 --> 00:24:00,359
Speaker 1: the whole back of the chair has fallen. Rooms are everywhere,

435
00:24:01,240 --> 00:24:03,359
Speaker 1: and he's just you know, and now that you mentioned

436
00:24:03,400 --> 00:24:07,359
Speaker 1: and I'm like, this is the crazy thing. Academically he's

437
00:24:07,400 --> 00:24:11,119
Speaker 1: through the roof, and athletically he's just he excels athletically.

438
00:24:11,520 --> 00:24:13,640
Speaker 1: But if he were in a class setting and kept moving,

439
00:24:13,680 --> 00:24:16,359
Speaker 1: you know what, they say, he has a behavioral issue,

440
00:24:16,600 --> 00:24:18,680
Speaker 1: and you know he needs to go see someone about

441
00:24:18,680 --> 00:24:21,040
Speaker 1: it because he won't sit still. That was my brother Brian,

442
00:24:21,520 --> 00:24:22,680
Speaker 1: and I got to say I got in trouble for

443
00:24:22,720 --> 00:24:24,440
Speaker 1: the same thing. If I won't be quiet, he won't

444
00:24:24,440 --> 00:24:28,040
Speaker 1: sit still. And I worry that he's going to get

445
00:24:28,040 --> 00:24:29,680
Speaker 1: to a point where they're like, well, he needs medication.

446
00:24:29,840 --> 00:24:32,080
Speaker 1: Because when I worked with I worked with a ton

447
00:24:32,160 --> 00:24:34,480
Speaker 1: of middle school kids for the past ten years, and

448
00:24:34,480 --> 00:24:36,639
Speaker 1: there's always a point when it gets about seventh grade

449
00:24:37,200 --> 00:24:40,560
Speaker 1: where we see young black boys in particular, where it's like, oh,

450
00:24:40,600 --> 00:24:42,159
Speaker 1: he needs medication. He has a d D or a

451
00:24:42,240 --> 00:24:44,520
Speaker 1: d h D and their parents will bring him to

452
00:24:44,600 --> 00:24:46,520
Speaker 1: us at prototype and be like, well, before we do this,

453
00:24:46,640 --> 00:24:48,359
Speaker 1: can you guys work with him and see what it is.

454
00:24:48,960 --> 00:24:51,320
Speaker 1: So we give them a workout regimen for them to

455
00:24:51,400 --> 00:24:53,600
Speaker 1: do at home and for them to do with us.

456
00:24:53,800 --> 00:24:56,959
Speaker 1: And we've noticed that their behavior calms down when they

457
00:24:57,040 --> 00:24:59,359
Speaker 1: work out. So can you talk a little bit about

458
00:24:59,359 --> 00:25:03,480
Speaker 1: how movement just helps? Yeah? Absolutely appropriate. Exception is like

459
00:25:03,720 --> 00:25:08,320
Speaker 1: the main modulator of everything, right, Like we always consider

460
00:25:08,400 --> 00:25:12,560
Speaker 1: it like when everything fails, use prope um And it's

461
00:25:12,600 --> 00:25:16,160
Speaker 1: basically muscle activity, which is what you're saying. Muscle activity,

462
00:25:16,160 --> 00:25:19,520
Speaker 1: whether it's pushing something heavy, whether it's um you know,

463
00:25:20,080 --> 00:25:24,240
Speaker 1: doing any climbing activities, things that really incorporate muscle strength,

464
00:25:24,280 --> 00:25:27,440
Speaker 1: and muscle activity is a modulator. So if a person

465
00:25:27,600 --> 00:25:30,119
Speaker 1: is super high aroused and unable to pay attention or

466
00:25:30,160 --> 00:25:34,520
Speaker 1: low arousal and needs a little push, it's always a

467
00:25:34,600 --> 00:25:37,200
Speaker 1: good idea to incorporate prope And that is something you

468
00:25:37,320 --> 00:25:39,840
Speaker 1: see as well from an athletics perspective. Feel like the

469
00:25:39,960 --> 00:25:43,239
Speaker 1: vow is like the poster chat for that, because if

470
00:25:43,320 --> 00:25:48,240
Speaker 1: this guy is not pushing away lifting, you know, ability.

471
00:25:49,680 --> 00:25:53,440
Speaker 1: It's like he literally has to be moving in order

472
00:25:53,520 --> 00:25:56,159
Speaker 1: to be calm. I'm at your house every day. Every day.

473
00:25:56,200 --> 00:25:58,560
Speaker 1: I have to live weights. If I don't lift weights,

474
00:25:58,840 --> 00:26:01,200
Speaker 1: and then think about it, think about how productive I've

475
00:26:01,280 --> 00:26:04,320
Speaker 1: been since I started lifting weights every day going to

476
00:26:04,400 --> 00:26:08,600
Speaker 1: Slick's house. Think about how much we've gotten done. Lifting

477
00:26:08,640 --> 00:26:11,040
Speaker 1: weights for me has been like the because even before

478
00:26:11,240 --> 00:26:13,399
Speaker 1: we started going to lift weights, I was running, but

479
00:26:13,440 --> 00:26:15,600
Speaker 1: I didn't have anything heavy in my house, so I

480
00:26:15,680 --> 00:26:18,320
Speaker 1: felt restless. Once I'm done lifting weights in the morning,

481
00:26:19,520 --> 00:26:26,800
Speaker 1: you can lift, Yeah, I don't. Don't you said that

482
00:26:26,880 --> 00:26:29,760
Speaker 1: a little bit too much comic. It's the type of

483
00:26:29,800 --> 00:26:33,920
Speaker 1: weight I like. It's quarantine weights. I'm not complaining about that.

484
00:26:36,000 --> 00:26:38,960
Speaker 1: It's dragon I need to get some squats and so

485
00:26:39,080 --> 00:26:42,280
Speaker 1: we can stand up. Um so remote for new parents

486
00:26:42,800 --> 00:26:45,119
Speaker 1: because we have many people who follow that are around

487
00:26:45,440 --> 00:26:48,879
Speaker 1: the millennial age range, either have children thinking of having children.

488
00:26:49,440 --> 00:26:51,639
Speaker 1: For new parents, at what age should they start to

489
00:26:51,720 --> 00:26:55,639
Speaker 1: look for the signs during this developmental process that may

490
00:26:55,720 --> 00:26:57,399
Speaker 1: or may not be an issue for their children? And

491
00:26:57,720 --> 00:27:00,159
Speaker 1: second part is a two part question. Should parents look

492
00:27:00,200 --> 00:27:03,919
Speaker 1: for different signs between boys and girls? Yeah? I mean

493
00:27:04,080 --> 00:27:06,960
Speaker 1: that for that, I would say, there are studies that say,

494
00:27:07,280 --> 00:27:11,600
Speaker 1: you know, boys, um develop gross motor skills faster, and

495
00:27:11,920 --> 00:27:16,440
Speaker 1: girls develop fine motor skills faster. Boys are less communication, um,

496
00:27:16,600 --> 00:27:19,760
Speaker 1: gross motor and fine motor. So um, fine motor like

497
00:27:19,920 --> 00:27:24,200
Speaker 1: writing or doing anything. Yeah. Well yeah, so studies have

498
00:27:24,400 --> 00:27:27,159
Speaker 1: shown this. UM. I feel like all children develop on

499
00:27:27,240 --> 00:27:30,240
Speaker 1: their own trajectory, and I do believe that there's you know,

500
00:27:30,400 --> 00:27:34,119
Speaker 1: some some truth to that. But at the same time, UM,

501
00:27:34,560 --> 00:27:36,960
Speaker 1: I wouldn't say that would be the thing to think about.

502
00:27:37,040 --> 00:27:40,040
Speaker 1: I think it would be really looking at milestones when

503
00:27:40,119 --> 00:27:44,320
Speaker 1: it comes to autism specifically, which people with children with

504
00:27:44,480 --> 00:27:47,080
Speaker 1: sensory processing issue a lot of times have I mean,

505
00:27:47,520 --> 00:27:50,000
Speaker 1: they do go kind of you know, and there are

506
00:27:50,040 --> 00:27:52,880
Speaker 1: sensory processing disorders on their own, but then there's also

507
00:27:52,960 --> 00:27:56,240
Speaker 1: autism linked sensory processing disorders. And then to just look

508
00:27:56,280 --> 00:27:59,000
Speaker 1: for the communication like do they pay attend, do they

509
00:27:59,040 --> 00:28:01,480
Speaker 1: look at you in the eye, do they pay focus

510
00:28:01,600 --> 00:28:05,200
Speaker 1: and eye attention? Um, giggles laughs. Are they socially kind

511
00:28:05,240 --> 00:28:07,919
Speaker 1: of communicating with the other waving bye bye? Are they

512
00:28:08,040 --> 00:28:12,240
Speaker 1: clapping when they do something good? I believe so yeah,

513
00:28:12,320 --> 00:28:14,960
Speaker 1: like around eight nine eight months and above nine months

514
00:28:14,960 --> 00:28:17,880
Speaker 1: and above even tracing like the baby looking back and forth.

515
00:28:17,920 --> 00:28:20,400
Speaker 1: That's something that happens in a couple of months pointing

516
00:28:20,520 --> 00:28:24,879
Speaker 1: to things. It's their non verbal social communication skills. You

517
00:28:24,960 --> 00:28:27,480
Speaker 1: should definitely be looking for that. But I know that

518
00:28:27,560 --> 00:28:30,560
Speaker 1: the pediatricians do the m CHAT. I believe, um, which

519
00:28:30,680 --> 00:28:34,520
Speaker 1: is a series of questions, UM around eighteen months. I

520
00:28:34,960 --> 00:28:36,840
Speaker 1: want to think. I'm not a pediatrician, so I don't know,

521
00:28:36,920 --> 00:28:39,720
Speaker 1: but around that time, UM, they'll do the m CHAT.

