WEBVTT 00:00:00.069 --> 00:00:00.791 Don't screw it up. 00:00:00.811 --> 00:00:02.795 You're listening to the PT Pinecast, 00:00:02.895 --> 00:00:04.921 where smart people in healthcare come to 00:00:04.961 --> 00:00:05.802 make noise. 00:00:06.163 --> 00:00:07.628 Here's your host, Jimmy McKay. 00:00:10.682 --> 00:00:13.044 She spent over four decades helping kids 00:00:13.125 --> 00:00:14.666 move better, think sharper, 00:00:14.705 --> 00:00:15.726 and live fuller lives. 00:00:16.167 --> 00:00:18.568 With a heart for mentorship and a clinic 00:00:18.588 --> 00:00:19.268 full of purpose, 00:00:19.629 --> 00:00:21.289 now she's pouring her energy into helping 00:00:21.730 --> 00:00:24.012 the next generation of PTs recognize the 00:00:24.051 --> 00:00:26.574 huge functional impact we can have on 00:00:26.634 --> 00:00:28.795 conditions like dyspraxia, EDS, 00:00:28.835 --> 00:00:30.275 and executive functioning challenges. 00:00:31.016 --> 00:00:33.258 She also once ran a backyard empire of 00:00:33.438 --> 00:00:35.098 seventy-eight guinea birds. 00:00:35.118 --> 00:00:36.640 I'm not a hundred percent sure if I 00:00:36.659 --> 00:00:37.081 know what that is. 00:00:37.100 --> 00:00:38.100 I'll have to Google it. 00:00:38.121 --> 00:00:38.822 But these days, 00:00:38.841 --> 00:00:40.262 it's all about growing clinicians. 00:00:41.209 --> 00:00:42.048 And not just birds. 00:00:42.429 --> 00:00:44.970 Sherry Woodson joins us on the show right 00:00:45.011 --> 00:00:45.191 now. 00:00:45.390 --> 00:00:46.350 Sherry, welcome to the program. 00:00:46.911 --> 00:00:47.252 Thank you. 00:00:47.731 --> 00:00:49.512 Are there any guinea birds within arm's 00:00:49.593 --> 00:00:50.533 length that we could see? 00:00:50.612 --> 00:00:52.094 I mean, I'll Google it later, 00:00:52.134 --> 00:00:53.314 but what is a guinea bird? 00:00:53.354 --> 00:00:54.015 Can you describe? 00:00:54.954 --> 00:00:56.536 That is, it looks like a chicken. 00:00:56.956 --> 00:00:57.277 Got it. 00:00:57.877 --> 00:00:58.637 Out of Africa, 00:00:59.116 --> 00:01:01.438 but they eat a huge number of ticks. 00:01:01.698 --> 00:01:02.359 And we have... 00:01:03.628 --> 00:01:04.629 a huge number of ticks. 00:01:05.170 --> 00:01:07.031 So you were, these were operational. 00:01:07.052 --> 00:01:08.091 These, this was a purpose. 00:01:08.152 --> 00:01:10.213 They were not just, not just look cute, 00:01:10.313 --> 00:01:12.936 but all right. 00:01:13.516 --> 00:01:16.659 So I mentioned in your intro and before 00:01:16.679 --> 00:01:18.000 we hit record, you said your, 00:01:18.079 --> 00:01:18.879 your real passion. 00:01:19.962 --> 00:01:20.543 is treating, 00:01:20.623 --> 00:01:23.504 but really it's mentoring and creating 00:01:23.563 --> 00:01:26.224 more leaders. 00:01:27.004 --> 00:01:28.305 What sort of prompted that? 00:01:28.424 --> 00:01:30.585 Where's that come from, from you? 00:01:31.346 --> 00:01:32.447 And what does that give you? 00:01:32.486 --> 00:01:33.527 And what do you think it gives the 00:01:33.546 --> 00:01:34.486 future of our profession? 00:01:35.847 --> 00:01:39.147 I think what prompted that is through the 00:01:39.207 --> 00:01:39.709 years, 00:01:40.549 --> 00:01:43.290 often work next to individuals that kind 00:01:43.310 --> 00:01:44.629 of poured into me and I could pour 00:01:44.670 --> 00:01:46.790 back into them and realize how that made 00:01:46.850 --> 00:01:46.930 me 00:01:48.725 --> 00:01:50.527 more well-rounded clinician. 00:01:50.587 --> 00:01:53.289 It allowed me to look outside the box. 00:01:54.950 --> 00:01:55.891 I got questioned, 00:01:56.492 --> 00:01:59.674 which makes you not step, 00:01:59.733 --> 00:02:00.795 I guess it makes you step back, 00:02:00.814 --> 00:02:03.677 but it makes you delve into information 00:02:03.716 --> 00:02:03.936 more. 00:02:04.337 --> 00:02:08.661 And then also saw how the population that 00:02:08.741 --> 00:02:13.584 we could serve was either changing or 00:02:13.704 --> 00:02:14.504 maybe I just didn't 00:02:14.914 --> 00:02:16.455 didn't see it initially. 