Latest / OneLegUpAlex Media / OneLegUpAlex Adapts With NYS Dyslexia Advocate Russell Van Bracklen Powered By Podmatch (recorded 2-12-26)

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OneLegUpAlex Adapts With NYS Dyslexia Advocate Russell Van Bracklen Powered By Podmatch (recorded 2-12-26) · OneLegUpAlex Media

• 0:00
  Speaker 1: Hey Royan, Welcome back to the one leg Up Network.
• 0:02
  Speaker 1: This podcast is powered by pod Match. We love our
• 0:05
  Speaker 1: guys at pod Match, Alex and team, and they've connected
• 0:09
  Speaker 1: me with another great guest for the adaptive feature of Russell.
• 0:13
  Speaker 1: And let me get your last name right here, Russell
• 0:16
  Speaker 1: then Brooklyn? Is that correct?
• 0:17
  Speaker 2: Yes? You got it correct? All right?
• 0:20
  Speaker 1: Well, Russell, you have an interesting story to tell us
• 0:24
  Speaker 1: and an interesting project you're working on, and you have
• 0:27
  Speaker 1: been acknowledged by the New York State Senate. So I'm
• 0:29
  Speaker 1: like it fits all the boxes what I'm looking to
• 0:31
  Speaker 1: talk about. So we're gonna know about Alexia today. And
• 0:36
  Speaker 1: you know, the Naked Gun made fun of it with
• 0:38
  Speaker 1: with Leslie Niels and holding up that you know, that page,
• 0:43
  Speaker 1: that front page to the paper. It was like it
• 0:45
  Speaker 1: was cancer for Cure or something like that. But this
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  Speaker 1: LEXI is a real issue, isn't it, Russell. And that's
• 0:50
  Speaker 1: where you come in and you teach us about this
• 0:52
  Speaker 1: and your site State Senate funded for this research.
• 0:56
  Speaker 2: Yes, So just you know what happened is I I
• 1:00
  Speaker 2: did the New York State Assembly internship in the late nineties.
• 1:03
  Speaker 2: They accommodated the living heck out of me. But when
• 1:07
  Speaker 2: it was my grade, recommendation was sent back to Sunni
• 1:12
  Speaker 2: Center of Buffalo's political science department. They looked at all
• 1:18
  Speaker 2: the extraordinary accommodations that the State Centered granted me and
• 1:22
  Speaker 2: decided to not grant the fifteen credits of A minus.
• 1:26
  Speaker 2: They flumped me for fifteen credits of F. So at
• 1:31
  Speaker 2: that point I decided I was done with the discrimination.
• 1:36
  Speaker 2: I asked my professors where I should go in grad
• 1:38
  Speaker 2: school to force myself to learn to read and write,
• 1:41
  Speaker 2: because it was at the first grade reading and writing level,
• 1:43
  Speaker 2: and they said, well, if you like political science, it's
• 1:45
  Speaker 2: obvious law school. So I went. I audited a couple
• 1:48
  Speaker 2: of law classes, and my second day in law school,
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  Speaker 2: I was called on in contracts and what they use
• 1:56
  Speaker 2: as the Socratic method. If you don't know the answer,
• 1:59
  Speaker 2: they'll keep asking a few questions to embarrass you until
• 2:02
  Speaker 2: you adapt. Didn't happen to me. I responded, as the
• 2:06
  Speaker 2: professor's equal, not a student. Five minutes, ten minutes, fifteen
• 2:11
  Speaker 2: minutes were going back and forth. He can't beat me,
• 2:14
  Speaker 2: I can't beat him. At the end, he said, Russell,
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  Speaker 2: you couldn't be any more correct. I have to move
• 2:19
  Speaker 2: on to the next case in the interest of time.
• 2:22
  Speaker 2: I learned to read within a month. I learned to
• 2:24
  Speaker 2: write within a few years. Then I went back to
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  Speaker 2: the New York State Senate want I said, I want
• 2:29
  Speaker 2: you to fund my dyslexi research project, which they don't do.
• 2:32
  Speaker 2: Took years working with them, the very education Apartment, et cetera.
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  Speaker 2: Finally I got funded for a multi year study at
• 2:39
  Speaker 2: the Apri Park Central School District right outside of Albany,
• 2:43
  Speaker 2: New York, our state capital. And what we did is
• 2:47
  Speaker 2: we took I wanted students like me initially, highly intelligent,
• 2:51
  Speaker 2: highly motivated, So we took the very best juniors and seniors.
• 2:55
  Speaker 2: They were reading and writing at the middle school level
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  Speaker 2: one class period for the school year. They increase their
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  Speaker 2: writing to the average range of entering graduate school students
• 3:07
  Speaker 2: as measured by the graduate records exam analytical writing assessments.
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  Speaker 2: They all went out of college, they all graduated great
• 3:14
  Speaker 2: point averages. A two point five to three point six
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  Speaker 2: cost New York State taxpayers less than nine hundred dollars
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  Speaker 2: a kid. We were two to three times more effective
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  Speaker 2: and the best dyslectic college at the time for less
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  Speaker 2: than one percent of the costs. And that's how I
• 3:32
  Speaker 2: got started.
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  Speaker 1: Well, let's dive into the research then. I mean, dyslexia
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  Speaker 1: is what are the stats on it? I feel like
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  Speaker 1: it's a pretty prevalent thing, but it doesn't stop people
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  Speaker 1: from living. It doesn't stop you from living. So what
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  Speaker 1: are the misnomers about dyslexia? Let's start there.
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  Speaker 2: Well, basically, dyslexia represents the worst case of reading and writing.
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  Speaker 2: And we're going to includedysgraphia. All right, it's about five
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  Speaker 2: to ten percent of the population. If you include add
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  Speaker 2: and ADHD, you're pushing fifteen to twenty percent of the population.
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  Speaker 2: And here's what it is. This is the top book
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  Speaker 2: on dyslexia. It's called Overcoming Dyslexia by Selah Chewitz. This
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  Speaker 2: is the second edition. She's a medical doctor from Yale.
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  Speaker 2: This is dyslexia. Do you see how the back part
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  Speaker 2: of your brain has this massive neuroactivity and the back
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  Speaker 2: part of mine has next to nothing.
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  Speaker 1: I see that. It's interesting.
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  Speaker 2: Now do you see how the front part of my
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  Speaker 2: brain is about two and a half times overactive.
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  Speaker 1: Now let me ask you this, because I have family
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  Speaker 1: that has dyslexia. Could it be hereditary?
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  Speaker 2: I mean, could I have it's absolutely absolutely hereditary and.
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  Speaker 1: So a Jeff fan, did you have family that had
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  Speaker 1: it or how did you find out at it?
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  Speaker 2: Somewhere in my family past it was there. I didn't
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  Speaker 2: really know the extent until the State Senate said go
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  Speaker 2: to the Education Apartment and they said, we want a
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  Speaker 2: Sunny distinguished Professor in psychology to see what the heck's
• 5:03
  Speaker 2: going on because they absolutely did not believe a word
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  Speaker 2: I said. It was just too out there. So they
• 5:10
  Speaker 2: said they need a Soony Distinguished Professor in psychology, which
• 5:13
  Speaker 2: in Western New York at the time was two. It's
• 5:16
  Speaker 2: their top ranked up psychologists. Of the doctor Holiska, who
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  Speaker 2: gave me an evaluation before I went to the Assembly internship,
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  Speaker 2: agreed to do it. And what she found is that
• 5:29
  Speaker 2: my baseline was reading and writing was at the first
• 5:32
  Speaker 2: grade level like a six year old, and that I
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  Speaker 2: could jump up bring it up just like I turning
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  Speaker 2: on a light switch to above average writing at the
• 5:41
  Speaker 2: graduate level. And then then she wrote up a five
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  Speaker 2: page report explaining what happened.