522
00:28:39,800 --> 00:28:42,760
Speaker 1: And that's that's also a big, big one in terms

523
00:28:42,800 --> 00:28:45,600
Speaker 1: of an assessment. But yeah, if you see any concerns,

524
00:28:45,720 --> 00:28:47,480
Speaker 1: if you see anything that you find is a little

525
00:28:47,480 --> 00:28:49,320
Speaker 1: bit strange or odd, I would always go to the

526
00:28:49,400 --> 00:28:52,920
Speaker 1: pediatrician and ask for um, you know, for advice on

527
00:28:53,000 --> 00:28:55,120
Speaker 1: how to proceed. And if it is a sensory issue,

528
00:28:55,200 --> 00:28:58,120
Speaker 1: then I would always say, you know, approach and O T.

529
00:28:58,640 --> 00:29:03,480
Speaker 1: So if a child is suspected to have autism, for example, UM,

530
00:29:04,160 --> 00:29:06,760
Speaker 1: it would be an assessment from an ote at first

531
00:29:07,040 --> 00:29:09,800
Speaker 1: it was basically what happens. It would be from the pediatrician.

532
00:29:09,920 --> 00:29:13,920
Speaker 1: First pediatrician would screen it UM, and then they would

533
00:29:13,960 --> 00:29:16,320
Speaker 1: go on to refer you, whether it's to a developmental

534
00:29:16,680 --> 00:29:21,000
Speaker 1: pediatrician or whoever else that they would, but we would

535
00:29:21,000 --> 00:29:24,040
Speaker 1: get the referral after that, so the developmental patrici or

536
00:29:24,080 --> 00:29:27,080
Speaker 1: the pediatrician would refer I know that it's been heavily

537
00:29:27,160 --> 00:29:33,160
Speaker 1: debated where autism or any of these behavioral issues or

538
00:29:33,680 --> 00:29:36,760
Speaker 1: you know, problems maybe arise, and I know that there's

539
00:29:36,760 --> 00:29:40,200
Speaker 1: probably certain risk factors that maybe start as early as

540
00:29:40,200 --> 00:29:42,960
Speaker 1: when a woman is pregnant or not. I thought she

541
00:29:43,040 --> 00:29:45,479
Speaker 1: was going to ask about the vaccines, because now, well,

542
00:29:45,840 --> 00:29:48,320
Speaker 1: that's part of it. You know, that's a big But

543
00:29:51,600 --> 00:29:55,800
Speaker 1: the MMR vaccine, I mean, there's no there's no real justification.

544
00:29:55,960 --> 00:29:58,640
Speaker 1: I mean, I know people feel strongly about vaccines, but yeah,

545
00:29:58,640 --> 00:30:00,680
Speaker 1: that's sometimes people are really either more about it or

546
00:30:01,080 --> 00:30:04,000
Speaker 1: what do you think there are I don't I don't

547
00:30:04,040 --> 00:30:07,240
Speaker 1: believe that there's a strong link based on research. I

548
00:30:07,280 --> 00:30:09,120
Speaker 1: don't believe that there's a strong link to the MMR.

549
00:30:10,080 --> 00:30:13,000
Speaker 1: But I do understand the concerns, and I do understand

550
00:30:13,240 --> 00:30:17,040
Speaker 1: every parent's concerned is warranted. Everybody's concerned. Um, that's the

551
00:30:17,080 --> 00:30:19,440
Speaker 1: concern for the COVID vaccine now, because we're like, we

552
00:30:19,520 --> 00:30:20,960
Speaker 1: don't want to be the first to try it. And

553
00:30:21,480 --> 00:30:23,280
Speaker 1: if you have young kids, they have to go back

554
00:30:23,320 --> 00:30:25,160
Speaker 1: to school. I'm not going to just let you stick

555
00:30:25,240 --> 00:30:26,640
Speaker 1: my kid with a neil. And we don't know what

556
00:30:26,760 --> 00:30:30,840
Speaker 1: the long term effects are. Um, there's no like bulletproof,

557
00:30:30,960 --> 00:30:37,320
Speaker 1: clear cut like reason or explanation as to how autism appears,

558
00:30:38,000 --> 00:30:41,440
Speaker 1: which is you know, concerning. It's concerning. And I feel

559
00:30:41,440 --> 00:30:42,720
Speaker 1: like you feel like if there was a way that

560
00:30:42,840 --> 00:30:45,120
Speaker 1: we can combat to do it, and we'd be doing

561
00:30:45,160 --> 00:30:47,200
Speaker 1: it as early as maybe when you're pregnant, because you

562
00:30:47,280 --> 00:30:49,520
Speaker 1: can relate to this now as a mom, I'm sure,

563
00:30:50,200 --> 00:30:53,840
Speaker 1: Rema in that you try to do everything perfect while

564
00:30:53,880 --> 00:30:56,480
Speaker 1: you're pregnant, Like you follow all the rules, don't eat this,

565
00:30:56,800 --> 00:30:59,080
Speaker 1: do that, take your prenatal do that, and then you

566
00:30:59,240 --> 00:31:02,240
Speaker 1: just all timidly pray for a healthy baby that will

567
00:31:02,320 --> 00:31:04,920
Speaker 1: grow to be an amazing person. And you just never

568
00:31:05,080 --> 00:31:08,320
Speaker 1: know some of the factors that may, you know, impede

569
00:31:08,360 --> 00:31:11,440
Speaker 1: the progress or slow things down. So yeah, well do

570
00:31:11,560 --> 00:31:14,760
Speaker 1: you think that autism has was something that always existed?

571
00:31:14,800 --> 00:31:16,760
Speaker 1: But now we just have ways to diagnose it, So

572
00:31:16,920 --> 00:31:19,960
Speaker 1: it's become a little bit more of a hotbutned topic now.

573
00:31:20,320 --> 00:31:24,240
Speaker 1: I believe that we've definitely improved the ability to diagnose it. Yeah,

574
00:31:24,280 --> 00:31:26,680
Speaker 1: and the ability to have to find out that, Okay,

575
00:31:26,760 --> 00:31:30,600
Speaker 1: this this child definitely is showing symptoms. Um, we didn't

576
00:31:30,640 --> 00:31:34,840
Speaker 1: have that before, you know. So yes, I definitely think

577
00:31:34,840 --> 00:31:37,840
Speaker 1: it contributes for sure. But that's a good thing because

578
00:31:37,880 --> 00:31:41,200
Speaker 1: then now we have an earlier chance of finding what

579
00:31:41,360 --> 00:31:43,800
Speaker 1: we need to work on and how we can Yeah,

580
00:31:43,880 --> 00:31:45,840
Speaker 1: and now we can get in there from a young age.

581
00:31:46,080 --> 00:31:47,640
Speaker 1: I feel like we may know some people who now

582
00:31:47,720 --> 00:31:49,920
Speaker 1: in our adult life was just like oh, such and

583
00:31:49,960 --> 00:31:52,800
Speaker 1: such was just kind of socially awkward growing up. But

584
00:31:52,920 --> 00:31:54,760
Speaker 1: then as an adult you be like, wait, maybe he

585
00:31:54,880 --> 00:31:57,400
Speaker 1: might have been autistic and we just didn't know. And

586
00:31:57,480 --> 00:32:00,880
Speaker 1: there is a spectrum, So there's there's ac so high

587
00:32:00,920 --> 00:32:04,800
Speaker 1: functioning because I know some high functioning people now who

588
00:32:05,640 --> 00:32:08,200
Speaker 1: I think may have been autistic, but some people just crazy.

589
00:32:11,120 --> 00:32:13,120
Speaker 1: I look at my wife, to look at my wife,

590
00:32:13,120 --> 00:32:18,120
Speaker 1: and I'm just like that, this isn't she made? You

591
00:32:18,240 --> 00:32:21,160
Speaker 1: really needed to buy all them shoes? You needed to?

592
00:32:21,400 --> 00:32:23,960
Speaker 1: That was a poor decision. Deal with? What sense is that? Really?

593
00:32:25,880 --> 00:32:29,200
Speaker 1: Monitors a fifth eighth sense that I don't know it

594
00:32:30,800 --> 00:32:33,000
Speaker 1: at C E N T S. That's the sense you're

595
00:32:33,000 --> 00:32:35,600
Speaker 1: be spending a lot of sense and making no sense

596
00:32:36,760 --> 00:32:41,080
Speaker 1: so UM. The Americans Association of School Administrators conducted a

597
00:32:41,200 --> 00:32:45,160
Speaker 1: survey of more than five hundred superintendents across the country

598
00:32:45,200 --> 00:32:49,280
Speaker 1: in June. When asked what they struggled to provide UM

599
00:32:50,000 --> 00:32:53,400
Speaker 1: as schools switched to distance learning, the number one response

600
00:32:53,640 --> 00:32:58,840
Speaker 1: was special education systems. That's that's huge because you think

601
00:32:58,840 --> 00:33:01,680
Speaker 1: about parents who uh, not only have to work and

602
00:33:01,760 --> 00:33:03,840
Speaker 1: try to provide a life for these children, but then

603
00:33:03,920 --> 00:33:08,280
Speaker 1: don't even know how to adequately special needs, Yeah, particularly

604
00:33:08,360 --> 00:33:11,680
Speaker 1: special needs. How are they working with their children now?