00:02:16.856 --> 00:02:18.777 And so wanted to share that so that 00:02:19.058 --> 00:02:22.641 the next generation could also kind of 00:02:22.701 --> 00:02:25.123 learn from both my mistakes and those 00:02:25.163 --> 00:02:26.205 successes out there. 00:02:26.544 --> 00:02:28.346 Sure. 00:02:28.567 --> 00:02:31.688 And kind of speed that critical thinking 00:02:33.350 --> 00:02:33.691 part up. 00:02:33.770 --> 00:02:34.731 I know I'd read a research 00:02:35.409 --> 00:02:37.110 article that talked about it took five 00:02:37.131 --> 00:02:41.955 years for the average PT to become a 00:02:42.014 --> 00:02:44.795 really critical thinker in their practice. 00:02:44.896 --> 00:02:46.116 And I was like, 00:02:46.358 --> 00:02:47.497 how can we speed that up? 00:02:47.518 --> 00:02:50.259 And we've really operationalized it, 00:02:50.319 --> 00:02:53.923 not so much me, but my executive team. 00:02:55.764 --> 00:02:57.025 What are all the steps that need to 00:02:57.044 --> 00:02:58.566 be taken to do that? 00:02:59.936 --> 00:03:02.616 Um, so what are they or big picture? 00:03:02.776 --> 00:03:04.456 What are a couple of the big levers 00:03:04.477 --> 00:03:07.698 that you see from the mentor side, 00:03:08.078 --> 00:03:09.638 knowing that there's going to be some 00:03:09.657 --> 00:03:10.657 people out there going, yeah, 00:03:10.698 --> 00:03:11.217 I want to do this, 00:03:11.457 --> 00:03:12.919 but also the people on the side going, 00:03:13.318 --> 00:03:14.519 how can I improve? 00:03:14.579 --> 00:03:16.659 So what are those things that people 00:03:16.699 --> 00:03:17.300 listening now, 00:03:17.379 --> 00:03:19.560 both mentors and mentees or potential 00:03:19.599 --> 00:03:22.020 mentors and potential mentees can focus 00:03:22.100 --> 00:03:22.200 on? 00:03:22.241 --> 00:03:23.020 Where's, where's the, 00:03:23.040 --> 00:03:25.080 where's the biggest lever? 00:03:25.140 --> 00:03:26.401 I think one is, you know, 00:03:26.421 --> 00:03:27.801 there's so much that has to be taught 00:03:28.042 --> 00:03:28.181 in 00:03:29.025 --> 00:03:33.008 PT school and then translating that to 00:03:33.829 --> 00:03:34.429 practice. 00:03:34.909 --> 00:03:38.512 So they may have gotten a clinical 00:03:38.612 --> 00:03:39.954 experience in pediatrics. 00:03:40.033 --> 00:03:44.497 It may have included a vast population. 00:03:44.637 --> 00:03:47.939 It may have included a variety of 00:03:48.639 --> 00:03:49.820 diagnostic groups, 00:03:50.262 --> 00:03:53.563 but the chances are also that the 00:03:53.623 --> 00:03:55.545 clinician they were with only, 00:03:55.925 --> 00:03:57.366 I think the requirement is one year of 00:03:57.407 --> 00:03:58.068 experience. 00:03:58.806 --> 00:04:00.606 before you can become a clinical 00:04:00.627 --> 00:04:01.206 instructor, 00:04:01.967 --> 00:04:09.329 or they may have really specialized in an 00:04:09.449 --> 00:04:09.770 area. 00:04:10.310 --> 00:04:13.110 So then going through and looking at what 00:04:13.151 --> 00:04:15.311 are those core proficiencies that they 00:04:15.350 --> 00:04:17.232 need and operationalizing that, 00:04:17.351 --> 00:04:18.192 listing those, 00:04:19.492 --> 00:04:22.052 looking at all the other elements that go 00:04:22.112 --> 00:04:22.494 into 00:04:25.740 --> 00:04:27.021 I think serving children a little 00:04:27.060 --> 00:04:29.221 different than serving adults of working 00:04:29.242 --> 00:04:32.605 with caregivers and listening to what the 00:04:32.644 --> 00:04:33.685 problems are at home. 00:04:34.286 --> 00:04:35.987 And then, you know, 00:04:36.026 --> 00:04:37.867 being able to provide clinical education 00:04:38.067 --> 00:04:40.088 or caregiver education, 00:04:40.149 --> 00:04:41.709 caregiver coaching, 00:04:41.810 --> 00:04:42.670 I think is a better word. 00:04:43.071 --> 00:04:44.711 Coaching and collaboration is what we do 00:04:45.273 --> 00:04:46.392 is we have to know what we're doing 00:04:46.413 --> 00:04:48.754 and why we're doing it and what our 00:04:48.795 --> 00:04:49.495 hands are doing. 00:04:49.596 --> 00:04:51.776 And, you know, what are the things that, 00:04:53.557 --> 00:04:56.278 that make being a parent more successful 00:04:56.399 --> 00:04:57.740 or make them feel more successful, 00:04:57.779 --> 00:05:00.101 which is different than being a therapist. 