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  Speaker 1: This is interesting and I have to say, what are
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  Speaker 1: the adaptations? Because I have noticed in my emails and
• 5:53
  Speaker 1: sometimes in my blog writing or even texting, I can
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  Speaker 1: switch things around and I don't even realize it. I'm
• 6:00
  Speaker 1: just slow down. Do you find yourself I don't know
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  Speaker 1: if I have it, but I do find myself having
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  Speaker 1: to slow down rewrite things. Do you find that for yourself?
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  Speaker 2: Well, well, what I found is I think in orders
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  Speaker 2: of magnitude faster than most people. That's how I did
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  Speaker 2: so well in law school. But let's see if you're dyslectic.
• 6:18
  Speaker 2: Are you ready for a few questions?
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  Speaker 1: I'm very interested right now?
• 6:21
  Speaker 2: Yes, Okay. First thing I needs you to do is
• 6:24
  Speaker 2: tell me your speciality. What's your area of extreme interest
• 6:27
  Speaker 2: in ability?
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  Speaker 1: I talk about podcasting. I'm an engineer in radio and
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  Speaker 1: I do some on air stuff as well.
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  Speaker 2: Okay, so when you're thinking about podcasting, really thinking, do
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  Speaker 2: you have ideas flying around your head at light speed?
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  Speaker 2: Key question, but with little to gree day.
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  Speaker 1: In fact, I turn on my microphone and the minute
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  Speaker 1: they hit my brain.
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  Speaker 2: So okay, Now, next question, you want to write something
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  Speaker 2: for your podcast, something you're going to get out there
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  Speaker 2: written on the eternel.
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  Speaker 1: I write on my blog a lot, too, so I
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  Speaker 1: do have that.
• 7:01
  Speaker 2: So the ideas in your head fingers keyboard fingers keyboard,
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  Speaker 2: the ideas in your head when you take your fingers
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  Speaker 2: put them on the keyboard, does the idea ever fly
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  Speaker 2: out of your head? Leaving you with an empty brain?
• 7:12
  Speaker 2: Is that you? Or not? Really?
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  Speaker 1: I don't know if it's empty, but I do realize
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  Speaker 1: when I put it on paper it does sort of
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  Speaker 1: look jarboled and gumble, you know, jumboled or whatever.
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  Speaker 2: Not that when your fingers hit the keyboard, does the
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  Speaker 2: idea fly out of your head, leaving you with an
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  Speaker 2: empty brain? Or is that that's not you?
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  Speaker 1: That's not really me? No? I always okay, stuff going on?
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  Speaker 2: Okay, So when you were in elementary school, will you
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  Speaker 2: ever threatened to be held back because you couldn't do
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  Speaker 2: an academic task?
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  Speaker 1: I believe even this. It's back in kindergarten. I heard
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  Speaker 1: something like that they're going to hold me back for
• 7:44
  Speaker 1: another year or something. And that might've been just for logistics,
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  Speaker 1: but yeah, I mean I had a lot of speech
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  Speaker 1: and I had a lot of reading writing stuff going on.
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  Speaker 1: I don't know if I was ever whebook after that,
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  Speaker 1: but there was talk about it.
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  Speaker 2: I always say later on like third, fourth, fifth grade,
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  Speaker 2: will you ever threatened? Okay? So based on what you
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  Speaker 2: told me this is again not sign this is just
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  Speaker 2: for treatment purposes. You probably have add ADHD or a
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  Speaker 2: mild case of dyslexia.
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  Speaker 1: I mean, yes, my mom has it. She's been public
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  Speaker 1: about it, but my mom has it. So I'm wondering
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  Speaker 1: if I got that too. I'm both writers, so that's
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  Speaker 1: very interesting to me.
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  Speaker 2: Well, if you, if you were to get tested, you
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  Speaker 2: would come down with something that would probably be on
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  Speaker 2: the minor side.
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  Speaker 1: So you knew if expanded beyond DYSLEXAI, you have actually
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  Speaker 1: help about people to add and ADHD or.
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  Speaker 2: Oh, we do far more than that. When I presented
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  Speaker 2: in New York City in two thousand and six at
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  Speaker 2: the effort at the New York City branch of the
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  Speaker 2: International Dyslexic Association, and I presented and said, we had
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  Speaker 2: you know, we had these massive improvements. I had two
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  Speaker 2: general responses. The professors came back to me and said,
• 9:00
  Speaker 2: we don't care that couple of your high school kids
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  Speaker 2: writing at the middle school level scored above average on
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  Speaker 2: the g in the seventieth percentile. We don't care. We
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  Speaker 2: want the craft of research. And I was like, what's
• 9:12
  Speaker 2: the craft of research. It's a book that came out
• 9:15
  Speaker 2: in nineteen ninety five by the University of Chicago to
• 9:17
  Speaker 2: teach their PhD students how to write doctoral dissertations. And
• 9:21
  Speaker 2: they want me to take those skill sets context, getting
• 9:25
  Speaker 2: everybody on the same page, coming up with a problem statement,
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  Speaker 2: that's something you can do, and that it answers the
• 9:33
  Speaker 2: question that needs to be answered. Come up with something right.
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  Speaker 2: But no, let me finish, because this is important. They
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  Speaker 2: want me to teach PhD level stuff through high school kids. Okay, no,
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  Speaker 2: that is absolutely what they want, and that's absolutely what
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  Speaker 2: I did. The second thing that came back was the
• 9:54
  Speaker 2: teachers asked me, does this work for normal kids? And
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  Speaker 2: I said absolutely not, to come back when you can
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  Speaker 2: fix that. Eight years later I came back. So what
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  Speaker 2: we currently do is the first thing that we do
• 10:09
  Speaker 2: is we developed a model number one for an intervention period.
• 10:15
  Speaker 2: We work with a student's specialty, their area of extreme
• 10:18
  Speaker 2: interest in ability, because if you step outside of that,
• 10:21
  Speaker 2: their motivation drops seventy five to ninety percent. So during
• 10:25
  Speaker 2: the intervention period until they're at grade level, we focus
• 10:28
  Speaker 2: on a book and an audiobook that they're really interested in. Secondly,
• 10:33
  Speaker 2: we teach them not from a general to the specific,
• 10:37
  Speaker 2: but from the specific to the general. Because when I
• 10:40
  Speaker 2: asked you, do you have ideas flying around your head
• 10:42
  Speaker 2: at light speed but with little to non organization, you
• 10:46
  Speaker 2: said yes. So what we have to do is the
• 10:49
  Speaker 2: force the brain to organize itself by using writing as
• 10:52
  Speaker 2: a measurable output. If we start with a big picture
• 10:55
  Speaker 2: with nothing we can grab onto, there's just there's nothing
• 10:59
  Speaker 2: that we can connect with. But if we start from
• 11:01
  Speaker 2: a very specific point and we move out, we can
• 11:05
  Speaker 2: do that. And lastly, according to Yale, going again back
• 11:10
  Speaker 2: to this science, the front part of the brain being
• 11:12
  Speaker 2: two and a half times overactive. That's word analysis followed
• 11:16
  Speaker 2: by articulation. So we do that, but we also do
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  Speaker 2: on the craft of research. We focus on showing students
• 11:24
  Speaker 2: how to go from sentences they can't even write, you know,
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  Speaker 2: basic sentences, all the way through high school college level
• 11:30
  Speaker 2: body paragraphs. Then we come up with a with a
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  Speaker 2: with a problem statement that makes sense for something that
• 11:38
  Speaker 2: they can do that's original, and then we come up
• 11:40
  Speaker 2: with an original solution. One of my most advanced kids
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  Speaker 2: I'm working with now, his name is Grayson. He's ten
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  Speaker 2: years old. He's not dyslectic in the least. He's in
• 11:50
  Speaker 2: the ninety ninth percentile in math and science. He's flying
• 11:52
  Speaker 2: through this. He wants to get his PhD and work
• 11:56
  Speaker 2: for NASA to terraform Mars. And we're working with him
• 12:01
  Speaker 2: on doing a publication where we will be submitting for
• 12:04
  Speaker 2: a peer review journal. It will be rejected. Once it's rejected,
• 12:08
  Speaker 2: we were going to set him up with a senior
• 12:10
  Speaker 2: scientist in that area, and he's going to say, Professor,
• 12:14
  Speaker 2: I want to get this published. Here's what I need
• 12:16
  Speaker 2: to work on. Can you work on this with me?