605
00:33:11,960 --> 00:33:16,240
Speaker 1: With limited resources of superintendent said that they were finding

606
00:33:16,280 --> 00:33:19,480
Speaker 1: it hard to do so. Where many people may have had,

607
00:33:20,000 --> 00:33:21,560
Speaker 1: you know, a place to bring their child who with

608
00:33:21,640 --> 00:33:25,080
Speaker 1: special needs, or had maybe attendant that came in, now

609
00:33:25,360 --> 00:33:29,080
Speaker 1: they don't have any of them. Schools provided that. So

610
00:33:29,320 --> 00:33:32,760
Speaker 1: I guess my question is how far of a setback

611
00:33:32,960 --> 00:33:34,760
Speaker 1: is this for children? You figure it's only been a

612
00:33:34,800 --> 00:33:36,440
Speaker 1: couple of months, like we said, it feels like a year,

613
00:33:36,600 --> 00:33:39,200
Speaker 1: but how do you see an impact in how this

614
00:33:39,320 --> 00:33:41,640
Speaker 1: is going to affect children long term? Haven't had this

615
00:33:41,760 --> 00:33:44,600
Speaker 1: situation that we're in for the past few months and

616
00:33:44,840 --> 00:33:47,280
Speaker 1: some of that going to be corrective later. Like I

617
00:33:47,320 --> 00:33:49,880
Speaker 1: almost feel like this this generation of children who are

618
00:33:50,040 --> 00:33:53,640
Speaker 1: school age are set back so far right now, I

619
00:33:53,720 --> 00:33:56,280
Speaker 1: feel like a lot of our kids, even because of COVID,

620
00:33:56,840 --> 00:33:59,239
Speaker 1: we're afraid to come back into the clinic. And they

621
00:33:59,320 --> 00:34:03,000
Speaker 1: were you know, struggling with some serious, um, you know,

622
00:34:03,120 --> 00:34:07,760
Speaker 1: sensory concerns and seeing them now as they're more likely

623
00:34:07,840 --> 00:34:10,359
Speaker 1: to come back into the clinic, it's you obviously will

624
00:34:10,520 --> 00:34:14,080
Speaker 1: feel you see a complete digression. Yeah, like now we

625
00:34:14,200 --> 00:34:17,600
Speaker 1: have to kind of you know, work harder. Um. So yeah,

626
00:34:17,640 --> 00:34:19,919
Speaker 1: it is, it is. I would suggest if your child

627
00:34:20,080 --> 00:34:22,480
Speaker 1: is an OT or has been an AT to get

628
00:34:22,560 --> 00:34:25,400
Speaker 1: them back in OT as soon as possible. UM. I

629
00:34:25,520 --> 00:34:29,319
Speaker 1: know for us, we've taken huge measures of being very

630
00:34:29,800 --> 00:34:33,239
Speaker 1: safe with the following the CDC guidelines and making sure

631
00:34:33,239 --> 00:34:36,240
Speaker 1: everything is sanitized. But um and I know most clinics

632
00:34:36,280 --> 00:34:39,040
Speaker 1: that I know of are as well. UM, So getting

633
00:34:39,120 --> 00:34:42,279
Speaker 1: back into the sessions is most helpful because yeah, just

634
00:34:42,480 --> 00:34:46,800
Speaker 1: leaving it to you know, watching all of that progress

635
00:34:47,840 --> 00:34:52,320
Speaker 1: all of a sudden started to decline, being a whole setback.

636
00:34:52,480 --> 00:34:54,520
Speaker 1: You know what I would tell parents, Um, And we

637
00:34:54,680 --> 00:34:56,719
Speaker 1: do this with our boys, and we were doing this

638
00:34:56,840 --> 00:35:00,560
Speaker 1: before distance learning started. We always incorperate physical activity but

639
00:35:00,640 --> 00:35:02,960
Speaker 1: also arts and craft because we have our youngest son,

640
00:35:03,120 --> 00:35:06,720
Speaker 1: Kaz and cats is very different than the other boys.

641
00:35:07,080 --> 00:35:10,319
Speaker 1: But Kas loves to feel like. He loves to play

642
00:35:10,360 --> 00:35:13,480
Speaker 1: in the dirt, he loves saying, he loves water. So

643
00:35:13,640 --> 00:35:15,520
Speaker 1: we feel like we always wanted to make that part

644
00:35:15,560 --> 00:35:18,279
Speaker 1: of his routine because when he's able to do those things,

645
00:35:18,640 --> 00:35:22,040
Speaker 1: he then feels better afterwards, you know, So we try

646
00:35:22,120 --> 00:35:23,680
Speaker 1: to make sure that arts and craft is always an

647
00:35:23,680 --> 00:35:27,920
Speaker 1: important part. Plato, he loves Plato. Have to watch him

648
00:35:28,000 --> 00:35:32,880
Speaker 1: so he doesn't eat it. However, he likes the experiment

649
00:35:33,000 --> 00:35:36,479
Speaker 1: with it. He's eating everything. But it's it's amazing because

650
00:35:36,600 --> 00:35:41,040
Speaker 1: parents with multiple children, you have to now evaluate each child,

651
00:35:41,160 --> 00:35:43,000
Speaker 1: and that's why we talk about how important it is

652
00:35:43,480 --> 00:35:45,920
Speaker 1: to make sure that you're engaging with each child on

653
00:35:46,000 --> 00:35:48,320
Speaker 1: a certain level so that way you know what to

654
00:35:48,440 --> 00:35:51,839
Speaker 1: look for whenever. And each child is a unique case,

655
00:35:52,000 --> 00:35:54,880
Speaker 1: especially when it comes to OT. You know, um, there's

656
00:35:54,920 --> 00:35:58,360
Speaker 1: not one answer for all. It's very much specific to

657
00:35:58,520 --> 00:36:01,680
Speaker 1: the child and the child's ccific needs from a sensory

658
00:36:01,800 --> 00:36:04,640
Speaker 1: perspective for sure. So that's why the evaluation from an

659
00:36:04,680 --> 00:36:08,080
Speaker 1: OT is always the most important part because then you'll

660
00:36:08,120 --> 00:36:12,680
Speaker 1: get the specific response for that child or a specific treatment. Well,

661
00:36:12,760 --> 00:36:14,919
Speaker 1: I also know that every family can't afford an OT

662
00:36:15,680 --> 00:36:17,839
Speaker 1: so are there certain things that are family Like if

663
00:36:17,880 --> 00:36:19,799
Speaker 1: you can give some advice to a family that has

664
00:36:19,920 --> 00:36:23,719
Speaker 1: children who are middle school elementary that you feel like, listen,

665
00:36:23,840 --> 00:36:28,160
Speaker 1: this child may have a case. What are the resources

666
00:36:28,239 --> 00:36:30,560
Speaker 1: or what could they do at home to help? Um? Yeah,

667
00:36:30,640 --> 00:36:32,960
Speaker 1: I mean when it comes to the virtual stuff and

668
00:36:32,960 --> 00:36:35,960
Speaker 1: when it comes to focus and attention, I would say,

669
00:36:36,080 --> 00:36:39,960
Speaker 1: just prioritize getting all of those little sensory gadgets. Um,

670
00:36:40,080 --> 00:36:44,960
Speaker 1: whatever your child may be seeking, whatever sensory output their

671
00:36:45,000 --> 00:36:48,480
Speaker 1: experiencing or they're needing, just facilitate that. Okay, if you

672
00:36:48,600 --> 00:36:50,560
Speaker 1: can't sit still, let's do exactly what you guys are

673
00:36:50,600 --> 00:36:53,279
Speaker 1: pretty much doing, you know, let's facilitate what we can

674
00:36:53,400 --> 00:36:55,160
Speaker 1: to make sure our child is able to focus and

675
00:36:55,200 --> 00:36:58,600
Speaker 1: pay attention. But no, ultimately, if you are below the

676
00:36:58,680 --> 00:37:01,640
Speaker 1: age of three, the regional center services are free. So

677
00:37:02,120 --> 00:37:03,560
Speaker 1: that's good to a lot of people don't know that

678
00:37:03,760 --> 00:37:06,360
Speaker 1: regional center. So if you contact your nearest regional center

679
00:37:06,440 --> 00:37:08,920
Speaker 1: and say, I think my child is having these concerns,

680
00:37:09,040 --> 00:37:12,239
Speaker 1: could you please evaluate, um, they should be able to

681
00:37:12,360 --> 00:37:14,920
Speaker 1: guide you in the right directions and then also um

682
00:37:15,360 --> 00:37:17,560
Speaker 1: from that point on into the school district as well.

683
00:37:18,120 --> 00:37:21,320
Speaker 1: I mean, I know Black people fear getting their children

684
00:37:21,400 --> 00:37:25,560
Speaker 1: evaluated because they fear label. You know, the label is

685
00:37:25,640 --> 00:37:28,040
Speaker 1: tough for black people, and a lot of the parents

686
00:37:28,080 --> 00:37:29,919
Speaker 1: we dealt with didn't want to get their kid even

687
00:37:30,200 --> 00:37:31,880
Speaker 1: talk about how important it is to get their children

688
00:37:31,920 --> 00:37:34,360
Speaker 1: evaluate even even if so and a lot of the

689
00:37:34,480 --> 00:37:36,759
Speaker 1: times it's not even a label that you'll get a

690
00:37:36,800 --> 00:37:38,719
Speaker 1: lot of the times it's more so, okay, there's some

691
00:37:38,840 --> 00:37:41,680
Speaker 1: sensory concerns here that we can work with, and you know,

692
00:37:41,800 --> 00:37:44,840
Speaker 1: we work with it, but it's it's it's more detrimental

693
00:37:44,920 --> 00:37:48,680
Speaker 1: for the child if they don't if they have autism,

694
00:37:48,800 --> 00:37:52,200
Speaker 1: or they have something that needs to be labeled and

695
00:37:52,280 --> 00:37:54,560
Speaker 1: they don't get it to them until later, then they've

696
00:37:54,680 --> 00:37:58,160
Speaker 1: just really really done a disservice to their child. So

697
00:37:58,440 --> 00:38:00,279
Speaker 1: I would suggest and and and a lot of the

698
00:38:00,320 --> 00:38:03,400
Speaker 1: times it's also not um, you know, it's not autisome.