00:05:00.742 --> 00:05:02.302 You know, like what, what part of that, 00:05:02.343 --> 00:05:03.944 I don't want to make them many therapists 00:05:04.004 --> 00:05:06.064 or many parents, the parents, 00:05:06.225 --> 00:05:07.144 many therapists. 00:05:08.045 --> 00:05:09.447 And so, you know, 00:05:09.487 --> 00:05:11.747 you ask a therapist and they're just 00:05:11.788 --> 00:05:12.588 trying to, 00:05:12.668 --> 00:05:14.028 a new therapist is trying to kind of 00:05:14.088 --> 00:05:15.750 share what they just did. 00:05:17.216 --> 00:05:20.117 So you're setting you up. 00:05:20.177 --> 00:05:21.860 This was my next question on the list. 00:05:22.420 --> 00:05:25.221 How do you help families understand the 00:05:25.302 --> 00:05:28.403 need for therapy when a child might not 00:05:28.444 --> 00:05:29.906 have a formal diagnosis? 00:05:30.946 --> 00:05:32.047 How do you approach that? 00:05:32.226 --> 00:05:33.487 What's the conversation like? 00:05:33.528 --> 00:05:35.509 How do you even start a conversation with 00:05:35.550 --> 00:05:36.329 someone who's like, well, 00:05:36.350 --> 00:05:37.310 we don't have a diagnosis. 00:05:37.331 --> 00:05:38.172 So where does this start? 00:05:38.211 --> 00:05:39.992 This is a communication issue. 00:05:40.072 --> 00:05:41.374 It's a communication issue. 00:05:43.896 --> 00:05:44.857 What I love to do is help 00:05:46.124 --> 00:05:47.444 Like if I get a four year old, 00:05:47.685 --> 00:05:50.987 I can almost kind of share with the 00:05:51.028 --> 00:05:54.571 parent what they look like at one, two, 00:05:54.610 --> 00:05:55.132 and three. 00:05:55.711 --> 00:05:58.014 That was different than what most other 00:05:58.033 --> 00:05:59.194 parents' kids look like. 00:06:00.156 --> 00:06:01.016 So you can kind of go, 00:06:01.416 --> 00:06:02.658 so then they're going, oh yeah. 00:06:02.858 --> 00:06:05.180 And so you can share what probably the 00:06:05.221 --> 00:06:08.023 future might look like and where the 00:06:08.043 --> 00:06:10.064 little building blocks or how their child 00:06:10.584 --> 00:06:13.468 may process information differently or, 00:06:14.781 --> 00:06:16.463 And so we kind of go through that. 00:06:16.863 --> 00:06:18.824 I think that's one that's a real buy-in 00:06:18.845 --> 00:06:19.545 for parents. 00:06:22.947 --> 00:06:26.089 I also sometimes do the same if I'm 00:06:26.329 --> 00:06:27.711 treating torticollis, which is a, 00:06:28.291 --> 00:06:31.233 you know, I call it the gateway diagnosis. 00:06:31.514 --> 00:06:33.694 It's a gateway into, yes, 00:06:33.754 --> 00:06:36.357 it might be sternocleidomastoid tightness, 00:06:36.437 --> 00:06:37.218 but that's very, 00:06:37.877 --> 00:06:39.319 I would say that's not that many of 00:06:39.338 --> 00:06:39.418 them. 00:06:39.439 --> 00:06:41.201 That's where all the literature is going 00:06:41.221 --> 00:06:43.062 to be on because that's a homogeneous 00:06:43.081 --> 00:06:43.281 diagnosis. 00:06:44.192 --> 00:06:45.173 group that they can pick, 00:06:45.452 --> 00:06:49.435 but it could also be, um, hemiparesis. 00:06:50.475 --> 00:06:53.197 It can also be, um, 00:06:53.216 --> 00:06:56.098 that they just got some tightness from, 00:06:56.478 --> 00:06:58.521 um, sitting in those like container, 00:06:58.721 --> 00:06:58.880 you know, 00:06:58.901 --> 00:07:00.442 the container babies that we have now. 00:07:01.182 --> 00:07:01.401 Um, 00:07:02.122 --> 00:07:04.483 and so we kind of go through that 00:07:04.524 --> 00:07:07.125 and I usually go over and show a 00:07:07.165 --> 00:07:09.947 parent on them like, okay, if I, 00:07:10.267 --> 00:07:11.689 if I put you in this position, what, 00:07:11.749 --> 00:07:13.389 what does it change for you? 00:07:13.870 --> 00:07:13.949 Um, 00:07:14.793 --> 00:07:16.494 And so it's been fun recently, 00:07:16.754 --> 00:07:18.074 probably in the last couple of years, 00:07:18.596 --> 00:07:22.017 to also look at how something so simple 00:07:22.057 --> 00:07:23.978 as a little tightness of the capital 00:07:24.500 --> 00:07:28.482 extensors impacts a mom who's trying to 00:07:28.541 --> 00:07:30.843 