OTS 02: An interview with Tricia Gomez, Global Director at Rhythm Works Integrative Dance
- Jayson Davies
- Mar 31, 2018
- 25 min read
Updated: Dec 18, 2024
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Welcome to the show notes for Episode 2 of the OT Schoolhouse Podcast.
In this session, Jayson interviews Tricia Gomez who shares her program that is gaining a lot of attention from OTs and special education teachers across the nation. Learn how dancing can be used to teach ADLs and improve other skills.
Links to Show References:
Subscribe - Subscribe to our website now to get access to our free downloads of Gray-Space paper and Occupational Profile for school-based assessments.
SIPT Textbooks
Tricia Gomez, Global Director
Zoe Mallioux OTD, OTR/L, FAOTA
Akemi McNeil, OTR/L
Deborah Rothman, PT, MSPT, C/NDT
Dr. Shaana Berman, Ed. D
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Episode Transcript
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Amazing Narrator
Hello and welcome to the OT schoolhouse podcast. Your source for the latest school based occupational therapy tips, interviews and research. Now to get the conversation started, here are your hosts, Jayson and Abby, class is officially in session.
Jayson Davies
Hey there, everyone. And welcome to session number two of the OT schoolhouse podcast. My name is Jayson Davies and I am going to be your host today. Abby piranha is not going to be with us today. You can hear her lovely voice on episode number one, but today, because we are interviewing a special guest, we thought it'd just be easier to have two people on today. So in the future, you might hear me with interviews, you might hear her with interviews, or you might just hear the two of us doing an episode like we did for episode number one. So we hope you enjoyed episode number one and will enjoy this episode as well. So to get right into it, today's special guest is Tricia Gomez. She is the founder and director of the rhythm works, integrative dance program for students of all abilities. She also has a hip hop program for typical developing kids as well, and we'll get into that a little bit. But she is just a great all around person. She really cares about kids, and she loves dancing, and she has found a way to make her passion available to all to help many people of all abilities. So I'm happy to have her, and without further ado, we'll just jump right into it so she can give you a little bit of background about herself. So stay tuned. Hey Tricia, thank you for joining us today on the OT school house podcast, and welcome to the program. We're happy to have you. I'm happy to be here. Thanks for having me. Great. So today we just wanted to talk to you about rhythm works. Obviously, that's your program, integrative dance, and how it can be used in schools. So I'd like to get into that, but first, I do want to give you a little bit of a chance to kind of tell us a little bit about your background and how you got to where you're at now, doing this rhythm Works program.
Tricia Gomez
Cool. Well, I am a dancer by nature. Have spent the last 40 years dancing, but the last 25 of those teaching dance class, and, you know, I've kind of geared myself, I guess, moved myself towards hip hop. I enjoy the energy of it. I enjoy just the athletic abilities of it. It's just, it's a fun, it's a fun style of dance. So that's what I like to focus on. But yeah, 25 years of dancing teaching, and then, of course, a professional dancer for the past. Oh gosh, 20 something years, I moved out to California, and I was a Laker girl. I danced for the Lakers. I danced for Universal Studios and Disneyland. I actually still work with Disneyland. I'm a teaching artist with their Disney performing arts program there, so I still currently do that, and I get to work with dance studios and dance schools from all around the world. They come in and they take dance class with me backstage at Disneyland, and so that's a lot of fun. And started my dance studio out here in Southern California in the early 2000s and and just took it from there. So yeah, like lifelong dancer, but, um, but I've always been a scientist at heart, so there is a part of me actually. My original major in school was chemical engineering.
Jayson Davies
A long ways from dance.
Tricia Gomez
It's a little different, but, um, but I think that that sciency part of we, part of me, is kind of what brought me back to, you know, working with with the world of OT and PT and all those good things. So I think in the long and, you know, it was, it was a long road to get there, but I think I ended up with my arts and science combination that I was looking for in the beginning.
Jayson Davies
Great. That's cool with that. How, why did you come up with rhythm works? How did that come to be?