699
00:38:03,719 --> 00:38:06,960
Speaker 1: It's possibly a sensory processing concern or something that we

700
00:38:07,000 --> 00:38:09,520
Speaker 1: can work with in the clinic. That's not you know,

701
00:38:10,160 --> 00:38:15,719
Speaker 1: um so stigmatized, but it's doing more of it. It's

702
00:38:15,800 --> 00:38:19,600
Speaker 1: a stigma. Yeah, a segment around the label. It's almost

703
00:38:19,640 --> 00:38:23,239
Speaker 1: like someone going to seek therapy, you know something, there's

704
00:38:23,239 --> 00:38:25,680
Speaker 1: a stigma around therapy. It's like, oh, you're not right

705
00:38:25,719 --> 00:38:27,279
Speaker 1: in your head. If you have to go speak to

706
00:38:27,320 --> 00:38:29,720
Speaker 1: someone about the way you're feeling, especially in the community,

707
00:38:29,800 --> 00:38:32,399
Speaker 1: for sure, that needs to change, because if you don't,

708
00:38:32,840 --> 00:38:35,160
Speaker 1: if you don't get the help, you're doing the bigger,

709
00:38:35,360 --> 00:38:38,000
Speaker 1: the bigger disservice to your loved ones, to yourself, to

710
00:38:38,120 --> 00:38:42,200
Speaker 1: your children, the disservices coming on in a higher level

711
00:38:42,280 --> 00:38:45,440
Speaker 1: than than just living with it and acting like everything

712
00:38:45,560 --> 00:38:47,680
Speaker 1: is perfectly fine. Um. And it'll catch up to you

713
00:38:47,760 --> 00:38:49,279
Speaker 1: in the end, especially when you know that a lot

714
00:38:49,320 --> 00:38:52,400
Speaker 1: of this can be corrected. If you wait until fifteen

715
00:38:52,440 --> 00:38:54,239
Speaker 1: to get a diagnosis, well, we could have done so

716
00:38:54,400 --> 00:38:58,000
Speaker 1: much more, you know what I mean? UM, So what's

717
00:38:58,080 --> 00:39:02,040
Speaker 1: the point in I understand the stigma, I understand the

718
00:39:02,080 --> 00:39:07,160
Speaker 1: reasons behind being scared, But I encourage UM, parents UM

719
00:39:07,360 --> 00:39:10,000
Speaker 1: to do the right thing by their child and get

720
00:39:10,080 --> 00:39:15,479
Speaker 1: the necessary diagnosis if needed. UM. But evaluation, I would

721
00:39:15,560 --> 00:39:18,560
Speaker 1: encourage the same thing because, UM, the stigma comes from

722
00:39:18,600 --> 00:39:23,319
Speaker 1: a lack of trust that black people have for healthcare professionals, Specifically,

723
00:39:23,400 --> 00:39:25,560
Speaker 1: if they don't look like them. So a lot of

724
00:39:25,600 --> 00:39:27,920
Speaker 1: the black moms and dads that we had come through

725
00:39:28,200 --> 00:39:31,480
Speaker 1: prototypes like I'll take him to go see someone, but

726
00:39:31,600 --> 00:39:33,920
Speaker 1: they got to be black, because you know, if you

727
00:39:33,960 --> 00:39:36,600
Speaker 1: don't understand black culture, if you don't understand black people,

728
00:39:36,920 --> 00:39:38,640
Speaker 1: when you look at things, you look at things through

729
00:39:38,680 --> 00:39:41,239
Speaker 1: a lens that everything they do is wrong, almost feeling

730
00:39:41,239 --> 00:39:43,080
Speaker 1: like you want someone who can relate to your particular

731
00:39:43,120 --> 00:39:45,640
Speaker 1: struggles or thomas that you may have had to endure

732
00:39:45,840 --> 00:39:48,560
Speaker 1: the same thing with a midwife. When I was seeking

733
00:39:48,600 --> 00:39:50,520
Speaker 1: a midwife, I was like, let me find the blikty

734
00:39:50,560 --> 00:39:54,040
Speaker 1: blackest one because I'm like, she's going to understand that

735
00:39:54,400 --> 00:39:57,880
Speaker 1: black women are dying, you know, during childbirths. You know,

736
00:39:57,960 --> 00:40:00,080
Speaker 1: black babies are dying at a way faster rate and

737
00:40:00,840 --> 00:40:03,680
Speaker 1: our white counterparts. So I think that's super important and

738
00:40:03,880 --> 00:40:06,480
Speaker 1: and I mean, do you see diversity in your field?

739
00:40:06,680 --> 00:40:09,120
Speaker 1: I do absolutely had a lot of a lot of

740
00:40:09,280 --> 00:40:12,560
Speaker 1: incredible um African American otis that we have a lot

741
00:40:12,600 --> 00:40:16,360
Speaker 1: of doctors, of a lot of people doing amazing, amazing

742
00:40:16,400 --> 00:40:18,680
Speaker 1: things in the field. So we got no excuses, No,

743
00:40:18,920 --> 00:40:21,800
Speaker 1: we got no excuses. No, it's definitely a friend of

744
00:40:21,840 --> 00:40:24,520
Speaker 1: mine found out that her son was autistic very early on,

745
00:40:25,000 --> 00:40:28,480
Speaker 1: and I applaud her because she has been super involved

746
00:40:28,520 --> 00:40:31,520
Speaker 1: and invested in making sure he has every resource available.

747
00:40:31,760 --> 00:40:34,400
Speaker 1: They're based in New York, UM, so she said that

748
00:40:34,520 --> 00:40:38,640
Speaker 1: she was just surprised at how many you know, available

749
00:40:38,760 --> 00:40:42,040
Speaker 1: resources were literally at her finger tip, she sh she

750
00:40:42,160 --> 00:40:45,960
Speaker 1: posted her son's schedule like on a on a weekly schedule,

751
00:40:46,360 --> 00:40:49,000
Speaker 1: and he had this therapy, that person, this person, you know,

752
00:40:49,320 --> 00:40:52,320
Speaker 1: literally every person was in a time slot to ensure

753
00:40:52,400 --> 00:40:55,160
Speaker 1: that he was getting this total package and help that

754
00:40:55,280 --> 00:40:57,440
Speaker 1: he needed. And I really applauded her, and I was

755
00:40:57,680 --> 00:40:59,919
Speaker 1: happy that she was letting people know because, like we said,

756
00:41:00,040 --> 00:41:01,799
Speaker 1: but the stigma, she could have been like, well, I'm

757
00:41:01,800 --> 00:41:03,360
Speaker 1: not going to show my baby as much because he

758
00:41:03,760 --> 00:41:07,160
Speaker 1: is autistic. Instead, she's empowering people to speak up about it,

759
00:41:07,680 --> 00:41:09,800
Speaker 1: you know, and in inspiring people to say, you know what,

760
00:41:09,960 --> 00:41:11,840
Speaker 1: get your child checked out if you see something is

761
00:41:11,880 --> 00:41:14,600
Speaker 1: not you know, normal. And many times it is a

762
00:41:14,640 --> 00:41:17,439
Speaker 1: collaborative effort, you know, it is the O T, the PT,

763
00:41:17,640 --> 00:41:20,400
Speaker 1: the speech with the speech language polishes. It is a

764
00:41:20,480 --> 00:41:23,880
Speaker 1: whole bunch of people working together to help this child,

765
00:41:24,280 --> 00:41:27,040
Speaker 1: you know, live the best life possible. And as independently

766
00:41:27,120 --> 00:41:29,600
Speaker 1: as possible, and you see a huge difference from kids

767
00:41:29,640 --> 00:41:31,600
Speaker 1: we've seen. We've had children that have been with us

768
00:41:31,600 --> 00:41:34,680
Speaker 1: since a few months old, now you know, a few

769
00:41:34,800 --> 00:41:37,680
Speaker 1: years old, and you see a huge, huge, significant growth

770
00:41:37,719 --> 00:41:40,640
Speaker 1: in difference. If parents are consistent with going to therapy,

771
00:41:41,040 --> 00:41:44,000
Speaker 1: showing up so making the effort doing what they need

772
00:41:44,080 --> 00:41:46,520
Speaker 1: to do. If a parent is inconsistent, you will also

773
00:41:46,600 --> 00:41:48,600
Speaker 1: see the change. You'll see that in the in the

774
00:41:49,000 --> 00:41:52,680
Speaker 1: therapy results. Is that frustrating for you, Like if you

775
00:41:52,760 --> 00:41:54,400
Speaker 1: see a child who has the potential to be so

776
00:41:54,520 --> 00:41:57,960
Speaker 1: much farther along, so frustrating, it's so frustrating. So many

777
00:41:58,040 --> 00:42:01,120
Speaker 1: times we do see kids who need the therapy so

778
00:42:01,360 --> 00:42:04,000
Speaker 1: desperately and parents are like, oh, well, you know, I've