nurse a baby at usually about four months 00:07:32.084 --> 00:07:34.447 and how they sometimes have to give up 00:07:34.487 --> 00:07:37.389 at that point because of all the changes 00:07:37.408 --> 00:07:37.848 that go on, 00:07:37.889 --> 00:07:38.009 like 00:07:38.536 --> 00:07:40.497 moms don't hold baby's heads as much. 00:07:40.577 --> 00:07:41.218 And they, so they, 00:07:41.237 --> 00:07:43.899 we expect as the breast empties, you know, 00:07:43.920 --> 00:07:45.380 the baby to make all these tiny little 00:07:45.420 --> 00:07:47.242 adjustments, but if they have tightness, 00:07:47.262 --> 00:07:48.043 they can't do that. 00:07:48.403 --> 00:07:50.163 So they start pulling off and pulling off 00:07:50.904 --> 00:07:52.766 and you're going, Oh, well that, 00:07:52.786 --> 00:07:55.348 that was a, that was maybe to visit, 00:07:55.827 --> 00:07:57.810 you know, change this week. 00:07:57.910 --> 00:07:58.769 And then they have it. 00:07:58.810 --> 00:08:01.591 So the other one would be looking at 00:08:02.833 --> 00:08:04.735 dyspraxia and what that, and that's, 00:08:05.954 --> 00:08:07.817 that's probably a word that PT's, 00:08:08.894 --> 00:08:11.475 may use or may not use but we 00:08:11.514 --> 00:08:12.915 look at a group of kids and it's 00:08:12.995 --> 00:08:16.295 not they're not moving and why aren't they 00:08:16.355 --> 00:08:17.976 moving they don't have cerebral palsy 00:08:19.617 --> 00:08:21.937 they're not moving and we start looking at 00:08:21.978 --> 00:08:23.399 it going okay we can see this at 00:08:23.459 --> 00:08:26.600 four more what is that and that's that 00:08:26.680 --> 00:08:28.199 kid that i call it like the deer 00:08:28.220 --> 00:08:30.680 in the headlights sometimes they you see 00:08:30.701 --> 00:08:32.841 them wanting to do something but they 00:08:32.860 --> 00:08:34.442 can't do it and i've 00:08:34.918 --> 00:08:35.999 I've gone, you know, 00:08:36.019 --> 00:08:37.899 so we break that down and start looking 00:08:37.940 --> 00:08:40.042 at that with new clinicians. 00:08:40.663 --> 00:08:41.202 I often say, 00:08:41.302 --> 00:08:42.864 what if we could go to a playground, 00:08:44.024 --> 00:08:46.167 a recess and go, okay, 00:08:47.048 --> 00:08:48.769 all these children that are circling the 00:08:48.788 --> 00:08:49.370 playground, 00:08:53.072 --> 00:08:55.313 I think they would like to participate. 00:08:56.014 --> 00:08:57.855 I can't imagine that they don't want to, 00:08:58.677 --> 00:09:00.357 but what's keeping them from being able to 00:09:00.378 --> 00:09:00.719 do that? 00:09:01.019 --> 00:09:02.379 You know, is it a coordination issue? 00:09:03.254 --> 00:09:03.374 Yeah, 00:09:03.394 --> 00:09:05.419 because they feel clumsy compared to the 00:09:05.440 --> 00:09:05.860 other kids. 00:09:05.981 --> 00:09:07.745 Or is it they cannot, 00:09:07.787 --> 00:09:09.210 they don't have the praxis to do it. 00:09:10.375 --> 00:09:12.798 You mentioned PT schools a second ago. 00:09:12.898 --> 00:09:16.640 What do you think PT schools miss? 00:09:16.841 --> 00:09:18.341 They have to teach so much so we 00:09:18.361 --> 00:09:21.144 can go an inch deep, a mile wide, 00:09:21.163 --> 00:09:21.845 but an inch deep. 00:09:22.544 --> 00:09:24.466 Specifically about peds, right? 00:09:24.746 --> 00:09:26.327 A lot of programs might not have a 00:09:26.388 --> 00:09:28.629 very robust class just simply because of 00:09:28.730 --> 00:09:31.451 not having maybe a pediatric PT on staff. 00:09:31.491 --> 00:09:33.253 So what are the things that you think 00:09:33.613 --> 00:09:35.414 PT schools could do better? 00:09:39.292 --> 00:09:40.032 That's, you know, 00:09:40.052 --> 00:09:42.113 this is a person who graduated with a 00:09:42.153 --> 00:09:43.452 bachelor's, remember, as a PT. 00:09:43.472 --> 00:09:43.753 Okay. 00:09:45.373 --> 00:09:46.173 Forty-eight years ago. 00:09:46.253 --> 00:09:47.374 I went and did go back and get 00:09:47.394 --> 00:09:50.433 a master's at the University of Kentucky 00:09:50.453 --> 00:09:53.235 just because I wanted to know more when 00:09:53.634 --> 00:09:56.654 I was there and kind of combined it 00:09:56.695 --> 00:10:00.475 with a, took some med school neuro class, 00:10:00.655 --> 00:10:00.895 you know, 00:10:01.235 --> 00:10:03.736 they let me in those classes and put 00:10:03.756 --> 00:10:05.576 some other things together and there's, 00:10:05.990 --> 00:10:08.072 a personal prep grant that was out there 00:10:08.652 --> 00:10:10.352 looking at how do we serve children? 