Tricia Gomez
Wow, well, I'll try to make a very long story kind of short. Okay, so about, well, probably 15 years ago, now, I owned a dance studio I owned a dance studio. I was teaching about 21 classes a week, and I was not feeling well, so ended up getting myself checked out, and I ended up getting diagnosed with lupus, and at that time I was teaching, I was teaching hip hop to kids, you know, as young as age three, but the majority of the world was teaching Hip Hop only to about maybe starting at age eight, 910, somewhere around there. And so I was really having a difficult time finding a replacement for me, because I had to cut back on a lot of my classes in order to tend to my health and. To him, and I kept saying, I just wish I had something that I can like, hand to these new teachers and say, Here, teach this in class. And a friend of mine said, oh, you should. You should make flashcards with your dance steps on it, because I already had kind of the system that I was using when I would teach, I would call, like, each little combination of movements. I would call them little funny names that made it easy for our kids to remember. And so I was like, flashcards with my dance steps on it. I'm like, That's a great idea. So we actually ended up pulling together like a bunch of people that were part of my dance studio, like parents and students and the recording studio next door, and together, we actually made flashcards with my dance steps on them, which came to be known as hip hop in a box, which was my first kind of for what foray into, like teaching tools, right? So it ended up being exactly what I needed. I was able to, like, have these dance step cards and hand them over to teachers who already knew how to teach little kids and just say, Here, teach these dance steps. And it ended up working really well. I made it for myself, but in the production of making them, it actually ended up being not that much more to make 2000 units than it was within what it costs to make one unit.
Jayson Davies
So you got a lot. All right.
Tricia Gomez
Yes, I figured, well, if I can use I'm sure other people might find it, find it useful too. So I kind of hit hit the dance world with that first and and that kind of grew into what's now called the hip hop made easy program. And we are in our we're about almost halfway done, about with our second printing of it. So happy to say we're probably in close to 3000 studios and schools worldwide with the hip hop made easy program. And that that program is, it basically focuses on, you know, typical hip hop for ages three to seven years year olds. And it's a developmentally appropriate program, an age appropriate program. So it became really popular and but the way getting back to The Rhythm works thing, and I had an experience about five years ago where I went through an extremely tragic, horrific event in my life, where I was pregnant and I lost my son, and halfway through my pregnancy, I lost him, but During that time, I almost died as well, and through this one particular experience, during that I came out of that knowing that, that I was left behind for a purpose, and that there was still something that I had to do and and then, you know, you don't know what that is, and you're in a depression for a while, but once I was able to kind of come out of that, I just made myself open to, okay, what? What is it supposed to be? Just, you know, send me the signs, basically, and, and everywhere I went, I would, you know, either see the word autism, I would hear it, someone would ask me about it. And there was always a correlation back to the hip hop made easy program and autism, and that kind of kept going on for a while. So finally I started thinking, well, maybe this is what I need to do. Maybe I need to kind of develop a program that is helpful for kids who have autism. So I decided that I was going to do a year of Yes. If my Yes, that's a good one. I like that year of Yes. So because, you know how, like, someone will say, Oh, have you read this book, or have you taken this class, or, you know, you want to come out to a party with me, or you should meet my friend, I think you guys are really good along, but we don't like, we don't want to go to the party, so we stay home, we stay home, we don't meet the friend, we don't take the class, we don't read the book. But I knew that things were going to be put into my path so that I can figure out what it is that my purpose was for. So I decided, you know, what if, if someone's asking me and bringing this into my point of view, then I need to say, Yes, I will do it, no matter if I don't want to, or however much it costs, I'm going to do it. So I decided that I would start kind of looking around for maybe therapeutic modalities that might help me in my understanding of how I can better serve this population. And I came across a class online that was happening. It was called Interactive metronome, which I think, you know, it's, yep, a lot of therapists use it. And I thought, well, that's interesting. It's rhythm based, and what I do is rhythm based, and maybe I can learn something. So went to the class, and it was a wonderful class feel. Filled with, you know, neurologists and OTs and PTs and all these, like, really smart, brainy people, and then, like, me, I'm a dance educator, and everybody looked at me like I was crazy, but when I told them what I was doing, I became, like, the popular kid in class. And everyone, like, any break that we had, they were like, oh, not just autism, it's for every kid. And there's so many things that you can do, and there's research, and, like, everyone was just like bombarding me with ideas, and it was wonderful. But the girl that was sitting next to me in the Course says, You know what, I would love to connect you with, with a friend of mine. She's an OT and she's a dancer too, and she might be interested in what you're doing. And I said, Sure. And she, like, a couple minutes later, said, My friend said she's available to meet you for dinner, and her friend ended up being a Kimmy David, I think you know very well, yes, yes, and, and so I went and met Kimmy for dinner.