779
00:42:04,040 --> 00:42:06,839
Speaker 1: got this, or they don't under I think they misunderstand

780
00:42:06,920 --> 00:42:09,680
Speaker 1: ot because they don't understand that through the guys of play,

781
00:42:09,800 --> 00:42:12,640
Speaker 1: there's a lot going on, and in their mind it's like, Okay,

782
00:42:12,640 --> 00:42:14,680
Speaker 1: they're just playing. I don't know. So with this book,

783
00:42:14,800 --> 00:42:17,719
Speaker 1: I kind of wanted to shed light on the fact

784
00:42:17,800 --> 00:42:20,880
Speaker 1: that yes, we are doing play like activities, but if

785
00:42:20,920 --> 00:42:23,560
Speaker 1: you understand the senses, if you'll understand through a story

786
00:42:23,640 --> 00:42:26,640
Speaker 1: like perspective, you know, um, what could be happening with

787
00:42:26,760 --> 00:42:28,440
Speaker 1: your child and how you could be fixing it and

788
00:42:28,480 --> 00:42:30,360
Speaker 1: how we are actually working on these things in the

789
00:42:30,400 --> 00:42:32,640
Speaker 1: clinic that maybe you'll give it a little bit more

790
00:42:32,800 --> 00:42:35,960
Speaker 1: of an understanding of Okay, I need to put emphasis

791
00:42:36,000 --> 00:42:37,360
Speaker 1: a lot of the times I'll be like, oh, speech

792
00:42:37,400 --> 00:42:39,440
Speaker 1: is more important. Speech is more important. It's like, absolutely,

793
00:42:39,440 --> 00:42:41,800
Speaker 1: speech is important. But there's a huge component here in

794
00:42:41,840 --> 00:42:44,360
Speaker 1: OT that you're missing, um, and you see it in

795
00:42:44,400 --> 00:42:48,160
Speaker 1: the child. You see the child not reaching the max's

796
00:42:48,200 --> 00:42:51,480
Speaker 1: potential and that is there a link between sensory issues

797
00:42:51,560 --> 00:42:54,120
Speaker 1: and or the approach that you take as an OT

798
00:42:54,400 --> 00:42:57,720
Speaker 1: and like the Montessori method because I know that learning

799
00:42:57,800 --> 00:43:01,359
Speaker 1: method is a lot of play bass for us. At first,

800
00:43:01,480 --> 00:43:03,440
Speaker 1: I was kind of like they play all day, Like

801
00:43:03,520 --> 00:43:05,120
Speaker 1: what does that mean? I think you could play at home?

802
00:43:05,239 --> 00:43:10,040
Speaker 1: Like what am I paying you? Um? And then we

803
00:43:10,120 --> 00:43:11,959
Speaker 1: kind of like brought into the sauce at one point

804
00:43:12,320 --> 00:43:14,239
Speaker 1: with Cairo for a little bit. He wasn't feeling that

805
00:43:14,320 --> 00:43:16,919
Speaker 1: particular school and in particular, but I know that there's

806
00:43:16,960 --> 00:43:19,640
Speaker 1: some amazing people who have sent children sent their children

807
00:43:19,680 --> 00:43:23,400
Speaker 1: to Montessori schools for years and they saw amazing, um,

808
00:43:24,160 --> 00:43:26,759
Speaker 1: you know, amazing results with their children. So is there

809
00:43:26,800 --> 00:43:29,799
Speaker 1: a direct link you think between like the sensory Manta

810
00:43:29,840 --> 00:43:32,799
Speaker 1: Story method. Yeah, I mean it's there is. I'm sure

811
00:43:32,920 --> 00:43:37,920
Speaker 1: sensory perspectives in the Montessori method, Montessori being the educational

812
00:43:38,040 --> 00:43:43,920
Speaker 1: component and sensory processing being more of a medically driven product. Um.

813
00:43:44,080 --> 00:43:46,359
Speaker 1: But yes, I mean, I'm sure they incorporate I wasn't

814
00:43:46,520 --> 00:43:48,880
Speaker 1: went to Montessori as a child myself, and they do

815
00:43:49,000 --> 00:43:51,879
Speaker 1: incorporate a lot of sensory activities into it. And there

816
00:43:52,000 --> 00:43:56,560
Speaker 1: is a I guess a kind of link, but they're

817
00:43:56,920 --> 00:44:00,760
Speaker 1: two very there's still two separate up in the exact

818
00:44:00,840 --> 00:44:03,359
Speaker 1: opposite of Montessori. We were in school where you had

819
00:44:03,440 --> 00:44:06,800
Speaker 1: to sit your ass down, do not if you were fidgeting,

820
00:44:06,920 --> 00:44:09,480
Speaker 1: you get hit with a ruler. Which now I'm starting

821
00:44:09,520 --> 00:44:11,440
Speaker 1: to think about how many men think about how many

822
00:44:11,480 --> 00:44:14,560
Speaker 1: behavioral issues they weren't. There were a lot of kids

823
00:44:14,960 --> 00:44:18,279
Speaker 1: that I think about it. You know better now, you

824
00:44:18,360 --> 00:44:20,640
Speaker 1: do better. But the punishment was a thing in the

825
00:44:20,680 --> 00:44:22,799
Speaker 1: school of the Deval went to the same elementary school.

826
00:44:22,840 --> 00:44:24,760
Speaker 1: He stayed for a couple of years. I stayed throughout

827
00:44:24,880 --> 00:44:28,680
Speaker 1: the entire elementary and like junior high school phase of life.

828
00:44:28,760 --> 00:44:31,359
Speaker 1: But the people who were able to thrive in there

829
00:44:31,400 --> 00:44:34,080
Speaker 1: were super successful. But there were a lot of people

830
00:44:34,200 --> 00:44:37,080
Speaker 1: who left Bethlehem in and now that I think about it,

831
00:44:37,200 --> 00:44:39,640
Speaker 1: you never gave them a chance to work through their

832
00:44:40,120 --> 00:44:42,840
Speaker 1: sensory issues. If they had, you considered, my goodness, it

833
00:44:42,920 --> 00:44:45,799
Speaker 1: was the actual opposite. It was do not move. If

834
00:44:45,840 --> 00:44:47,960
Speaker 1: you move, you get popped with the ruler. Children that

835
00:44:48,040 --> 00:44:50,880
Speaker 1: say something or spoke out a turn or anything, there

836
00:44:50,960 --> 00:44:53,160
Speaker 1: was like a consequence for that. And I woke couple

837
00:44:53,200 --> 00:44:54,719
Speaker 1: it by saying that there was a lot of love

838
00:44:54,800 --> 00:44:57,239
Speaker 1: in that school to as hard as it may seem,

839
00:44:58,160 --> 00:45:00,520
Speaker 1: but there was a lot of love in that school

840
00:45:00,560 --> 00:45:02,520
Speaker 1: as well and a general care for the child. But

841
00:45:02,600 --> 00:45:05,600
Speaker 1: I also we spoke about generational traumas and like how

842
00:45:06,000 --> 00:45:09,719
Speaker 1: we came to um pass down these ways of child

843
00:45:09,800 --> 00:45:13,160
Speaker 1: rearing that they deemed necessary at the time when years ago,

844
00:45:13,320 --> 00:45:15,200
Speaker 1: like you know, you gotta keep a black channel line

845
00:45:15,280 --> 00:45:16,800
Speaker 1: by like beating them and making sure that they know

846
00:45:16,880 --> 00:45:19,320
Speaker 1: there's consequences for their action. So I never want to

847
00:45:19,360 --> 00:45:21,640
Speaker 1: say that we were in a very hostile environment at

848
00:45:21,680 --> 00:45:24,960
Speaker 1: that time, but both a successful as we are because

849
00:45:25,280 --> 00:45:28,080
Speaker 1: in part because of Bethlehm Baptist Academy. But I do

850
00:45:28,200 --> 00:45:31,000
Speaker 1: also understand that there are certain things that I allowed

851
00:45:31,080 --> 00:45:33,080
Speaker 1: Jackson to do because I've learned better, that my mom

852
00:45:33,160 --> 00:45:35,600
Speaker 1: would have never allowed me to do. For example, that

853
00:45:35,760 --> 00:45:37,319
Speaker 1: my mother would have got me a chair that does

854
00:45:37,360 --> 00:45:39,520
Speaker 1: not turn, does not swore, but the back cannot move.

855
00:45:39,600 --> 00:45:42,480
Speaker 1: I would not have any toys, no devices, no devices,

856
00:45:42,520 --> 00:45:44,640
Speaker 1: no phones. But Jackson gets to sit at his laptop

857
00:45:45,200 --> 00:45:47,520
Speaker 1: with his device, with his toys, in a chair that

858
00:45:47,680 --> 00:45:50,680
Speaker 1: moves because it allows him to find a way to focus.

