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00:00:38,560 --> 00:00:45,119
My name is Henry. Let me
play the man, the greatness man a

2
00:00:45,280 --> 00:00:55,039
black or across the d where all
bags and we get my damn you.

3
00:00:55,759 --> 00:01:03,079
This not easy. It's like we's
all You're going to say, show me

4
00:01:03,319 --> 00:01:11,079
the wuck you walk, thank you
for me? You will see and say

5
00:01:15,840 --> 00:01:32,920
doors kind of people may make you
whats that you will and still be you.

6
00:01:44,319 --> 00:01:52,760
Whats you to remembers of my name, hardness walking, tess, bromy

7
00:01:53,159 --> 00:02:00,400
you child being the hard, coolest, me hard the best. We don't

8
00:02:00,599 --> 00:02:15,000
back like a little sirs still bears
serner, very sore personal. It's just

9
00:02:15,159 --> 00:02:34,599
anyski. That's the same. The
worst kinds of people don't make it one

10
00:02:34,639 --> 00:03:49,520
of the more that you will have
at the waterses you, because then the

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00:03:49,639 --> 00:03:54,280
rock is gonna whisper in your ear, Mama Roads and with all the blood

12
00:03:54,520 --> 00:03:59,280
on your son's belt here and your
tears on that belt, the rock is

13
00:03:59,319 --> 00:04:00,960
going to whisper in your ear.
He's gonna wipe your tears away, and

14
00:04:01,080 --> 00:04:12,360
he's gonna say, Michelle, what
can I say except your welcome? You

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00:04:12,439 --> 00:04:19,560
are listening to W M and H. Come here, God, don't get

16
00:04:19,680 --> 00:04:59,000
sorely maself you good morning, everybody
here, We go again. It is

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00:04:59,120 --> 00:05:03,360
that time, Ma Connorton unleashed and
we are live from the studios of w

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00:05:03,800 --> 00:05:09,040
m n H ninety five point three
FM in glorious Manchester, New Hampshire,

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00:05:09,160 --> 00:05:13,240
very very wintry this morning. It
is, of course March twenty third,

20
00:05:13,759 --> 00:05:17,360
twenty twenty four, and I am
not alone and we have someone here with

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00:05:17,639 --> 00:05:30,920
some new theme music. Jessa DJ
Reckless is here. Good morning. I

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bet people are surprised to hear your
new theme music. I know, I

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00:05:34,120 --> 00:05:36,920
mean, and you're wearing a cowboy
hat. Hey no, never, no,

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00:05:38,839 --> 00:05:42,360
no, no, I'll go country
Texas. Mic is going to be

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jealous. It's just too bad.
It's just too bad. Yes, what's

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up with this weather? Well,
it doesn't bother me because it's spring.

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I do this is crazy. Once
we get to March first, it doesn't

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really bother me. That groundhogs the
first thing going on the grill. Oh,

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I tell every every year, don't
worry about the groundhog. My sinuses

30
00:06:01,759 --> 00:06:05,839
will tell you whether or not it's
spring. And it's spring, so you're

31
00:06:05,879 --> 00:06:10,920
struggling over there. Oh yeah,
oh, it only gets worse, but

32
00:06:12,360 --> 00:06:15,040
yeah, so, and it has
effected the show today. So we do

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00:06:15,199 --> 00:06:18,439
have guests, but our first two
guests in the first hour we have doctor

34
00:06:18,519 --> 00:06:23,199
Bethany Abilido, who is going to
be calling in. And then in the

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second hour we have Andrew North of
Andrew North and the Rangers, who is

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00:06:26,759 --> 00:06:30,160
going to be skyping in. Because
neither of them are it would not be

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advantageous to attempt to travel today.
Although we do have a band coming in

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in the third hour when the dead
bolt breaks, who actually are driving up

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because not only are they coming to
do the radio show today, but they've

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00:06:43,319 --> 00:06:47,399
got a big show tonight in Nashua
at Terminus, so they're going to be

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00:06:47,639 --> 00:06:50,079
coming in to talk about that.
We'll get to meet those guys. So

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00:06:50,240 --> 00:06:54,399
they but they kind of have to
drive up to New Hampshire. They have

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00:06:54,480 --> 00:06:59,160
no choice because they've got the big
show tonight. So and they they do

44
00:06:59,279 --> 00:07:02,639
say they will be on time for
the third hour today, So but if

45
00:07:02,639 --> 00:07:04,879
they're late, that's fine too.
The important thing is that they get here

46
00:07:04,959 --> 00:07:09,240
safely. But yeah, when the
dead bolt breaks, coming up from the

47
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great state of Connecticut. So lots
going on. Uh do you want to

48
00:07:15,160 --> 00:07:16,920
I don't know, do you want
to say anything? You want to update

49
00:07:16,920 --> 00:07:19,000
people on what's going on with you. Oh, do you want me to

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00:07:19,000 --> 00:07:23,240
give my eulogy for six o three? Okay, sure, you'll just have

51
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to do it relatively quickly. Okay, all right, awesome, be prepared

52
00:07:26,680 --> 00:07:30,120
for me to cry, because yeah, don't cry, it's said. Alright,

53
00:07:30,160 --> 00:07:32,680
I'll try. Okay, listen,
all right. So as many as

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everybody knows, I put out on
Facebook and all my socials along with six

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O three, six o three is
closing their doors April first, and yeah,

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I'm not sure how I feel about
it, but I'm excited because it's

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a new opportunity for me. As
a lot of people have heard. It's

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bittersweet though, because that was my
first DJ residency. That's where you know,

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I grew up for a little bit. You know, blood, sweat,

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tears went into that place. Yeah, whull lout of tears. Yeah,

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00:08:01,680 --> 00:08:05,680
uh yeah. It sucks, but
it's it's life, man. Yeah.

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00:08:07,160 --> 00:08:09,680
So it's not it's not a matter
of a new like new ownership taking

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it over. They're just closing.
No, it's they're just closing. Okay,

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wow, Yeah, it's the end
of an era. It is.

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It's it's it's crazy because I went
from the Brimmer so something else Venucciese to

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six o three and I've been there
for four years. Yeah, wow,

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it would have been four years.
No, that's uh, that's amazing.

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Well yeah, sorry too, Sorry
to see it go. It's life,

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but uh, and I it's probably
too soon to know what's uh, if

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there's anything new going on, I
mean, obviously something new. They're gonna

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close down for a month. I
believe it's going to a piano bar.

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I am hands off. I don't
know. Oh, okay, I don't

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know. I don't really yeah,
yeah, no either, okay, all

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right. A whole lot of memories
in that place though, yeah, no

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doubt. Yeah. Yeah. Uh. The first time Jenny and I and

76
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saw you dj Is back when you
first moved in with us was at the

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six three. Yep. That was
May twenty first, two twenty one.

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00:09:09,759 --> 00:09:16,960
Wow, yep. Well now it's
March something twenty twenty four. Yeah,

79
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that's insane. Yeah, time goes
quick, It definitely goes fast. All

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right, Well we do have Oh
I should mention too, by the way,

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we are on Facebook this morning,
that's been We've had good luck with

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that recently. So you can not
only can you, of course listen to

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the show at ninety five point three
FM if your local in Manchester. You

84
00:09:39,840 --> 00:09:43,399
can stream it on Facebook and participate
in the Facebook Live chat, or for

85
00:09:43,480 --> 00:09:46,679
all of your live streaming options,
you can go to my website Matt connorton

86
00:09:46,759 --> 00:09:50,039
dot com slash live. You can
stream the show right from there, and

87
00:09:50,120 --> 00:09:52,960
there's a If you don't like to
post in the Facebook chat, you can

88
00:09:52,000 --> 00:09:58,440
always use the chat options at Matt
connorton dot com slash live. Jfed is

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00:09:58,480 --> 00:10:01,919
in the chat room. Hello,
checking in of course from the great state

90
00:10:01,960 --> 00:10:05,240
of Vermont. Jenny joins us in
the chat. She's she's not with us

91
00:10:05,279 --> 00:10:09,399
this morning, but she'll be back
soon. Uh but uh, she says,

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00:10:09,799 --> 00:10:16,480
this is awesome, which which is
that Jenny the Christian was getting quite

93
00:10:16,480 --> 00:10:18,279
a kick out of the uh the
Jerry and the scumbags. So some of

94
00:10:18,320 --> 00:10:22,120
the Earth. Have you not heard
that one before? No? Oh?

95
00:10:22,320 --> 00:10:26,360
Okay, quite the uh yes,
quite the track. And Carol's the Warwitich

96
00:10:26,360 --> 00:10:30,120
also joins us, and I did
play a little bit of the rock from

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last Friday on SmackDown. He's so
deliciously evil. Can you meet my mic

98
00:10:33,360 --> 00:10:37,720
so I can fix this microphone?
Oh? Absolutely, yes, yes,

99
00:10:37,440 --> 00:10:41,600
so yeah, so we have a
doctor Bethany Billdo, who's gonna be calling

100
00:10:41,679 --> 00:10:45,120
in in just a couple of minutes, Uh, looking forward to her.

