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20261105 223000 UTC
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[00:00:00] its organization House's policy towards which is due to take with the third special means that if a or a new agreement? office in less than two live from London.
[00:00:03] child has spent many they arrive, will we months, affect the White page on the US elections, I am Dariush Rajabian Iran? And before witness another war hours on digital
[00:00:06] devices, neural networks have formed in
[00:00:10] the brain, which is the foundation of this
[00:00:13] use of digital devices. If you quickly help the
[00:00:17] child and change their lifestyle, these
[00:00:20] networks can be manipulated. Where is your tongue?
[00:00:23] Your tongue. Bravo. Your nose.
[00:00:26] Where is your nose? Thank you. I think, where is your tooth?
[00:00:30] Bravo. Where is my tooth? My
[00:00:32] tooth.
[00:00:34] Where is my tooth? Show me your tooth.
[00:00:38] Lack of sufficient parenting skills
[00:00:41] and child rearing can also be a contributing factor
[00:00:44] that a child has a cold, can't sleep,
[00:00:48] cries, doesn't eat their food. Okay,
[00:00:51] let's put on a cartoon for them. When they watch cartoons,
[00:00:55] we give them their food. This
[00:00:56] is the end of problem-solving.
[00:01:49] We see this simple
[00:01:50] game
[00:01:54] in children around
[00:01:57] 5 months old. If they are on their mother's lap, and you
[00:02:00] do this, they turn and look at the source. They don't
[00:02:04] do the action. But
[00:02:08] even in the animal model of autism, those
[00:02:12] we make autistic lose
[00:02:20] basic communication skills,
[00:02:23] that you can see a causal relationship at a physical
[00:02:26] level. Now it came to your hand, but look. So,
[00:02:33] although a child might be born
[00:02:35] with a biological predisposition,
[00:02:39] today epigenetics tells us that gene
[00:02:42] expression is dependent on environmental
[00:02:44] conditions. On the other hand, neuroscience talks
[00:02:48] about the brain being very
[00:02:50] Our destined fate flexible when it's very young, and changes can be made
[00:02:53] in it. This is another knowledge. Another knowledge
[00:02:57] that comes from the 60s is called learning.
[00:03:01] It relies on biological change, meaning you do an
[00:03:04] exercise enough to create a biological change.
[00:03:08] All these topics tell us that if you have
[00:03:11] an autistic child under continuous
[00:03:15] training at the
[00:03:17] earliest opportunity, the
[00:03:21] probability of recovery and removal of diagnosis
[00:03:24] is very high. But if that same child
[00:03:28] passes about four years old, this probability constantly
[00:03:31] decreases. And that child is now in the phase of
[00:03:35] chronic illness. They are cycling and moving forward with their illness.
[00:03:39] We must reverse this. Every biological change requires
[00:03:43] continuity, right? Well, you work with this
[00:03:47] child 3-4 hours a day, but for the other 7 hours, they
[00:03:51] are doing their own things. It's obvious that change
[00:03:54] won't happen. The idea that autism is untreatable
[00:03:58] is partly because, according to diagnostic books, you have
[00:04:01] to wait for a formal diagnosis to be discarded. Then, in
[00:04:05] Western countries, a child sometimes enters a two-year
[00:04:09] process to get a diagnosis. This means that the
[00:04:12] first principle, which is flexibility, is being
[00:04:15] lost. And secondly,
[00:04:19] we don't have that continuity. They don't have it, and we
[00:04:23] don't have it either. Interestingly, I was just working on an
[00:04:26] article in that room. Among the children whose
[00:04:30] diagnosis was removed here, not just those we had,
[00:04:33] but also those who were diagnosed elsewhere and had
[00:04:35] their diagnosis removed, the most predictive
[00:04:39] factor is consistency or continuity of treatment.
[00:04:43] The severity of symptoms is not very important in
[00:04:46] young children, unless there are co-occurring disorders
[00:04:50] like severe metabolic disorders. But if it's a typical
[00:04:53] autism, what is important is continuity of
[00:04:57] treatment and youth. Let me show you this on a curve.
[00:05:01] No, this is the growth curve of children,
[00:05:04] not in terms of height, but cognitive,
[00:05:06] social, communicative, verbal skills. You know
[00:05:10] that speech is different from communication. A deaf person doesn't have
[00:05:14] speech but has communication. They have simplified
[00:05:17] this into a curve
[00:05:20] almost like this. Our son reached this point
[00:05:23] in about 3 years. He should be here.
[00:05:27] There's this much difference. At two years old, the
[00:05:30] difference was this much. At one year old, it was this much.