859
00:45:50,840 --> 00:45:52,360
Speaker 1: That was the exact opposite. I would have been in

860
00:45:52,440 --> 00:45:56,560
Speaker 1: all white room with one chair, in a notebook and

861
00:45:56,640 --> 00:45:58,520
Speaker 1: just had, you know, just had to work like that. Yeah,

862
00:45:58,560 --> 00:46:00,360
Speaker 1: And that's why I feel like it's so import to

863
00:46:00,920 --> 00:46:04,760
Speaker 1: provide the education and the awareness because then other parents

864
00:46:04,840 --> 00:46:06,680
Speaker 1: will also start to see things the way you do,

865
00:46:06,880 --> 00:46:08,920
Speaker 1: and other teachers will start to see things the way

866
00:46:08,960 --> 00:46:12,440
Speaker 1: you do and start to understand, Okay, there's more to that,

867
00:46:13,400 --> 00:46:15,560
Speaker 1: and there's better ways that we can handle this for

868
00:46:15,640 --> 00:46:18,560
Speaker 1: the development of the child. And it's important now, especially

869
00:46:18,560 --> 00:46:21,160
Speaker 1: with so much distant learning. But you don't have the

870
00:46:21,200 --> 00:46:22,880
Speaker 1: run right because we have to do listener letters. But

871
00:46:22,920 --> 00:46:24,400
Speaker 1: before we do listening letters. We have to take a

872
00:46:24,440 --> 00:46:27,719
Speaker 1: quick break, so you go. We love to get an

873
00:46:27,800 --> 00:46:31,359
Speaker 1: expert perspective on what people right in. So yeah, we'll

874
00:46:31,400 --> 00:46:34,000
Speaker 1: come back after we pay some bills. Pay some bills

875
00:46:34,040 --> 00:46:40,040
Speaker 1: because you're seeing sense all things that I lacked common sense,

876
00:46:40,120 --> 00:46:44,680
Speaker 1: but I really don't bending sense as long as it's

877
00:46:44,680 --> 00:46:47,160
Speaker 1: a deal. Long, can you go pay these bills so

878
00:46:47,280 --> 00:46:48,800
Speaker 1: I can just pay for whatever it is? And she

879
00:46:49,000 --> 00:47:06,279
Speaker 1: just described we'll be back. All right, we're back. I

880
00:47:06,360 --> 00:47:08,560
Speaker 1: went and paid mad bills. I went in stripped too,

881
00:47:08,640 --> 00:47:10,840
Speaker 1: so I can help, you know, cover whatever the lack is.

882
00:47:10,880 --> 00:47:15,360
Speaker 1: I gotta make ends meet, gotta make ends meet. You

883
00:47:15,440 --> 00:47:17,800
Speaker 1: did something strange for a little change. I had to

884
00:47:18,040 --> 00:47:22,080
Speaker 1: the way you spend money. But we are back now,

885
00:47:22,120 --> 00:47:23,919
Speaker 1: we gotta listening. Let us right. Like I said before,

886
00:47:24,000 --> 00:47:30,759
Speaker 1: we have Rema Naim with us, doctor doctor. Anybody who

887
00:47:30,880 --> 00:47:33,719
Speaker 1: go to school for nine years, it deserves to be

888
00:47:33,840 --> 00:47:39,280
Speaker 1: called doctor, because I did four and it felt like wright.

889
00:47:39,320 --> 00:47:41,759
Speaker 1: So we are back with Dr ne Rema Naim, and

890
00:47:41,760 --> 00:47:44,240
Speaker 1: we're gonna answer these listener letters. We have one today.

891
00:47:44,400 --> 00:47:48,600
Speaker 1: I'm gonna start reading out loud. I am a married mom.

892
00:47:49,480 --> 00:47:52,239
Speaker 1: She is with two sons. And a daughter ages seven

893
00:47:52,280 --> 00:47:55,560
Speaker 1: through twelve. Even when school was operating normally, advocating for

894
00:47:55,600 --> 00:47:58,640
Speaker 1: our children could be very difficult now with virtual learning.

895
00:47:58,719 --> 00:48:00,840
Speaker 1: What tips would you have for parents on how to

896
00:48:00,920 --> 00:48:04,399
Speaker 1: best advocate for your child and ensure that their needs

897
00:48:04,440 --> 00:48:07,160
Speaker 1: are being met. You know, Rema loves to advocate for

898
00:48:07,440 --> 00:48:10,720
Speaker 1: X and X is only eight months. The best advocate,

899
00:48:11,560 --> 00:48:14,759
Speaker 1: especially when they are a creative, active child that learned

900
00:48:14,840 --> 00:48:17,520
Speaker 1: best through creative and in person interaction. How do we

901
00:48:17,560 --> 00:48:19,880
Speaker 1: advocate for these children during this time? I mean I

902
00:48:19,960 --> 00:48:22,960
Speaker 1: would suggest contacting and reaching out to the schools. I

903
00:48:23,040 --> 00:48:25,640
Speaker 1: know that it's difficult. I know it's hard, but reaching

904
00:48:25,680 --> 00:48:28,560
Speaker 1: out to them and just advocating for you know, any

905
00:48:28,680 --> 00:48:31,320
Speaker 1: kind of aid or any kind of help that you

906
00:48:31,440 --> 00:48:34,600
Speaker 1: can get within the home system. I do know of

907
00:48:34,880 --> 00:48:37,920
Speaker 1: some parents who have been able to get help. Is

908
00:48:38,000 --> 00:48:41,080
Speaker 1: this locally? Is this from Californa? Is this calum She

909
00:48:41,080 --> 00:48:42,920
Speaker 1: doesn't say exactly who we are, but if we are,

910
00:48:43,000 --> 00:48:45,120
Speaker 1: if they are in California, then yeah, I believe that

911
00:48:45,200 --> 00:48:47,840
Speaker 1: there are ways to go around it. I know it's difficult.

912
00:48:47,880 --> 00:48:49,879
Speaker 1: I know the school district and everything is a really

913
00:48:49,960 --> 00:48:52,719
Speaker 1: hard process. I can totally sympathize with that, but I

914
00:48:52,760 --> 00:48:55,759
Speaker 1: would suggest continuing to advocate as much as you can

915
00:48:55,840 --> 00:48:58,000
Speaker 1: and trying to reach out and trying to get you

916
00:48:58,080 --> 00:49:02,320
Speaker 1: know as much um uh, you know, as many resources

917
00:49:02,360 --> 00:49:04,200
Speaker 1: as you can to get an aid or to get

918
00:49:04,280 --> 00:49:07,200
Speaker 1: some kind of help within the home system. I agree,

919
00:49:07,200 --> 00:49:09,200
Speaker 1: you know what I would do already know what K

920
00:49:09,280 --> 00:49:11,279
Speaker 1: would do because it wouldn't mean she would be on it.

921
00:49:11,680 --> 00:49:15,760
Speaker 1: But KA is not afraid of moving our children, especially

922
00:49:15,800 --> 00:49:18,640
Speaker 1: with remote learning. You can remote learn with any school,

923
00:49:18,760 --> 00:49:21,759
Speaker 1: any curriculum. So if that curriculum does not fit with

924
00:49:21,880 --> 00:49:23,920
Speaker 1: your child, hey, you know what, I may have to

925
00:49:23,960 --> 00:49:26,720
Speaker 1: remove my child from this situation and try to find

926
00:49:27,160 --> 00:49:31,239
Speaker 1: a remote learning curriculum that works with helps them moving forward.

927
00:49:31,239 --> 00:49:33,160
Speaker 1: That's what I would do because you know, as much

928
00:49:33,200 --> 00:49:36,240
Speaker 1: as I don't like to be it has a negative

929
00:49:36,280 --> 00:49:39,239
Speaker 1: connotation helicopter parent or like being over your child. For me,

930
00:49:39,320 --> 00:49:41,800
Speaker 1: it's not about being a helicopter mom. It's about being involved,

931
00:49:41,840 --> 00:49:43,320
Speaker 1: Like there's a difference, you know what I mean, and

932
00:49:43,440 --> 00:49:46,200
Speaker 1: knowing what I'm looking for with my child. Us moms,

933
00:49:46,360 --> 00:49:48,520
Speaker 1: dad's we know our children best, right, So if you

934
00:49:48,640 --> 00:49:50,319
Speaker 1: see that there's a deficit or you know that something

935
00:49:50,400 --> 00:49:53,240
Speaker 1: may impede their progress. I'm I'm the queen of pivoting

936
00:49:53,400 --> 00:49:55,440
Speaker 1: and just pulling them from whatever it needs and then

937
00:49:55,520 --> 00:49:57,840
Speaker 1: finding the resources. So one thing I know is what

938
00:49:57,920 --> 00:50:00,200
Speaker 1: I don't know. So if I don't know something, I'm

939
00:50:00,239 --> 00:50:02,960
Speaker 1: the first to try to find resources or asking um,

940
00:50:03,160 --> 00:50:06,239
Speaker 1: you know, friends, asking an expert, asking a friend who

941
00:50:06,280 --> 00:50:08,400
Speaker 1: may know somebody who knows somebody, and getting a referral

942
00:50:08,480 --> 00:50:11,759
Speaker 1: that way. And I mean, there's levels two needs that

943
00:50:11,880 --> 00:50:14,960
Speaker 1: children have that need to be meant um for us.

944
00:50:15,560 --> 00:50:17,600
Speaker 1: The simplest thing so far just to even get that

945
00:50:17,719 --> 00:50:20,840
Speaker 1: in person interaction for the children together. It's just creating

946
00:50:20,880 --> 00:50:23,399
Speaker 1: a safe space of families who we know have been

947
00:50:23,640 --> 00:50:26,879
Speaker 1: you know, quarantining, have been laying low, Your kids haven't

948
00:50:26,920 --> 00:50:28,800
Speaker 1: been in school. My kids haven't been in school. So

949
00:50:29,239 --> 00:50:32,839
Speaker 1: definitely have happened. We found our community where we feel

950
00:50:32,920 --> 00:50:36,040
Speaker 1: safe because we definitely don't take COVID lightly. So there's

951
00:50:36,080 --> 00:50:37,960
Speaker 1: a certain community where saying, okay, y'all have been at home,

952
00:50:38,000 --> 00:50:39,600
Speaker 1: we've been at home for the most part, we can

953
00:50:39,640 --> 00:50:42,040
Speaker 1: then get our children together and then create small play

954
00:50:42,120 --> 00:50:45,040
Speaker 1: group environments where the kids can get together in play safely.