101
00:10:46,120 --> 00:10:48,720
Andrew North in the second hour will
be skyping in. He's got not only

102
00:10:48,799 --> 00:10:52,679
Andrew North and the Rangers, but
he's got another project, kind of a

103
00:10:52,720 --> 00:10:56,039
side project called Jade Trio, and
they've got a lot going on. So

104
00:10:56,480 --> 00:11:01,440
excuse me, woo and uh,
we're gonna have We're gonna be featuring uh

105
00:11:01,879 --> 00:11:07,279
some music from both projects. But
he has been on the show before as

106
00:11:07,200 --> 00:11:11,720
promoting Andrew Andrew North end the Rangers. And then like I said, when

107
00:11:11,759 --> 00:11:13,960
the dead bolt breaks, uh,
you know, hopefully they get here safely.

108
00:11:15,000 --> 00:11:20,039
They will be here with us during
our number three new Marrow trace and

109
00:11:20,320 --> 00:11:24,759
uh oh DJ Reckless is switching seats. All right, let me bring that

110
00:11:24,879 --> 00:11:28,200
mic up there there you go back, yes, yes, oh, no

111
00:11:28,320 --> 00:11:33,000
worries No. I understand the challenges
of that particular Uh it droops. Yeah.

112
00:11:33,000 --> 00:11:35,320
Because I sit there on Friday nights
for Retrospectrum Radio with poly C,

113
00:11:35,480 --> 00:11:37,679
I was like, this MIC's falling
over. By the way, I am

114
00:11:37,720 --> 00:11:41,240
disappointed in the weather because I thought
I was under the impression that we were

115
00:11:41,279 --> 00:11:43,440
just gonna get a little bit of
snow and then a lot of rain,

116
00:11:43,519 --> 00:11:48,240
and we might yet get some rain. But who woke up this morning to

117
00:11:48,480 --> 00:11:52,240
a lot more snow than I was
expecting. So I hope everybody stays safe

118
00:11:52,279 --> 00:11:58,320
out there. Why it was beautiful? What do you mean like there wasn't

119
00:11:58,320 --> 00:12:01,159
a lot of snow? Yeah,
yeah, but it was beautiful. Terrible

120
00:12:01,240 --> 00:12:05,279
driving, but beautiful. We've had
yeah, we've had a pretty Uh,

121
00:12:05,320 --> 00:12:11,440
we had a pretty easy winter.
It's you know, I grew up here

122
00:12:11,480 --> 00:12:15,039
in the winters hereies just have gotten
so much easier over the years. And

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00:12:15,120 --> 00:12:18,200
I was global warming commenting. Uh, I was commenting one day that it

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00:12:18,279 --> 00:12:22,000
seems like California now has harder winters
than we do. I mean, granted,

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uh, you know, they'll only
have in California, they'll only have

126
00:12:24,440 --> 00:12:28,559
one big storm a year, but
it's a giant storm that they're not prepared

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00:12:28,600 --> 00:12:30,840
for. And it seems like it's
happened a couple of years in a row.

128
00:12:31,080 --> 00:12:33,840
Oh, Jenny says, the opening
was awesome. Uh, and then

129
00:12:33,919 --> 00:12:35,799
bonus, I love scum of the
earth. Uh, he says my name,

130
00:12:35,879 --> 00:12:41,360
you know, yes, of course, yes, very good. Yeah,

131
00:12:41,440 --> 00:12:43,799
Jerry and the scumbags. There's a
YouTube channel that has the full album,

132
00:12:43,879 --> 00:12:48,039
but it's become kind of an unofficial
tradition here on the show on Saturday

133
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mornings, we like to open with
one of those songs. So that's a

134
00:12:50,279 --> 00:12:54,960
lot of fun. Uh. Now, is there anything else going on with

135
00:12:54,120 --> 00:12:58,200
you? They're a reckless that you
can talk about? Or should you not?

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Uh? I mean I don't think
we should. Okay, I don't

137
00:13:03,480 --> 00:13:05,120
think we should, but yeah,
okay, but you do have some positive

138
00:13:05,159 --> 00:13:09,639
news? Oh yeah, yes,
yes, yeah. Follow Where can people

139
00:13:09,679 --> 00:13:11,960
find you online so they can keep
up with what you're doing. Go on

140
00:13:11,039 --> 00:13:15,679
my Instagram at dj r e k
lss DJ Reckless and you'll see what I'm

141
00:13:15,679 --> 00:13:18,639
talking about. It's a pretty big
announcement. I don't really want to cover

142
00:13:18,720 --> 00:13:20,759
it on air, yeah, for
reasons, but yeah, it's pretty huge.

143
00:13:20,879 --> 00:13:24,840
I'm really excited for what's to come. Yeah, very good new project

144
00:13:24,919 --> 00:13:28,360
and endeavor. Axel Bigley is in
the chat room of course, from the

145
00:13:28,440 --> 00:13:33,480
band he's in Debt. Harrison got
to see them recently long time Yeah,

146
00:13:33,600 --> 00:13:39,000
yeah, and of course he's in
Dank Sinatra as well, so he's been

147
00:13:39,039 --> 00:13:41,559
on the show a bunch of times. But he posted a link to the

148
00:13:41,600 --> 00:13:46,840
event tonight in our Facebook live chat. It's he says, come to come

149
00:13:46,919 --> 00:13:50,799
to terminus. It's dead Harrison plus
Dank Sinatra plus when the dead bolt breaks.

150
00:13:52,039 --> 00:13:54,759
So that will be tonight in NASHAUA
Isaac Banks joins us in the chat

151
00:13:54,840 --> 00:14:01,600
room, North Carolina, checking in
Greensboro to be civic. Good morning,

152
00:14:01,679 --> 00:14:05,720
Matt Connorton. This is Isaac Banks, a k A Iikeman Breezy. You

153
00:14:05,799 --> 00:14:09,320
ever when you're djaying? Do you
ever work any Iikman Breezy in your set?

154
00:14:11,080 --> 00:14:15,480
You got some some remixes or something
billboards? Right, yes, Ikeman

155
00:14:15,600 --> 00:14:18,200
Breezy. I don't know if you
know this, but they sing and dance.

156
00:14:18,320 --> 00:14:22,039
They they they are a pop singing
group from Greensboro. I can I

157
00:14:22,120 --> 00:14:26,840
can dance too after a few drinks, can you? Yeah? I can't

158
00:14:26,919 --> 00:14:30,240
dance ever, It's not not anything
A little bit of a two step,

159
00:14:30,440 --> 00:14:33,240
not anything anyone wants to see.
Yeah, you haven't even been to bed,

160
00:14:33,320 --> 00:14:37,120
have you? Why did you help
me like that? Why'd you get

161
00:14:37,120 --> 00:14:39,639
help me like well? You're remarkably
spry for someone who hasn't slept. Oh

162
00:14:39,759 --> 00:14:46,559
give me about three hours. Good
night, good night America. I understand,

163
00:14:46,639 --> 00:14:50,679
and let's see we have our Our
first guest has joined us via phone,

164
00:14:52,279 --> 00:14:54,799
Doctor Bethany Billido. How are you? I'm great? How are you

165
00:14:54,879 --> 00:14:58,679
doing that? Good? Good?
I think you h. I will start

166
00:14:58,759 --> 00:15:05,279
by complimenting you on your decision not
to travel today because I don't know,

167
00:15:05,399 --> 00:15:07,080
I don't know where you are exactly, but the roads here are are really

168
00:15:07,440 --> 00:15:13,120
quite quite bad. Well, it's
looking fun. I think I've got some

169
00:15:13,240 --> 00:15:16,919
hours of shoveling ahead later today.
Where are you Are you in Massachusetts or

170
00:15:16,919 --> 00:15:20,559
are you up here in New Hampshire? Oh, Guilford, Okay, yeah,

171
00:15:22,240 --> 00:15:24,679
I used to work in Guilford many
years ago when there was a I

172
00:15:24,679 --> 00:15:26,759
don't know if you, I don't
know how long you've been there. If

173
00:15:26,759 --> 00:15:33,240
you remember Strawberries that was in the
little plaza there where the Haniford is.

174
00:15:33,360 --> 00:15:37,840
But I used to work there,
and I remember in the winter I was

175
00:15:37,919 --> 00:15:41,360
living and conquered and commuting to Guildford
to go to work, and I would

176
00:15:41,399 --> 00:15:46,480
be coming down one oh six,
and sometimes on a wintry morning like we're

177
00:15:46,519 --> 00:15:50,480
having right now, i'd be coming
down root one oh six. You probably

178
00:15:50,559 --> 00:15:54,200
know the spot I'm talking about where
you you know it ends, But there's

179
00:15:54,279 --> 00:15:58,279
that part where there's no guard rail, even though there really probably should be

180
00:15:58,360 --> 00:16:00,000
a guardrail, you know, the
part I'm talking about out where it's like

181
00:16:00,279 --> 00:16:03,639
like they go like you're coming down
this giant hill and the guardrail ends,

182
00:16:03,799 --> 00:16:07,879
and it's like I remember just kind
of glancing over, you know, like

183
00:16:08,000 --> 00:16:11,679
on a morning light today when I'm
on my way into work and it's slippery

184
00:16:11,679 --> 00:16:12,879
out and thinking, I really kind
of wish there was a guardrail there.