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  Speaker 2: Probably when he's fourteen? And watch the professor's jawge rop.
• 12:23
  Speaker 1: So many things. I mean, we don't we look at
• 12:25
  Speaker 1: these kids that are fourteen years old and they already
• 12:27
  Speaker 1: have their Yale degree. It's like, how does that happen?
• 12:29
  Speaker 1: I mean, that's where I want to go.
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  Speaker 2: Now. No, now have that well, no, very specifically what
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  Speaker 2: we're working on with Grace. Remember he's not dyslectic at all,
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  Speaker 2: all right, he's just been top one percent in math
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  Speaker 2: and science. We are working with him to show him
• 12:45
  Speaker 2: this that process I describe to you, and we're going
• 12:49
  Speaker 2: we already found the journal we want to submit to,
• 12:51
  Speaker 2: and there's a need for what he needs to do.
• 12:54
  Speaker 2: So we're going to work on him to submit that journal.
• 12:57
  Speaker 2: When it's rejected, because they almost always are for some reason,
• 13:01
  Speaker 2: We're then introducing him to a professor to take it
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  Speaker 2: the rest of the way. If you do not know
• 13:07
  Speaker 2: the craft of research, these kids are not going to
• 13:11
  Speaker 2: be employable as knowledge workers. Let me be very clear
• 13:15
  Speaker 2: on that. The AI is advancing so quickly, especially with
• 13:19
  Speaker 2: the recent development of Opus four point six from A
• 13:23
  Speaker 2: Claude is if we're now in a place where kids
• 13:27
  Speaker 2: are managing agents. If you know the craft of research,
• 13:30
  Speaker 2: if you know how to do context, problem, statement solution,
• 13:33
  Speaker 2: you can then talk with it, work with it, whatever
• 13:35
  Speaker 2: it is, and figure it out, and you can use it.
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  Speaker 2: You can guide it, you can train others even if
• 13:40
  Speaker 2: you know nothing about it. If you can't do the
• 13:44
  Speaker 2: craft of research, I don't know how you're going to
• 13:46
  Speaker 2: be employable.
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  Speaker 1: All right. I gotta ask you this. If you take
• 13:51
  Speaker 1: this doctoral research, all these studies, and you put into
• 13:54
  Speaker 1: the high school brain, how do these kids react to that?
• 13:57
  Speaker 1: I mean, those kids' brains are still mold at that point,
• 14:01
  Speaker 1: so how do they handle the PhD level research that's
• 14:04
  Speaker 1: got to be intense for them?
• 14:06
  Speaker 2: Actually we start doing it at nine years old.
• 14:09
  Speaker 1: My word, jaws dropping now and he just told me that.
• 14:13
  Speaker 2: How is it doing? Okay, let me explain to you
• 14:16
  Speaker 2: the results. I finally had a parent that said we
• 14:18
  Speaker 2: can use her results. Her name is Kimberly. Her son
• 14:22
  Speaker 2: was read at ten years old. Okay. We met in
• 14:24
  Speaker 2: December twenty seventh of twenty twenty four. The state of
• 14:27
  Speaker 2: Ohio just tested him less than two weeks before. He
• 14:31
  Speaker 2: was reading at the eleventh percentile writing at the fourth percentile.
• 14:37
  Speaker 2: We showed him in that process. We gave him something
• 14:41
  Speaker 2: he was very interested in. We taught him from the
• 14:43
  Speaker 2: specific to the general word analysis followed by articulation. Kimberly did.
• 14:47
  Speaker 2: She's a homeschooling mom with some college who properly taught
• 14:51
  Speaker 2: her other four children to read and write properly using
• 14:54
  Speaker 2: traditional methods. So she worked with read for an hour
• 14:58
  Speaker 2: and a half a week half an hour, three sessions
• 15:01
  Speaker 2: a week. Most parents do ten to fifteen minutes a
• 15:04
  Speaker 2: couple times a week for the next five and a
• 15:06
  Speaker 2: half months to the end of the school year. I'm
• 15:10
  Speaker 2: not going to tell you those results because in August,
• 15:15
  Speaker 2: about eight and a half months after I worked with Reid.
• 15:17
  Speaker 2: His friends wanted him back in public school for social reasons,
• 15:21
  Speaker 2: so he goes back in. He was tested. If he
• 15:23
  Speaker 2: was scoring like he did in December eleventh percent tile
• 15:27
  Speaker 2: and reading, fourth percent tile and writing, he would have
• 15:29
  Speaker 2: been placed in special ed away from his friends on
• 15:31
  Speaker 2: Happy Kid. But he had an increase, Yeah, he had
• 15:36
  Speaker 2: an increase. He jumped up from the eleventh percentile and
• 15:40
  Speaker 2: write as our eleventh percentile and reading to the sixty
• 15:43
  Speaker 2: fourth percentile. His writing went from the fourth percentile to
• 15:47
  Speaker 2: the sixty fifth all right, his grammar went to the
• 15:50
  Speaker 2: ninety seventh percentile. I asked Kimberly how he was doing
• 15:54
  Speaker 2: in school a couple of months in. He's getting a's
• 15:56
  Speaker 2: and b's. She did this at home by her. That's
• 16:00
  Speaker 2: how powerful this is, all right?
• 16:02
  Speaker 1: They give it in talented schools, the charter schools. I
• 16:06
  Speaker 1: feel like they serve a purpose for people that you
• 16:09
  Speaker 1: know and for kids that have those different I guess
• 16:13
  Speaker 1: different abilities as you will. But I also like they
• 16:16
  Speaker 1: of them being integrated to the public school system. So
• 16:18
  Speaker 1: where do you land all these different things?
• 16:21
  Speaker 2: Well, the thing is read was in a normal public school,
• 16:24
  Speaker 2: not one of these other ones. Now, as far as
• 16:28
  Speaker 2: these gifted and talented, these chartered schools. What I generally
• 16:32
  Speaker 2: get when I speak to these kids is a lot
• 16:36
  Speaker 2: of times they're in an urban setting where they just
• 16:40
  Speaker 2: keep telling me, listen, it's not safe for me to
• 16:42
  Speaker 2: go to the typical school. In the charter school, they
• 16:46
  Speaker 2: feel like the kids there are serious, it's a lot safer,
• 16:51
  Speaker 2: the teachers can take a lot more of a you know,
• 16:55
  Speaker 2: try different things. They generally really like it. So it
• 17:00
  Speaker 2: depends on if it's right for the individual kid, the
• 17:02
  Speaker 2: individual family, and only the parents can really make that decision.
