How to Mentor New Physical Therapists

WEBVTT

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Don't screw it up.

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You're listening to the PT Pinecast,

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where smart people in healthcare come to

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make noise.

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Here's your host, Jimmy McKay.

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She spent over four decades helping kids

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move better, think sharper,

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and live fuller lives.

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With a heart for mentorship and a clinic

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full of purpose,

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now she's pouring her energy into helping

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the next generation of PTs recognize the

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huge functional impact we can have on

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conditions like dyspraxia, EDS,

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and executive functioning challenges.

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She also once ran a backyard empire of

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seventy-eight guinea birds.

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I'm not a hundred percent sure if I

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know what that is.

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I'll have to Google it.

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But these days,

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it's all about growing clinicians.

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And not just birds.

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Sherry Woodson joins us on the show right

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now.

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Sherry, welcome to the program.

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Thank you.

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Are there any guinea birds within arm's

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length that we could see?

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I mean, I'll Google it later,

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but what is a guinea bird?

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Can you describe?

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That is, it looks like a chicken.

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Got it.

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Out of Africa,

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but they eat a huge number of ticks.

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And we have...

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a huge number of ticks.

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So you were, these were operational.

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These, this was a purpose.

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They were not just, not just look cute,

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but all right.

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So I mentioned in your intro and before

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we hit record, you said your,

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your real passion.

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is treating,

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but really it's mentoring and creating

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more leaders.

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What sort of prompted that?

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Where's that come from, from you?

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And what does that give you?

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And what do you think it gives the

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future of our profession?

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I think what prompted that is through the

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years,

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often work next to individuals that kind

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of poured into me and I could pour

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back into them and realize how that made

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me

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more well-rounded clinician.

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It allowed me to look outside the box.

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I got questioned,

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which makes you not step,

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I guess it makes you step back,

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but it makes you delve into information

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more.

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And then also saw how the population that

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we could serve was either changing or

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maybe I just didn't

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didn't see it initially.

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And so wanted to share that so that

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the next generation could also kind of

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learn from both my mistakes and those

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successes out there.

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Sure.

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And kind of speed that critical thinking

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part up.

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I know I'd read a research

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article that talked about it took five

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years for the average PT to become a

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really critical thinker in their practice.

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And I was like,

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how can we speed that up?

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And we've really operationalized it,

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not so much me, but my executive team.

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What are all the steps that need to

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be taken to do that?

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Um, so what are they or big picture?

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What are a couple of the big levers

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that you see from the mentor side,

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knowing that there's going to be some

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people out there going, yeah,

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I want to do this,

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but also the people on the side going,

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how can I improve?

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So what are those things that people

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listening now,

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both mentors and mentees or potential

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mentors and potential mentees can focus

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on?

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Where's, where's the,

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where's the biggest lever?

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I think one is, you know,

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there's so much that has to be taught

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in

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PT school and then translating that to

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practice.

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So they may have gotten a clinical

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experience in pediatrics.

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It may have included a vast population.

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It may have included a variety of

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diagnostic groups,

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but the chances are also that the

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clinician they were with only,

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I think the requirement is one year of

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experience.

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before you can become a clinical

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instructor,

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or they may have really specialized in an

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area.

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So then going through and looking at what

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are those core proficiencies that they

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need and operationalizing that,

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listing those,

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looking at all the other elements that go

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into

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I think serving children a little

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different than serving adults of working

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with caregivers and listening to what the

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problems are at home.

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And then, you know,

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being able to provide clinical education

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or caregiver education,

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caregiver coaching,

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I think is a better word.

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Coaching and collaboration is what we do

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is we have to know what we're doing

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and why we're doing it and what our

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hands are doing.

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And, you know, what are the things that,

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that make being a parent more successful

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or make them feel more successful,

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which is different than being a therapist.

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You know, like what, what part of that,

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I don't want to make them many therapists

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or many parents, the parents,

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many therapists.

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And so, you know,

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you ask a therapist and they're just

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trying to,

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a new therapist is trying to kind of

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share what they just did.

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So you're setting you up.

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This was my next question on the list.

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How do you help families understand the

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need for therapy when a child might not

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have a formal diagnosis?

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How do you approach that?

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What's the conversation like?

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How do you even start a conversation with

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someone who's like, well,

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we don't have a diagnosis.

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So where does this start?

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This is a communication issue.

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It's a communication issue.

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What I love to do is help

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Like if I get a four year old,

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I can almost kind of share with the

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parent what they look like at one, two,

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and three.