Jayson Davies
I didn't realize they Kimmy was the first person, kind of on the scene with you.
Tricia Gomez
So, yeah. So I told a Kimmy what I was doing, and she's like, this is awesome. I want to be part of it. Just let me know what you need. And they said, right now, I'm really just educating myself, you know, I I need to learn as much as I can first. And she said, Well, have you considered taking the sipped course? And I was like, I have no idea what that is. You know, it's a semester long course at USC. And I checked into and it just happened to have like a five day Crash Course happening and and so I signed up for it.
Jayson Davies
Yeah, that's where we really, actually first met, right?
Tricia Gomez
Yeah, so did I met there. But of course, you know, you sign up and then it's like, here's your pre reading material, yep, which is like $350 worth of text.
Jayson Davies
I still use those textbooks every, every now and then, you know, they're good ones.
Tricia Gomez
Yes, I put it on Facebook. I said, Does anyone have these books and and this random friend of Facebook, friend that I didn't really know. You know how you have those friends that friends with them, but you don't know, you don't know how you became friends with them. So this girl says, um, I think I might have them. Let me check when I get home. So, you know, she checks, we end up actually getting on the phone with each other because we were messaging, and it was just becoming too much to message, so we needed to talk. So that person ended up being Dr Shawna Berman, who is Doctor of special education, and, and, and she's also a behaviorist. And so she, you know, I told her what I was doing. She says, I want in this. We have to do this. This is amazing. The kids need this. Just let me know what you need. And she says, Oh, wait, I need to introduce you to a friend of mine. Her name is Zoe Mahler, and she's like a world class researcher with sensory integration, but she travels the world all the time. She's never home, but at least I can make an introduction to you. And I said, Well, absolutely, thank you. And she did. And literally, like, right away we get a response from Zoe, saying, Hey, I'm in town. Let's have lunch. And so I go to lunch and I meet Zoe, and Zoe loves it. And Zoe's in and she says, let me know what you need to help. You know, I'm here to help. Let me know what you need.
Jayson Davies
Yeah, and I love Zoe. She's amazing, great person to have on your side.
Tricia Gomez
Oh my gosh. Just talk about a wealth of knowledge right there. And all this time, I was considering, well, maybe I should actually go to school to become an OT and we actually started looking into it. And I thought, You know what, I'm just gonna surround myself with really smart people and kind of get, you know, not necessarily go through the expense and the years, but just get the knowledge from everyone and anyway, so Zoe had worked at pediatric therapy network, and a former student of mine, an adult student of mine, had worked At pediatric therapy network as well. She was a physical therapist there, and she was actually when hip hop in a box came out, she was one of the first people who got it and and gave it to, I mean, she got a grant to run a program like a summer camp at PTN using hip hop in a box. So I was like, I need to get back in touch with that girl. And but she had moved away to college, and so, you know, but I had her phone number, and I was like, maybe I'll just give her a call and see if I can still connect with her. And lo but behold, she like, she answered the phone and told her what she was what I was doing. And she was like, Oh my gosh, she goes, you'll never believe it. I'm actually considering moving back to California, and I think this might be the thing to get me there. Wow. So this is Deborah Rothman, who also became one of my advisors. And so, like this year of yes turned into this amazing compilation of geniuses that what we ended up doing. Doing was taking the hip hop meet easy program that had been in existence for a decade, and we completely stripped it apart and rebuilt it, but rebuilt it in a way with purpose. So we would say, you know, I would say, you know, here's, we do the we do these things, and then, you know, I had all of them in a room, and everybody would pipe in to say, well, that's helpful for this, and this is helpful that we would use that for this. This, you know, they kind of started correlating everything that I was doing to what they were doing in therapy, and how it can support what they were doing in therapy. So, you know, it this whole entire program got rebuilt around these evidence based practices in occupational therapy and physical therapy, ABA therapy, speech, like so many different elements, bringing them all together, but then we applied the music and the and movement to it. So I don't think I ever could have imagined what it turned out to be, and the good that it's doing for the people that are in the class, and not just the people that are in the class, but the teachers that are doing it too. It's kind of pulling all these different elements together, and in a way that I haven't seen done before.