955
00:50:45,520 --> 00:50:47,880
Speaker 1: And I think that's very necessary. Jackson says. He misses

956
00:50:47,920 --> 00:50:49,960
Speaker 1: the interaction that he used to have with his classmates,

957
00:50:49,960 --> 00:50:52,080
Speaker 1: and I get it. Yeah, And I mean, we've not

958
00:50:52,200 --> 00:50:54,239
Speaker 1: been through this before, so we don't know what the

959
00:50:54,320 --> 00:50:56,759
Speaker 1: long term situation is going to be. Everything is so

960
00:50:56,920 --> 00:50:59,080
Speaker 1: up in the air, and so, you know, so it

961
00:50:59,200 --> 00:51:01,760
Speaker 1: is important to make sure that you're giving them similar

962
00:51:02,040 --> 00:51:04,680
Speaker 1: activities or similar things that they were doing beforehand, but

963
00:51:04,760 --> 00:51:08,320
Speaker 1: in a safe space, in a safe, controlled space. I

964
00:51:08,400 --> 00:51:10,000
Speaker 1: will say this too. I'm going to look at the

965
00:51:10,080 --> 00:51:13,680
Speaker 1: camera directly when I say this. For all the parents

966
00:51:13,760 --> 00:51:19,600
Speaker 1: who are now advocating for their kids, advocating advocating, you

967
00:51:19,760 --> 00:51:22,919
Speaker 1: said something that I would I would challenge. You said

968
00:51:22,960 --> 00:51:27,120
Speaker 1: that we know our kids best. I challenged that because

969
00:51:27,280 --> 00:51:30,800
Speaker 1: these kids spend six to eight hours with these teachers

970
00:51:31,640 --> 00:51:34,080
Speaker 1: every day. And I hear a lot of my friends

971
00:51:34,080 --> 00:51:36,600
Speaker 1: and other people saying on social media all that stuff

972
00:51:36,640 --> 00:51:38,920
Speaker 1: I was saying about my son when he was acting crazy,

973
00:51:39,320 --> 00:51:41,319
Speaker 1: and I was telling the teacher that I know my child.

974
00:51:41,640 --> 00:51:44,080
Speaker 1: I do not know this person because I've been in

975
00:51:44,120 --> 00:51:46,359
Speaker 1: the house with them for four months now, so it's

976
00:51:46,360 --> 00:51:48,200
Speaker 1: like who am at home with? Because this is not

977
00:51:48,280 --> 00:51:51,000
Speaker 1: the child I was advocating for before, and they're behaving

978
00:51:51,160 --> 00:51:53,720
Speaker 1: the way the teachers said they were behaving in class,

979
00:51:54,400 --> 00:51:56,560
Speaker 1: and of course your children are completely different around you

980
00:51:56,920 --> 00:51:59,840
Speaker 1: and act around their classmates and the teachers. So I

981
00:52:00,120 --> 00:52:03,839
Speaker 1: would say the parents give grace to educators when we're

982
00:52:03,880 --> 00:52:06,439
Speaker 1: going through this as well, because educate educators are also

983
00:52:06,560 --> 00:52:09,480
Speaker 1: learning how to maneuver through COVID. So even though you

984
00:52:09,560 --> 00:52:12,799
Speaker 1: want to add advocate as much as possible, give grace

985
00:52:12,880 --> 00:52:14,439
Speaker 1: and allow it to work and stuff out a little

986
00:52:14,440 --> 00:52:16,799
Speaker 1: bit before you jump the gun. That's true because I'm

987
00:52:16,800 --> 00:52:21,239
Speaker 1: definitely a gun jumper and to be like, no, I

988
00:52:21,360 --> 00:52:24,279
Speaker 1: know that my son is not capable of this. You know,

989
00:52:24,760 --> 00:52:27,160
Speaker 1: these kids just surprised us every day. But you know

990
00:52:27,480 --> 00:52:29,839
Speaker 1: when I did say that, you know what I mean. Yeah,

991
00:52:29,880 --> 00:52:31,680
Speaker 1: I like that you like to play Devil's advocate. But

992
00:52:31,760 --> 00:52:33,840
Speaker 1: it's just like we have that maternal instinct to know

993
00:52:33,960 --> 00:52:36,719
Speaker 1: when something is wrong or not go with your gut.

994
00:52:36,760 --> 00:52:38,799
Speaker 1: I would say now, and I think as parents now,

995
00:52:38,960 --> 00:52:43,040
Speaker 1: especially when you're watching your children in UM these home settings,

996
00:52:43,360 --> 00:52:46,160
Speaker 1: realizing and learning and understanding that if you're seeing things

997
00:52:46,239 --> 00:52:48,279
Speaker 1: that are out of the norm for you, if you

998
00:52:48,360 --> 00:52:54,040
Speaker 1: think this is something that's different, UM, if they're you know, behaving, UM,

999
00:52:54,600 --> 00:52:57,080
Speaker 1: you know where they can't focus, they can't pay attention,

1000
00:52:57,160 --> 00:52:59,719
Speaker 1: they're super super you know, all over the place. And

1001
00:52:59,800 --> 00:53:01,759
Speaker 1: you never knew this about your child before because you

1002
00:53:01,800 --> 00:53:04,200
Speaker 1: weren't in this position with them. That is what I

1003
00:53:04,280 --> 00:53:07,600
Speaker 1: think is important to take that and realize, Okay, maybe

1004
00:53:08,120 --> 00:53:09,799
Speaker 1: you know this isn't behavior. I don't need to yell

1005
00:53:09,840 --> 00:53:13,040
Speaker 1: at him, or you know, maybe there is something else

1006
00:53:13,120 --> 00:53:15,319
Speaker 1: happening here, and just to keep that in mind, um,

1007
00:53:15,480 --> 00:53:17,080
Speaker 1: and not to be so quick to jump and be like,

1008
00:53:17,160 --> 00:53:19,400
Speaker 1: oh my kid is and she took my moment of

1009
00:53:19,440 --> 00:53:22,279
Speaker 1: truth that we do a moment of truth at the end,

1010
00:53:22,320 --> 00:53:24,560
Speaker 1: But that was perfect. That was like, I know, that's

1011
00:53:24,600 --> 00:53:28,000
Speaker 1: a nice segway to moment of truth. Exactly. It's pretty

1012
00:53:28,080 --> 00:53:30,000
Speaker 1: much like what we've taken away from this show because

1013
00:53:30,040 --> 00:53:31,719
Speaker 1: we love for people to have takeaways like what can

1014
00:53:31,760 --> 00:53:34,920
Speaker 1: we gather from the conversation, So usually we sum up

1015
00:53:35,120 --> 00:53:36,719
Speaker 1: the end of the show with a moment of truth,

1016
00:53:36,800 --> 00:53:39,480
Speaker 1: so we might as well segait it. You know, you

1017
00:53:42,480 --> 00:53:44,440
Speaker 1: I mean, my my moment of truth. Even last night

1018
00:53:44,480 --> 00:53:46,080
Speaker 1: I created a post before you came here and that

1019
00:53:46,239 --> 00:53:49,400
Speaker 1: said that just because your child won'ts it still doesn't

1020
00:53:49,440 --> 00:53:52,719
Speaker 1: mean they have a behavioral issue. We need to investigate

1021
00:53:52,840 --> 00:53:55,480
Speaker 1: what other options we have before we just throw medication

1022
00:53:55,600 --> 00:53:58,520
Speaker 1: and labels at them. Go see someone and see if

1023
00:53:58,560 --> 00:54:01,120
Speaker 1: there's something else going on, you know, and that that

1024
00:54:01,280 --> 00:54:03,880
Speaker 1: was it, like that he may still have a behavioral issue,

1025
00:54:04,239 --> 00:54:07,160
Speaker 1: but he or she may not. So before we just

1026
00:54:07,320 --> 00:54:10,360
Speaker 1: run there, let's try to exhaust all options. And this

1027
00:54:10,760 --> 00:54:13,560
Speaker 1: to me is a viable option because I've seen sensory

1028
00:54:13,640 --> 00:54:16,799
Speaker 1: issues with kids over the past decade solve a lot

1029
00:54:16,880 --> 00:54:19,960
Speaker 1: of problems on kids who were both medicated and unmedicated.

1030
00:54:20,000 --> 00:54:22,919
Speaker 1: So I'm an advocate for them also just to find

1031
00:54:23,080 --> 00:54:26,440
Speaker 1: just to say this, if you do see these sensory issues,

1032
00:54:26,480 --> 00:54:29,759
Speaker 1: of sensory concerns and they're not impeding your child's daily life.

1033
00:54:29,840 --> 00:54:33,239
Speaker 1: Your child is completely learning and going to school fine,

1034
00:54:33,320 --> 00:54:37,000
Speaker 1: and you know it's minor um, you know, it's okay.

1035
00:54:37,200 --> 00:54:39,640
Speaker 1: It's not something to say, oh my god, my child

1036
00:54:39,800 --> 00:54:41,719
Speaker 1: is you know, itching because they have a sweater on.

