Is Your Child Doing Matching for Speech Therapy? | www.agentsofspeech.com/micro

Oh, hi. Good night. I mean, good evening. Hello, good afternoon, good morning, wherever you are. My name is Ming. So today we're going live to talk about matching skills. Okay? So it's very niche. It's very special and to the point because if you know what I'm talking about, then you know you know what I'm talking about. So basically, I've been getting a lot of parents telling me a lot, meaning, like five or six parents telling me that during their speech therapy or ABA therapy, they've been working on matching, and they've been doing the same thing at home because the therapist has been telling them. So this live is just talk, just to talk about. Is it a good thing, is it a bad thing? Why are we doing this, why matching is important, why it's not important, or maybe whatever. Okay, so if you're watching this and you're seeing this live, do let me know where you're watching from. So I kind of understand what I can do next time, given your culture and your circumstance and where you're from. But usually it's. It's in Southeast Asia or in the United States or Canada or Australia. These few places. Okay, all right, so let's dive into it. So matching skills is something that a lot of therapy therapists do, especially in bigger centers where they have both speech therapy and aba. And imagining is something what we in the therapy world say is a pre. Prerequisite. I can't even say the word prerequisite. It's a pre. Actually, in our terms, it's a pre linguistic skill. Okay. And a pre linguistic skill is basically all the skills that a child or a person needs before they are able to learn language. Not a foreign language, but a first language. To acquire language, you need pre linguistic skills. Okay, I know today's topic isn't very sexy, but at the same time, if you are a parent who is going through this right now, you will know what I'm talking about. So matching is a pre linguistic skill. All right? Meaning someone needs to know how to match in order to talk. All right, so does it warrant a whole, I don't know, 15 minutes every day to teach how to match? Well, yes and no. I would think when I just started off as a ABA therapist, right. I've done a lot of matching, okay. And I was under the impression that it was useful. But at the same time, I was thinking to myself, why am I doing this with a kid? Why am I telling them to match things? Objects, pictures, whatever. Hi, Nicole, how are you? And I was thinking, why Is it important to match different things? And the real reason here is, number one, it's a easy skill to teach because it's not talking. All you need to do is just to have at least three things on the table and tell them to match. And for the therapist, that's a very low skill level therapy thing that they can do for the child, which is still beneficial, I guess. And for the child, it's also a very low skill level thing that a child needs to learn. When they have these, like, when they are able to match, they get rewarded and so on. And it's, it's nice. It's nice. It's nice for both parties because it's structured in a way that it's easy for the therapist or the mom or the dads to do at home. And it's also structured enough for the kid to feel like I'm doing something, I'm successful. Right. So what is matching? Okay, matching. Actually, if you think about it, all children can probably do. If they can do, they can, they can fix a puzzle. Okay, so what is a puzzle? Basically, it's just a semi abstract thing where, you know, you put shapes that look like the same around the same shape and form and then you put it in. Right. That's a puzzle. So does that mean, does that relate to matching? Yes. Okay, so if they can do that already, why do you still need to teach it at the table? Well, it's only, I think. Okay, only the thing that we're trying to teach is compliance and also to let them understand what it means to do some table tasks with you. And I'm always a big, I'm a big fan of structured tasks. Okay. So if you look at all the, all the courses we have on agentsofspeech.com, a lot of stuff are very structured. And the structuredness comes. It's because I want to give you, the parent, a good structure to follow and it's easy for you. Okay. A lot of times what I don't want is that I give you a very easy. Even in the micro course. Right. We just updated it. I'm just going to talk about it here, about using gestures and using a very structured way to teach it. And parents still are asking me, what else? What gestures can I do? And we just updated the course to add one more lesson to talk about how to put it all together. And I realized that I didn't talk about that. Okay, we have thousands, not thousands, but thousands something parents inside. And finally every few months we're gathering your Data and going back and updating the course as we go. That's why it's getting longer and longer. Not so micro anymore. We've got like 12 lessons in there. But that's besides the point, okay? What I