• 17:07
  Speaker 1: Pardon me, wishes I had some of this but back
• 17:09
  Speaker 1: when I was a kid, because you know, all my
• 17:11
  Speaker 1: progress reports were he's doing good, but the number one
• 17:14
  Speaker 1: issue was he wasn't focused. And it's still the case
• 17:18
  Speaker 1: at thirty four years old.
• 17:19
  Speaker 2: So oh no, not the case. If you do this,
• 17:23
  Speaker 2: if you're in your speciality, you are focused like a laser.
• 17:27
  Speaker 2: If you're working on podcasting, you are absolutely.
• 17:30
  Speaker 1: Focused, like right now, I'm zoned in on you because
• 17:33
  Speaker 1: that's what we're doing. And then you know it is
• 17:36
  Speaker 1: you're right. When I'm behind the board in radio or something,
• 17:38
  Speaker 1: I'm always focused on that. But then the daily organization skills.
• 17:43
  Speaker 1: That's what I'm trying to say, is that's where it's
• 17:45
  Speaker 1: not focused.
• 17:45
  Speaker 2: Yet, right so, and that's exactly what we focus on
• 17:50
  Speaker 2: helping students Switzland. Just you know what the science is,
• 17:52
  Speaker 2: the front part of your brain is massively overactive. There's
• 17:55
  Speaker 2: little to the organization. We force the brain to organize
• 17:59
  Speaker 2: itself by using writing as a measurable output.
• 18:04
  Speaker 1: This is fascinating because the daily tasks and the daily organization,
• 18:08
  Speaker 1: that's the thing I'm trying to figure out every day.
• 18:10
  Speaker 1: And also what about the thing about do you find
• 18:14
  Speaker 1: kids you work with like to move on to the
• 18:17
  Speaker 1: next thing? You know, like, Okay, one task is done,
• 18:19
  Speaker 1: I got to move on quickly instead of getting that
• 18:21
  Speaker 1: one task thoroughly done.
• 18:22
  Speaker 2: Do you notice that when we're in their speciality, there
• 18:26
  Speaker 2: is no problem. They are very thorough The moment we
• 18:30
  Speaker 2: step out, it's just out the window. That's why in
• 18:34
  Speaker 2: my initial study I focused on the massively motivated kids
• 18:38
  Speaker 2: because I absolutely stepped outside their motivation completely, all right,
• 18:43
  Speaker 2: And then I had to figure out how do we
• 18:46
  Speaker 2: keep them inside of to make it work? Because when
• 18:49
  Speaker 2: I started this, after I gave that presentation, I couldn't
• 18:52
  Speaker 2: work with normal kids. And then I realized, like what
• 18:55
  Speaker 2: I did in law school, I just dominated from day one,
• 18:58
  Speaker 2: absolutely dominant. And I talked to other successful dyslectic professors
• 19:02
  Speaker 2: and there was a pattern. They were no good kindergarten
• 19:05
  Speaker 2: through college, and then they walk into grad school day
• 19:08
  Speaker 2: one they owned the place, very narrow focused area. And
• 19:13
  Speaker 2: then I realized for employment, we are very normally narrowly focused.
• 19:18
  Speaker 2: Do you think your your podcast listeners could care at
• 19:22
  Speaker 2: all if you can do calculus?
• 19:24
  Speaker 1: No? I don't think they would, but no exactly.
• 19:27
  Speaker 2: So our system is designed to make us well rounded
• 19:31
  Speaker 2: before we can specialize. Work's great when we're dealing with
• 19:34
  Speaker 2: the back part of the brain, but for dyslectics add ADHD,
• 19:38
  Speaker 2: we just want to specialize. Our brains are completely opposite.
• 19:43
  Speaker 2: It's not that the schools are trying to make it
• 19:45
  Speaker 2: hard for the neuro diverse. We are literally just the
• 19:48
  Speaker 2: exact opposite.
• 19:50
  Speaker 1: Growing up, did you find this ADHD the stuff you
• 19:53
  Speaker 1: know that you had major more sociable, less sociable, Like,
• 19:58
  Speaker 1: how was your social life, how was your support from
• 20:00
  Speaker 1: your parents going through all of this, and did it
• 20:03
  Speaker 1: feel like a challenger? Did you feel like, Okay, I'm
• 20:05
  Speaker 1: going to adapt and embrace it.
• 20:06
  Speaker 2: Oh no, I was. It was World War three between
• 20:09
  Speaker 2: me and the school. I finally forced my way out
• 20:13
  Speaker 2: of UH for classes for eighth grade, I got the
• 20:17
  Speaker 2: highest I became the top history student. Went on to
• 20:20
  Speaker 2: high school, all mainstream. I was elected class president. I
• 20:24
  Speaker 2: was an eagle scout. I found out that my peers
• 20:27
  Speaker 2: thought of me. I had a few good friends, but
• 20:30
  Speaker 2: not a lot. They just looked at me. Was the guy.
• 20:32
  Speaker 2: Was the guy who got things done and could work
• 20:35
  Speaker 2: with a wide variety. Is one of them why I
• 20:39
  Speaker 2: got elected president. They said, there are so many different cliques,
• 20:43
  Speaker 2: so many different people. You can work with the nerds,
• 20:46
  Speaker 2: you can work with the jocks, you can work with
• 20:49
  Speaker 2: the spaced out kids, and just get things done. I
• 20:52
  Speaker 2: was like, yo, yeah, because I've been treated like craud
• 20:55
  Speaker 2: my entire life, and I'm not doing that to other people.
• 20:58
  Speaker 2: That's a key thing you finds.
• 21:00
  Speaker 1: When I was in college, I found I can make it.
• 21:03
  Speaker 1: Hang out with the athletes, I can hang out with
• 21:05
  Speaker 1: the music kids. I can hang out with the theater
• 21:06
  Speaker 1: kid like. I feel like we're similar in that way.
• 21:09
  Speaker 1: We just found out different clicks.
• 21:11
  Speaker 2: Yes, So the main thing that you want to think
• 21:16
  Speaker 2: about when you're neuro diverse, is that there are huge
• 21:21
  Speaker 2: advantages to it. So what we need to focus on is,
• 21:25
  Speaker 2: remember why I told you the craft of research. I
• 21:28
  Speaker 2: take people through the context, the problem, statement, the solution
• 21:32
  Speaker 2: in high school. Okay. Then you take those skills and
• 21:36
  Speaker 2: apply it to your favorite AI model, and then you're
• 21:39
  Speaker 2: going to find you're outrageously productive. Okay, all right, and
• 21:46
  Speaker 2: that's what it's going to require to get employment going forward.
• 21:50
  Speaker 2: I mean, ever since Opus four point six drop last
• 21:53
  Speaker 2: week from Claude, literally I had to redesign my entire
• 21:58
  Speaker 2: workflow again, and I cannot imagine I'm doing more work
• 22:03
  Speaker 2: now in a day than I used to do in
• 22:05
  Speaker 2: a year. And I'm not joking because I had to
• 22:07
  Speaker 2: send everything out to an assistant to get rewritten. To
• 22:10
  Speaker 2: get it was a pain every email I had to
• 22:12
  Speaker 2: send out to get rewritten, all right. So what I'm
• 22:15
  Speaker 2: just saying is this is so powerful now that I
• 22:19
  Speaker 2: understand the process I fly through, and now I'm teaching
• 22:22
  Speaker 2: others to do the same thing, and it's just critical
• 22:25
  Speaker 2: for them to get a job in the future.
• 22:30
  Speaker 1: Oh, I'm right here. No, I've got my colleagues here
• 22:33
  Speaker 1: because they're all listening to saying, yeah, this is pretty
• 22:36
  Speaker 1: much alex to a t, not organized enough, moving on
• 22:39
  Speaker 1: from one thing to the next. And my colleague, my
• 22:42
  Speaker 1: boss said he's gonna pay for something like this if
• 22:44
  Speaker 1: I could get fixed on the spot. So maybe we're
• 22:46
  Speaker 1: tapping into something.