185
00:16:14,720 --> 00:16:18,080
Yeah, I'm gonna just keep going. That would be sad. Yeah,

186
00:16:18,440 --> 00:16:22,720
So welcome to the program. We
have DJ Reckless here with us as well,

187
00:16:22,879 --> 00:16:25,720
and I'm very interested to talk to
you. I don't know if you

188
00:16:25,840 --> 00:16:32,039
know anything about my background, but
I'm a certified hypnotherapist, so I see

189
00:16:32,080 --> 00:16:36,080
clients for various issues and and you
know, a lot of it's a lot

190
00:16:36,120 --> 00:16:37,639
of what I get is people who
want to quit smoking, that's the number

191
00:16:37,679 --> 00:16:41,360
one thing. But also I see
clients for, you know, they have

192
00:16:41,440 --> 00:16:47,799
some other type of behavior modification that
they want to accomplish, and so anything

193
00:16:48,000 --> 00:16:51,039
in that realm is very interesting to
me. And of course I was reading

194
00:16:51,159 --> 00:16:53,960
up on what you do, and
I'll kind of give you the floor.

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00:16:55,200 --> 00:17:00,759
I'd like to hear you explain what
it is. The specialty that you're kind

196
00:17:00,759 --> 00:17:07,119
of working in is very interesting to
me. Yeah, and I love the

197
00:17:07,240 --> 00:17:10,880
area of hypnotherapy. There is so
much that can be done with that as

198
00:17:10,920 --> 00:17:15,720
far as like aiding in sleep and
helping areas of the brain, and it's

199
00:17:15,839 --> 00:17:22,039
such a progressive field. I wish
that it was utilized more and more readily

200
00:17:22,160 --> 00:17:26,559
acceptable in systems practice and things like
that, because there's just so much that

201
00:17:26,640 --> 00:17:32,880
can be done with that field.
But I actually provide behavioral supports to students

202
00:17:32,920 --> 00:17:37,359
in school districts, primarily students who
are demonstrating disruptive behaviors. So when I

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say disruptive behaviors, I'm really talking
about students that are either completely have withdrawn

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and isolated or in refusal or are
physically aggressive often so those students are typically

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the students that we serve, but
we serve the staff as well. So

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we provide about one hundred professional development
trainings a year to school districts, and

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our model is very very different.
We really are looking at how we can

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provide safety to students and once they
feel safe, and then safety to staff.

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So once those people feel safe,
and we do that through body stance,

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we do it through how we interact
with the students. We do it

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through tone of voice, we do
it through a number of different modalities.

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But once the student and the staff
feel safe, then we can start teaching

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regulation skills. And once we've taught
some regulation skills, then we can start

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either reintegrating into the classroom or we
have safer behaviors in the home. We

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work both in the home and in
school districts, and at that point then

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we can really say, Okay,
now we can do some of the harder

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work. We can look at somatic
practices, or we can look at meditation,

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or we can look at all of
those social emotional learning, all those

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other pieces that we need to bring
in in order to help. We look

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at nutrition, we look at sleep, we look at all potential exposures a

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student might have as far as like
toxicity and things like that. So it's

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a very very different field of study, but our results are astounding. We

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typically run really large programs in school
districts, alternative education programs, where we

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have one to two of our staff
working in those programs, and then the

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school district might have a number of
staff working in those programs, and we're

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training those staff to at some point
take the program over. We don't typically

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stay in a school district more than
one to two years, mainly because there

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are not students that are displaying disruptive
behaviors. And those disruptive behaviors come from

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a variety of things. Trauma experiences
in the past, significant medical issues,

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could be significant exposures that they've might
have had COVID, you know, things

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that are happening in their home environments, the experiences they've had with schools,

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so trauma, significant trauma histories that
can be for a variety of reasons.

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We have about an eighty two percent
success rate. Students are off of our

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caseload, usually not displaying those disruptive
behaviors within three months and we fade away

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into the background and the school has
their school back, the family has their

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family back, and you know,
we then you know, move on and

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work with other people. But yeah, it's always evolving. You always changing,

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and we're we refine our approach and
adding new techniques all the time that

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just speed up the process and everything. So it's great. I absolutely love

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what I do. I would work
every day, and most of people that

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know me will probably say I do
work every day I can relate. Yeah,

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yeah, I'm very curious to learn
more. And I was reading about

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you online and your backstory. I'm
curious to hear you talk about how you

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got into working in this particular realm, because I have to tell you,

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it sounds to me just incredibly challenging
of all the sort of modalities to be

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working and to be working with disruptive
children, sounds like probably just about the

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most challenging thing you could possibly be
doing in your field. I mean,

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how did this come about? How
did you find yourself doing this? I

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think the primary reason my story really
revolves around one of my children. I

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have four children, and one of
them really struggled as a small child.

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He was extremely hyperactive. He was
born premature, and he was asked to

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leave three different daycares by the time
he was eighteen months old because of his

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aggressive behavior. He was fighting kids, you know, he was hitting kids

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and that sort of thing, which
most of the time the daycares were tolerant

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of it, and they were saying, Oh, it's too bad, And

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I was like, oh, gosh, you know, am I that parent?

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I am I'm that parent. I'm
that parent that has that kid that's

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doing these things, and I felt
awful about it, and he, you

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know, got assessed and found out
he had some sensory issues as well as

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some learning challenges. And I went
into a school that was an alternative school,

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and I was like, this is
it. It was a school that

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was set up to meet his sensory
needs and he thrived there, and I

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was like, these are my people. Like I had been a teacher prior

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to that. I taught earth science
as well as regular ninth grade science for

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a period of time, which is
the whole nother story, and I said,

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I've got to start working more in
the behavioral fields. I had been

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dabbling in it because of some of
the work I had done, but I

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was like, I need to learn
more about this. And so pretty much

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everything I started to learn about was
to how I could help him be more

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successful. And through that, I
was a foster parent for a period of

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time and such and really being able
to help meet the needs of those,

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you know, children that were living
in my home. And it progressively started

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to morph into people were asking me
to do assessments in school districts, and

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then I was starting to work in
people's homes and then you know, bigger

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agencies were asking me to do trainings
for them and that sort of thing,

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and it's pretty much stemmed from there. And you know, my goal is

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really to make it less painful.
Like some of these kids, like they

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get up in the morning and the
last thing they want to do is go

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to school. Right. They just
feel like this is not the place for

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me, and that is such a
painful place to be for both the family

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as well as for that that kid. They just they don't want to they

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don't want to get up and go. It's it's miserable for them. And

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my goal is really to make it
less painful for the family, for the

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student, and for the schools to
you know, this doesn't have to be

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this hard. Can there's a lot
of technique, simple, simple things we

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can do to make this easier.
Can you give us some examples of by

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the way, for people just joining
us, we're talking to doctor Bethany Bildeout

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or apparently you go buy doctor b
for short. Yeah. Yeah, lots

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of people call me doctor b very
good and uh oh and also before I

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ask my question, Elizabeth England is
in the Facebook live chat and says good

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morning Matt. Here from the Behavior
boot camp. Very good, welcome.

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What can you give us some examples
of the techniques that you use, because

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I would imagine even for parents hearing
this who maybe maybe aren't in a in

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a situation quite as severe as the
ones that you're used to dealing with.

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I would imagine anyone with with kids
could could get some value out of learning

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from you, whether they are dealing
with a pretty dire situation like some of

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the ones that you're working with,
or even just someone who maybe has,

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you know, maybe their kid is
a little bit out of control on a

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small scale and and could just use
some advice. Can you can you give

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us some examples of uh advice and
so? And I would say, I

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mean, what a parent hasn't had
a kid where they felt like they're a

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little bit out of control or they've
felt like themselves has been a little bit

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out of control. So the top
technique that I usually give to families to

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use as well as the schools to
use, is the use of water.

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And I know that kind of sounds
like an odd thing, like why would

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you use water? But water is
a natural regulator for all humans, So

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utilization of water is so important and
it can be something as simple as putting

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on the sounds of rain, running
the water faucet, not that we want

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to waste water, but running the
water faucet, you know, having them

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make ice cubes, filling up the
dog water bowl, watering plants at schools.

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Oftentimes I'll have them fill water bottles, things like that. Anytime you

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see running water, it's a regulator. So many of us who are parents

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who probably remember that time period with
kids where you're like, it's time to

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take a shower and they're like,
no, I don't want to take a

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shower. I hate to take a
shower. Or my favorite is when they

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go into the bathroom and they turn
on the shower but they're not really in

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the shower, and then they come
back out like twenty minutes and be like

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I took a shower and you're like, yeah, but your hair is not

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wet. They touch onto that and
they start wetting the front of their hair

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and that sort of thing. But
then when they get in the shower then

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you can't get them out. You're
like, Okay, come on, the

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next kid's got to get in.
Let's go. You've been in there thirty

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minutes. And they're like, I'm
good. I'm good. And the reason

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why they're good is because that water, the movement of that water and everything

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regulates their body and they don't want
to get out at that time. Like

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if you think about like when you
get out of a shower or bath and

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you just feel like and many people
say, I do my best thinking when

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I'm in the shower. That's for
all my ideas well, it's because it's

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a natural regulator for everyone. So
just using water, fight sound, or

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using water itself is so helpful and
can regulate. If I'll tell parents,

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if you're at home and you see
that, you know, the kids starting

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their rile up, like they're starting
to get agitated, they're starting to do

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something or trying to pick a fight, just turn on the water and start

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doing the dishes or start doing something
like that, or if they're not escalated,

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must say we'll talk about this after. Can go take a shower right

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now and then we can talk about
it afterwards. I don't want to have

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this discussion right now or something,
And sometimes that can delay it enough so

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if the kid comes out and feels
more relaxed and can have a conversation where

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they can actually tap into that part
of the brain where they can their verbal

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skills work, because the verbal skills
probably don't work really well when they're a

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little bit agitated in the same you
know, and it's true for all humans.