[00:05:34] This means the gap is widening linearly. There's
[00:05:37] no complex logic to it. His peer group is constantly
[00:05:41] learning from the environment. This child, if he's awake
[00:05:45] for 13 hours, and you haven't taught him anything, he won't
[00:05:48] learn. Why doesn't he learn? Not because we want to confirm
[00:05:52] or deny the issue of intelligence for now, but simply because
[00:05:56] there is still no connection. He doesn't have spontaneous
[00:05:59] learning. It's spontaneous learning that makes him look
[00:06:03] at others and learn. He comes into being, and we
[00:06:06] breathe a sigh of relief. Well, this child is awake for
[00:06:10] 13 hours. Children in this group, our son, are
[00:06:12] also awake for 13 hours. He mainly does repetitive
[00:06:16] tasks. They are moving forward. What I see
[00:06:20] now is that in your communication, you are
[00:06:23] reactive. That means the child
[00:06:26] does something, and then you respond. For example,
[00:06:29] he came towards you, and you gave him that, or
[00:06:32] you took it. Or a few minutes before,
[00:06:36] the child was upset, and you said, "Read." You are
[00:06:39] responding to the child's requests. You must be so
[00:06:43] well-trained that you are active. Now
[00:06:45] the child is going
[00:06:51] forward, and you are following the child. The child
[00:06:54] has fallen into the pit of illness.
[00:06:57] Unconsciously, you are following
[00:06:59] the sick child. We must reverse this.
[00:07:02] What is this doing? Don't
[00:07:06] spin around. Run. Let me see.
[00:07:08] Run, run, run, run.
[00:07:27] Run. Go, go, sit there. Run.
[00:07:30] Mr. Ahmadi, hug the child and come here. Look,
[00:07:33] it works. placed on the scalp, and these
[00:07:37] electrodes record the electrical activities of the cerebral
[00:07:40] cortex. Each of these electrodes transmits
[00:07:44] the brainwaves from a specific part of the brain. We
[00:07:48] analyze these brainwaves before and after
[00:07:51] interventions. The alpha activity increases, and the
[00:07:54] delta activity decreases. These changes mainly occur
[00:07:58] in the frontal part of the brain, which indicates that
[00:08:01] by changing lifestyle and eliminating digital devices, the brain seems
[00:08:05] to progress towards
[00:08:30] more natural maturation. Out of these 14 hours
[00:08:33] of wakefulness, how many hours do you play
[00:08:37] eye-to-eye games with them? Take this, take that. Hug them.
[00:08:40] I don't play with them at all. Why? Never.
[00:08:44] I never did. When the mother's oxytocin level
[00:08:48] is low, her care and interaction with her infant
[00:08:51] decrease. What do you think caused it? You feel you don't
[00:08:55] have the skill. The child is not interested. It's a
[00:08:58] combination of both. I don't know. I never
[00:09:02] had the patience to play with the child from the beginning.
[00:09:05] I take care of them in every respect, but not playing.
[00:09:09] I never played with them. Now let's assume a mother's
[00:09:12] oxytocin level is low and she doesn't have
[00:09:16] enough interaction with her infant. The infant's brain
[00:09:19] oxytocin level drops. When the infant's oxytocin
[00:09:23] drops, the infant's interaction with the mother also decreases.
[00:09:27] That means the infant will respond less
[00:09:31] to the mother's few behaviors, like hugging,
[00:09:35] and will make less eye contact, give less positive responses.
[00:09:38] And this again causes the mother's oxytocin
[00:09:42] to further decrease, creating a vicious cycle
[00:09:45] where the oxytocin level in the infant's developing
[00:09:48] brain, which needs
[00:09:50] this substance for its
[00:09:59] development, decreases.
[00:10:06] Talk to him. Go in front of him.
[00:10:10] The one we separated from his mother and then gave
[00:10:14] oxytocin to this child of ours.
[00:10:18] We saw that their behaviors
[00:10:47] improved, their stereotypical behaviors decreased,
[00:10:49] and their social behavior improved.
[00:10:52] The day Behrouz told me "water,"
[00:10:55] I called everyone. I wrote it in my notebook
[00:10:59] with the date. I called everyone. Behrouz said "water." Every
[00:11:02] minute I called my husband and said, "Water."
[00:11:06] He went to the fridge, showed him this, did that.
[00:11:09] All of it was very pleasant for me at that
[00:11:13] moment and that second. Maybe a mother whose child was
[00:11:17] the same age as mine would have heard it and said I lost my mind.
[00:11:20] Sit. Arrange. Get up.
[00:11:23] Pencil. Give me the pencil. Give me the pencil.
[00:11:26] Bravo. Slide. We go up.
[00:11:28] We come down.
[00:11:30] The bottom one.
[00:11:34] Run, run. Yes. Behrouz, Behrouz,
[00:11:37] Behrouz, where is your ball? Where
[00:11:40] is your ball? Catch.
[00:11:44] Shoot, shoot, shoot. Put it in there firmly.
[00:11:46] Aha. Where
[00:11:48] is the blue one?