mean is matching is something that is structured and it makes sense for the kid and for you. All right? So if you're teaching that, what is the aim of it? The aim is that the aim of matching. Okay, at the end of the day, why is, why is matching a pre linguistic skill? Is because all the world, all the knowledge inside of the world is matching. Okay? How do we learn a language is that we match the speech sound, the sound of that to the meaning, right? To a meaning of, I don't know. So if you hear computer, right? And then in your mind you will think of, I don't know, a laptop, a desktop, a computer screen, right? You're matching that speech sound to a concept. That's basically what speech and language is, right? So at the end of the day, strong matching skills will help you, but not on the very. On a very generic level. All right? The very generic level is that, you know, if you go to ABA center and you watch a child work, which is a rare scene in any country, if you're able to see it, then great. But if you can't, it usually is like, I'll match this, put it together, put. Put it with the same thing, and then they kind of doing some sorting and whatever, right? So that thing, I think in the long run, you cannot do it indefinitely. I mean, like the first month or two, you're using it as a way to build momentum for your therapy. I think it's fine. But if you're doing this in speech therapy especially, I don't think it's very, very good. Especially for very young children. Okay? Very young children. What I mean by young children is like two to three years old. If your child is doing matching at two to three years old, I don't think that's the best use of their time. All right? There are other ways to teach matching. Okay? So we've talked about this inside of the microcourse. The updated lesson so far, and why did we bring this up is because parents, moms like yourself are asking me, how do I teach eye contact? How do I get them to respond to my name? How do I make them to look at what I'm doing, join attention? How do I make them want to play? How do I make them babble less and use words more? So all of these are symptoms, okay? I've talked about this before. Symptoms and matching skill is also a check. Like one of the things that therapists or psychologists or pediatricians will check on the checklist, right? They go, cannot see, cannot look in the eye, cannot whatever, Cannot grasp the pen with a nice grip, or I cannot sit properly for a long time. No eye contact. All these go in a checklist. And then after that they produce a report to you. And not their fault, because when you look at it and you're listening, all you hear is that because your child didn't do these things, therefore they are, they have a diagnosis, whether it's asd, whether it's like language disorder or delay or speech disorder, whatever there is, or what diagnosis are there out there right now? There's the sensory processing disorder, you know, all these disorders, and then you have all those checklists. So what do parents think? What do I think? Like when I first became a therapist and I was reading these things. So the easy thing for us, obviously, is that we're going to go in and think, okay, I'm going to work on these things that don't have a tick, right? I'm going to go in and teach eye contact so that next time when they do the test, they're going to take the eye contact, and that's great. That's okay already. And sometimes matching skill is one of them. So when we look at it, we're like, oh, this kid can't do matching. I'll teach matching. This kid can't do whatever. I'll teach that, okay? It's a very symptomatic approach, right? Let's say if you're at a doctor, right? You say at the doctor, and the doctor asks you, oh, how do you feel? I have a headache, I have a fever, I have a whatever. I have a this, I have a that. And then what really happens is that a lot of times we're treating the symptom. I'm giving you Panadol for your headache. I'm giving you a cough syrup for, for, for. For you coughing, right? So all these are very symptomatic. There's, there's a root cause to why a child cannot match, okay? There's a root cause to why a child cannot speak and use words and so on, right? So we need to get to the root cause and try to teach that instead of trying to teach that stuff. So that's why I'm saying if your child is at 2 to 3 years old and your, your therapist, your therapist is doing matching for extended period of Time, I don't think that's the best use of your child's time. If your child has sounds. Okay. Or they're able to sign or use gestures, aren't totally unable to move their hands. And when do we do matching for children? Number one is that I think in an ABA setting, I think it's fine to do matching for young children. But from what I know, at least from where I practice, where I learned the ABA itself, we don't stick on matching for a very long time. Okay. And we work on getting them to talk, getting them to use language, even if it's. If it means using pecs. On the topic of