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There's no age limit on this one. That's interesting. Yeah, I

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never would have thought of that using
water in that way. That's that's very

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interesting. Yeah, what about something
more? Can you give us an example

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of a technique you would use or
a process you would go through for someone.

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I mean, obviously the example that
you just gave, Like I said,

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you know, can you give us
something general that anyone could probably use

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with their kids, But can you
give us any examples of techniques that you

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have to use where you're dealing with
a situation that is really severe, where

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maybe you have a child who is
you know, acting out violently in school

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or whatever, really really serious yeah
problem. And oftentimes it happens because I'll

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walk into a school, I haven't
even taken off my coat or my backpack,

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and they'll look at me and say, doctor b you know this hallway

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blah blah blah blah, and I
go down. Often I haven't even met

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that student before. I'll walk into
the hall and there's a kid, you

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know, physically aggressive towards the staff
number or whatever it may be, and

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I will walk up on the situation. And the biggest thing that I utilize

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as body stamps. Students know by
watching me because my feet are about shoulder

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00:28:40,279 --> 00:28:44,039
with apart. My thumbs are pointed
up, which can base confidence. My

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hands are in front of my body, so they know where my hands are,

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which makes them feel safe. I
don't have a lot of excessive movements.

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My chin is slightly lifted. I
get to their level and I say

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to them, are you okay?
I'm here to keep you safe, And

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oftentimes I'll have the staff step back
and I minimize the space. So if

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we're at a hallway, I might
move to a corner and they will typically

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follow me because I am a sign
of safety at that point. So once

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we're there, oftentimes I'll take off
my scarf or I'll take off my backpack

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and I'll say, hey, can
do you want to use this? Can

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I put this on you? It
basically provides compression if they're carrying my backpack,

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or the scarf provides comfort, and
so they'll put it over themselves for

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a few minutes, and I minimize
the space because it's the bigger the space

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is, the bigger the escalation can
be. So if you've ever been in

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an airport and people are oftentimes on
edge in an airport and somebody gets upset

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about their flight or something like that, they will feel much more likely to

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be able to yell when they're out
in the middle of the airport than if

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they have to walk into an office
space and meet with somebody. And the

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reason why is because their body and
their volume and everything has to fill the

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space. So the worst place to
be if you've got a student or a

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person who's escalating is in like a
large open space. And I'm not talking

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about outside. I'm talking about like
in a gymnasium or in a cafeteria or

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a place like that. So the
smaller the space is safer, they're going

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to feel so. And that's just
true of human beings in general. You

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think about how we sleep. Most
people say I got to be under a

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blanket. I'd love to have a
blanket over me, or I love to

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have the sheet over me. Why
because we feel safe. It's that caving

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00:30:33,240 --> 00:30:37,559
feeling allows us to feel safe and
let some of our guard down so that

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we can actually rest and be more
productive at that time. It's the same

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reason why people say, oh,
I'm you know, I might need to

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go use the bathroom, and they're
not necessarily always using the bathroom, but

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they step into that smaller space for
a few minutes, or they move into

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those smaller areas, or they like
to wear hats, or they like to

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wear hoods, like students always want
to wear hats and hoods, and this

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00:31:00,400 --> 00:31:04,680
is a constant challenge I have with
some school district. I understand the reasons

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why they don't want them to wear
it, because of some of the things

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that students put underneath hats and all
of that, but it really helps for

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00:31:12,400 --> 00:31:17,079
the student to feel safe, and
that taps into that major nerve we have

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00:31:17,200 --> 00:31:19,920
in the body, the vagus nerve, and a lot of boring scientific stuff

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that goes along with that. The
stimulation of that nerve makes someone feel safe,

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00:31:26,880 --> 00:31:32,559
and so having them feel safe in
that way, and students just sense

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00:31:32,599 --> 00:31:34,640
it from me because of my approach, and they sense it from our staff

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00:31:34,799 --> 00:31:41,160
and typically the escalation reduces instantly.
So we have lots of videos online that

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show how to use that body stance
and where to put your arms and everything

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00:31:44,759 --> 00:31:48,599
else. To emulate that so that
you can show that safety. But it's

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00:31:48,640 --> 00:31:52,440
safety language too. I'm not repeating
expectations or telling the child what they did

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00:31:52,519 --> 00:31:56,200
wrong or that. Oftentimes it's teenagers
too, telling the team what they did

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00:31:56,240 --> 00:32:00,599
wrong and saying I'm sure to keep
you safe. That's it. But shrinking

407
00:32:00,720 --> 00:32:06,279
of space is huge too. Yeah, reckless. I thought I heard you,

408
00:32:06,480 --> 00:32:10,559
uh sort of chuck chuckling knowingly because
you had a job where you were

409
00:32:10,599 --> 00:32:15,440
working with young people and I was
sorry, let me let me turn hold

410
00:32:15,440 --> 00:32:17,839
on, let me get closer,
Okay, I'll do it. Yeah,

411
00:32:19,160 --> 00:32:22,400
sorry, I'm like summed over over
here. Yeah. No, when I

412
00:32:22,440 --> 00:32:25,119
worked at job Cory, it was
the same situation. Yeah, you had

413
00:32:25,160 --> 00:32:29,640
to go through your sort of trainings
like this to understand where these kids came

414
00:32:29,720 --> 00:32:31,759
from. And I went to that
school. I was a troubled teenager growing

415
00:32:31,880 --> 00:32:37,160
up, So I get exactly where
she's coming from because when I when I

416
00:32:37,279 --> 00:32:43,960
was in placement, they did similar
trainings and there were certain ways they had

417
00:32:44,000 --> 00:32:45,799
to deal with it. Oh.
Yeah, no doubt, no doubt.

418
00:32:47,799 --> 00:32:51,759
Does some of what doctor B's talking
about, does it sound familiar in terms

419
00:32:51,759 --> 00:32:53,240
of the training that you went through, any any of this or these.

420
00:32:53,839 --> 00:32:58,160
I mean I wasn't really hands on
with the kids because of what I was

421
00:32:58,240 --> 00:33:04,359
doing with security, Like, I'm
surely dorm staff right and right staff to

422
00:33:05,359 --> 00:33:07,759
deal with it. Yeah, no
doubt, no doubt. We also have

423
00:33:07,799 --> 00:33:12,880
a question Doctor B in the chat
room, Kate Lucas is asking, how

424
00:33:12,920 --> 00:33:15,759
do you help a child who is
a runner to regulate and stay in their

425
00:33:15,839 --> 00:33:20,319
space? And runner is in quotes, and I assume Kate means, uh,

426
00:33:20,920 --> 00:33:23,359
yeah, I mean, is that
literal like a kid who just tries

427
00:33:23,400 --> 00:33:27,640
to kind of take off while you're
trying to deal with them. My guess

428
00:33:27,720 --> 00:33:30,319
is that's exactly what she means.
She probably is meaning that the student is

429
00:33:30,359 --> 00:33:36,359
trying to elope from either the classroom
or the building itself, or even from

430
00:33:36,440 --> 00:33:39,039
the homes. That can be an
issue, and the biggest thing is to

431
00:33:39,119 --> 00:33:43,640
have, you know, have some
sort of safety component within the spaces that

432
00:33:43,680 --> 00:33:49,599
they're accessing. So oftentimes in classrooms, I'll help teachers build a safety space

433
00:33:49,799 --> 00:33:54,119
is what we call it our cap
and will build these like little feeding structures

434
00:33:54,279 --> 00:33:59,880
at somewhere in the room. Oftentimes
they're low. When the student is in

435
00:34:00,039 --> 00:34:01,559
them, they can feel the sides
of the walls, and that sort of

436
00:34:01,640 --> 00:34:05,880
thing, so that there's a safe
place for them to go when they're there.

437
00:34:06,599 --> 00:34:10,000
As far as when students are actively
engaged in you know, elopement or

438
00:34:10,199 --> 00:34:15,440
running, I never chase. You
know, that's the last thing you want

439
00:34:15,480 --> 00:34:19,760
them to do, because that's going
to heighten their their systems that much more.

440
00:34:20,000 --> 00:34:23,119
I will oftentimes have code words that
I use in buildings or okay,

441
00:34:23,239 --> 00:34:27,880
staff come out and you're near these
doors, so that the students say safe.