Jayson Davies
Definitely. Yeah, my teachers are absolutely loving it. And the AIDS too. I mean, they love just dancing a little bit every now and then we do it every, every Monday morning or Tuesday, if we skip on Monday because of a holiday. But both the teachers, the aides and then, of course, the kids absolutely love it. One thing that I really like, you know, I took the SIP course with you, and I know, because of the rules and stuff, you couldn't completely finish it, but I did go ahead and finish it. And one thing that I've been struggling with over the last four years or so is implementing sensory integration in a school based model, where we can have kids integrated in academics, and not pulling them out from their classroom. And I feel like your program really helps with that, because we can just kind of do a whole dance program. And for instance, we our kids, they have their breakfast in the morning in the cafeteria, and then we transition right from that into the dance to rhythm works dance program in there for about a half hour. And so we have this wide open space in the cafeteria. And we start off with the rhythms and stretches a little bit, and then we jump right into today we did the zipper dance move, which was that jumping up and down a little bit, and getting your hands down on your knees, which was awesome. And also, what I like about the program is that you have it set up for that beginner, intermediate and advanced level. So typically I'm in that beginner level with my kids. But even then, it can be broken down even more to be one step at a time on each given beat or whatever. And so it really we're finding a lot of benefit with it, even for kids who may not be able to jump and spread their feet at the same time. We can break it down, so maybe they're just spreading their feet versus jumping and spreading their feet. So it's really cool. I really like it.
Tricia Gomez
Thanks. We like it too. Yeah. I think, you know, even like the rhythm works, or the rhythm lessons part of it, oh, definitely provides an opportunity to kind of bring in concepts that the kids may not be fully understanding yet in the dance portion of it, you know, so if someone's having a difficult time crossing, you know, crossing their feet and then opening their feet, we can actually take that into the rhythm lesson section, where we're doing kind of drumming with our hands and doing unilateral movement, where we're crossing and then opening and crossing and opening, and then we transfer that to lower extremities while they sit. And then, you know, once they've mastered that, then we stand them up and we we do unilateral and then bilateral movement, so that they start to build the concept of, what does it mean to cross the midline? How am I supposed to do that? Teach it with arms first and then feet, and then full body. And, you know, these, these kids are, you know, within, you know, 1011, 12 weeks, making so much progress on on a wide variety of things. It's really cool to see.
Jayson Davies
Yeah, we had one kiddo who was, he was supposed to spread his legs, but all he was doing is like opening up his knees. So you just imagine his little knees kind of going out, but his feet are still together and so, but, you know, three weeks later, now he's got it, and he's opening up his legs all the way and closing them, and yeah, so you're right, it really helps and and it's just got that intrinsic motivation factor. I mean, kids love to dance. They love music and the sensory aspect you can't deny is a good part, is a big part of learning in general. So it kind of they need that, that structured sensory play. Absolutely, yeah, so, man, I did not realize how your whole team came to be developed through the course. I loved it because you had. Had all these people that kind of taught their specialty, whether it be the OT, the ABA, even the speech, as well as yourself, and that was just a big part of the course that I know. I really, really got a lot from, you know, not so much. I had a lot of the OT side of it, but not the behavioral side of it. So my question to you is, what if someone were to take this course that didn't have that background, what kind of information are they going to get by taking that course?