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That was different than what most other

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parents' kids look like.

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So you can kind of go,

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so then they're going, oh yeah.

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And so you can share what probably the

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future might look like and where the

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little building blocks or how their child

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may process information differently or,

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And so we kind of go through that.

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I think that's one that's a real buy-in

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for parents.

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I also sometimes do the same if I'm

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treating torticollis, which is a,

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you know, I call it the gateway diagnosis.

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It's a gateway into, yes,

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it might be sternocleidomastoid tightness,

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but that's very,

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I would say that's not that many of

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them.

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That's where all the literature is going

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to be on because that's a homogeneous

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diagnosis.

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group that they can pick,

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but it could also be, um, hemiparesis.

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It can also be, um,

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that they just got some tightness from,

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um, sitting in those like container,

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you know,

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the container babies that we have now.

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Um,

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and so we kind of go through that

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and I usually go over and show a

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parent on them like, okay, if I,

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if I put you in this position, what,

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what does it change for you?

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Um,

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And so it's been fun recently,

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probably in the last couple of years,

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to also look at how something so simple

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as a little tightness of the capital

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extensors impacts a mom who's trying to

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nurse a baby at usually about four months

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and how they sometimes have to give up

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at that point because of all the changes

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that go on,

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like

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moms don't hold baby's heads as much.

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And they, so they,

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we expect as the breast empties, you know,

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the baby to make all these tiny little

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adjustments, but if they have tightness,

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they can't do that.

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So they start pulling off and pulling off

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and you're going, Oh, well that,

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that was a, that was maybe to visit,

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you know, change this week.

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And then they have it.

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So the other one would be looking at

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dyspraxia and what that, and that's,

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that's probably a word that PT's,

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may use or may not use but we

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look at a group of kids and it's

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not they're not moving and why aren't they

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moving they don't have cerebral palsy

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they're not moving and we start looking at

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it going okay we can see this at

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four more what is that and that's that

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kid that i call it like the deer

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in the headlights sometimes they you see

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them wanting to do something but they

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can't do it and i've

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I've gone, you know,

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so we break that down and start looking

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at that with new clinicians.

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I often say,

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what if we could go to a playground,

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a recess and go, okay,

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all these children that are circling the

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playground,

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I think they would like to participate.

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I can't imagine that they don't want to,

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but what's keeping them from being able to

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do that?

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You know, is it a coordination issue?

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Yeah,

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because they feel clumsy compared to the

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other kids.

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Or is it they cannot,

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they don't have the praxis to do it.

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You mentioned PT schools a second ago.

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What do you think PT schools miss?

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They have to teach so much so we

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can go an inch deep, a mile wide,

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but an inch deep.

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Specifically about peds, right?

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A lot of programs might not have a

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very robust class just simply because of

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not having maybe a pediatric PT on staff.

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So what are the things that you think

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PT schools could do better?

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That's, you know,

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this is a person who graduated with a

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bachelor's, remember, as a PT.

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Okay.

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Forty-eight years ago.

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I went and did go back and get

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a master's at the University of Kentucky

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just because I wanted to know more when

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I was there and kind of combined it

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with a, took some med school neuro class,

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you know,

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they let me in those classes and put

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some other things together and there's,

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a personal prep grant that was out there

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looking at how do we serve children?

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And so I went through that.

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And so I sometimes am like,

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I get it that there's so much content

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that they need to share.

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I wish there were more internships for

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people when they got out of school.

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I wonder if

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I don't know, man,

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you go to school forever as a doctor.

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I have a daughter who's also a PT,

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pediatric PT, very strong in ortho.

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And I'm like,

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what would I change for them?

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Yeah, sure.

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I wish there was a great answer to

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that because then do you take away from

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the ortho?

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Do you take away from that?

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I think it's the clinicians in the field.

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we we have to think more robustly about

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those individuals who come to us as and

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want um take a clinical you know an

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eight-week clinical ten-week clinical or

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twelve-week clinical which uh whatever the

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schools get um have and that because we

00:11:15.005 --> 00:11:17.408
have like we've put that together at ours

00:11:17.447 --> 00:11:19.549
and i know a couple other um clinics

00:11:19.570 --> 00:11:21.811
that have done that as well where there's

00:11:22.644 --> 00:11:24.505
We try to mix them up with other

00:11:24.546 --> 00:11:26.467
therapists so that they have the

00:11:26.508 --> 00:11:28.149
opportunity to see a group of,

00:11:29.190 --> 00:11:33.893
a larger group of types of patients.