442
00:34:27,920 --> 00:34:30,760
And again we shrink the space.
So the more you can shrink that

443
00:34:30,880 --> 00:34:32,920
space, the less likely the student's
going to be do welope it. And

444
00:34:34,000 --> 00:34:37,400
we're shrinking it with our body and
moving them into that space. I'm not

445
00:34:37,559 --> 00:34:40,320
touching the student. I don't need
to do that. And even though I

446
00:34:40,360 --> 00:34:45,880
work with students who are tightened and
oftentimes very physically aggressive, I don't need

447
00:34:46,000 --> 00:34:52,280
to put hands on because they were
able to de escalate their behaviors so quickly

448
00:34:52,760 --> 00:34:55,039
that there isn't a need for that. So we don't have to put our

449
00:34:55,079 --> 00:34:59,800
hands on in that sort of way
with kids, and it's because of our

450
00:35:00,000 --> 00:35:06,239
training, but we make that space
smaller, and we also provide a lot

451
00:35:06,280 --> 00:35:08,199
of heavy work for that student.
If that student is just a student that

452
00:35:08,559 --> 00:35:13,320
needs to our youth, that needs
to run in exercise. I've had students

453
00:35:13,360 --> 00:35:15,599
that I've gone to their house and
been like, we're going to run stairs

454
00:35:15,639 --> 00:35:17,639
for twenty minutes before you go to
school, and they have flights of stairs

455
00:35:17,679 --> 00:35:22,480
in their home and I run stairs
with them for twenty minutes before they head

456
00:35:22,519 --> 00:35:25,599
to school. Or if they have
one of the large outdoor trampolines, you

457
00:35:25,679 --> 00:35:30,239
know, okay, we're going to
jump on the trampoline for fifteen minutes before

458
00:35:30,280 --> 00:35:32,000
you head to school today, and
that sort of thing, because they need

459
00:35:32,159 --> 00:35:40,079
that deep proprio acceptive activity in order
for their system to release endorphins, dopamine

460
00:35:40,239 --> 00:35:44,840
their tone and all that fun stuff, all those fun hormones that make them

461
00:35:44,880 --> 00:35:47,599
want to be productive and able to
learn and access that front part of the

462
00:35:47,639 --> 00:35:52,400
brain, the prefrontal cortex, because
otherwise they're like they're operating in the lower

463
00:35:52,440 --> 00:35:57,599
parts of the brain and they're just
like wow, and they can't put anything

464
00:35:57,639 --> 00:36:00,880
into long term learning. So I'm
always like, that's not the time to

465
00:36:00,000 --> 00:36:04,000
teach. You know, when the
kid is frightened, I know that it's

466
00:36:04,079 --> 00:36:06,719
like, well, we're a lot
to teach some something. They can't learn.

467
00:36:08,000 --> 00:36:14,639
Yeah, what's kind of the age
rage age range of age range?

468
00:36:14,840 --> 00:36:16,519
I can't. I'm still getting used
to doing the show in the morning.

469
00:36:19,360 --> 00:36:23,639
You got this going better than me. The age range of kids that you

470
00:36:23,719 --> 00:36:29,079
work with, doctor B it's typically
about three to twenty two, Okay,

471
00:36:29,119 --> 00:36:31,880
So, and I know that's a
huge range. I'll be honest. When

472
00:36:31,920 --> 00:36:38,639
I first started my company back twenty
years ago, I worked mainly with high

473
00:36:38,679 --> 00:36:44,480
schoolers. They were primarily some middle
schoolers middle schools. Really I love middle

474
00:36:44,519 --> 00:36:49,440
school but I worked primarily with high
schoolers, and that was really where the

475
00:36:49,559 --> 00:36:53,480
refusal was coming from and some of
those behaviors and such. Nowadays, I'm

476
00:36:53,559 --> 00:36:59,320
in kindergartens in first grade daily,
so and a lot of that comes from

477
00:36:59,480 --> 00:37:04,599
everything that's happened with COVID and everything
else, and the inability to regulate and

478
00:37:05,039 --> 00:37:08,880
the fact that kids are younger right
now than you know their emotional level should

479
00:37:08,920 --> 00:37:14,679
be because of that time that we
lost during that period, so and people

480
00:37:14,760 --> 00:37:17,840
feel out of control. So I
work with them younger and younger now than

481
00:37:17,880 --> 00:37:21,599
I have, and the strategies are
very different. What I'm going to do

482
00:37:21,760 --> 00:37:25,599
for a four year old is very
different than what I'm doing for a fourteen

483
00:37:25,719 --> 00:37:32,440
year old. You know, there's
just more layers of social emotional development that

484
00:37:32,679 --> 00:37:38,159
are very different at each age level
obviously, and staff work at all levels.

485
00:37:38,199 --> 00:37:44,519
So I have staff that works at
elementary and at middle and at high

486
00:37:44,559 --> 00:37:49,800
school, and that you know,
they're trained to work with those age groups

487
00:37:49,920 --> 00:37:54,159
and they're doing age appropriate activities with
those people. Okay, we have a

488
00:37:54,239 --> 00:37:59,480
question in the chat room. Sarah
patno is asking, good morning. I

489
00:37:59,559 --> 00:38:02,639
have a who is always bumping into
the walls walking down the hall. What

490
00:38:02,800 --> 00:38:07,880
could I do? That's a student
who, thank you so much, Sarah.

491
00:38:07,079 --> 00:38:12,960
That is a student who absolutely needs
more proprioceptive feedback, so they they

492
00:38:13,119 --> 00:38:17,920
need to lift, push, pull
different things. So you have that student

493
00:38:17,960 --> 00:38:22,280
in the classroom that always taps their
pencil. You know, I was that

494
00:38:22,400 --> 00:38:28,039
student that always taps their pencil or
blurts things out. And it's the same

495
00:38:28,159 --> 00:38:30,480
kid who walks down the hall and
pulls things off the walls and everything.

496
00:38:30,559 --> 00:38:37,159
Again, I was that student.
That student needs a lot more approprio acceptive

497
00:38:37,199 --> 00:38:40,280
students. That's a classic kid who
it's like, okay, how many times

498
00:38:40,320 --> 00:38:45,320
a day can we have them go
upstairs to the guidance department or whatever it

499
00:38:45,440 --> 00:38:50,960
might be, to bring items up
there and bring items back down because they

500
00:38:51,159 --> 00:38:54,840
need that deep muscle engagement in order
to do better. If it's not you

501
00:38:54,920 --> 00:38:58,679
know, there isn't a natural time
when that happens, and they can't leave

502
00:38:58,679 --> 00:39:02,519
the classroom easy around that is,
I'll have that I'll have many of the

503
00:39:02,559 --> 00:39:07,199
students in the classroom standing. Most
students don't function real well in a seated

504
00:39:07,320 --> 00:39:12,360
position, right, Their brains just
kind of shut down when they're seated.

505
00:39:12,880 --> 00:39:15,840
So I'll have them stand in the
classroom and sometimes I'll have them periodically lay

506
00:39:16,039 --> 00:39:20,760
over their desk or their chair,
And when they do that, actually we

507
00:39:20,840 --> 00:39:23,079
have a lot of serotonin in our
guts, and that pushes the serotonin out

508
00:39:23,079 --> 00:39:28,440
into the bloodstream, so that helps
them feel a little happier and be a

509
00:39:28,440 --> 00:39:31,280
little bit more productive. It also
helps deprime social engagement, so they want

510
00:39:31,320 --> 00:39:35,920
to socially connect and that sort of
thing more. But if they're standing,

511
00:39:36,440 --> 00:39:39,599
that makes it less likely that they're
going to have a lot of those behaviors

512
00:39:39,639 --> 00:39:44,639
when they're leaving them wrong. Balance
activities work great for that too. If

513
00:39:44,679 --> 00:39:47,280
it's not a high schooler, oftentimes
they will be willing to do a balance

514
00:39:47,360 --> 00:39:50,639
activity, like you can say,
like, can you balance on one foot

515
00:39:50,719 --> 00:39:53,480
while you write this down or something
like that. High schoolers are not going

516
00:39:53,559 --> 00:39:57,400
to be willing to do that.
Sometimes I'll just say, hey, can

517
00:39:57,480 --> 00:40:00,199
you stand up? And everybody puts
your bag underneath your chair? So they'll

518
00:40:00,199 --> 00:40:02,679
stand up and put their bags underneath
their chair, and the whole class do

519
00:40:02,800 --> 00:40:07,239
it, and then I'll say a
little while later, okay, everybody,

520
00:40:07,239 --> 00:40:08,760
can you get your bags out?
And the reason why I do that is

521
00:40:08,800 --> 00:40:13,679
because they have to lean over and
put pressure on their stomach in order to

522
00:40:13,719 --> 00:40:16,519
get their bagsack out from under their
chair. Oh interesting, and I'll tell

523
00:40:16,559 --> 00:40:20,639
them that, Oh it's so nobody
trips. You know, your bags are

524
00:40:20,639 --> 00:40:22,639
a fire hazard and if you put
them on the back of your chairs,

525
00:40:22,639 --> 00:40:24,639
it's going to flip your chair.
So you know, I just come up

526
00:40:24,679 --> 00:40:30,599
with reasons that work and are appropriate
for the room and everything for that person.

527
00:40:30,800 --> 00:40:34,280
And that's a technique that works really
easily. I have a lot of

528
00:40:34,320 --> 00:40:37,679
teachers that use that technique, especially
with high schoolers, because it helps to

529
00:40:38,199 --> 00:40:42,159
kind of wake up their nervous system
too, because, as we know,

530
00:40:42,280 --> 00:40:46,199
most high schools start pretty early and
kids come in and they're pretty much asleep

531
00:40:46,559 --> 00:40:50,639
the first two hours of the day, and then they wake up and they're

532
00:40:50,760 --> 00:40:54,440
on say yat about eleven o'clock,
right right, yep, I remember those

533
00:40:54,519 --> 00:40:58,239
days. That's exactly what happens.
Yeah, So then they have to rain

534
00:40:58,320 --> 00:41:01,079
them back in to be able to
actually learn and be in the part of

535
00:41:01,119 --> 00:41:07,519
the brain where you know, we
can do that higher intellectual work everything.