1037
00:54:42,360 --> 00:54:43,960
Speaker 1: This is something I need to be concerned with. I know,

1038
00:54:44,080 --> 00:54:50,600
Speaker 1: I'm super um you know, aware and hyper where under

1039
00:54:50,640 --> 00:54:56,800
Speaker 1: the arm page I weren't addressed the armad all itchy

1040
00:54:56,840 --> 00:54:58,640
Speaker 1: and it gives you a whole rest but just now

1041
00:54:58,760 --> 00:55:01,120
Speaker 1: that as long as it's not in pacting daily life,

1042
00:55:01,280 --> 00:55:03,360
Speaker 1: as long as it's not infecting their daily life, they

1043
00:55:03,360 --> 00:55:06,600
Speaker 1: can still function there. Okay you know then, you know right,

1044
00:55:06,719 --> 00:55:09,960
Speaker 1: it's fine. Don't all y'all flood uh Rema's page now

1045
00:55:12,160 --> 00:55:14,360
Speaker 1: I put him in wool. It has to be something

1046
00:55:14,440 --> 00:55:16,960
Speaker 1: that's affecting the child from a first Well, if you're

1047
00:55:17,000 --> 00:55:21,480
Speaker 1: gonna flood Rema's page, we can find flood her page

1048
00:55:21,640 --> 00:55:23,480
Speaker 1: for this amazing book here. First of all, I love

1049
00:55:23,600 --> 00:55:29,040
Speaker 1: that the cover is super attractive and colorful, diverse characters. Okay,

1050
00:55:29,480 --> 00:55:31,600
Speaker 1: I feel like many children can look and see someone

1051
00:55:31,640 --> 00:55:34,000
Speaker 1: who potentially looks like like them, you know what I mean,

1052
00:55:34,080 --> 00:55:38,279
Speaker 1: boy or girl? Oh my goodness. And I love that

1053
00:55:38,400 --> 00:55:41,279
Speaker 1: this is to your son. Yeah. We dedicated our book

1054
00:55:41,320 --> 00:55:45,160
Speaker 1: to all three boys to Yeah. Absolutely, so tell everybody,

1055
00:55:45,280 --> 00:55:47,319
Speaker 1: Oh do my moment of truth. I just thought about

1056
00:55:47,360 --> 00:55:53,000
Speaker 1: it because well that's real quick. Um, we're in uh

1057
00:55:53,280 --> 00:55:57,200
Speaker 1: temporary situation. Okay, I'm putting it out there. This is

1058
00:55:57,239 --> 00:55:59,880
Speaker 1: in the interim. As much as we need grace, we

1059
00:56:00,040 --> 00:56:03,200
Speaker 1: to give our children grace, give them a space to

1060
00:56:03,520 --> 00:56:07,239
Speaker 1: feel as if they can be themselves. And in being themselves,

1061
00:56:07,400 --> 00:56:09,239
Speaker 1: I think that really brings us down to the core

1062
00:56:09,400 --> 00:56:14,240
Speaker 1: of then assessing what potentially maybe a deficit or behavioral

1063
00:56:14,360 --> 00:56:17,960
Speaker 1: issue or a sensory issue or whatever the case may be. UM,

1064
00:56:18,080 --> 00:56:20,200
Speaker 1: but just really trying to clock in as a parent

1065
00:56:20,280 --> 00:56:23,719
Speaker 1: and see, Okay, what exactly maybe triggering this is just

1066
00:56:23,880 --> 00:56:26,480
Speaker 1: just something temporary, like the time that we're in because

1067
00:56:26,520 --> 00:56:29,040
Speaker 1: of the situation that we're in where children are at home.

1068
00:56:29,120 --> 00:56:31,560
Speaker 1: Is it something that likely go back to normal once

1069
00:56:31,640 --> 00:56:34,680
Speaker 1: we have our normal back. So just give our children

1070
00:56:34,880 --> 00:56:37,000
Speaker 1: grace as much as we would expect that as adults,

1071
00:56:37,280 --> 00:56:40,200
Speaker 1: because I feel like sometimes as parents or as adults,

1072
00:56:40,239 --> 00:56:41,880
Speaker 1: we tend to be like, well, sit still do that,

1073
00:56:42,000 --> 00:56:44,319
Speaker 1: but you know, we're giving our kids orders all the time,

1074
00:56:44,760 --> 00:56:46,640
Speaker 1: where if we just kind of take a step back

1075
00:56:46,680 --> 00:56:48,880
Speaker 1: and just say, you know what, honey, I understand that

1076
00:56:48,960 --> 00:56:51,680
Speaker 1: this is like a really you know, strange situation that

1077
00:56:51,800 --> 00:56:53,320
Speaker 1: we're in. I would love for you to be in

1078
00:56:53,400 --> 00:56:55,520
Speaker 1: school with your friends. I would love for you to

1079
00:56:55,600 --> 00:56:59,640
Speaker 1: have this particular you know, playroom or classroom setting. Um.

1080
00:57:00,040 --> 00:57:02,960
Speaker 1: Just letting them be and then moving from there because

1081
00:57:02,960 --> 00:57:05,520
Speaker 1: it is a huge change for them and realizing as

1082
00:57:05,600 --> 00:57:08,239
Speaker 1: much as it's affecting you, it's really really them. That

1083
00:57:08,640 --> 00:57:12,320
Speaker 1: is my day's round, just trying to keep it together. Okay,

1084
00:57:13,000 --> 00:57:16,040
Speaker 1: all right, Rema. So Dr Rema Nam tell everyone where

1085
00:57:16,040 --> 00:57:19,320
Speaker 1: they can find you, where they can find your book them.

1086
00:57:19,440 --> 00:57:22,000
Speaker 1: This is the first book in a series, um and

1087
00:57:22,160 --> 00:57:24,200
Speaker 1: it's called The Adventures of the Sense of Kids, and

1088
00:57:24,240 --> 00:57:26,560
Speaker 1: it's basically the Sense of Kids, who are four sensory

1089
00:57:26,640 --> 00:57:29,600
Speaker 1: characters that represent the sensory systems we work with and

1090
00:57:29,640 --> 00:57:34,520
Speaker 1: they're like minyot s, So we basically educate parents on

1091
00:57:34,640 --> 00:57:36,920
Speaker 1: the senses and then we have a story. This one

1092
00:57:37,040 --> 00:57:40,000
Speaker 1: is focused on the tactile sense of a child who's

1093
00:57:40,040 --> 00:57:44,400
Speaker 1: having a hard time adequately processing tactile information and how

1094
00:57:44,520 --> 00:57:47,080
Speaker 1: she calls on the Sense of Kids. They magically appear

1095
00:57:47,280 --> 00:57:49,480
Speaker 1: and they pretty much do activities we would do in

1096
00:57:49,520 --> 00:57:54,360
Speaker 1: the clinic, but home based activities. Doctor Rema doesn't, doesn't

1097
00:57:54,720 --> 00:57:59,000
Speaker 1: She looked just so they call it Doctor Rema to them,

1098
00:57:59,160 --> 00:58:03,320
Speaker 1: so she called She's pretty much the narrator and she

1099
00:58:03,440 --> 00:58:06,640
Speaker 1: starts off basically explaining what the senses are. Then we

1100
00:58:06,760 --> 00:58:08,920
Speaker 1: go into introducing the sense of Kids, so you know

1101
00:58:09,000 --> 00:58:10,360
Speaker 1: who the Sense of Kids are, and then we go

1102
00:58:10,440 --> 00:58:13,120
Speaker 1: into the story. This is very in depth. I love it,

1103
00:58:13,440 --> 00:58:16,360
Speaker 1: so pretty and At the end there's a parent teacher

1104
00:58:16,520 --> 00:58:21,080
Speaker 1: education page which explains in a little more complicated language, um,

1105
00:58:21,520 --> 00:58:24,920
Speaker 1: what the character in the story was dealing with and

1106
00:58:25,120 --> 00:58:27,640
Speaker 1: how the sense of kids helped her and why those

1107
00:58:27,680 --> 00:58:32,240
Speaker 1: activities were helpful for her. And the first the first

1108
00:58:32,480 --> 00:58:34,160
Speaker 1: is um, the touch sense, and then we're going to

1109
00:58:34,280 --> 00:58:37,680
Speaker 1: come out with more on the vestibular and the probe

1110
00:58:37,680 --> 00:58:39,480
Speaker 1: and the other senses to give a little bit more

1111
00:58:39,600 --> 00:58:44,560
Speaker 1: educational senses that I found out about today today, years old.

1112
00:58:44,880 --> 00:58:47,600
Speaker 1: Where can I find you on social media at OT

1113
00:58:47,800 --> 00:58:51,160
Speaker 1: Studios l A fabulous So you've got all the tea

1114
00:58:51,440 --> 00:58:55,840
Speaker 1: right there now, all right now, and be sure to

1115
00:58:56,160 --> 00:58:59,320
Speaker 1: find us on social media, y'all. Um, then ask the

1116
00:58:59,400 --> 00:59:04,720
Speaker 1: podcast on Instagram. Yes, and I am devout And if

1117
00:59:04,760 --> 00:59:07,880
Speaker 1: you're listening on Apple Podcasts, be sure to rate, review

1118
00:59:08,480 --> 00:59:13,400
Speaker 1: and subscribe. Dr Reema, thank you so much for We'll

1119
00:59:13,440 --> 00:59:20,920
Speaker 1: see you. I'll be there pushing waits tomorrow. Mop. I'm

1120
00:59:20,960 --> 00:59:28,080
Speaker 1: start using that pushed the way baby pushed away. Dead

1121
00:59:28,120 --> 00:59:30,880
Speaker 1: Ass is a production of I Heart Media podcast Network

1122
00:59:30,920 --> 00:59:34,080
Speaker 1: and is produced by the Noorrapinia and Triple Follow the

1123
00:59:34,160 --> 00:59:36,920
Speaker 1: podcast on social media at dead As to podcasts and

1124
00:59:37,080 --> 00:59:37,760
Speaker 1: never miss a Thing