• 22:47
  Speaker 2: Well, actually, you can get corrected. That's what I do
• 22:50
  Speaker 2: with adults. Is that exact same New York State Senate
• 22:54
  Speaker 2: funded program?
• 22:56
  Speaker 1: All right, is this for anybody adults? Kids?
• 22:59
  Speaker 2: Oh? No, no, no, that is a specific program for rapid
• 23:03
  Speaker 2: improvements for sixteen and above, highly motivated, highly intelligent people.
• 23:09
  Speaker 1: Now you said I went how far above? So I
• 23:11
  Speaker 1: might have to look into this, But well.
• 23:12
  Speaker 2: How how far did you go in college? Oh?
• 23:15
  Speaker 1: I graduated. I got my bachelor's and that was it.
• 23:17
  Speaker 1: I didn't go into a graduate program.
• 23:20
  Speaker 2: But but do you remember all those GeneralIG classes that
• 23:24
  Speaker 2: you hated and you still got decent grades? Do you
• 23:27
  Speaker 2: remember that?
• 23:28
  Speaker 1: Of course? And I just passed computer science because they
• 23:31
  Speaker 1: got here's the thing about that, right, there were some
• 23:34
  Speaker 1: classes that only had slides. You only had to go
• 23:37
  Speaker 1: to class and have you look at a PowerPoint. I
• 23:39
  Speaker 1: don't function well that way, so I barely passed those classes.
• 23:42
  Speaker 1: It wasn't interactive, and maybe that was because it wasn't
• 23:45
  Speaker 1: hitting my brain. I don't know exactly, but it was.
• 23:49
  Speaker 2: But you passed.
• 23:50
  Speaker 1: I passed, Yes, I passed, okay.
• 23:52
  Speaker 2: So what the original program is. It's really simple. We
• 23:56
  Speaker 2: give you gr e prompts okay, and we have you.
• 24:02
  Speaker 2: We show you how to do the thesis statement until
• 24:05
  Speaker 2: you master it. Then thesis statement, first body paragraph until
• 24:08
  Speaker 2: you're really good at it. And then then we just
• 24:10
  Speaker 2: keep going about the paragraph by paragraph until you have
• 24:13
  Speaker 2: it down. And what you find is it helps out
• 24:17
  Speaker 2: tremendously with organizing your brain. That's exactly what it's designed
• 24:22
  Speaker 2: for the most advanced person. I brought it through. You know,
• 24:25
  Speaker 2: Colombia is the top business school in New York City.
• 24:28
  Speaker 2: He went. He was dyslectic when I asked him what
• 24:32
  Speaker 2: was what was the argument from this gerry prompt? Took
• 24:37
  Speaker 2: him almost a minute. Any fourteen year old ap English
• 24:40
  Speaker 2: high school kid in the country would tell it to
• 24:43
  Speaker 2: me in less than two seconds. He took almost a minute.
• 24:46
  Speaker 2: After he practiced it fifty times, he got real fast.
• 24:51
  Speaker 2: All right, But it's just it's a you just go
• 24:54
  Speaker 2: through the process and it just organizes things and then
• 24:57
  Speaker 2: it becomes unfair, like, for example, for shore, how many
• 25:01
  Speaker 2: of the six sharks do you think are dyslectic?
• 25:10
  Speaker 1: You're quizzing me, all right, about three or four of them,
• 25:13
  Speaker 1: because they're all high functioning ADHD folks.
• 25:17
  Speaker 2: Three three are specifically dyslectic, mister wonderful Damian and BARBERA
• 25:23
  Speaker 2: half the selectics make up less than ten percent of
• 25:27
  Speaker 2: the population, yet half the sharks are dyslectic. It is
• 25:31
  Speaker 2: a brutally unfair advantage. Once you get out of a
• 25:36
  Speaker 2: grad program and you get into real work, it is
• 25:40
  Speaker 2: brutally unfair, even in the trades we're giving example. My
• 25:45
  Speaker 2: second student we went through. His name was Adam. He
• 25:49
  Speaker 2: was a nineteen year old high school seniors help back
• 25:51
  Speaker 2: a couple of times. Teachers said he was a genius.
• 25:56
  Speaker 2: He scored his writing was so horrifically on the pretest.
• 26:01
  Speaker 2: Doctor Militia wanted him banned from college. She said nobody
• 26:04
  Speaker 2: should have to deal with it. She was very upset.
• 26:06
  Speaker 2: Never saw her upset before. Goes through the program. Scores
• 26:09
  Speaker 2: in the seventieth percent tile approximately at the end of it,
• 26:12
  Speaker 2: composition one oh one and one o two in college
• 26:15
  Speaker 2: were bees. He ended up joining the Boiler making union,
• 26:19
  Speaker 2: you know the ones in schools that have that big
• 26:20
  Speaker 2: boiler to keep everything going. They were under contract to
• 26:24
  Speaker 2: fix the darn thing. They call him in off vacation.
• 26:27
  Speaker 2: He's there for a day and a half. Said, sorry,
• 26:30
  Speaker 2: it took me so long. They responded, We've been trying
• 26:34
  Speaker 2: to figure this out for a month. Okay, it's incredibly unfair.
• 26:41
  Speaker 1: Wow, that's that's unbelievable. So you're trying to make it
• 26:45
  Speaker 1: fair and element Let me ask you this as well,
• 26:48
  Speaker 1: because I also go into these interviews without preparing any notes.
• 26:51
  Speaker 1: And maybe that's a brain thing too. But all this
• 26:53
  Speaker 1: we're talking about right now, natural conversation. I don't prep
• 26:56
  Speaker 1: work or all that. Where does that come from?
• 27:00
  Speaker 2: That is let's look at the front part of the brain.
• 27:03
  Speaker 2: This is where we have that two and a half
• 27:04
  Speaker 2: times the neuroactivity. It deals with word analysis followed by articulating.
• 27:09
  Speaker 2: You're articulating, you have two and a half times the neuroactivity.
• 27:14
  Speaker 2: It's freaking on fair. It's like imagine a sixteen ourselves
• 27:21
  Speaker 2: for people like that are neurodiverse. It's extremely unfair, but
• 27:26
  Speaker 2: is an advantage also, it's extraordinary advantage. Okay, extraordinary, Let
• 27:33
  Speaker 2: me give you an example, everyone reading, Okay, that's the
• 27:38
  Speaker 2: Dyslexia Conference in New York City. Then I'm going to
• 27:41
  Speaker 2: be presenting at in March. Third. I've been doing it
• 27:45
  Speaker 2: for twelve years. When it comes every year, it come
• 27:49
  Speaker 2: up with something that advances the field significantly. Other people
• 27:53
  Speaker 2: do that if they're lucky, once or twice in a career.
• 27:56
  Speaker 2: I do it every year, all right. Now I'm doing
• 27:59
  Speaker 2: it multiple times a year. Okay, sometimes I'm doing it
• 28:04
  Speaker 2: every couple of weeks. It's an extraordinarily unfair advantage. Now
• 28:10
  Speaker 2: I use Opus four point six and I spent two
• 28:13
  Speaker 2: hundred bucks a month on it, and I'm getting so
• 28:15
  Speaker 2: much work done, sending real product out, real reports out
• 28:19
  Speaker 2: for the first time in my life without anybody else
• 28:22
  Speaker 2: looking at it. Okay, it's so incredibly unfair.