00:11:35.053 --> 00:11:35.693
And I don't even,

00:11:35.714 --> 00:11:38.755
I haven't looked at what the APTA is

00:11:38.817 --> 00:11:44.841
requiring within the curriculum now.

00:11:45.561 --> 00:11:45.981
I mean,

00:11:46.001 --> 00:11:49.864
I know it's a really robust group of

00:11:50.004 --> 00:11:50.605
objectives.

00:11:51.267 --> 00:11:53.248
that I even did for the PTA program.

00:11:53.288 --> 00:11:53.768
So I'm like,

00:11:53.947 --> 00:11:55.928
I can't even imagine what they're doing

00:11:55.948 --> 00:11:56.229
there.

00:11:56.548 --> 00:11:59.929
But I think it's trying to,

00:12:00.291 --> 00:12:01.370
I know they go across,

00:12:01.750 --> 00:12:03.211
they do those lifespan things.

00:12:03.231 --> 00:12:04.272
I mean,

00:12:04.371 --> 00:12:06.072
I think I would have fun going in

00:12:06.113 --> 00:12:09.594
and talking to an ortho group about all

00:12:09.634 --> 00:12:12.934
the orthopedic changes that go on during

00:12:12.955 --> 00:12:14.676
the first two years of life and the

00:12:15.875 --> 00:12:17.517
development isn't occurring consistently.

00:12:19.530 --> 00:12:20.792
quite right, you know,

00:12:20.812 --> 00:12:22.792
why you would have a different,

00:12:23.192 --> 00:12:25.592
why you might have tibial torsion issues

00:12:25.712 --> 00:12:28.315
or why, which tells me, you know,

00:12:28.335 --> 00:12:30.895
likelihood, if it's not hereditary,

00:12:31.296 --> 00:12:33.255
of what muscular pulls weren't on the

00:12:33.275 --> 00:12:34.417
tibia.

00:12:34.437 --> 00:12:36.357
Same thing with the hip, you know,

00:12:36.437 --> 00:12:38.879
our hips starts out with very small amount

00:12:38.918 --> 00:12:39.438
of angle.

00:12:39.879 --> 00:12:41.139
What are the developmental things that

00:12:41.159 --> 00:12:43.520
occurred during that time with adductors

00:12:43.581 --> 00:12:45.881
pulling it down so that the angle,

00:12:48.240 --> 00:12:49.880
Is it increased or decreased, you know?

00:12:52.022 --> 00:12:52.562
And the,

00:12:53.062 --> 00:12:56.543
the femoral anteversion kind of changes

00:12:56.562 --> 00:12:57.323
that go on.

00:12:57.943 --> 00:12:59.524
I think that's the part that I would

00:12:59.565 --> 00:13:02.326
love to see kind of woven in.

00:13:04.025 --> 00:13:05.826
And it's exciting because if you're an

00:13:05.927 --> 00:13:07.388
adult PT, you go, Oh,

00:13:07.567 --> 00:13:08.868
I bet this has been a,

00:13:08.888 --> 00:13:10.869
this has been a long time issue,

00:13:11.048 --> 00:13:15.630
you know, and they have a different,

00:13:16.549 --> 00:13:19.032
biomechanics, could I put it that way?

00:13:20.913 --> 00:13:22.533
So those are the kinds of things that

00:13:22.714 --> 00:13:27.537
I think could be interwoven more

00:13:27.576 --> 00:13:29.197
successfully for both ends,

00:13:29.638 --> 00:13:30.798
for the PEDS therapist,

00:13:30.859 --> 00:13:32.980
as well as the ortho at the other

00:13:33.061 --> 00:13:33.201
end.

00:13:34.192 --> 00:13:35.773
So Sherry, you've seen decades of change,

00:13:36.254 --> 00:13:38.554
but what's one myth about pediatric

00:13:38.595 --> 00:13:41.457
therapy that's still around that we've

00:13:41.518 --> 00:13:43.899
outgrown that if you could just bring on

00:13:43.940 --> 00:13:45.280
the eraser, you'd remove?

00:13:45.301 --> 00:13:47.142
What's the thing that comes up the most

00:13:47.162 --> 00:13:50.203
that you wind up correcting pretty often?