536
00:41:07,400 --> 00:41:12,400
Emily Picard in the chat room says, how can school staff best support students

537
00:41:12,719 --> 00:41:16,360
that are escalated with limited verbal skills? Oh that's a great question. Oh

538
00:41:16,519 --> 00:41:22,000
yeah, that's a great question,
Emily. Fantastic question. So there is.

539
00:41:22,559 --> 00:41:30,159
We're super lucky because we're experts and
body language, so understanding what their

540
00:41:30,239 --> 00:41:34,400
body language is telling you. We're
also the majority of our staff have gone

541
00:41:34,440 --> 00:41:38,679
through micro expression training, so they're
able and also face reading training, so

542
00:41:38,880 --> 00:41:44,599
we're able to actually tell from their
facial expressions where they're at, what's going

543
00:41:44,679 --> 00:41:47,199
on, what emotion they're connected to
at that time. And that's part of

544
00:41:47,239 --> 00:41:52,480
the reason why we make success so
fast, because we can tell where the

545
00:41:52,639 --> 00:41:57,679
student is and then meet them where
they're at. I mean, there's so

546
00:41:57,840 --> 00:42:01,960
many ways in visual supports that you
can use to support students, and most

547
00:42:02,039 --> 00:42:07,400
of the time, even though they
might have limited language, they understand us

548
00:42:07,880 --> 00:42:12,000
way better than we understand that.
So we have to really work that much

549
00:42:12,079 --> 00:42:15,000
harder to make sure that we're understanding
them too to really be able to provide

550
00:42:15,079 --> 00:42:22,000
services in an ethical way. So
under having some background in that knowledge is

551
00:42:22,079 --> 00:42:28,360
really important. Utilizing verbal supports and
environmental cues as often as you possibly can,

552
00:42:29,000 --> 00:42:34,079
so utilizing if there's a a sound
system in the building every time classes

553
00:42:34,119 --> 00:42:38,960
are changing, using that as queuing
techniques instead of constantly queuing that student,

554
00:42:39,079 --> 00:42:45,920
verbally queueing that student usually visuals to
help that person. As far as like

555
00:42:45,039 --> 00:42:49,719
schedules and the sorts of things can
be really helpful, and those are really

556
00:42:49,800 --> 00:42:55,800
basic techniques. The things that we
really rely on are being able to understand

557
00:42:55,840 --> 00:43:02,000
their body language and read their expressions
when they're occurring accurately so that the student

558
00:43:02,119 --> 00:43:07,880
doesn't have to spend a huge amount
of energy trying to relay that information back,

559
00:43:07,039 --> 00:43:10,840
and being willing to use other forms
of communication with them, whether it's

560
00:43:12,440 --> 00:43:17,199
I have a student who emails me
many times throughout the day who is nonverbal,

561
00:43:17,480 --> 00:43:21,320
and it's to tell me things like
this is what I like about this

562
00:43:21,480 --> 00:43:23,800
class today. This is the problem
I've had with this class. This is

563
00:43:23,880 --> 00:43:28,159
something that I need to work on, so on and so forth, because

564
00:43:28,199 --> 00:43:31,960
that form of communication is really comfortable
for them, So utilizing chat, GPT

565
00:43:32,360 --> 00:43:37,119
and things like that to make it
much more efficient to the student, but

566
00:43:37,199 --> 00:43:40,199
teaching them socially appropriate ways of communicating
with peers too, so that they can

567
00:43:40,280 --> 00:43:45,280
have those peer connections. Many times
staff are in schools and stuff, are

568
00:43:45,559 --> 00:43:49,000
parents or whomever. They'll say,
well, my child isn't really motivated to

569
00:43:49,119 --> 00:43:53,480
connect. Probably not motivation, it's
probably lack of self esteem and lack of

570
00:43:53,639 --> 00:43:59,360
self potentially lack of self worth is
the reason they're not connecting. So once

571
00:43:59,400 --> 00:44:02,400
that self is the increases, they
absolutely want to connect. So we want

572
00:44:02,440 --> 00:44:07,119
to be building those relationships constantly.
I mean, that's a huge That is

573
00:44:07,199 --> 00:44:13,559
the biggest area as far as happiness
and feeling successful in later life is connection.

574
00:44:14,039 --> 00:44:16,400
Absolutely absolutely. Yeah. A lot
of what you're talking about too,

575
00:44:16,559 --> 00:44:22,920
not only are these obviously techniques for
dealing with these kids, but also there's

576
00:44:22,000 --> 00:44:25,920
a lot in what you're saying that
you can take just sort of of as

577
00:44:27,039 --> 00:44:29,840
really good life advice. Right.
For example, what you were just talking

578
00:44:29,840 --> 00:44:31,880
about connection. You know, just
anybody at any age really, if you

579
00:44:31,960 --> 00:44:36,639
don't feel confident in yourself, if
you don't have a sense of self worth

580
00:44:36,760 --> 00:44:40,239
and self esteem, then like you
were saying that, you're not going to

581
00:44:40,280 --> 00:44:45,760
be motivated to connect with other people
because or I shouldn't say, let me

582
00:44:45,800 --> 00:44:49,360
correct that, or you you might
be motivated to, but you don't feel

583
00:44:49,400 --> 00:44:52,519
like you can. You know,
it's absolutely yeah, and you can see

584
00:44:52,519 --> 00:44:57,320
that, and that can come from
so many different things and everything. I

585
00:44:57,360 --> 00:45:00,480
mean, my husband always says to
me, I feel like I can't anything

586
00:45:00,559 --> 00:45:04,719
from you. Bethany ever, you
always know what's going on when you look

587
00:45:04,760 --> 00:45:10,880
at me, right right, Melanie
law Liberty. In the chat, one

588
00:45:10,920 --> 00:45:14,400
of our friends from the Great State
of Vermont was asking if you were talking

589
00:45:14,400 --> 00:45:16,440
about kids in special education, but
it doesn't sound like I mean, do

590
00:45:16,480 --> 00:45:21,159
you work with special ed kids as
well? Or I do? I yeah,

591
00:45:21,400 --> 00:45:24,000
from ye all areas. So oftentimes
what will happen in school districts will

592
00:45:24,039 --> 00:45:28,079
say we don't know what's going on. Can you come in and take a

593
00:45:28,159 --> 00:45:30,119
look at this student? So on
and so forth, or a parent will

594
00:45:30,159 --> 00:45:35,000
call me. I spend about probably
ten to twelve hours a week in phone

595
00:45:35,039 --> 00:45:38,440
calls to parents where I'm trying to
coach them on the phone. That's part

596
00:45:38,440 --> 00:45:42,440
of the reason why we put so
much out on social media at this point

597
00:45:42,800 --> 00:45:45,280
and everything to kind of help that
the process as they move along. But

598
00:45:45,360 --> 00:45:49,119
they'll you know, they'll say,
my kids doing this. They don't have

599
00:45:49,280 --> 00:45:52,480
a you know, an education plan, they're not involved with special eds,

600
00:45:52,559 --> 00:45:57,039
so on and so forth, and
so oftentimes we're giving them those techniques and

601
00:45:57,159 --> 00:46:00,760
those sorts of things. School districts
will often try to, you know,

602
00:46:01,000 --> 00:46:07,159
use a special ed process to secure
funding. That's oftentimes how they'll access our

603
00:46:07,239 --> 00:46:12,320
services sometimes or through grants and that
sort of thing. But it's not necessarily

604
00:46:12,440 --> 00:46:15,800
needed. I work with many students
who were temporary, you know, the

605
00:46:15,960 --> 00:46:19,719
students going through a rough time right
then, and for whatever reason it may

606
00:46:19,800 --> 00:46:22,960
be, they they're demonstrating those behaviors, and after they work with us for

607
00:46:23,000 --> 00:46:27,079
a few months, it's, you
know, it's no longer needed. They

608
00:46:27,119 --> 00:46:30,679
don't need to access special ED services
and they don't need to access our support.