pecs, this is where some parents, if they have a non verbal child at around five or older. Okay. Five or older, nonverbal child, or four. Okay. We would start to think whether to start using PECS or what we call aac. Right. So this is the time where we're trying to teach matching because that's a skill that can help them develop the use and understanding of PECS or a similar AAC on the iPad. And some would argue. Some would argue. I think this is a great argument. By the way, you can learn matching by using PECS or for those who don't know what PEX is, it's picture exchange system. Picture exchange communication system. Sorry. So sometimes what I feel like is that I feel like PECS is deployed too early. Okay. There are studies about how PECS is useful for ASD children even if they're not nonverbal, because what it teaches is the underlying level of learning how to initiate conversation. Right. So that's something that you need to understand what we're trying to teach. So Nicole says my son's therapist is doing flashcard matching to and requesting using pecs. So I don't know, Nicole, you tell me. You can tell me in the comments whether your child is non verbal at the moment. If that's something, we can discuss it right now, tonight. Hi Crystal, by the way. No need to call me doctor, by the way. I'm not a doctorate or a medical doctor for that matter. So yeah, just calling Mr. Is fine. Or just ming. I'd be much happier like that. Anyways, so when your child is doing magic, you need to know why. You need to know why. A lot of therapists will tell you, oh, it's a prerequisite skill. Okay. I'm finally getting it right. Okay, so prerequisite, right. And at the same time they're not wrong. But it's a very surface level thing. You Know for instance, if they're thinking in a very physical manner. But at the same time, when you're learning language, the skills are soft skills, I would believe most of the time, you know, and it comes from understanding the context of conversation. And I'm talking like this and it's very difficult for you to understand what I mean. Right? So the first thing that I talk about inside of the micro course to you is that I'm just going to share it here. If you want to, you can. All the information is out there, but the micro course is just very condensed and very, very nicely put into a package that you can just watch. Okay? So basically the first thing I tell you is that your child needs to learn how to initiate communication. You need to teach all these pre linguistic skills. Matching whatever, whatever, whatever, whatever with a routine. Okay? You cannot teach the routine gives a context. That's why it makes sense. Okay? So because language is very social, if you remove them and put them on a table and teach them matching, what are you teaching them? Right? What are you teaching? You're teaching them to basically learn how to match on the table and not have any real world use. Okay? What we're focusing nowadays is real world use. Real world. That's why you need to have a routine. That's the difference between speech therapy and aba. ABA builds all the blocks and then tries to put it together at the, at the end, hopefully, which works most of the time. Sometimes depends on the person doing it. And also speech therapy, which is also the same. They're trying to go from what we call a top down approach, right? Teacher a whole routine and then try to teach the building blocks from the routine. Okay, so what routine I'm talking about obviously is the most easy one that we always talk about here, right? It's just giving, putting a food item or snack or whatever inside of a container, give it to them, teach open and then give and then eat. Right. Or play or watch or whatever. So this whole thing here, you need to teach a way for them to get what they want. And you would say, okay, how? Imitation is also a pre linguistic skill. Okay? That's why we're teaching them to imitate sounds. If not, if they cannot, then imitate gestures. If they cannot. They just. All they need to do is to match. Is to match. Okay? Is to match you taking their hand. Do the gesture. I'm waiting for you to do it. And then have the thing they want. Okay? So this whole thing has a context. So Joey says. I feel pecs is very difficult for teaching My ADHD son. Yeah, it's very difficult. I mean, it's hard to teach anyone. Okay? I'm telling you that, all right? And what I'm saying is that a lot of times we have to make sure that we're not teaching stuff too strictly at the structured level and try to teach with routine. Okay, so how do you teach matching without a routine? Sorry? Without being too structured? Well, first of all, PECS itself is a context, is a social context. They're asking for something from you by giving you the picture. So when you are seeing someone who knows how to do packs, obviously a lot of people will have to go for classes to learn from. I mean, it's like. It's expensive. It's a thousand bucks, you know, for level one of PECs or whatever. There's different levels