00:10:11.394 --> 00:10:13.436 And so I went through that. 00:10:14.196 --> 00:10:15.918 And so I sometimes am like, 00:10:18.659 --> 00:10:20.760 I get it that there's so much content 00:10:20.801 --> 00:10:23.724 that they need to share. 00:10:24.364 --> 00:10:27.025 I wish there were more internships for 00:10:27.066 --> 00:10:28.648 people when they got out of school. 00:10:29.488 --> 00:10:30.369 I wonder if 00:10:30.932 --> 00:10:31.734 I don't know, man, 00:10:31.754 --> 00:10:33.495 you go to school forever as a doctor. 00:10:33.894 --> 00:10:35.535 I have a daughter who's also a PT, 00:10:36.176 --> 00:10:39.538 pediatric PT, very strong in ortho. 00:10:41.279 --> 00:10:42.921 And I'm like, 00:10:43.681 --> 00:10:44.881 what would I change for them? 00:10:44.902 --> 00:10:46.383 Yeah, sure. 00:10:46.582 --> 00:10:47.984 I wish there was a great answer to 00:10:48.004 --> 00:10:50.885 that because then do you take away from 00:10:51.485 --> 00:10:52.027 the ortho? 00:10:52.126 --> 00:10:54.888 Do you take away from that? 00:10:54.969 --> 00:10:57.049 I think it's the clinicians in the field. 00:10:57.671 --> 00:11:00.774 we we have to think more robustly about 00:11:01.333 --> 00:11:03.836 those individuals who come to us as and 00:11:03.875 --> 00:11:06.177 want um take a clinical you know an 00:11:06.258 --> 00:11:08.921 eight-week clinical ten-week clinical or 00:11:08.961 --> 00:11:11.042 twelve-week clinical which uh whatever the 00:11:11.081 --> 00:11:14.946 schools get um have and that because we 00:11:15.005 --> 00:11:17.408 have like we've put that together at ours 00:11:17.447 --> 00:11:19.549 and i know a couple other um clinics 00:11:19.570 --> 00:11:21.811 that have done that as well where there's 00:11:22.644 --> 00:11:24.505 We try to mix them up with other 00:11:24.546 --> 00:11:26.467 therapists so that they have the 00:11:26.508 --> 00:11:28.149 opportunity to see a group of, 00:11:29.190 --> 00:11:33.893 a larger group of types of patients. 00:11:35.053 --> 00:11:35.693 And I don't even, 00:11:35.714 --> 00:11:38.755 I haven't looked at what the APTA is 00:11:38.817 --> 00:11:44.841 requiring within the curriculum now. 00:11:45.561 --> 00:11:45.981 I mean, 00:11:46.001 --> 00:11:49.864 I know it's a really robust group of 00:11:50.004 --> 00:11:50.605 objectives. 00:11:51.267 --> 00:11:53.248 that I even did for the PTA program. 00:11:53.288 --> 00:11:53.768 So I'm like, 00:11:53.947 --> 00:11:55.928 I can't even imagine what they're doing 00:11:55.948 --> 00:11:56.229 there. 00:11:56.548 --> 00:11:59.929 But I think it's trying to, 00:12:00.291 --> 00:12:01.370 I know they go across, 00:12:01.750 --> 00:12:03.211 they do those lifespan things. 00:12:03.231 --> 00:12:04.272 I mean, 00:12:04.371 --> 00:12:06.072 I think I would have fun going in 00:12:06.113 --> 00:12:09.594 and talking to an ortho group about all 00:12:09.634 --> 00:12:12.934 the orthopedic changes that go on during 00:12:12.955 --> 00:12:14.676 the first two years of life and the 00:12:15.875 --> 00:12:17.517 development isn't occurring consistently. 00:12:19.530 --> 00:12:20.792 quite right, you know, 00:12:20.812 --> 00:12:22.792 why you would have a different, 00:12:23.192 --> 00:12:25.592 why you might have tibial torsion issues 00:12:25.712 --> 00:12:28.315 or why, which tells me, you know, 00:12:28.335 --> 00:12:30.895 likelihood, if it's not hereditary, 00:12:31.296 --> 00:12:33.255 of what muscular pulls weren't on the 00:12:33.275 --> 00:12:34.417 tibia. 00:12:34.437 --> 00:12:36.357 Same thing with the hip, you know, 00:12:36.437 --> 00:12:38.879 our hips starts out with very small amount 00:12:38.918 --> 00:12:39.438 of angle. 