0:00:00.000,0:00:02.000
PRESENTER: Want to have[br]her in neutral to start.

0:00:02.000,0:00:04.610
We always like to start with[br]a nice, calm baby that's

0:00:04.610,0:00:06.600
in this nice awake, alert state.

0:00:06.600,0:00:08.370
This is the state for learning.

0:00:08.370,0:00:10.710
So we're just going to[br]start with some cheek rubs.

0:00:10.710,0:00:16.260
We're going to go 1, 2, 3, 4, 5.

0:00:16.260,0:00:22.290
And then squishy[br]faces 1, 2, 3, 4, 5.

0:00:22.290,0:00:24.780
Now, we always want to ask[br]permission to come in the mouth.

0:00:24.780,0:00:26.910
So I'm going to pick her[br]up with my other hand.

0:00:26.910,0:00:28.650
And I'm going to[br]say, can I come in?

0:00:28.650,0:00:29.340
Can I come in?

0:00:29.340,0:00:30.630
Do you see how she's opening?

0:00:30.630,0:00:31.755
So then I'm going to go in.

0:00:31.755,0:00:34.400
If her mouth is shut, we're[br]going to respect her cues.

0:00:34.400,0:00:36.590
Then I'm going to[br]rub on her gums

0:00:36.590,0:00:39.270
as if she has teeth[br]on the bottom.

0:00:39.270,0:00:47.250
2, 3, 4, 5.

0:00:47.250,0:00:48.060
There we go.

0:00:48.060,0:00:51.230
And then I'm going to turn[br]my finger over and push it up

0:00:51.230,0:00:54.130
on the top at the back, where[br]she's going to eventually have

0:00:54.130,0:00:54.630
molars.

0:00:54.630,0:00:56.705
And do you see how she's[br]kind of chewing on my finger?

0:00:56.705,0:00:57.413
AUDIENCE: Mm-hmm.

0:00:57.413,0:01:00.020
PRESENTER: You want to actually[br]see her go chew, chew, chew,

0:01:00.020,0:01:02.180
chew, chew.

0:01:02.180,0:01:03.572
She kind of did a little there.

0:01:03.572,0:01:05.239
Let's get your finger[br]out of your mouth.

0:01:05.239,0:01:09.120
And go chew.

0:01:09.120,0:01:10.380
[CRIES]

0:01:10.380,0:01:10.880
OK.

0:01:10.880,0:01:13.580
So if she cries like that,[br]we're going to respect her cues,

0:01:13.580,0:01:15.122
and we're just going[br]to let her suck.

0:01:15.122,0:01:17.860
Because she's telling us,[br]that's too hard for me.

0:01:17.860,0:01:19.750
We're like, OK.

0:01:19.750,0:01:21.710
So then we're going to[br]do a little tug of war.

0:01:21.710,0:01:23.600
I'm going to put my finger[br]on the roof of her mouth,

0:01:23.600,0:01:24.710
pushing up on her palate.

0:01:24.710,0:01:27.800
And when I push up, that's going[br]to trigger her suck reflex.

0:01:27.800,0:01:29.535
And then I'm going to slowly--

0:01:29.535,0:01:31.160
oh, do you see how[br]she just popped off?

0:01:31.160,0:01:31.868
AUDIENCE: Mm-hmm.

0:01:31.868,0:01:33.680
PRESENTER: She had no[br]suction whatsoever.

0:01:33.680,0:01:36.130
So I'm going to let her suck,[br]and then I'm going to slow--

0:01:36.130,0:01:36.630
oh.

0:01:36.630,0:01:37.787
She's breaking that seal.

0:01:37.787,0:01:38.870
So this is the tug of war.

0:01:38.870,0:01:41.180
This is to try to get[br]that tongue stronger.

0:01:41.180,0:01:42.440
So suck, suck, suck.

0:01:42.440,0:01:44.120
I'm going to slowly pull out.

0:01:44.120,0:01:46.010
And she doesn't want to play.

0:01:46.010,0:01:48.940
You don't want to[br]play tug of war?

0:01:48.940,0:01:50.420
Suck, suck, suck slow--

0:01:50.420,0:01:51.020
there we go.

0:01:51.020,0:01:53.200
There's a little bit.

0:01:53.200,0:01:56.030
So you can do that tug[br]of war 5 to 10 times.

0:01:56.030,0:01:57.590
She's she's not really into it.

0:01:57.590,0:01:58.852
She's just like, whatever.

0:01:58.852,0:02:00.310
So then I'm going[br]to take my finger

0:02:00.310,0:02:03.190
and flip it over and just[br]push down on her tongue

0:02:03.190,0:02:04.880
and then pull out.

0:02:04.880,0:02:08.830
And the goal is to try to[br]get her tongue to stick out.

0:02:08.830,0:02:11.180
See how it's coming[br]out over the gums?

0:02:11.180,0:02:12.708
AUDIENCE: Mm-hmm.

0:02:12.708,0:02:13.750
PRESENTER: Can I come in?

0:02:13.750,0:02:14.985
Doo, doo, doo.

0:02:14.985,0:02:16.860
AUDIENCE: And you want[br]it to go over the gum?

0:02:16.860,0:02:19.027
PRESENTER: So I'm touching[br]the middle of her tongue,

0:02:19.027,0:02:20.780
and then I'm going[br]to pull it out.

0:02:20.780,0:02:22.970
And usually, you'll see[br]that tongue stick out

0:02:22.970,0:02:23.970
like a little froggy.

0:02:23.970,0:02:24.512
AUDIENCE: OK.