just to make money off us therapists, you know, at the same time. But I'm okay with it. I mean, I learned quite a bit. I personally haven't been to the pecs. The PECS workshops yet. I haven't paid for it. I paid for other stuff. I've learned other stuff. But I've had someone who was rather senior who taught it to me during work for free. Actually, I was paid to learn it, so I was pretty happy about it. So anyways, the thing about it, don't think. For instance, Joey I remember if you are the Joey that I'm thinking about, you were talking about, like, teaching eye contact on a table, Right? At a table, okay? So there are time and places for that. There are time and places to teach matching at a table as well. But at the same time, can we use something else to teach? Can we use a routine? Can we use a social context? Usually that means you using play, right? I'm gonna answer some questions real quick. So Shushu says my son likes to watch TV all day. Is that okay? That's not okay. That. Obviously, that's not okay. You know, keep screen time to a minimum. Nabil says my child knows the routine of making me. So I just put the language and help her talk in long sentences. Yeah, that's exactly what we always talk about here in Abeel. And if you need more help, just let me know. Nabil. I mean, if you have any problems with that. So anyways, we're gonna continue talking about it. So if you guys want to know more about PACs, obviously I can talk more about it and I can make a separate video, obviously. But at the same time, what I'm trying to tell you guys is that you need to Stop doing that. Matching for younger children, okay? And for two to three year olds, I really believe that play is always number one, okay? If not, then use something as a reward to tempt them to want to communicate with you. Okay? A lot of times what happens is that, you know, if you use a snack or whatever, what happens a lot is that what happens a lot is that, you know, children get really anxious and they want it so bad that when you're trying to teach. Trying to teach, that's what parents tell me. Trying to teach them, they get angry and they get frustrated and they don't want anything, right? They want to snatch it, they run away, they hide, they escape. And that's the problem. The problem is that you didn't make it easy enough for them. All right? So how do you make it easy enough for them is that you just tell them, make sure that they do not fail, and you take their hand, you show them how to do it, and you just give them what they want over and over again. Okay? It's very simple. But sometimes parents, therapists, teachers, we all. I say we all because I've been there, is that we put our agenda before the kid and if we let the child wait for even three seconds, we're too late and it's gone. So you need to create routines that soothe the child, not agitate the child. All right? And sometimes doing matching might not be the best idea. Okay. All right, let's see. So Joey says, I will also try to use social story on the table to teach. But it's hard to pull his attention. Joey, anytime when you're dealing with an ADHD child for real, okay? I see a lot of. I'm not sure if that's the case because adhd, I'm, I'm high. I don't know. Most of the time what I tell parents is that if were having ADHD child at the clinic, they need to be medicated first, they need to be on medication. They have to take the medication first and then do the therapy. So I'm not sure if your child is ADHD or not. That's the problem. I'm, I'm having a problem here, especially in Southeast Asia, okay? I'm not discounting people who are having, you know, I'm not discounting professionals here at all. That's what I'm saying. But I'm, I'm doubtful that they can, they can accurately diagnose ADHD at such a young age. And at the same time, Joey, if you're using pecs and you're also doing social story as two different levels. I'm sure you're very well versed with therapy language and knowing the ins and outs of different therapy techniques and so on, Joey. But the thing is, story level is up here. Your story, sorry, social story is up here. Social story is something that you speak in full sentences and you say that there's a moral behind the story. There's a cause effect, there's a feeling, there's a whatever. It's not going to work every time for a child who hasn't spoken or who needs warrants to use pecs as a way to communicate. So you have to remember you cannot use. You need to use stuff that's at the similar level. All right? That's what I mean. So Kuyan says not using pax focus on gesture. But such image. The only consistent open palm. Yeah, that's great. Stomp fe when listen to his fave rhyme's not very. Please share on. Okay, guys, I am not saying that pex is a good thing, all right? I am really not saying pex is a good thing. I would much rather to tell you that what we're doing right now with the gesture is 1000% more natural than pecs. All right? I'll tell you about when and why we use pecs, all right? Don't worry. I know