00:13:50.605 --> 00:13:57.970
I think it's probably looking at a skill

00:13:58.431 --> 00:14:00.292
and not breaking down all the,

00:14:01.232 --> 00:14:02.573
it's just looking at

00:14:03.068 --> 00:14:03.609
Like you said,

00:14:04.548 --> 00:14:07.169
when we were talking earlier about making

00:14:07.230 --> 00:14:11.010
it fun and that it's play,

00:14:11.630 --> 00:14:15.131
but being really purposeful in that and

00:14:15.192 --> 00:14:16.591
thinking, I always think,

00:14:18.032 --> 00:14:20.712
so I don't always see it as purposeful.

00:14:21.232 --> 00:14:23.432
Like what am I doing that's gonna make

00:14:23.452 --> 00:14:26.974
a difference in this kid for tomorrow or

00:14:27.014 --> 00:14:29.894
in the family and their engagement?

00:14:31.038 --> 00:14:32.879
That's a myth of thinking, okay,

00:14:32.999 --> 00:14:34.198
I can just take this child and I

00:14:34.239 --> 00:14:34.339
can,

00:14:34.759 --> 00:14:36.559
I can play with them and they're going

00:14:36.580 --> 00:14:38.321
to have a great day.

00:14:38.400 --> 00:14:38.721
And yes,

00:14:38.740 --> 00:14:41.322
we're going to work on a skill versus

00:14:41.342 --> 00:14:42.702
going through and going, all right,

00:14:43.283 --> 00:14:44.104
like what,

00:14:44.764 --> 00:14:47.825
why is this child not progressing?

00:14:48.206 --> 00:14:50.807
Or if they don't make the following

00:14:50.866 --> 00:14:53.668
changes that we're going to see, um,

00:14:53.727 --> 00:14:54.888
a group of problems,

00:14:55.308 --> 00:14:56.708
a different kind of group of problems.

00:14:56.729 --> 00:14:57.570
Um,

00:14:57.690 --> 00:14:59.230
I think it's getting down to the real

00:14:59.330 --> 00:15:00.510
etiology of issues.

00:15:01.089 --> 00:15:03.350
Like, why isn't that kid moving?

00:15:03.429 --> 00:15:04.470
Is he dyspraxic?

00:15:05.389 --> 00:15:06.409
Is he weak?

00:15:06.951 --> 00:15:08.230
Is he tight?

00:15:08.370 --> 00:15:10.191
And addressing that.

00:15:10.250 --> 00:15:12.131
And they should be treated very

00:15:12.172 --> 00:15:14.312
differently.

00:15:14.591 --> 00:15:15.592
And I think,

00:15:16.212 --> 00:15:17.432
I don't know if that answered your

00:15:18.033 --> 00:15:18.573
question.

00:15:18.673 --> 00:15:20.573
I think we know a lot more now

00:15:20.614 --> 00:15:21.313
than we used to.

00:15:22.975 --> 00:15:23.394
And I think...

00:15:25.740 --> 00:15:27.841
Listeners love strategies and takeaways,

00:15:28.182 --> 00:15:29.663
specific things, right?

00:15:30.102 --> 00:15:31.744
What are two things they can do tomorrow

00:15:31.783 --> 00:15:34.485
maybe to better support kids with motor

00:15:34.525 --> 00:15:35.947
planning or executive functioning

00:15:35.986 --> 00:15:36.506
challenges?

00:15:37.006 --> 00:15:38.368
The kids you had the pleasure of working

00:15:38.408 --> 00:15:39.249
with, with your organization,

00:15:39.528 --> 00:15:40.450
two things real quick.

00:15:41.009 --> 00:15:43.250
And I probably do dyspraxia and I'd look

00:15:43.291 --> 00:15:47.433
at access and think about it's yes,

00:15:47.494 --> 00:15:51.197
they cannot ride a bike or yes,

00:15:51.236 --> 00:15:51.777
they cannot.

00:15:52.876 --> 00:15:52.956
um,

00:15:53.157 --> 00:15:55.139
go and look at a piece of playground

00:15:55.178 --> 00:15:56.580
equipment and just go get on it.

00:15:57.019 --> 00:15:58.081
I wouldn't go put them on it.

00:15:58.140 --> 00:15:59.881
I'd really start thinking about like,

00:16:00.081 --> 00:16:02.123
what are the, what are the, um,

00:16:03.364 --> 00:16:04.705
what are the, what's the plan?

00:16:04.745 --> 00:16:05.566
What's this, what,

00:16:05.745 --> 00:16:06.966
where do they need to be helped as

00:16:06.986 --> 00:16:08.307
far as sequencing?