Tricia Gomez
All kinds of information, I mean, that that's one of the things that I struggled with in the a little bit in the beginning, because I knew, Okay, well, OTs will have, you know, usually they have the sensory part of it, and then, you know, if a PT comes in, then I don't want to get them bored with learning, you know, basic or not, anatomy, but, you know, just like kinesiology, basic Kinesiology. But what we found was, you know, and I'm sure you can relate this to do as well. Gosh, I can't even talk right now to this as well. You know, when you're in your your discipline, you see it from such a academic level, right? But the way we teach it, we teach it from a very like layman's point of view. Like, what is it for the majority? What does it look like, and what can I do about it.
Jayson Davies
And correct me if I'm wrong, if I'm wrong, but a majority of your students are dance instructors, or not anymore?
Tricia Gomez
Yes, yeah, no. Well, we're definitely growing in the therapeutic and the academic world now. But you know, in the beginning, it was all dance teachers. So you know that those you know, the OT, the sensory, the behavior, the kinesiology, movement, safety, all of that was new to them. But what we found from the therapists that were coming was that it was such a refresher for them to hear it spoken about in such a basic way that made sense, and they were actually having better success explaining it to their parents, of the kids, and in a more layman's term, that was easier for them to understand. And so, you know, yes, you know, if you're an OT, you will get a little bit of review on sensory if you're a PT, you're going to get a review on.
Jayson Davies
On kinesiology and.
Tricia Gomez
Thank you. Yeah, they, you know, behavior. So whatever your discipline is, whether it's dance or, you know, whatever it is, you're going to get a little bit of a review, but we do it in a way that really integrates everything all together. So, you know, you get a little bit of an inside of OT, little bit of inside of PT, little ABA, a little speech, a lot of dance. So, you know, music theory and understanding how to find down beats and how to find count number one, so that you can start the eight count in the right place. And, you know, relating movement to music and how, you know, dance steps kind of mimic music notes in a way, and so it, it's a far reaching course that covers many, many, many topics. But you know, by the end, you really start to see how it all comes together. And actually, one of the last things we do in the course, and then, you know this, is we, we give you a sample student and all of his therapy goals, which are quite a few. And what we have the teachers do is, or the therapist is, actually come up with a dance routine of a short, four step dance routine that uses movement that assists in either achieving certain skills necessary to, you know, is, I think one of Johnny's goals is walking down stairs independently. So we look at, you know, well, what kind of skills are involved with that? But Johnny is also a vestibular seeker. So what kind of movement can we put into the dance routine that you know, Johnny can get some more intense vestibular input in a constructive way, as opposed to doing something that's more destructive or distracting. So, um, yeah, it just brings all kinds of disciplines together into something like you said, that's just intrinsically fun and motivating, motivating. And it's hip hop. So it's cool. You know, even our older kids who are doing it, we've seen, you know, socially, their their social skills are increasing, because now they have something cool to talk to about. You talk to the other kids about. And you know, when you're in high school, you're going to dances and things like that. And you know, as much as I love ballet, you don't go to a high school dance and do ballet, you know.
Jayson Davies
Moving and grooving, yeah.
Tricia Gomez
So it's actually practical in life as well. So, yeah.
Jayson Davies
very cool. Ma'am, I thought just left my head, but it. Real quick reminder, everyone can take this course, right? This isn't specific to therapists and dance instructors.