you guys all want. Joey, you want something. Something in the micro course on pecs, right? Still, I mean, I don't know enough about your child to give pecs or not. The problem why I don't put everything in the micro course is that, number one is not suited for everyone. And number two, I'm scared that parents take me out of context and try things and it's happened already, right? Joey, you've been trying to do the eye contact thing with the kid. I said inside of the micro course. I try my best to cram as much information as I can inside of there. That's why it's so short and snappy. But the thing is, what I mean is that eye contact should be only done at. In that manner with tokens. If, if and only if. It's the only thing I can do to make them look at me so that I can teach speech sounds. Okay? So that I can teach speech sounds, all right? And that's when I've tried everything else that's super unnatural to do that. And that's why it only worked at the table, because it is what it is. I mean, you're rewarding eye contact at the table. And any kid who Is who is smart enough will know I will only need to look at you at the table and then I get rewarded. Other cases I won't be. So I won't do it. Okay. So. Hey, why Bing. Hi, Ming. How about AAC app called Let me talk app? Does that help a young child to initiate communication? So I'm so happy that I'm able to talk to you guys before inside of the group. And because you've been through that micro course and so on, I can tell you right now that these AAC and PECs are not suitable for your child at that age. Okay, when do we use aac? Alternative augmentative communication. When do we use it? We use it when there's literally no way to get a child to talk to us. When do we give up? At around 4 to 5, we start to think about AAC. Okay. I had a kid who came to me and he had a rare genetic disorder. Okay. I'm not gonna. I'm not gonna say any more. Okay. And we started. I didn't even think about aac. Okay. I didn't think about it. If he went to another speech therapy clinic, he would have been using pecs, but I kept at it. And the reason why is because I can see that he. He wants to imitate, but he cannot. That's why I keep on working on his speech sounds. I know his true ability. I know he cannot imitate anything. That's why I started on with gestures. So now after a whole year or two, he's finally talking sounds. I'm not saying it's my thing, but if we gave up and we start using pecs and using aac, how would it look like now? I think it'll be a lot different. I mean, there are different paths towards verbal, but at the same time, pecs is something that is highly specialized and highly difficult to do, especially for parents. 99% of parents do not use their pecs even if instructed to and taught how to. Okay. It's not convenient for parents to do it. It's not convenient for kids to use at home. You need to be very disciplined is what I mean. Okay. So Kuyan says, personally felt pex is not convenient. That's why I'm not starting it. Agreed. Current proposed natural method. It's not really natural either. I mean, I mean, we're still bribing and using. Using rewards and so on, Right? But the thing about what I'm trying to say now and what the topic about this, this whole tonight's topic is, you know, we gotta have some. You're gonna have some structured, Some. Some type of play and some type. And one that is indirect language modeling. Right? Which is language facilitation. I know it's difficult. I'm trying my best to teach you guys as much as I can. But at the same time, you know, like, it takes a lot of time. You know, like, even if there was a. There was a moment, I'm sighing because, you know, I'm thinking about her. But at the same time, her child is an adult now, as old as I am, and I think they wouldn't mind me sharing this story with you. She was. She is autistic. She only started talking at around 5, and she used AAC for a long time. Now she speaks in sentences as well as I do not really speak better than her. But the thing about AAC is that the real. As Kuyen was asking, what's the logic behind it? The logic behind it is that if speech is difficult for a child, then AAC would be a good way to get the message across. But the problem is that most of the time, children don't have enough content to express. So if you look at a PECS book, a PECS booklet, or AAC app, you will see that most children only use two to three cards that they're very familiar with, and that two or three cards are the ones that are so obvious, such as if he wants something from you, like a biscuit or something, their favorite snack, that's the number one card they're gonna grab, grab or number one picture, they're going to press and give it to you. That matching that they've been doing is very solid. Okay? And then there might be two or three, which is like, I don't know, toilets or water, all the basic needs. So AC is aimed to replace a verbal language, you know, and when we're using it to teach communication initiation, we can. We can use different