00:16:08.607 --> 00:16:11.529
Um, it's a processing issue versus a,

00:16:11.590 --> 00:16:14.351
a body structure issue.

00:16:14.432 --> 00:16:14.772
Right.

00:16:15.533 --> 00:16:17.254
And I think that's, um,

00:16:19.642 --> 00:16:24.625
looking at things that if I should have

00:16:24.684 --> 00:16:27.605
given you an example of a play,

00:16:27.885 --> 00:16:29.366
looking at a play structure and going,

00:16:29.947 --> 00:16:31.989
I can't just model how to do that.

00:16:32.328 --> 00:16:34.409
There's twenty kids going up and down and

00:16:34.470 --> 00:16:36.471
this child can't do it.

00:16:37.511 --> 00:16:39.432
And so it's going, OK,

00:16:39.513 --> 00:16:42.014
how do we go through that and teach

00:16:42.053 --> 00:16:43.554
them each part of that?

00:16:43.975 --> 00:16:45.855
But then also giving them a chance to

00:16:46.475 --> 00:16:47.417
process that.

00:16:48.211 --> 00:16:49.772
and not let them get stuck in it.

00:16:50.011 --> 00:16:52.653
And so I always think dyspraxia children,

00:16:53.153 --> 00:16:54.875
I do not, I never,

00:16:55.255 --> 00:16:56.897
I always go and put my hands on

00:16:56.937 --> 00:16:57.157
them.

00:16:57.716 --> 00:16:59.158
And as soon as they look at something

00:16:59.258 --> 00:17:02.080
and they even indicate there's an

00:17:02.200 --> 00:17:04.662
interest, I help them see how they,

00:17:05.201 --> 00:17:10.005
their body can engage with that.

00:17:10.025 --> 00:17:12.166
Because they don't have imitation skills

00:17:12.207 --> 00:17:12.646
and we don't,

00:17:13.807 --> 00:17:14.929
and that's something we can't even

00:17:14.969 --> 00:17:15.489
imagine.

00:17:15.588 --> 00:17:17.150
So that body awareness part,

00:17:17.951 --> 00:17:20.472
And then breaking sequences down for them

00:17:20.532 --> 00:17:25.616
so that they're successful.

00:17:25.636 --> 00:17:26.636
Does that make sense with that?

00:17:26.757 --> 00:17:29.078
Totally.

00:17:29.118 --> 00:17:30.619
Because you do have to put your hands

00:17:30.660 --> 00:17:31.740
on those kids and you have to do

00:17:31.780 --> 00:17:32.240
it quick.

00:17:32.561 --> 00:17:35.042
Because sometimes we see them twirling

00:17:35.063 --> 00:17:36.223
their hands and twirling their feet.

00:17:36.805 --> 00:17:40.126
And we think, oh, that's autism.

00:17:41.268 --> 00:17:41.667
And it's like,

00:17:41.928 --> 00:17:44.289
I would say majority of children with

00:17:44.329 --> 00:17:45.590
autism have dyspraxia.

00:17:46.240 --> 00:17:49.222
but not all children with dyspraxia are

00:17:49.262 --> 00:17:49.943
autistic.

00:17:50.423 --> 00:17:53.027
And so realizing that sometimes those are

00:17:53.166 --> 00:17:55.189
communicative behaviors that I just can't,

00:17:55.769 --> 00:17:57.090
I can't figure out what you're doing and

00:17:57.131 --> 00:18:00.634
what I have in my repertoire is these

00:18:00.733 --> 00:18:03.696
repetitive movements.

00:18:03.717 --> 00:18:03.958
Sherry,

00:18:04.837 --> 00:18:05.940
we have a tradition on the show called

00:18:05.960 --> 00:18:06.900
the parting shot.

00:18:07.101 --> 00:18:08.241
Are you ready for the parting shot?

00:18:08.569 --> 00:18:10.932
Go for it.

00:18:10.951 --> 00:18:12.053
This is the parting shot.

00:18:12.614 --> 00:18:14.015
One last mic drop moment.

00:18:14.695 --> 00:18:15.476
No pressure.

00:18:15.936 --> 00:18:19.740
Just your legacy on the line.

00:18:19.759 --> 00:18:20.760
The bar's low.

00:18:20.780 --> 00:18:21.261
It's not high.

00:18:21.281 --> 00:18:21.862
Just your legacy.

00:18:22.142 --> 00:18:24.003
But what's one thing you'd want to leave

00:18:24.023 --> 00:18:25.365
with the audience as we wrap up?