0:02:24.512,0:02:25.678
PRESENTER: Boop, boop, boop.

0:02:25.678,0:02:27.360
Again, I'm asking her[br]to let me come in.

0:02:27.360,0:02:27.387
And--

0:02:27.387,0:02:28.470
AUDIENCE: She's saying no.

0:02:28.470,0:02:29.880
PRESENTER: --she's[br]telling me no.

0:02:29.880,0:02:32.450
Did you see how her eyes[br]went from active and engaged

0:02:32.450,0:02:33.427
to, like, I'm over it?

0:02:33.427,0:02:34.010
AUDIENCE: Yes.

0:02:34.010,0:02:37.398
PRESENTER: So this means she is[br]communicating to me, I'm done.

0:02:37.398,0:02:37.940
AUDIENCE: OK.

0:02:37.940,0:02:38.523
PRESENTER: OK.

0:02:38.523,0:02:40.920
So we're going to[br]respect her cues.

0:02:40.920,0:02:44.370
I'll see one more time if I[br]can show you a cheek exercise.

0:02:44.370,0:02:46.250
Can I come in?

0:02:46.250,0:02:47.040
There we go.

0:02:47.040,0:02:47.670
Thank you.

0:02:47.670,0:02:49.920
So I'm going to go in[br]her cheek and just pulse.

0:02:49.920,0:02:54.300
1, 2, 3, 4, 5.

0:02:54.300,0:02:56.100
Do you see how the[br]first couple ones,

0:02:56.100,0:02:57.980
she closed her[br]cheeks on my finger

0:02:57.980,0:02:59.520
and her tongue kind of moved?

0:02:59.520,0:03:05.040
1, 2, 3, 4, 5.

0:03:05.040,0:03:06.865
So this side, you saw[br]she wasn't as active.

0:03:06.865,0:03:07.490
AUDIENCE: Yeah.

0:03:07.490,0:03:09.320
PRESENTER: So we're[br]trying to get this side

0:03:09.320,0:03:11.340
to do what that side--[br]this side was perfect.

0:03:11.340,0:03:12.240
Hi, little one.

0:03:12.240,0:03:13.640
This one really[br]went [INAUDIBLE].

0:03:13.640,0:03:14.970
The muscles contracted.

0:03:14.970,0:03:16.880
AUDIENCE: So are these[br]exercises that prevent

0:03:16.880,0:03:18.300
the tie from coming back?

0:03:18.300,0:03:20.800
PRESENTER: These are[br]exercises that help strengthen

0:03:20.800,0:03:22.660
and coordinate the tongue.

0:03:22.660,0:03:25.330
So we use these as[br]suck-training exercises

0:03:25.330,0:03:27.370
with babies that[br]have no ties, where

0:03:27.370,0:03:29.960
we're trying to teach[br]strength and range of motion.

0:03:29.960,0:03:31.420
And these are great[br]for babies that

0:03:31.420,0:03:34.690
have a tie that we're going to[br]release to help reteach them

0:03:34.690,0:03:37.552
how to use that tongue, to[br]move the tongue to all planes.

0:03:37.552,0:03:38.260
AUDIENCE: Got it.

0:03:38.260,0:03:40.220
PRESENTER: And then[br]there's one more exercise.

0:03:40.220,0:03:42.350
We're going to go in, and we're[br]going to touch the tongue.

0:03:42.350,0:03:44.450
And we're going to see if[br]it follows your finger.

0:03:44.450,0:03:46.520
So I'm going to touch[br]the side of the tongue.

0:03:46.520,0:03:48.350
And then I'm going to[br]tell it to follow me.

0:03:48.350,0:03:49.310
So it's follow the leader.

0:03:49.310,0:03:51.260
So I'm going to go touch,[br]touch, touch on the side.

0:03:51.260,0:03:51.920
Come follow me.

0:03:51.920,0:03:52.757
There it goes.

0:03:52.757,0:03:53.590
Touch, touch, touch.

0:03:53.590,0:03:55.600
Come follow me.

0:03:55.600,0:03:56.500
Touch, touch, touch.

0:03:56.500,0:03:57.700
Come follow me.

0:03:57.700,0:03:58.970
And then touch, touch, touch.

0:03:58.970,0:04:00.850
Come follow me.

0:04:00.850,0:04:01.640
Touch touch touch.

0:04:01.640,0:04:03.640
See how her tongue's[br]coming straight out instead

0:04:03.640,0:04:04.820
of following on that side?

0:04:04.820,0:04:06.380
There it goes.

0:04:06.380,0:04:08.158
And then she's getting[br]better and better.

0:04:08.158,0:04:09.700
Now, if she starts[br]to cry, we're just

0:04:09.700,0:04:12.020
going to put our finger back[br]in and just let her suck.

0:04:12.020,0:04:13.870
So the goal is that[br]our tongue needs

0:04:13.870,0:04:15.430
to move side to[br]side, in and out,

0:04:15.430,0:04:18.010
and up and down to have[br]full range of motion.

0:04:18.010,0:04:20.502
So we can teach and[br]train that tongue

0:04:20.502,0:04:22.002
how to do that with[br]these exercises.

0:04:22.002,0:04:24.850
AUDIENCE: Got it.

0:04:24.850,0:04:25.700
PRESENTER: All done.

0:04:25.700,0:04:26.637
Good job, baby.

0:04:26.637,0:04:27.470
AUDIENCE: All right.

0:04:27.470,0:04:28.262
Should I stop this?

0:04:28.262,0:04:29.650
PRESENTER: Yeah.