ways to do it. Okay? We only really do it when we really want to. We feel like. Like that. Like the kid I was talking about who's like five, has a genetic disorder, cannot imitate any sounds. When he ever wants something, he goes like that. Right? Now he can say, mama, and then he. He can say, I want something, but then it's totally wrong. Okay? We're working on. On that. We're fixing his speech sounds, right? But anyways, so what I want you to get out of these lives is not to continually make you even more confused, right? There's loads of stuff. That's why, you know, therapy is Something is a lifelong learning for therapists. It's definitely a lifelong learning for the moms. The moms that I know, they're still trying to learn and they're still trying to like ask me everything that they see. That's why you see, like why being asking me about let me talk app, right? To be honest, vibing Your child is 2, not even 3. I wouldn't even think about using an app. Okay? We had some success with her starting to be able to wait and so on. And you see these improvements are small. And if you look inside, if you're already in the micro course, you see inside of the agents of speech members area, it's another Facebook group is that you will see that some parents will suddenly, boom, they can do it. Boom, they can achieve it and suddenly, wow, their kids can imitate, they can talk and say a lot of words and use gestures and so on, right? So what's the difference? Why are some parents stuck? Why are some parents not why some children? The reason behind it is that the improvements for each child is different, okay? You have to remember that. Secondly, any child who is below 3 is significantly harder to teach. Okay? It takes a lot more skill level to teach something meaningful to a two year old. Okay? And I'm saying this because I see back in the day when I was working and I was looking at other therapists work, it's always the 2 year olds that gets people, that gets people, you know, messed up. I'm talking about therapists here, okay? And the reason why is because you cannot put so much structure on them. They will flip. They cannot take it for so long. All right? Okay. So I'm gonna try and wrap up this video. And if you guys haven't, you really have to join the micro so that at the very least you've gone through some of the material. And when you ask a question as much for me, at least I know what you've watched, right? So that it's easier for me to give you something of value, okay? There's no one clear cut. That's why when people ask me, oh, is this method good for whatever? It's not the method, it's not technique. I'm trying to change your mind about stuff so that you will continue to learn. It's the first step ever. And obviously there are, you know, you can learn from a lot of different therapists out there. There are loads of good courses out there as well. The thing is, I believe most of them are good info. But the thing is, it's not actionable enough. It's just very basic stuff that I can see that you can find on the Internet. So that's why I tell you to do a certain routine. Master that, and then we can talk. Sometimes this routine, it takes a long time. A long time. Oh, Stephen asks. Hi, Steven. Long time no see. Or talk. I'm referring to chronological age, not mental age. I rarely know the mental age of a child, to be honest. If they haven't done a certain test, especially here in Southeast Asia, even if they write it, I'm just gonna take it with a grain of salt. Again, I'm not discounting their profession, but what I'm saying is the physical age, chronological age is important. A two year old is hard to manage. It's hard, it's, you know, if you don't manage them well, they don't want to do anything with you anymore. They see you, they start running away. I remember the first one, the first kid I ever taught, he was three. He was still okay. Then there was a. The fourth one, I believe he was two. At the beginning, it was a nightmare for both of us because I was still an ABA therapist. I was trying to teach him to do certain imitation of actions or whatever, and it became so tedious that he was screaming so hard that I could literally feel the table shaking. And we were in a small room and every time you saw me walking to fetch him, he would just flip, you know, and it took like two months just to repair that, that relationship. And it wasn't cool. So I'm talking from experience here, guys. All right, so I'm gonna wrap this up. Whoever who is watching this to you, if you're doing matching for two to three year olds, you have to think about why. Okay? If it's for compliance, fair enough. Keep on doing it. Fade it out as soon as possible. Do something meaningful that is communicative. Second of all, yes, matching is important. We all use matching for all things. We match two concepts together, that's a high level matching. You can match opposite ideas, like synonyms and antonyms that we teach in primary school, not the topic of today. Matching skills are important, but how