Tricia Gomez
I have had a chef come in to take the class with me, because they do, they do classes for kids who have Down syndrome, so they wanted to just learn a little bit more about it. And I've had grandparents come in and take the class because they're, they're, you know, grant their God, child or grandchild has, you know, whatever. And they like, but they'd like to dance, and so they wanted to do something that was a little more productive than just kind of bop around. So, yeah, you name it. They've, they've been in class and and, you know, it's really interesting, as some people go, Oh, no, no, I'm not a dancer. I could never do right? And, and I'm like, wait, you know, can you put your pants on? Because, like, one of our moves is called put your pants on. And if you can put your pants on, then you can do this. If you can crack a stick over your knee, and at least go through those movements, then you can do hip hop, like, it's not hard. If you can do a high five. That's one of our dance steps. It's, you know, people, I think overthink about, overthink it, but it's really the movement is simple, functional movement that you would see, or, you know, in your daily life, or do in your daily life. And you know, we turn, you know, the like movement of brushing your teeth that turns into a little dance step. And so anybody can do it, whether you're a dancer or not. And what I found is that some, some of my best teachers, are not dancers. They, you know, they are wonderful therapists, and they're really great at, you know, showing the movement, but they're also really great at recognizing if there's any kind of, you know, maladaptive movement patterns, or, you know, if they're using, you know, if they're favoring one side to the other, if they're favoring internal rotation as opposed to external rotation, they kind of have the understanding of, okay, I need to do this set of things in order to either create opposing, you know, strengthening opposing muscles, or, you know, they have a task analysis kind of, yeah, so, so they, you know, we've seen some wonderful, wonderful things. In fact, we have, one of our teachers is an OT she works in the school system in New York, and not a dancer at all, and but she's just a joyful person. And so she started, she went back, she started teaching the program in one of her classrooms, and they were having such a great time and seeing great improvement that they rolled it out to six other classrooms in the school. And then her district supervisor got wind of it, and the district supervisor, like once, it rolled out in more schools in their district. And, you know, there's they, the one thing that they noted that they saw was improved handwriting from all of the everybody, because you're strengthening all the, you know, the posturals, and you're working on fine motor, and you're moking, working on crossing the mid range, and you're working on mid range control, and, you know, eye tracking and I stabilization and all those things that go into handwriting. There's a lot, you know, they need, you need to work on that way. So.
Jayson Davies
Yeah, I've been repeating myself in IEPs lately, you know, just saying you don't, a lot of people don't realize how much goes into handwriting and all those skills that you just mentioned, everything and without those gross motor skills and everything before fine motor, yeah, it's not gonna happen. So that's what's great about your program, is, is that it incorporates everything. I really like it. You hit on my next topic a little bit, which was the New York thing. I know that's kind of blown up a little bit. You're seeing the handwriting improvements. Is there any research in the works or anything like that? Or you're kind of.
Tricia Gomez
Oh, funny, you said.
Jayson Davies
I honestly did, no, I didn't ask him, maybe.
Tricia Gomez
We, we just had a group of students from stanbridge College do kind of an informal study on on the program and the benefits of it. They they did blind surveys with some of our certified teachers. But they even went so far as to surveying the parents to see what the parents started realizing, you know, to see any differences that the parents recognized outside of the dance class.
Jayson Davies
Do you know if they use the sensory processing measure or something like that, or was it just an informal?
Tricia Gomez
I don't know what they did. I know that it took them a very long time because there were lots of board approvals and rules that they had to follow, but I'm really hoping that that's just the start of it. I would love, love, love to see someday, a, you know, an official, like, major, major research project done on it, because I really do see the benefits, and the people who are doing it see the benefits. So it's, you know, it's. I'm not making it up. No, you're not. I things that are working, you know? So.
Jayson Davies
Yeah, I'm pretty sure your dance moved helped me teach a, I think it's a fifth grader with autism, how to give a high five. And that's the thing is, just it really does help. I can't sometimes you can't lose the words a little bit, but just between all the sensory stuff going on, the the internal motivation, the gross motor skills, all coming together with the music and rhythm, it just works. And so I'm glad that that I've had the opportunity to discuss this with you.
Tricia Gomez
That's why we called it. Rhythm works, because it does.