609
00:46:31,159 --> 00:46:35,719
Okay, So it's a variety of
things. We definitely work with students

610
00:46:35,719 --> 00:46:37,480
who are engaged with special ED,
but we work with a lot of students

611
00:46:37,480 --> 00:46:42,119
who are not and who probably won't
need to be. It's just a matter

612
00:46:42,239 --> 00:46:45,360
of their going through a time that's
challenging and we can help make that less

613
00:46:45,400 --> 00:46:51,159
painful. Logistically, are you working
with one school at a time or do

614
00:46:51,239 --> 00:46:53,679
you work with multiple schools, because
like you said, it's you know,

615
00:46:53,679 --> 00:46:57,480
it's not like it's a permanent thing, and at some point you're you're handing

616
00:46:57,519 --> 00:47:00,280
it off to the school to continue
what they've learned from you. And in

617
00:47:00,440 --> 00:47:06,639
terms of applying applying these methods,
do you work with multiple schools at once

618
00:47:06,760 --> 00:47:08,239
or how does that work? It's
a great question. We worked with about

619
00:47:08,239 --> 00:47:13,840
eleven schools a year. That's through
the staff. So the staff move,

620
00:47:14,119 --> 00:47:16,920
you know, basically come into a
school district and they work in that district

621
00:47:17,079 --> 00:47:21,920
for usually an entire year, sometimes
two years. The two year model works

622
00:47:22,079 --> 00:47:27,559
really what probably works the best,
and then they transition out at that time

623
00:47:27,639 --> 00:47:32,320
period. I work all over the
US, so I go to wherever it's

624
00:47:32,400 --> 00:47:37,800
needed. I'm a sucker for a
bad story, and you know it's been

625
00:47:37,840 --> 00:47:43,159
struggling and they have not been able
to find success. I look at that,

626
00:47:43,519 --> 00:47:45,400
it's a personal challenge for me and
I'm like, there's got to be

627
00:47:45,440 --> 00:47:49,639
a way. There's there's you know, I do not want to see this

628
00:47:49,760 --> 00:47:52,079
family and pain any longer, or
this district in pain, and I find

629
00:47:52,119 --> 00:47:58,199
a way to make it work.
So I tend to work with I work

630
00:47:58,280 --> 00:48:01,840
with a lot more districts. I
probably with a minimum of fifty districts a

631
00:48:01,920 --> 00:48:07,280
year. Okay, wow, that's
remarkable. Melanie was also asking, and

632
00:48:07,400 --> 00:48:10,400
I'm not sure what this means,
but I assume that you will. Melanie's

633
00:48:10,440 --> 00:48:15,039
asking is is she referring to ABA
type of supports? I'm not. We

634
00:48:15,159 --> 00:48:21,679
were ABA, an ABA organization that's
applied behavioral analysis. Okay, we were

635
00:48:21,719 --> 00:48:25,760
an ABA company back twenty years ago. That was the primary platform we were

636
00:48:25,880 --> 00:48:31,519
using. Excuse me one a second, and we utilize that system. There

637
00:48:31,559 --> 00:48:36,320
are a lot of progressive approaches out
there at this point, and we can

638
00:48:36,400 --> 00:48:42,880
make success much faster utilizing other systems. And we also believe that motivation to

639
00:48:43,159 --> 00:48:49,199
do the right thing and the ability
to do the right thing are things that

640
00:48:49,400 --> 00:48:52,800
the person has to feel safe,
the person has to feel regulated, and

641
00:48:52,000 --> 00:48:57,400
we need the skills to be able
to do that and really be able to

642
00:48:57,559 --> 00:49:04,840
understand this choice versus that choice,
And so those things are intrinsic and we

643
00:49:05,039 --> 00:49:08,800
want the person to make the right
choices because they have the ability to choose,

644
00:49:08,920 --> 00:49:15,599
and not because they're reacting to a
situation. So we don't use ABA

645
00:49:15,679 --> 00:49:23,000
anymore. For the most part,
all of our staff are trained and RBTs

646
00:49:23,119 --> 00:49:28,360
and that's the ABA system, and
that's primarily because the school districts know what

647
00:49:28,440 --> 00:49:30,679
those are. But our approach is
a little different. I typically come in

648
00:49:30,800 --> 00:49:37,679
when BCBA, a Board Certified Behavior
analyst who is you know, an expert

649
00:49:37,719 --> 00:49:42,079
in ABA, has tried and tried
and they're not making progress with the student

650
00:49:42,159 --> 00:49:44,719
and they can't figure out why.
So like we can't really put our finger

651
00:49:44,760 --> 00:49:47,280
on it, We don't really know
what else to do. They need to

652
00:49:47,360 --> 00:49:50,960
do that, or the school district's
telling me and to come in and do

653
00:49:51,079 --> 00:49:54,199
professional development so that all the staff
has a lot of these skills because we

654
00:49:55,519 --> 00:50:01,960
train on probably fourteen or fifteen different
modality that we have created that are part

655
00:50:02,039 --> 00:50:07,599
of our process and we realize helps
make it work, so we come in

656
00:50:07,679 --> 00:50:10,199
and do those trainings too, and
oftentimes the districts then don't need us because

657
00:50:10,199 --> 00:50:14,400
they start employing some of those strategies
and they're like, wow, this is

658
00:50:14,519 --> 00:50:17,519
great. All, you know,
our students that were behavior problems are no

659
00:50:17,760 --> 00:50:22,239
longer behavior problems or their minor problems
at this point. By the way,

660
00:50:22,320 --> 00:50:27,519
Melanie said, love that answer.
Thank you very nice. Thank you and

661
00:50:27,559 --> 00:50:30,400
Melanie for asking it. Great questions. Well, see the time goes so

662
00:50:30,519 --> 00:50:32,280
quick, but we'll sneak in one
more question from the chat room. Isaac

663
00:50:32,360 --> 00:50:38,039
Banks from UH North Carolina is asking
about encouraging kids to get into music.

664
00:50:39,719 --> 00:50:45,079
That is I could go on and
on and on all day, Isaac,

665
00:50:45,840 --> 00:50:49,920
love it. Yes there. Music
is one of those things that stimulates all

666
00:50:50,000 --> 00:50:53,320
areas of the brain, and we
use some systems. We use some systems

667
00:50:53,360 --> 00:50:58,239
by Stephen Porges the Safe and Sound
Protocol and we use those and what that

668
00:50:58,360 --> 00:51:04,519
actually does is it calm down this
stressed nervous system and helps to prime for

669
00:51:04,639 --> 00:51:10,039
social engagement. So we utilize that
system with students. We also utilize by

670
00:51:10,159 --> 00:51:15,920
neural beats, which is beats that
help to tap into certain brain ways and

671
00:51:16,079 --> 00:51:21,760
help to get students e they're more
focused or get them on the right sort

672
00:51:21,800 --> 00:51:24,559
of you know path as far as
being able to access things so that they

673
00:51:24,599 --> 00:51:30,920
can access certain neural pathways and everything. And Matt, you probably know a

674
00:51:30,000 --> 00:51:34,400
ton about neural feedback and everything,
so it kind of caps into some of

675
00:51:34,480 --> 00:51:37,920
those brain waves you're looking at when
you're looking at neural feedback and everything else.

676
00:51:38,239 --> 00:51:45,320
Music is it's such an underutilized modality. It just there's so much that

677
00:51:45,480 --> 00:51:51,559
can be done with light, with
sound and with those sorts of therapies that

678
00:51:51,719 --> 00:51:54,039
it's I think we're just seeing the
tip of it right now. In the

679
00:51:54,119 --> 00:51:59,639
next ten years is going to be
such an exciting time because we're going to

680
00:51:59,719 --> 00:52:07,079
really see like what how much people
can tap into their potential just by utilizing

681
00:52:07,159 --> 00:52:09,599
some of these other resources. So
I could go on all day about it.

682
00:52:09,840 --> 00:52:13,719
Honestly, Well, we will have
you back in the future to do

683
00:52:13,920 --> 00:52:16,599
just that because I would love to
explore that further. Absolutely. Yeah,

684
00:52:16,719 --> 00:52:21,320
Light and sound, it's like there's
so many neat things that are going on

685
00:52:21,559 --> 00:52:28,360
right now, and it's just like
I were within a school this week working

686
00:52:28,400 --> 00:52:32,239
on an assessment and I brought in
some of my like light blocking glasses that

687
00:52:32,400 --> 00:52:36,280
filter some of the light. And
they're not like people think, oh,

688
00:52:36,400 --> 00:52:38,719
blue light glasses or whatever. In
a basic form, that's what it's like,

689
00:52:38,800 --> 00:52:44,599
but these lights actually filter out some
of the harsh fluorescents that make the

690
00:52:44,679 --> 00:52:49,599
brain unhappy and everything. So and
you can just tell like the student had

691
00:52:49,639 --> 00:52:52,719
them on for literally it was like
six or seven minutes and all of a

692
00:52:52,760 --> 00:52:57,400
sudden, and I've never seen the
student relax I've observed in a few times,

693
00:52:57,440 --> 00:53:00,559
and all of a sudden, his
shoulders relaxed. He starts to talk

694
00:53:00,639 --> 00:53:02,039
to me, like, I think
that this would help. If I did

695
00:53:02,079 --> 00:53:05,079
this in school, I could do
this. If I did this in school,

696
00:53:05,079 --> 00:53:07,199
I could do that. Maybe we
could do this. And I was

697
00:53:07,239 --> 00:53:09,480
like, yeah, don't you have
this activity right now? Yes, let's

698
00:53:09,519 --> 00:53:14,239
go, and went down the hall
to that activity. It was you know,

699
00:53:15,400 --> 00:53:20,000
it was magical. Yeah, yeah, that's fantastic. Before we run

700
00:53:20,079 --> 00:53:22,599
out of time too, doctor B
do you want to tell us just briefly

701
00:53:22,639 --> 00:53:25,039
about the behavior boot camp. I
want to make sure we get that in

702
00:53:25,960 --> 00:53:30,280
sure. So a number of years
ago, it had been my dream to

703
00:53:30,400 --> 00:53:37,239
create a platform for parents and for
teachers who weren't able to access our services,

704
00:53:37,159 --> 00:53:42,639
either through cost or because we tend
to be oversubscribed and we have a

705
00:53:42,679 --> 00:53:47,880
wait list for services in school districts
and such. So we created this platform

706
00:53:49,079 --> 00:53:53,800
that people could access in order to
get additional training and that sort of thing,

707
00:53:53,840 --> 00:53:57,960
and you can reach it through the
behavior boot camp dot com. But

708
00:53:58,119 --> 00:54:04,199
we also we offer free webinars every
Thursday. We have tons of stuff out

709
00:54:04,239 --> 00:54:08,920
on social media. I just feel
like it's our responsibility to make sure that

710
00:54:09,360 --> 00:54:15,760
we're giving people these strategies because they're
not super complex, and if we can

711
00:54:15,840 --> 00:54:21,679
make it less painful for one student, one family, one teacher, then

712
00:54:21,719 --> 00:54:23,719
it's worth it. Yeah. Yeah, very cool, very cool. And

713
00:54:24,000 --> 00:54:28,360
people can learn more about that at
the behavior boot camp dot com. And

714
00:54:28,760 --> 00:54:30,559
what else should people know, Doctor
B about where to find you if they

715
00:54:30,599 --> 00:54:35,320
want to connect with you, maybe
for advice or just follow all the great

716
00:54:35,360 --> 00:54:37,840
work that you're doing or where's Yeah, so we're on most of the social

717
00:54:37,880 --> 00:54:43,280
media platforms and most of it is
under the behavior boot Camp dot com.