00:12:39.879 --> 00:12:41.139 What are the developmental things that 00:12:41.159 --> 00:12:43.520 occurred during that time with adductors 00:12:43.581 --> 00:12:45.881 pulling it down so that the angle, 00:12:48.240 --> 00:12:49.880 Is it increased or decreased, you know? 00:12:52.022 --> 00:12:52.562 And the, 00:12:53.062 --> 00:12:56.543 the femoral anteversion kind of changes 00:12:56.562 --> 00:12:57.323 that go on. 00:12:57.943 --> 00:12:59.524 I think that's the part that I would 00:12:59.565 --> 00:13:02.326 love to see kind of woven in. 00:13:04.025 --> 00:13:05.826 And it's exciting because if you're an 00:13:05.927 --> 00:13:07.388 adult PT, you go, Oh, 00:13:07.567 --> 00:13:08.868 I bet this has been a, 00:13:08.888 --> 00:13:10.869 this has been a long time issue, 00:13:11.048 --> 00:13:15.630 you know, and they have a different, 00:13:16.549 --> 00:13:19.032 biomechanics, could I put it that way? 00:13:20.913 --> 00:13:22.533 So those are the kinds of things that 00:13:22.714 --> 00:13:27.537 I think could be interwoven more 00:13:27.576 --> 00:13:29.197 successfully for both ends, 00:13:29.638 --> 00:13:30.798 for the PEDS therapist, 00:13:30.859 --> 00:13:32.980 as well as the ortho at the other 00:13:33.061 --> 00:13:33.201 end. 00:13:34.192 --> 00:13:35.773 So Sherry, you've seen decades of change, 00:13:36.254 --> 00:13:38.554 but what's one myth about pediatric 00:13:38.595 --> 00:13:41.457 therapy that's still around that we've 00:13:41.518 --> 00:13:43.899 outgrown that if you could just bring on 00:13:43.940 --> 00:13:45.280 the eraser, you'd remove? 00:13:45.301 --> 00:13:47.142 What's the thing that comes up the most 00:13:47.162 --> 00:13:50.203 that you wind up correcting pretty often? 00:13:50.605 --> 00:13:57.970 I think it's probably looking at a skill 00:13:58.431 --> 00:14:00.292 and not breaking down all the, 00:14:01.232 --> 00:14:02.573 it's just looking at 00:14:03.068 --> 00:14:03.609 Like you said, 00:14:04.548 --> 00:14:07.169 when we were talking earlier about making 00:14:07.230 --> 00:14:11.010 it fun and that it's play, 00:14:11.630 --> 00:14:15.131 but being really purposeful in that and 00:14:15.192 --> 00:14:16.591 thinking, I always think, 00:14:18.032 --> 00:14:20.712 so I don't always see it as purposeful. 00:14:21.232 --> 00:14:23.432 Like what am I doing that's gonna make 00:14:23.452 --> 00:14:26.974 a difference in this kid for tomorrow or 00:14:27.014 --> 00:14:29.894 in the family and their engagement? 00:14:31.038 --> 00:14:32.879 That's a myth of thinking, okay, 00:14:32.999 --> 00:14:34.198 I can just take this child and I 00:14:34.239 --> 00:14:34.339 can, 00:14:34.759 --> 00:14:36.559 I can play with them and they're going 00:14:36.580 --> 00:14:38.321 to have a great day. 00:14:38.400 --> 00:14:38.721 And yes, 00:14:38.740 --> 00:14:41.322 we're going to work on a skill versus 00:14:41.342 --> 00:14:42.702 going through and going, all right, 00:14:43.283 --> 00:14:44.104 like what, 00:14:44.764 --> 00:14:47.825 why is this child not progressing? 00:14:48.206 --> 00:14:50.807 Or if they don't make the following 00:14:50.866 --> 00:14:53.668 changes that we're going to see, um, 00:14:53.727 --> 00:14:54.888 a group of problems, 00:14:55.308 --> 00:14:56.708 a different kind of group of problems. 00:14:56.729 --> 00:14:57.570 Um, 00:14:57.690 --> 00:14:59.230 I think it's getting down to the real 00:14:59.330 --> 00:15:00.510 etiology of issues. 00:15:01.089 --> 00:15:03.350 Like, why isn't that kid moving? 00:15:03.429 --> 00:15:04.470 Is he dyspraxic? 00:15:05.389 --> 00:15:06.409 Is he weak? 00:15:06.951 --> 00:15:08.230 Is he tight? 00:15:08.370 --> 00:15:10.191 And addressing that. 00:15:10.250 --> 00:15:12.131 And they should be treated very 00:15:12.172 --> 00:15:14.312 differently. 00:15:14.591 --> 00:15:15.592 And I think, 00:15:16.212 --> 00:15:17.432 I don't know if that answered your 00:15:18.033 --> 00:15:18.573 question. 00:15:18.673 --> 00:15:20.573 I think we know a lot more now 00:15:20.614 --> 00:15:21.313 than we used to. 00:15:22.975 --> 00:15:23.394 And I think... 00:15:25.740 --> 00:15:27.841 Listeners love strategies and takeaways, 00:15:28.182 --> 00:15:29.663 specific things, right? 