00:18:25.384 --> 00:18:27.788
What's the thing you'd want them to take

00:18:27.807 --> 00:18:28.508
away, right?

00:18:28.548 --> 00:18:29.729
We remember the last thing we heard

00:18:29.769 --> 00:18:30.190
typically.

00:18:31.710 --> 00:18:32.069
What I would,

00:18:32.150 --> 00:18:33.471
I want them to take away.

00:18:33.990 --> 00:18:37.231
I would say to really utilize all the,

00:18:37.592 --> 00:18:40.373
everything in your repertoire of treatment

00:18:40.393 --> 00:18:40.933
strategies.

00:18:40.953 --> 00:18:42.094
And if you don't have a large one,

00:18:42.213 --> 00:18:44.015
get, keep working on that.

00:18:45.115 --> 00:18:48.696
And look at, you know,

00:18:48.737 --> 00:18:52.597
how people are using e-STEM and how

00:18:52.617 --> 00:18:56.720
they're using, oh, I don't like to,

00:18:57.340 --> 00:18:59.681
some reflexes and go, oh,

00:18:59.780 --> 00:19:01.021
is there something different than

00:19:01.082 --> 00:19:01.721
inhibiting that?

00:19:02.342 --> 00:19:02.922
Were they there?

00:19:03.561 --> 00:19:04.922
They were there for a purpose.

00:19:05.803 --> 00:19:07.403
Let's figure out what that purpose was.

00:19:07.542 --> 00:19:11.403
And people have done that and use that

00:19:12.263 --> 00:19:13.824
to help children.

00:19:14.983 --> 00:19:16.463
And I'd say never get stuck in a

00:19:16.503 --> 00:19:16.884
box.

00:19:17.044 --> 00:19:20.045
I think that's something that has made

00:19:20.345 --> 00:19:21.924
probably why I'm still a practitioner

00:19:21.944 --> 00:19:24.385
after forty five years is that there

00:19:24.445 --> 00:19:25.165
wasn't a box.

00:19:26.077 --> 00:19:26.938
that I got stuck in,

00:19:26.958 --> 00:19:28.398
that there's always something new to

00:19:28.439 --> 00:19:28.759
learn.

00:19:30.519 --> 00:19:33.000
And whether that's from another clinician

00:19:33.141 --> 00:19:36.942
or from a child or from a new

00:19:37.022 --> 00:19:39.144
therapist, I always say,

00:19:39.644 --> 00:19:40.944
who's the kid that taught you the most

00:19:40.984 --> 00:19:41.404
this year?

00:19:42.005 --> 00:19:44.786
You know, with other clinicians.

00:19:46.727 --> 00:19:49.387
So that's that's one of my most enjoyable

00:19:49.407 --> 00:19:51.108
things is who taught me the most.

00:19:51.128 --> 00:19:53.849
And they would look at it.

00:19:53.869 --> 00:19:55.191
Sherry, appreciate what you're doing.

00:19:56.038 --> 00:19:57.803
for the people that you get to do

00:19:57.843 --> 00:19:58.223
it with.

00:19:58.263 --> 00:20:00.048
And by people, I mean kids, parents,

00:20:00.669 --> 00:20:02.432
other PTs, the local community.

00:20:02.492 --> 00:20:03.916
So thanks for doing what you're doing in

00:20:03.936 --> 00:20:04.959
your little corner of Arkansas.

00:20:05.539 --> 00:20:05.901
Thank you.

00:20:08.549 --> 00:20:09.611
That's it for this one,

00:20:09.891 --> 00:20:11.553
but we're just getting warmed up.

00:20:12.032 --> 00:20:13.934
Smash follow, send it to a friend,

00:20:14.154 --> 00:20:15.816
or crank up the next episode.

00:20:16.336 --> 00:20:17.238
Want to go deeper?

00:20:17.698 --> 00:20:21.741
Hit us at pgpinecast.com or find us on

00:20:21.781 --> 00:20:24.344
YouTube and socials at pgpinecast.

00:20:24.763 --> 00:20:27.026
And legally, none of this was advice.

00:20:27.105 --> 00:20:28.887
It's for entertainment purposes only.

00:20:29.508 --> 00:20:30.509
Bullshit!

00:20:30.528 --> 00:20:31.089
See, Keith?

00:20:31.309 --> 00:20:32.391
We read the script.

00:20:32.691 --> 00:20:33.332
Happy now?