important is teaching a child sitting at a table and matching pictures and objects and stuff. Not that important. You might argue that, oh, it's for pecs or whatever, but pecs itself is a great social context to teach matching, to teach initiation, to teach imitation and so on, so forth and turn taking and whatever. Okay, so that's why I want to, I want to tell you that always start off with having A great social context. Okay. Even if we're starting off with using rewards and teaching them how to use gestures or tapping or whatever, or even if they, they're just willing to let us touch them and willing, willing to let us physically manipulate their hands. Some kids, if you touch them, they're like, they're already defensive in terms of the sensory. And then when people see them, they will say, oh, no, he needs ot. He's got sensitive senses, sensitivity issues. And then he goes to si or something, whatever. And you know, the whole thing is because they don't want you to touch. That's all right. It's very difficult to, for me, at least I'm not an OT to physically with my eyes to see. Oh. Whether he's very sensitive or is he. He just doesn't want, he doesn't understand what you're doing and don't want you to touch him. Right. So at the end of the day, master one thing with the child first before going ahead. Okay? The whole. Now I understand a lot more about the parents. Your mindset is that in your mind when the, when a professional tells you over, like a seat, maybe like this, over zoom, that I will have a checklist. I say no, no eye contact, no whatever, no socialness, no greetings. It's a checklist. I use checklists as well when I'm doing assessment. Okay, but it doesn't mean you have to go through all those things and teach it one by one. Okay. It's not an academic issue. Okay. It's a deep rooted problem that has, that you have to teach with a context. All right. If you just teach one part, okay, I'm gonna give an example where it's gonna make a little more sense. Okay? So for instance, if you cannot dunk a basketball, okay, little far, okay. So someone comes and tries to assess what's going on. Okay? So the guy cannot jump. Cannot. Doesn't have enough flexibility in the hips to do whatever. He doesn't have enough ankle strength or whatever. So what, what does the guy do? Okay, Does a lot of things. Trains the ankle, improves the flexibility and increases the mobility, increases whatever. And doesn't teach the actual dunking. So what's going to be the problem here is that at the end of the day, he might be able to jump better. Whatever, whatever, whatever. But the technique isn't there. The underlying issue is that they don't know how to match everything together. Okay? So the argument here is you need to do both, right? You need to do both things. Okay? You need to have a Structured time to teach those little foundation blocks of matching, whatever, so on, so forth. And then the other thing is that to have a context, to put it all together to teach, that is speech therapy. Okay, got it, guys. Alrighty. So Kuyan says proper guidance is required, backed up with logic behind. I always ask why and how. Let's help kids and convince myself before I apply to teach. Kids, appreciate your sincere sharing. Yeah, I mean, Kuyan, you know, I really like it that parents asked me. Even if it's if, you know, to me, I've heard it. It's not the first time I've heard your questions. That's what I mean. I've heard it thousands of times. And when I sound like I'm not being patient, it's not okay. It's me being a little more. How to say in Chinese for you, it's jiao ji, right? It's a little bit impatient, right? And I really want that for you. You're so close, you're getting it, and then suddenly you don't get it. And I'm like, did I do something wrong? Because I'm the teacher here, right? So whenever a kid doesn't do anything correct, I always think, is it my fault? Most probably is because I'm the one teaching. So whenever a parent has a problem, it's my problem, okay? So it's my fault that didn't. Drill this into your head and make sure that you understood it all right? And sometimes the problem is you have to trust me, okay? Because there's so many people talking different things. I've got a parent who goes to all the professions out there. You know, ask each of them, oh, is this okay? Is that okay? What do you think about my kid? So on and so forth, just getting a lot of opinions. And then what do you get? Dizziness? You don't know what's going on. And then she comes back to me and she says, oh, I think, you know, I want to continue. And I don't know, it just doesn't work that way. I mean, if you trust me, then try what I'm trying to tell you, if you don't understand and ask and it doesn't need to be with me. You can just stick to one person. There's different roads towards verbal communication. Okay. There's a. There's a good IG called Speech Sisters. I don't know, I've never seen their course. I never bought one. But most of the stuff they say are very common sense. It makes