• 28:28
  Speaker 1: It's about calming the brain. I think that's the other
• 28:30
  Speaker 1: part of this is, Yeah, the overactive brain. Then something
• 28:34
  Speaker 1: calms it. Some might turn to doom scrolling to that
• 28:37
  Speaker 1: activates me even more so. I like to read or
• 28:40
  Speaker 1: even just close my eyes for a bit. How do
• 28:42
  Speaker 1: you calm your brain?
• 28:43
  Speaker 2: I don't. I try to make it go more crazy
• 28:46
  Speaker 2: when I have more ideas. Yes, but there are times
• 28:51
  Speaker 2: when I just my brain just okay. Then what I
• 28:56
  Speaker 2: do is I make a trip to the ocean and
• 28:59
  Speaker 2: I literally bring out a two hundred dollars on foldable
• 29:03
  Speaker 2: chair because I want something comfortable, and I stare at
• 29:05
  Speaker 2: the ocean for a couple of days.
• 29:07
  Speaker 1: I was raised by the water on the East River
• 29:09
  Speaker 1: on these forty fourth and that water is very calmon,
• 29:11
  Speaker 1: I have to say, and I do like, especially when
• 29:14
  Speaker 1: it's warmer out you just sit.
• 29:15
  Speaker 2: There and right, but not the river water, the ocean water.
• 29:19
  Speaker 2: The ways, the more active, the better. That's what I
• 29:22
  Speaker 2: find gives me the recharge. And I do that at
• 29:27
  Speaker 2: least twice a year.
• 29:28
  Speaker 1: I'm so glad Pop Match connected us because I feel
• 29:30
  Speaker 1: like we're gonna stay in touch and and maybe work
• 29:33
  Speaker 1: on on my brain a little bit here. That would
• 29:35
  Speaker 1: be very interesting.
• 29:37
  Speaker 2: Yeah, yeah, Just you know, if you're interested in doing that,
• 29:41
  Speaker 2: can I can bring you through the exact same thing
• 29:43
  Speaker 2: we brought the high school kids through that.
• 29:45
  Speaker 1: I am so now that I'm very interested because just
• 29:48
  Speaker 1: last week, okay, I lost my phone and this has
• 29:51
  Speaker 1: been a perennial thing, like I always lose something a wallet,
• 29:54
  Speaker 1: key's phone, and my colleague here had to pick it
• 29:57
  Speaker 1: up for me in Midtown. But it which is one
• 30:00
  Speaker 1: of those lack of focused things, and maybe it's because
• 30:04
  Speaker 1: of my add I don't want to know. I don't
• 30:06
  Speaker 1: blame it on anything.
• 30:07
  Speaker 2: But there's your solution.
• 30:09
  Speaker 1: I got that put.
• 30:13
  Speaker 2: I have just so you know, because it's fist in
• 30:16
  Speaker 2: my pocket. I use Apple for everything. This is the earbuds,
• 30:21
  Speaker 2: the barrow threes. I put it right in there. If
• 30:24
  Speaker 2: I lose it, I either go to my iPhone or
• 30:29
  Speaker 2: I go to my watch and it tells me where
• 30:33
  Speaker 2: it is, like literally where it is.
• 30:38
  Speaker 1: Well, okay, so this is more very similar than in
• 30:40
  Speaker 1: a lot of ways because I got my patch, you
• 30:42
  Speaker 1: got your pouch. Now when you got the Senate funding, though,
• 30:46
  Speaker 1: I mean, this had to be quite an accomplishment and
• 30:49
  Speaker 1: you had to feel really like good. And what was
• 30:53
  Speaker 1: that feeling like when you first got a wad.
• 30:54
  Speaker 2: Well, it was fantastic because the Senate doesn't fund stuff
• 30:57
  Speaker 2: like this, and just so everybody knows what it required.
• 31:01
  Speaker 2: They sent me over to the Education Department, which wanted
• 31:04
  Speaker 2: to get rid of me. So they required a sony
• 31:06
  Speaker 2: distinguished Professor in psychology, which there were two in Western
• 31:10
  Speaker 2: New York. Then once I got that, then I had
• 31:13
  Speaker 2: to connect it up with current research that was supposed
• 31:16
  Speaker 2: to take me years. I did in less than a week.
• 31:19
  Speaker 2: Then I got funding from the university for fifteen grand
• 31:22
  Speaker 2: ran a couple of studies with a school district outside.
• 31:25
  Speaker 2: Because then this was back when Republicans were Republicans. What
• 31:29
  Speaker 2: they wanted was the school system to say they wanted it,
• 31:33
  Speaker 2: and they got the money. I didn't get a dime
• 31:35
  Speaker 2: of that money. It went right to the school district. Okay,
• 31:40
  Speaker 2: they ran it. Republicans want the school districts to say
• 31:44
  Speaker 2: this worked. Democrats want to start off with the bill
• 31:46
  Speaker 2: at the high end and move down. Republicans want to
• 31:49
  Speaker 2: work from the schools on up.
• 31:52
  Speaker 1: Three schools. I'd love to connect it with the Viscardi Center,
• 31:54
  Speaker 1: if you know who they are.
• 31:55
  Speaker 2: But yes, so that's that's something that's an organization you
• 32:00
  Speaker 2: work with for disabled students.
• 32:02
  Speaker 1: Yeah, there from kindergarten. You know, I graduated there from
• 32:07
  Speaker 1: kindergarten all the way through the twelfth grade. So I'd
• 32:10
  Speaker 1: love to connect you guys, because I feel like you're
• 32:12
  Speaker 1: putting out this incredible service for people and I think
• 32:17
  Speaker 1: they can benefit also. Center Independence Labor of New york
• 32:20
  Speaker 1: Er Sydney. Are you familiar with them?
• 32:23
  Speaker 2: Yes? And just you know, I just got hired to
• 32:26
  Speaker 2: train forty plus tutors in San Francisco how to take
• 32:32
  Speaker 2: kids from can't writing a sentence to writing the most
• 32:35
  Speaker 2: part of a high school level body paragraph. And I
• 32:38
  Speaker 2: did the whole thing in ninety minutes.
• 32:41
  Speaker 1: I want to go back though, to sentence structuring, because
• 32:44
  Speaker 1: that's the one thing where if I write an email,
• 32:47
  Speaker 1: I then send it out without looking first, and that's
• 32:49
  Speaker 1: really my downfall sometimes. So it can't just be a
• 32:54
  Speaker 1: classic teacher. This is sort of a mindset you have
• 32:56
  Speaker 1: to have, right. It's not just.
• 32:57
  Speaker 2: Oh no, no, no, it's so easy to think it
• 33:01
  Speaker 2: takes ten minutes to want me to show you. Sure, okay,
• 33:05
  Speaker 2: so I want you to Uh, I'm gonna imagine you're
• 33:09
  Speaker 2: teaching this. Okay, do you know what dyslectic kid really well?
• 33:14
  Speaker 2: In elementary school?
• 33:17
  Speaker 1: Hipothetically, you mean I don't know anybody really well.
• 33:19
  Speaker 2: But no, I mean any time in your life did
• 33:21
  Speaker 2: you know another dyslectic kid?
• 33:23
  Speaker 1: I did not really know?
• 33:25
  Speaker 2: Just okay, then let's use you at age ten. Okay, Okay,
• 33:29
  Speaker 2: you're gonna teach yourself. Imagine yourself at ten is sitting
• 33:33
  Speaker 2: right next to you. I'm gonna show you how easy
• 33:35
  Speaker 2: this is, all right, the latinability to spell, the inability
• 33:40
  Speaker 2: to do grammar, it's so easy to fix, all right?