718
00:54:43,599 --> 00:54:47,800
I'm on some social media's too,
under doctor B or doctor Bethany abilduh and

719
00:54:47,920 --> 00:54:52,159
we're we'd love to connect, We'd
love to hear stories. I'm always happy

720
00:54:52,280 --> 00:54:57,400
to chat with people or to get
emails that say I'm struggling with this and

721
00:54:57,480 --> 00:55:00,000
I'm like, you know, and
if I can provide a resource or even

722
00:55:00,119 --> 00:55:05,239
redirect them or give them a strategy, I'm happy to do it. So

723
00:55:05,599 --> 00:55:09,639
we want to make sure that people
have these techniques because they can really make

724
00:55:09,679 --> 00:55:15,400
the difference between you know, the
student wanting to participate in school or wanting

725
00:55:15,480 --> 00:55:20,559
to leave the house versus not.
So it's to us. We are on

726
00:55:20,639 --> 00:55:24,800
a mission for people to feel safe, both psychologically as well as physically and

727
00:55:24,880 --> 00:55:28,519
mentally, and we really want to
make sure that you know the use of

728
00:55:28,599 --> 00:55:32,480
these strategies. It just helps tremendously
and they're really simple. Yeah. Oh

729
00:55:32,559 --> 00:55:37,119
and by the way, Elizabeth England
did post the link to the Behavior boot

730
00:55:37,159 --> 00:55:39,159
Camp in the chat room as well, and Sarah pat No says thanks and

731
00:55:39,719 --> 00:55:43,000
yeah, doctor b this has been
wonderful. We will have to have you

732
00:55:43,119 --> 00:55:45,440
back and it'll be great, you
know when the weather's obviously the weather will

733
00:55:46,159 --> 00:55:52,639
This is a brief moment in time, this early spring storm. But I'd

734
00:55:52,679 --> 00:55:57,039
love to I'd love to meet you
in person and and have more have a

735
00:55:57,119 --> 00:56:00,840
longer discussion, especially about the music
part that we bear I had time to

736
00:56:00,880 --> 00:56:02,679
scratch the surface on. I'd really
love to talk to you more about that.

737
00:56:04,079 --> 00:56:07,840
There's so many things out there with
that right now between you know,

738
00:56:08,039 --> 00:56:12,320
that are coming down the pike,
which we're super excited about. I mean,

739
00:56:12,400 --> 00:56:17,079
we've used safe and sound protocol within
many of our students in many of

740
00:56:17,159 --> 00:56:21,599
our districts for a few years now, but there's so many other things that

741
00:56:21,639 --> 00:56:24,679
they're they're discovering. It's just it's
just scratches at there's good. It's going

742
00:56:24,719 --> 00:56:29,079
to be so many more techniques that
we can use to optimize our potential.

743
00:56:29,199 --> 00:56:31,400
It's unreal. And by the way, I think I apologize. I think

744
00:56:31,400 --> 00:56:37,880
I mispronounced your last name. Is
it Billy Doo? Yeah? Okay,

745
00:56:37,880 --> 00:56:42,360
I was saying Billadoh. I apologize. I know a lot of Billado's who

746
00:56:42,400 --> 00:56:44,840
spell it the same way, but
it's doctor Bethany Billidhu. All right,

747
00:56:44,960 --> 00:56:46,840
very good. I want to make
sure you know it was a marriage last

748
00:56:46,920 --> 00:56:52,800
name, so i'm that you know
most people use doctor b. I didn't

749
00:56:52,800 --> 00:56:57,480
even notice the pronunciation of it.
Well, very good, Very good.

750
00:56:57,480 --> 00:56:59,840
I feel better then, But uh, all right, doctor b. But

751
00:57:00,239 --> 00:57:01,679
we will be in touch. We
will. We will do this again for

752
00:57:02,119 --> 00:57:06,960
for a more in depth discussion.
But I really enjoyed this conversation. Thank

753
00:57:07,000 --> 00:57:09,159
you so much for joining us this
morning. I love it. It was

754
00:57:09,280 --> 00:57:12,920
great. So it's good talking with
you. Matt and you guys have a

755
00:57:12,960 --> 00:57:15,559
great day, all right, thank
you you too, Bye bye, bye

756
00:57:15,599 --> 00:57:19,440
bye. All right, that was
fun. Yeah, doctor I enjoyed that,

757
00:57:19,559 --> 00:57:22,639
Doctor Bethany Billado. Yes, yeah, yeah, she was great.

758
00:57:22,639 --> 00:57:25,800
That was fascinating. So yeah,
we'll definitely have her back and and we'll

759
00:57:25,800 --> 00:57:29,719
have a we'll have a longer discussion
and hopefully get to meet her in person

760
00:57:29,760 --> 00:57:32,960
because she's writing Guildford. But yeah, the the driving today is treacherous.

761
00:57:34,840 --> 00:57:37,840
The weather outside is uh, how
does the song go? The weather outside

762
00:57:37,920 --> 00:57:40,159
is frightful? This is no,
it's not Christmas. No, I don't

763
00:57:40,159 --> 00:57:44,400
even like Christmas music. All right, So we're going to take a break.

764
00:57:44,559 --> 00:57:47,280
We're gonna show some love to our
amazing sponsors, and we're gonna play

765
00:57:47,280 --> 00:57:51,639
a song. I've got a song
cute up from our our number two guest,

766
00:57:51,800 --> 00:57:54,320
Andrew North and the Rangers. And
uh, they also have another project

767
00:57:54,440 --> 00:57:58,920
that are a couple of the guys, A few of the guys will they've

768
00:57:58,920 --> 00:58:01,239
got another project we'll learn about to
the Jade Trio. Oh wait, I

769
00:58:01,320 --> 00:58:04,920
just answered my own question. It's
three of the guys because it's a trio.

770
00:58:06,480 --> 00:58:09,159
I just hadn't over. I'm still
listen. I don't know how long

771
00:58:09,239 --> 00:58:12,920
I can get away with using this
excuse, but I'm still getting used to

772
00:58:13,000 --> 00:58:15,079
doing this in the morning. Yes, you got one down too to go?

773
00:58:15,599 --> 00:58:17,880
What do you mean one hour down? Two to go? All right,

774
00:58:17,960 --> 00:58:22,000
we're doing fine. Okay, yes, we got this. We do

775
00:58:22,159 --> 00:58:24,519
you more than me, right,
but we got this. I've only had

776
00:58:24,559 --> 00:58:28,039
to go for a one one walk
to the bathroom and I dropped my hat

777
00:58:28,079 --> 00:58:30,519
in the sink, so that's fine. No, did you really could have

778
00:58:30,519 --> 00:58:31,840
been one and I forgot it was
an automatic sink, so that was that

779
00:58:31,960 --> 00:58:34,840
was great. It could have been
worse. At least you didn't drop it

780
00:58:34,840 --> 00:58:37,400
in the urinal? Do you ever
do that? I've dropped my phone,

781
00:58:37,119 --> 00:58:40,679
have you really? Oh? That
sounds unpleasure? My friend flushed his toilet

782
00:58:42,159 --> 00:58:46,079
toilet. My friend flushes his phone
down the toilet once? Really did it

783
00:58:46,119 --> 00:58:51,639
actually go into the piping? Uh
huh wow? Because it was one of

784
00:58:51,679 --> 00:58:55,679
those smaller It was back when like
razors were around and they were just going

785
00:58:55,719 --> 00:58:59,719
into touchscreens. Oh yeah, yeah, yeah, so one of those,

786
00:59:00,079 --> 00:59:04,119
and that's when they were super small. Oh that's not good, and that's

787
00:59:04,159 --> 00:59:08,760
when they are just also automatic toilets
don't flush your phones down the toilet people,

788
00:59:08,840 --> 00:59:15,440
the more you know, all right, we're gonna take a quick break.

789
00:59:15,519 --> 00:59:17,760
Our number two is coming up.
Thank you again to our friend,

790
00:59:17,840 --> 00:59:21,639
uh doctor B and uh we'll see
you on the other side of this.

791
00:59:22,800 --> 00:59:24,199
W m n H rip The Nobles