Jayson Davies
It does. You are correct. All right. Well, we're just about to wrap up, but I definitely want to give you the opportunity to let people know where they can find you, how they can find the program and all that stuff.
Tricia Gomez
Sure, so rhythm works. ID is our website, and I'll give you a little cheer, because no one knows how to spell rhythm. So if you go R h y t h m, I love it, r h y t h m, and then works W, O, R, k, s, I D, as in dog.com We'll take you to our website. We do offer three ways to get certified. You can get certified in our premium course. We have a three day in person premium course here in Los Angeles this summer. We usually do one or two a year. We also have hybrid courses, which consist of a about eight and a half to nine hours of online course learning before coming to a one day in person course to kind of pull everything together. And we have those throughout the US and Canada for 2018 set right now. And if you can't make it to any of those locations, then we do have the full online course, which is it ends up being about 18 and a half hours or so, of course work. We are an approved provider with a OT, so you would get, if you do the do the online course, I think it's 17.5 hours, clock hours, so 1.7 hours, something like that. And then the in person courses are 1.85 units as well. And we if you're just an not just an educator, you're never just an educator. But I just spent a couple weeks ago at the CEC special education conference down in Tampa and spoke to administrators from all over the country who just flipped out over the program, and they they are expressing interest in actually bringing us in to do in services for the school. So it would be the hybrid version. But you know, if it's something that interests anyone, that they want to talk to their administrators about bringing in to get the whole staff certified, then we can definitely work that out as well. Very cool. Yeah, and I can, if you don't mind, can I give everyone my email address just in case they want to.
Jayson Davies
Yeah, go for it, and I'll definitely put it up on the show notes.
Tricia Gomez
Okay, cool. So my email address is Tricia, T, R, I, C, I, A, @rhythmworksid.com.
Jayson Davies
Awesome. Great. So that's where you can find Tricia. Very cool. So we will definitely put all that information on the show notes up@otschoolhouse.com for you all to find, in case you forget. But I was just thinking that I might also put my video that I had to submit to you to get certified up on that page, just so people can kind of see a little bit. Oh my gosh, that was the that's what held me up for so long, doing that I just like, filming myself on camera was just like, but it was totally worth it, and that it's not hard, Nope, it's not hard. And the case study was really, I thought it was a great case study, and it really made me think. And in fact, I think I used that, that case study that I did, I basically used that 30 minute session as my first session for the rhythm Works program that I did at school. So yeah, so it's really cool. So all right, well, we'll wrap it up. Thank you, Tricia, so much for coming on and talking about rhythm works. We appreciate it.
Tricia Gomez
Thanks for having me.
Jayson Davies
Definitely take care and hope you feel better.
Tricia Gomez
Thank you. Bye.
Jayson Davies
All right. Well, thank you everyone for listening in to that conversation between Trish and I. I want to give her a special shout out as I hope she's feeling better. She had a little bit of a cold while we were recording that, but she was a trooper, and I'm glad she was able to get through because I wanted you guys to hear that so badly. It's such a great thing that she's doing with that being said, I do want to say if you would like more information on rhythm works, integrative dance, you can either reach out to her at rhythm works id.com, or you can see the show notes. And we have, we will have a link there for you to that website. Feel free to also give me an email. I'm using that program currently in my program. At school, so I have a little bit of insight, but definitely reach out to Tricia. She's fantastic. Lastly, I just want to say thank you for listening to this, and if you haven't already, please do subscribe to the podcast so you know when the next one is available. Also, if you enjoy our podcast, even if you don't, we'd love to hear a con. Hear your comment in the comment section below just helps us to guide the way that we're going with this podcast and to know how you're feeling about it. So please give us some feedback, and with that being said, you can get all the information from this podcast over at ot schoolhouse.com forward slash session two. Hope to see you there and take care.
Amazing Narrator
Thank you for listening to the OT school house podcast for more ways to help you and your students succeed right now, head on over to otsoolhouse.com. Until next time class is dismissed
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