sense. If that's something that's More palatable to you, then, you know, by all means, go listen to them, you know, so I don't, I don't want to force my things, my methods on anyone, okay? There's actually no one method for one child. There's many different methods and I myself use a lot of different things. I keep on trying. Sometimes I try so many things and then I think, ah, should I, should I just stick to that thing in the beginning? And I get very confused as well. So don't worry, I'm on the same boat by the same time. Hey, if I say something, you better try it. And if you try it, you come back to me, you ask. I'm much happier than like that. Rather than some parents who, you know, like, try it one time and say it doesn't work. And then say that I tried your stuff from the micro course. It doesn't work. Can you give me more tips? You try one time. You only watch one video out of the 12. Watch all of it and then search the Facebook group and then watch it again and then try again. Right. Alrighty. Sorry if I get your name wrong. Physical massage require. It depends on your kid. All right? Usually I do not do any physical massage. That's not my thing. There's something called oromyomy myo massage. I forgot what it is. I never ran into the school of massaging. Okay, Yeah, no, no, no, no, it's not. That's always my fault. That's. That's what I mean. I'm not talking to you, Kuyan. Of course I know. If you didn't trust me, you wouldn't be here for so many times. Right? Drill into the hole. Dr. I don't know how to say that in Mandarin. Yeah, no problem. I mean, that's part of learning. I'm totally okay with that. Joey says, can you have more video teaching speech using more toys like your car racing? Yeah, we can. But the thing is, like, I've made those three videos to teach you, you know, I cannot make one for each toy. I can, I can try. But the thing is, what are you going to do? You're going to buy the toy that I bought? I mean, I will do it is my promise. Okay, Joey, but at the same time, you need to understand the underlying thing. See, it's the same as you teaching your child. Only if I need to teach how to fish, not give you a fish. Right? So when you're looking at how I'm interacting with the kid and using the toys and so on, I hope that you will understand, okay? So I can use this every toy. Think about what verbs there are and then use it. All right? Okay, Nabil. I'm very happy for that, Jal. Yeah, I know you guys are stressed. I mean, I've been doing this for quite some time now. I know how it. How stressed it can be, all right? And I don't want to be very sentimental. I'm very different from. Because I'm not. I'm not. I'm not a mom. I'm not even a dad yet, Right? And sometimes I feel like, you know those Instagram groups. Sorry, Instagram pages that are very, like, sentimental and say, ah, super moms, whatever. And Facebook pages, talking about how, you know, special. What special needs. You gotta have a special kindness of heart to do this kind of stuff. I'm not that kind of guy. I'm a very practical man. So, you know, I try to give you something that you can chew on. And sometimes I feel like your brains are just, like, spinning every day, every night just to think of what's the missing thing that I'm gonna do. And therefore, you guys try to do a lot of things. That's why I get questions about, do I need to do physical massage? Do I need to use talk tools? Do I need to use DHA fish oil? Do I need to use, you know, do I need to go to ot? Do I need to go to sensory integration? What's aba? Does it make it make a child have trauma? Should I try this, try that? Should I try whatever? And at the same time, I mean, do one thing first, make it work, and then go from there. Okay, so that's all tonight? That's all for tonight. Stayed on a little too much tonight, but anyways, I'll. For those who are on the micro course, I'm gonna start doing a lot more lives inside of our private Facebook group because simply, we've reached a thousand something people, and it's much easier to reach you guys. Okay. Secondly, is that I feel like there's a lot after you have started with the market course, I feel like there are very individualized problems that I want to solve inside of the group. And I feel like there's not enough support in terms of, you know, speech therapy on the Internet that is tailored enough that I understand. So I don't want to have so many people who just buy a course and just don't watch it or watch it or whatever. I want to help you guys. That's why I made this even before Corona. You know, if my only wish making all this agents of speech stuff and, you know, making all this stuff is that I want to make parent education easier, you know, and I don't want to have to teach everyone one by one. That would be crazy. So that's all guys. If you're already in the micro course, I'll be doing a lot more training inside of the Facebook group to help you guys out. And if you're not, then, you know, that doesn't matter. I'll see you guys next Monday then. Bye. Bye.