00:15:30.102 --> 00:15:31.744 What are two things they can do tomorrow 00:15:31.783 --> 00:15:34.485 maybe to better support kids with motor 00:15:34.525 --> 00:15:35.947 planning or executive functioning 00:15:35.986 --> 00:15:36.506 challenges? 00:15:37.006 --> 00:15:38.368 The kids you had the pleasure of working 00:15:38.408 --> 00:15:39.249 with, with your organization, 00:15:39.528 --> 00:15:40.450 two things real quick. 00:15:41.009 --> 00:15:43.250 And I probably do dyspraxia and I'd look 00:15:43.291 --> 00:15:47.433 at access and think about it's yes, 00:15:47.494 --> 00:15:51.197 they cannot ride a bike or yes, 00:15:51.236 --> 00:15:51.777 they cannot. 00:15:52.876 --> 00:15:52.956 um, 00:15:53.157 --> 00:15:55.139 go and look at a piece of playground 00:15:55.178 --> 00:15:56.580 equipment and just go get on it. 00:15:57.019 --> 00:15:58.081 I wouldn't go put them on it. 00:15:58.140 --> 00:15:59.881 I'd really start thinking about like, 00:16:00.081 --> 00:16:02.123 what are the, what are the, um, 00:16:03.364 --> 00:16:04.705 what are the, what's the plan? 00:16:04.745 --> 00:16:05.566 What's this, what, 00:16:05.745 --> 00:16:06.966 where do they need to be helped as 00:16:06.986 --> 00:16:08.307 far as sequencing? 00:16:08.607 --> 00:16:11.529 Um, it's a processing issue versus a, 00:16:11.590 --> 00:16:14.351 a body structure issue. 00:16:14.432 --> 00:16:14.772 Right. 00:16:15.533 --> 00:16:17.254 And I think that's, um, 00:16:19.642 --> 00:16:24.625 looking at things that if I should have 00:16:24.684 --> 00:16:27.605 given you an example of a play, 00:16:27.885 --> 00:16:29.366 looking at a play structure and going, 00:16:29.947 --> 00:16:31.989 I can't just model how to do that. 00:16:32.328 --> 00:16:34.409 There's twenty kids going up and down and 00:16:34.470 --> 00:16:36.471 this child can't do it. 00:16:37.511 --> 00:16:39.432 And so it's going, OK, 00:16:39.513 --> 00:16:42.014 how do we go through that and teach 00:16:42.053 --> 00:16:43.554 them each part of that? 00:16:43.975 --> 00:16:45.855 But then also giving them a chance to 00:16:46.475 --> 00:16:47.417 process that. 00:16:48.211 --> 00:16:49.772 and not let them get stuck in it. 00:16:50.011 --> 00:16:52.653 And so I always think dyspraxia children, 00:16:53.153 --> 00:16:54.875 I do not, I never, 00:16:55.255 --> 00:16:56.897 I always go and put my hands on 00:16:56.937 --> 00:16:57.157 them. 00:16:57.716 --> 00:16:59.158 And as soon as they look at something 00:16:59.258 --> 00:17:02.080 and they even indicate there's an 00:17:02.200 --> 00:17:04.662 interest, I help them see how they, 00:17:05.201 --> 00:17:10.005 their body can engage with that. 00:17:10.025 --> 00:17:12.166 Because they don't have imitation skills 00:17:12.207 --> 00:17:12.646 and we don't, 00:17:13.807 --> 00:17:14.929 and that's something we can't even 00:17:14.969 --> 00:17:15.489 imagine. 00:17:15.588 --> 00:17:17.150 So that body awareness part, 00:17:17.951 --> 00:17:20.472 And then breaking sequences down for them 00:17:20.532 --> 00:17:25.616 so that they're successful. 00:17:25.636 --> 00:17:26.636 Does that make sense with that? 00:17:26.757 --> 00:17:29.078 Totally. 00:17:29.118 --> 00:17:30.619 Because you do have to put your hands 00:17:30.660 --> 00:17:31.740 on those kids and you have to do 00:17:31.780 --> 00:17:32.240 it quick. 00:17:32.561 --> 00:17:35.042 Because sometimes we see them twirling 00:17:35.063 --> 00:17:36.223 their hands and twirling their feet. 00:17:36.805 --> 00:17:40.126 And we think, oh, that's autism. 00:17:41.268 --> 00:17:41.667 And it's like, 00:17:41.928 --> 00:17:44.289 I would say majority of children with 00:17:44.329 --> 00:17:45.590 autism have dyspraxia. 00:17:46.240 --> 00:17:49.222 but not all children with dyspraxia are 00:17:49.262 --> 00:17:49.943 autistic. 00:17:50.423 --> 00:17:53.027 And so realizing that sometimes those are 00:17:53.166 --> 00:17:55.189 communicative behaviors that I just can't, 00:17:55.769 --> 00:17:57.090 I can't figure out what you're doing and 00:17:57.131 --> 00:18:00.634 what I have in my repertoire is these 00:18:00.733 --> 00:18:03.696 repetitive movements. 