• 33:44
  Speaker 2: So what so again, just you know what we're going
• 33:46
  Speaker 2: to do. We're going to the science overcoming dyslexia front
• 33:50
  Speaker 2: part of the brain. We're gonna use the front part
• 33:53
  Speaker 2: of the brain, which is two and a half times overactive.
• 33:56
  Speaker 2: That's word analysis followed by articulation. So what we're going
• 34:00
  Speaker 2: to do is the first thing is you're going to
• 34:02
  Speaker 2: teach the dyslected kid. You're gonna type out on a
• 34:06
  Speaker 2: laptop computer with a real keyboard, not an iPad, not
• 34:10
  Speaker 2: an iPhone, and certainly not handwriting. You're gonna type out
• 34:15
  Speaker 2: hero plus sign, what are you? I'm sorry? Hero plus sign?
• 34:19
  Speaker 2: What are we talking about? Then we're gonna swap out
• 34:22
  Speaker 2: hero for your name? So what's your name? Als Alex.
• 34:27
  Speaker 2: We're gonna sweah it off for a hero plus sign?
• 34:29
  Speaker 2: What are we talking about? To Alex plus sign? What
• 34:32
  Speaker 2: are we talking about? Then we're gonna take a list
• 34:35
  Speaker 2: of ten things you really really like, and then ten
• 34:38
  Speaker 2: things you really really dislike. So the first thing you like,
• 34:42
  Speaker 2: I'm just gonna put up there podcasting. Okay, okay, so
• 34:45
  Speaker 2: we got Hero Plus signed. What are we talking about?
• 34:49
  Speaker 2: We're gonna swap out what are we talking about? For podcasting?
• 34:52
  Speaker 2: So we got Hero Plus signed podcasting. See how I
• 34:55
  Speaker 2: got there?
• 34:56
  Speaker 1: Yes? Uh, not really but.
• 34:58
  Speaker 2: I okay, No, Just so we start off with Hero
• 35:02
  Speaker 2: Plus signed. What are we talking about? We switched out
• 35:05
  Speaker 2: Hero for Alex Alex Plus signed. What are we talking about?
• 35:09
  Speaker 2: The first thing on your list of ten things you
• 35:11
  Speaker 2: really like? Podcasting? We're switching out for what are we
• 35:14
  Speaker 2: talking about? So we've got Alex plus signed podcasting?
• 35:17
  Speaker 1: Okay?
• 35:18
  Speaker 2: See how I got there?
• 35:18
  Speaker 1: Podcasting? Got it?
• 35:19
  Speaker 2: Okay, Okay, Sorry I was a little excusing before. Now
• 35:23
  Speaker 2: I'm going to try to fool you with two of
• 35:25
  Speaker 2: the simplest questions you've ever been asked. Okay, if you
• 35:30
  Speaker 2: answer them correctly, this will work. If it doesn't, you're
• 35:33
  Speaker 2: going to really understand you have an epiphany on what
• 35:36
  Speaker 2: this lexia really is. Do you think I can fool
• 35:38
  Speaker 2: you with two of the simplest questions now?
• 35:40
  Speaker 1: Because what you did just there, maybe realize, oh, I
• 35:44
  Speaker 1: don't think about the little details I think about the
• 35:46
  Speaker 1: bigger picture like I have to. Yes, little details kill
• 35:51
  Speaker 1: me every time.
• 35:52
  Speaker 2: Well, this is how we fix those. Do you think
• 35:54
  Speaker 2: I can fool you with two of the simplest questions. Okay,
• 35:58
  Speaker 2: so we got a plus sign podcasting. We need to
• 36:02
  Speaker 2: replace the the plus sign with a word. Here's my question.
• 36:07
  Speaker 2: Does Alex like or dislike podcasting? Like podcasting? You got
• 36:14
  Speaker 2: it exactly. You're one of the few people that did.
• 36:17
  Speaker 2: Now for the really hard question, are you ready? Okay,
• 36:21
  Speaker 2: replace the plus sign with that word and give me
• 36:25
  Speaker 2: the three word sentence.
• 36:27
  Speaker 1: Alex likes podcasting.
• 36:29
  Speaker 2: But that's not what I asked.
• 36:31
  Speaker 1: Oh, Alex like podcasting.
• 36:35
  Speaker 2: There you go. All right, you are one of the few.
• 36:39
  Speaker 2: You are one of the super few people that get it.
• 36:42
  Speaker 2: What happened that God that made you add the S
• 36:45
  Speaker 2: the first time? What caused that?
• 36:47
  Speaker 1: Because of my brain? Alex like podcasting doesn't make sense?
• 36:50
  Speaker 1: So Alex likes podcasting? Makes sense?
• 36:53
  Speaker 2: Right? You're an educated you're you went to college. You're educated,
• 36:57
  Speaker 2: so you did with almost every educated person. Does you
• 37:01
  Speaker 2: added the S to make it proper? But a dyslectic
• 37:04
  Speaker 2: kid doesn't know how to add the s? All right?
• 37:08
  Speaker 2: Now you're down in New York City. Let me tell
• 37:10
  Speaker 2: you how the rich do this. There's a school called
• 37:13
  Speaker 2: the Windward School. It's phenomenal then around for decades. They
• 37:18
  Speaker 2: have a ninety eight percent success rate. You give them
• 37:21
  Speaker 2: a kid in fourth grade who's way behind, and they
• 37:25
  Speaker 2: will send them back to their original school and they
• 37:28
  Speaker 2: will be as educated as the best private schools anywhere
• 37:32
  Speaker 2: in the world. Well, we cost seventy five thousand dollars
• 37:36
  Speaker 2: for four to five years. Do you happen to have
• 37:39
  Speaker 2: that money sitting around somewhere?
• 37:43
  Speaker 1: Not that I know of.
• 37:44
  Speaker 2: Actually, Okay, so here's how we fix Well, here's here's
• 37:49
  Speaker 2: how we fix that. What we do is we have Alex.
• 37:53
  Speaker 2: We have alex like podcasting. Here's how we get you
• 37:57
  Speaker 2: to add the s. We asked you to read it
• 37:59
  Speaker 2: out loud. Does that sound generally correct? You're gonna say no.
• 38:04
  Speaker 2: Then we say fix it. Alex likes podcasting. We do
• 38:07
  Speaker 2: that with ten likes and ten dislikes. Do you see
• 38:10
  Speaker 2: how that's a simple form of word analysis.
• 38:13
  Speaker 1: But also what you just tapped into is something like
• 38:16
  Speaker 1: I could be asked a question and then say a
• 38:18
  Speaker 1: totally different answer than what I was asked because the
• 38:21
  Speaker 1: answer that I'm supposed to give. Either is gonna get
• 38:25
  Speaker 1: me in trouble or it just doesn't feel right in
• 38:28
  Speaker 1: my brain. So like what you just did there? What
• 38:31
  Speaker 1: do what I do on a daily basis? Like they'll
• 38:32
  Speaker 1: ask me something and my colleague Ryan will say, I'll
• 38:35
  Speaker 1: go off on a completely different tangent.
• 38:37
  Speaker 2: Right, and notice what I'm doing now, I'm forcing you
• 38:40
  Speaker 2: to stay very step by step, very linear. Okay, because
• 38:46
  Speaker 2: remember what I said before. We have to force the
• 38:48
  Speaker 2: brain to organize itself by using writing as a measurable output.
• 38:51
  Speaker 2: So here's my question again. Do you see how this
• 38:56
  Speaker 2: is a very simple form of word analysis? Yeah?
• 38:59
  Speaker 1: I can see it.