[00:12:25] The child is upset. I don't know. The sleep
[00:12:29] that used to be one way is now changing. The type
[00:12:33] of their daily activities is changing. It's not
[00:12:36] very strange to see some signs that, thank God, have
[00:12:40] been resolved. Usually, they get resolved very
[00:12:43] quickly. Okay, now tell me, what is the situation
[00:12:47] like now? From the problems we had: no imitation,
[00:12:50] no compliance, no response to name, no joint
[00:12:54] attention. He didn't pay much
[00:12:57] attention to you. He easily separated from you and
[00:13:00] left. What is the situation with these now?
[00:13:03] The vocalizations have improved. I saw you
[00:13:07] saying that. I see that eye contact has
[00:13:10] improved a lot. He responds to his name.
[00:13:13] He follows gestures. It seems all the extra
[00:13:17] behaviors have stopped. Meaning, we don't
[00:13:20] have them anymore. It was very interesting that
[00:13:22] within two weeks, or
[00:14:25] let's say 15 days, Behrouz's extra behaviors completely disappeared.
[00:14:28] That means he has become one of those rare children
[00:14:32] who... Stop the stereotypes.
[00:14:35] You had succeeded. No, you hadn't. You
[00:14:38] tried, but it didn't work.
[00:14:41] And you made sporadic efforts, but it didn't work.
[00:14:43] But when you made up your mind, now with
[00:14:47] the guidance you received, you started working with
[00:14:51] the child for all his waking hours.
[00:14:54] And then his 6-year-old sister also joined in,
[00:14:58] and kept the child engaged for all his waking
[00:15:01] hours. The first two weeks were very
[00:15:05] difficult. I need you to commend me, I'm
[00:15:08] summarizing. And after two weeks, the first
[00:15:11] changes in extra behaviors started to decrease,
[00:15:14] and gradually the child started to use some
[00:15:18] words again that had been lost. It was hard,
[00:15:22] but welcome. Look, I have seen more than 7,000 children
[00:15:25] in this center. I have told many mothers.
[00:15:29] Many mothers have changed the story and life
[00:15:32] of their children. But you are telling the whole
[00:15:36] story better than us.
[00:16:50] You are the one who makes the child better.
[00:16:53] We only... I use this example a lot. I used
[00:16:57] it for you. We only plaster.
[00:17:00] Many families don't allow it. Wherever I saw a mother
[00:17:04] with a phone in her child's hand, or if my child
[00:17:07] watches TV, or in the park, wherever I saw a
[00:17:11] child in this state, the mother even disliked
[00:17:15] it. She even disliked it. Some replied, "No, madam,
[00:17:18] it's not like that at all." I told them about my
[00:17:21] child. Wherever I could, I talked about it. I
[00:17:24] had no problem because
[00:17:33] I want to see where Behrouz is in 20 years.
[00:17:36] Otherwise,
[00:17:39] I can't say anything. Go
[00:17:40] get your bag and come.
[00:17:44] Run.
[00:17:47] Go get your bag. What do you want? What
[00:17:49] should I give you? What
[00:17:51] do you want?
[00:18:01] Take care of yourself. Thanks.
[00:18:04] Come. Bravo, my son.
[00:20:22] Bravo. Should I come too? You're with me till the end,
[00:20:25] daughter. Water. We saw the digital child
[00:20:29] by Mohammad Ahmadi. This film is a product of
[00:20:32] 2024. It's an observational documentary in which the
[00:20:36] filmmaker, with his camera, neither judges nor intervenes,
[00:20:40] only observes what happens in front of the camera.
[00:20:43] And in this way, with a timely recording, it
[00:20:47] provides an opportunity for therapists and families
[00:20:51] who are facing this problem to raise an important
[00:20:54] human issue. The film is important from this
[00:20:58] perspective: in the digital age, and where everyone's
[00:21:01] attention is distracted by other issues, it
[00:21:04] focuses on a significant problem in families,
[00:21:08] a problem that goes unnoticed and has not
[00:21:11] been paid attention to until now. This film,
[00:21:15] by raising awareness, can help save thousands
[00:21:18] of children. It can be like a warning
[00:21:21] for families and
[00:23:35] thing. We thought we would remain friends forever.
[00:23:40] is on the planet Mars. Now the big
[00:23:44] question is who will get there first?
[00:23:47] received a notification on
[00:23:54] twitter of someone requesting grock to put me in
[00:23:57] a microkini so they kept like requesting different
[00:24:01] things until grock actually created a nude
[00:24:05] of me.
[00:24:19] This is the picture that I uploaded on Twitter, it's a
[00:24:22] picture of me and my cat. The next morning when I woke up, the
[00:24:26] photo had some unusual activity on it, there
[00:24:30] were more likes and more comments than usual. It was really... scary because
[00:24:33] of how real those
[00:24:46] photos looked and in my mind i was like, what if someone
[00:24:50] sends this image to someone at my work or to my family
[00:24:53] or to my friends, so it was just like moments
[00:24:57] of pure horror. one week after that, i
[00:25:00] entered an elevator and... only man inside of the
[00:25:04] elevator, the thoughts that i had at that time,
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