00:18:03.717 --> 00:18:03.958 Sherry, 00:18:04.837 --> 00:18:05.940 we have a tradition on the show called 00:18:05.960 --> 00:18:06.900 the parting shot. 00:18:07.101 --> 00:18:08.241 Are you ready for the parting shot? 00:18:08.569 --> 00:18:10.932 Go for it. 00:18:10.951 --> 00:18:12.053 This is the parting shot. 00:18:12.614 --> 00:18:14.015 One last mic drop moment. 00:18:14.695 --> 00:18:15.476 No pressure. 00:18:15.936 --> 00:18:19.740 Just your legacy on the line. 00:18:19.759 --> 00:18:20.760 The bar's low. 00:18:20.780 --> 00:18:21.261 It's not high. 00:18:21.281 --> 00:18:21.862 Just your legacy. 00:18:22.142 --> 00:18:24.003 But what's one thing you'd want to leave 00:18:24.023 --> 00:18:25.365 with the audience as we wrap up? 00:18:25.384 --> 00:18:27.788 What's the thing you'd want them to take 00:18:27.807 --> 00:18:28.508 away, right? 00:18:28.548 --> 00:18:29.729 We remember the last thing we heard 00:18:29.769 --> 00:18:30.190 typically. 00:18:31.710 --> 00:18:32.069 What I would, 00:18:32.150 --> 00:18:33.471 I want them to take away. 00:18:33.990 --> 00:18:37.231 I would say to really utilize all the, 00:18:37.592 --> 00:18:40.373 everything in your repertoire of treatment 00:18:40.393 --> 00:18:40.933 strategies. 00:18:40.953 --> 00:18:42.094 And if you don't have a large one, 00:18:42.213 --> 00:18:44.015 get, keep working on that. 00:18:45.115 --> 00:18:48.696 And look at, you know, 00:18:48.737 --> 00:18:52.597 how people are using e-STEM and how 00:18:52.617 --> 00:18:56.720 they're using, oh, I don't like to, 00:18:57.340 --> 00:18:59.681 some reflexes and go, oh, 00:18:59.780 --> 00:19:01.021 is there something different than 00:19:01.082 --> 00:19:01.721 inhibiting that? 00:19:02.342 --> 00:19:02.922 Were they there? 00:19:03.561 --> 00:19:04.922 They were there for a purpose. 00:19:05.803 --> 00:19:07.403 Let's figure out what that purpose was. 00:19:07.542 --> 00:19:11.403 And people have done that and use that 00:19:12.263 --> 00:19:13.824 to help children. 00:19:14.983 --> 00:19:16.463 And I'd say never get stuck in a 00:19:16.503 --> 00:19:16.884 box. 00:19:17.044 --> 00:19:20.045 I think that's something that has made 00:19:20.345 --> 00:19:21.924 probably why I'm still a practitioner 00:19:21.944 --> 00:19:24.385 after forty five years is that there 00:19:24.445 --> 00:19:25.165 wasn't a box. 00:19:26.077 --> 00:19:26.938 that I got stuck in, 00:19:26.958 --> 00:19:28.398 that there's always something new to 00:19:28.439 --> 00:19:28.759 learn. 00:19:30.519 --> 00:19:33.000 And whether that's from another clinician 00:19:33.141 --> 00:19:36.942 or from a child or from a new 00:19:37.022 --> 00:19:39.144 therapist, I always say, 00:19:39.644 --> 00:19:40.944 who's the kid that taught you the most 00:19:40.984 --> 00:19:41.404 this year? 00:19:42.005 --> 00:19:44.786 You know, with other clinicians. 00:19:46.727 --> 00:19:49.387 So that's that's one of my most enjoyable 00:19:49.407 --> 00:19:51.108 things is who taught me the most. 00:19:51.128 --> 00:19:53.849 And they would look at it. 00:19:53.869 --> 00:19:55.191 Sherry, appreciate what you're doing. 00:19:56.038 --> 00:19:57.803 for the people that you get to do 00:19:57.843 --> 00:19:58.223 it with. 00:19:58.263 --> 00:20:00.048 And by people, I mean kids, parents, 00:20:00.669 --> 00:20:02.432 other PTs, the local community. 00:20:02.492 --> 00:20:03.916 So thanks for doing what you're doing in 00:20:03.936 --> 00:20:04.959 your little corner of Arkansas. 00:20:05.539 --> 00:20:05.901 Thank you. 00:20:08.549 --> 00:20:09.611 That's it for this one, 00:20:09.891 --> 00:20:11.553 but we're just getting warmed up. 00:20:12.032 --> 00:20:13.934 Smash follow, send it to a friend, 00:20:14.154 --> 00:20:15.816 or crank up the next episode. 00:20:16.336 --> 00:20:17.238 Want to go deeper? 00:20:17.698 --> 00:20:21.741 Hit us at pgpinecast.com or find us on 00:20:21.781 --> 00:20:24.344 YouTube and socials at pgpinecast. 00:20:24.763 --> 00:20:27.026 And legally, none of this was advice. 00:20:27.105 --> 00:20:28.887 It's for entertainment purposes only. 00:20:29.508 --> 00:20:30.509 Bullshit! 00:20:30.528 --> 00:20:31.089 See, Keith? 00:20:31.309 --> 00:20:32.391 We read the script. 00:20:32.691 --> 00:20:33.332 Happy now?