• 39:00
  Speaker 2: Yeah, so you asked, does it sound correct? No? Fix it, Alex,
• 39:05
  Speaker 2: I'm sorry. Alex likes podcasting, okay, yeah, okay, Now that
• 39:12
  Speaker 2: is the first part. Then we go because we go
• 39:15
  Speaker 2: into reason one. Give me a simple reason why you
• 39:18
  Speaker 2: like podcasting.
• 39:21
  Speaker 1: I like podcasting because it gives me a voice in
• 39:24
  Speaker 1: the space.
• 39:26
  Speaker 2: Alex likes podcasting because it gives him a voice in
• 39:29
  Speaker 2: the space. Now, imagine when you were in elementary school.
• 39:32
  Speaker 2: Do we have a whole mess of misspelled words?
• 39:36
  Speaker 1: Uh? Actually, spelling was okay for me, but I'm pretty
• 39:38
  Speaker 1: sure I misspelled a few of those along the way.
• 39:40
  Speaker 2: Okay, Well, a lot of dyslectics is a lot of
• 39:43
  Speaker 2: misspelled words.
• 39:45
  Speaker 1: By the way, I think the phone has also increased
• 39:47
  Speaker 1: my inability to think critically. And when it comes to
• 39:51
  Speaker 1: forming something, it's all I got to type on the
• 39:53
  Speaker 1: damn keyboard and just send it out and whatever the rights.
• 39:57
  Speaker 2: You know.
• 39:57
  Speaker 1: Then that's why I said out. So it's kind of.
• 40:00
  Speaker 2: Ah. But again, do you see how you just went
• 40:03
  Speaker 2: off on another tangent? Yes, okay, Okay, now I'm bringing
• 40:07
  Speaker 2: you back. Okay. Do you see how for a lot
• 40:10
  Speaker 2: of dyslectics it's randomly placed misspelled words. So how we
• 40:15
  Speaker 2: fix that? So here's how we fix that. It's so simple.
• 40:20
  Speaker 2: What we do is for what we do is we
• 40:25
  Speaker 2: tell the dyslectic kid to first read what they wrote
• 40:27
  Speaker 2: out loud okay, and then we ask them does it
• 40:30
  Speaker 2: sound generally correct? Fix it until it does. We don't
• 40:32
  Speaker 2: care about spelling. Once we do that. That's important because
• 40:36
  Speaker 2: the Jedi teachers have a really hard time with horrific grammar.
• 40:40
  Speaker 2: That's now gone. A lot of the medium problems are
• 40:43
  Speaker 2: going to your left with the little ones, and some
• 40:44
  Speaker 2: medium ones, and they're good at that. Now the spelling,
• 40:47
  Speaker 2: we tell them to put a period down every time
• 40:49
  Speaker 2: they misspell one word. In that sense, they got to
• 40:51
  Speaker 2: retype the entire thing, the entire thing, and they're gonna say,
• 40:55
  Speaker 2: I'm not gonna do that. I'm not gonna make that mistake,
• 40:58
  Speaker 2: and they keep making it until it's corrected, somewhere between
• 41:01
  Speaker 2: three and thirteen times. The more they make the mistake,
• 41:04
  Speaker 2: the more they concentrate, I'm not going to make that mistake,
• 41:06
  Speaker 2: and they keep making it. What happens is eventually they
• 41:10
  Speaker 2: get it right, and until then they're concentrating harder and harder.
• 41:13
  Speaker 2: That's where the magic happens. So we do that with
• 41:16
  Speaker 2: ten likes and ten dislikes until everything is spelled correctly,
• 41:19
  Speaker 2: reason one and reason two, ten likes and ten dislikes
• 41:22
  Speaker 2: until spell correctly reason one, reason two, and reason three.
• 41:25
  Speaker 2: Same thing. Now we're going from randomly place misspelled words
• 41:29
  Speaker 2: to a correct, decent grammar, correct spelling, three reason sentence.
• 41:34
  Speaker 2: And here's the other most important thing. If you can
• 41:38
  Speaker 2: write it, you can read it. If you can write it,
• 41:42
  Speaker 2: you can read it. That is how you basically do
• 41:45
  Speaker 2: the sentences. It's that simple and parents can do it
• 41:52
  Speaker 2: at home.
• 41:53
  Speaker 1: Well, there's been so enlightening and I often think my
• 41:57
  Speaker 1: answer is to real questions like you would ask me
• 42:00
  Speaker 1: about Alex like podcasting, like instead of saying that about it,
• 42:04
  Speaker 1: it's because of my brain. I say what I feel
• 42:07
  Speaker 1: like is supposed to happen. Is that what's really happening.
• 42:10
  Speaker 1: So it's kind of been an interesting breakthrough. You're just
• 42:13
  Speaker 1: you brought me to a realization today. So thank you
• 42:15
  Speaker 1: for that second. I'll have you on again as we
• 42:19
  Speaker 1: move forward into this, you know, second half of the
• 42:22
  Speaker 1: year and whatever else. And when you see your kids
• 42:25
  Speaker 1: graduate from these schools, it must make you feel pretty proud.
• 42:28
  Speaker 2: Oh yeah, But I know what I'm sending them off to.
• 42:33
  Speaker 2: I when I when I finished them up with a
• 42:35
  Speaker 2: craft of research. I know they're ready. I know that
• 42:38
  Speaker 2: when they go to college they will absolutely be outperforming
• 42:42
  Speaker 2: their val Victorian. So give you a little hint you
• 42:46
  Speaker 2: walk into I'll leave you with this. I'm sitting with
• 42:51
  Speaker 2: doctor Barnett. This was back in the nineties. He was
• 42:55
  Speaker 2: the chair of the communications department. I drove up to
• 42:59
  Speaker 2: see him. He has a number of PEC students waiting
• 43:01
  Speaker 2: for them outside. I was funded they're not. We're talking
• 43:06
  Speaker 2: for half an hour forty five minutes about nothing. Okay,
• 43:11
  Speaker 2: they're waiting, he said, Oh, they can wait. You have
• 43:15
  Speaker 2: an original idea. You're funded, they're not, and I.
• 43:21
  Speaker 1: Stop funding for this podcast. I'm doing something wrong. So
• 43:24
  Speaker 1: let me let me fix that course and do something
• 43:27
  Speaker 1: with that. So thank you for your inspiration today. For sure,
• 43:32
  Speaker 1: when we I want to want I want to have
• 43:33
  Speaker 1: you back on for another episode to talk about the
• 43:36
  Speaker 1: digital age dyslexia, because I feel like, as I say,
• 43:39
  Speaker 1: the phones make it even easier to make mistakes and
• 43:41
  Speaker 1: we don't catch them.
• 43:43
  Speaker 2: Oh no, I set up I have set up a
• 43:46
  Speaker 2: literally a workflow with UH with Claude Opus four point six.
• 43:51
  Speaker 2: I don't make mistakes like that anymore. Literally, I walked through.
• 43:56
  Speaker 2: I worked through a predefined workflow. And by the way,
• 43:59
  Speaker 2: what worked in the beginning of November didn't work in January.
• 44:03
  Speaker 2: What worked in January doesn't work now. That's how it
• 44:05
  Speaker 2: fasts moving, all right, And there's ways of cleaning it up.
• 44:10
  Speaker 2: People love the reports that I send them. They're professionally
• 44:14
  Speaker 2: tight set. They're exactly what they're looking for. Because I've
• 44:18
  Speaker 2: learned how to work through the context problem solution with
• 44:21
  Speaker 2: artificial intelligence.
• 44:23
  Speaker 1: Well, Russell, this has been a very special episode and
• 44:25
  Speaker 1: I'm going to have you back on for sure on
• 44:27
  Speaker 1: the Lord I Got Network