0:000 seconds - OK, so welcome 0:077 seconds - We're taking a big step forward here. Multimedia. Yeah. Ah, that's not what I wanted. Hang on. 0:1616 seconds - All right. These are going to be our big ideas for today. We are going to 0:2121 seconds - be talking about presuming potential with every communicator. In the past, you may have heard 0:2727 seconds - this referred to as presuming competence, but the newer um term is uh presuming potential. 0:3636 seconds - And we will be talking about this video is um how motivation drives our communication. And 0:4545 seconds - we know that novelty situations often create opportunities for our students. And then we're 0:5353 seconds - going to talk about some things maybe for you to carry over in the summer. Some structure plus fun. And we have some ideas that we will share with you all for you to maybe incorporate into summer. 1:091 minute, 9 seconds - All right. Okay. So, continuing potential. Um, you got to have that so it tracks you. Okay. Um, 1:181 minute, 18 seconds - so we're as we move into summer, we're looking at supporting AAC use at home, which we are all 1:231 minute, 23 seconds - the time, but pretty much at home and, you know, doing less structured things all summer long. Um, 1:301 minute, 30 seconds - so just thinking about ways that we can do that to incre increase those opportunities. And by 1:351 minute, 35 seconds - presuming potential, what we mean is assuming that our AAC learner is understanding what 1:431 minute, 43 seconds - we're saying. Because a lot of the time, even if someone's not able to give it back expressively 1:501 minute, 50 seconds - at the same level, they're comprehending a lot of what is going on around them. So, 1:551 minute, 55 seconds - we're always going to assume that that potential is there for It's not tracking. It's not tracking. 2:022 minutes, 2 seconds - It's assume. Oh, there it goes. Maybe I needed to sit up a little more. I assume that that potential 2:092 minutes, 9 seconds - is there. Um, so with less structure, sometimes that means we get a little bit out of routine, 2:162 minutes, 16 seconds - but it does provide us more opportunities. So something that I always say at school is 2:212 minutes, 21 seconds - um if communication is hard then I better give them something worth talking about. So I can't 2:302 minutes, 30 seconds - present a boring activity and expect somebody to do something really hard to talk to me about it. 2:382 minutes, 38 seconds - So it's going to have to be really interesting and engaging. And so hopefully over the summer there's the opportunity for some of those things that are more exciting that somebody might want to talk 2:482 minutes, 48 seconds - about or share about or comment about um beyond just requesting I want some juice or I want you 2:572 minutes, 57 seconds - um so um we want to try to encourage and find some opportunities to really dig into 3:053 minutes, 5 seconds - not putting our a but coming along with all of those um opportunities in the summer. So 3:143 minutes, 14 seconds - um so presuming competence first, always understanding where they can express um and we don't want to underestimate anybody's communication ability. So I mean even much in the 3:253 minutes, 25 seconds - same way as a verbal speaker is learning language when our kids are little. We talk to them as if 3:323 minutes, 32 seconds - they are completely understanding until they come along with what they can give back to us. So, we always presume that they're understanding us when we're talking to them. We want to do the 3:433 minutes, 43 seconds - same thing for someone who is learning to use an AAC system. Um, and we want to continue to give 3:503 minutes, 50 secondsaccess to full language. So, um, what I mean by that is as much as possible, we want to present 3:583 minutes, 58 secondsa user with a full range of vocabulary. And if we need to like mask some at the very beginning 4:064 minutes, 6 secondsin order to help them understand the process of like touching and getting the response, 4:124 minutes, 12 secondsthen we want to expand that as quickly as possible to give access to a full range of vocabulary. We 4:184 minutes, 18 secondsdon't want to ever restrict someone because we think they're not ready or not able to use it yet. 4:244 minutes, 24 secondsWe don't there's no like precursor qualifications for being able to use a robust AAC system. Like 4:324 minutes, 32 secondswe want everyone to have full access to language. And we may have to do some teaching about how to 4:374 minutes, 37 secondsfind the things that you want to use, but we want it all to be there and available. 4:434 minutes, 43 secondsAnd then we also want to make sure that we're not always focusing on just those simple basic 4:484 minutes, 48 secondsrequests because there's a lot more to language that our kids need to be able to convey besides 4:554 minutes, 55 secondsmaking a simple request for them to be able to be a part of a conversation to make a comment 5:025 minutes, 2 secondsum for them to be able to initiate a greeting or things like that. So, 5:085 minutes, 8 secondsum, sometimes we people tend to get stuck in that request phase because it's what they know and it's 5:155 minutes, 15 secondswhat they're comfortable with. And I think we sometimes tend to see some success with making 5:215 minutes, 21 secondsthose requests. But, you know, we use language for far more than just making a simple request. Well, 5:275 minutes, 27 secondsand what we do find is that when we get stuck in that rut, then the device becomes like a whatever 5:325 minutes, 32 secondsthe thing a goldfish requesting machine and not a not like as a communication system, right? Like 5:385 minutes, 38 secondsthis is more than just a request a machine to request that one special thing, you know? Um, so we really want to and the way we do that, I think we get to that and this is is to model that 5:485 minutes, 48 secondsourselves. So like when we're doing something cool then we are commenting about that or you 5:575 minutes, 57 secondsknow we're making we're greeting we're doing all of those things to kind of show how to do it. So 6:046 minutes, 4 secondsyeah. So we have a little video. I know the last time we were together, we felt like these are from 6:116 minutes, 11 secondsum that stepping into AAC and we have kind of gone through and picked out the appropriate ones that 6:176 minutes, 17 secondswe really want to use for tonight that tie in to our theme of presuming potential. So, while 6:236 minutes, 23 secondswe're watching this video, some of the things we want you to think about, what stood out for you, 6:306 minutes, 30 secondshow does this change maybe how you interact with your AAC user? And what does assuming confidence 6:386 minutes, 38 secondsat home look like? Okay, we can come back to those, but just kind of tuck that in your brain. 6:516 minutes, 51 secondsMonster Math presents Counting to 10. Okay, class. Let's count these munchkins together. Oh, those monsters are loud. 7:047 minutes, 4 secondsOh my gosh. Can you do it on there or do you have to presume potential? 7:127 minutes, 12 secondsHere's something we often think about the cycle of perception. It goes like this. Perception drives 7:197 minutes, 19 secondsexpectation. How we perceive someone drives our expectations of them. And expectation 7:257 minutes, 25 secondsdrives opportunity. The more you expect of me, the more learning opportunities you'll offer 7:317 minutes, 31 secondsme. Opportunity drives achievement. With more opportunities, we get more practice and that 7:367 minutes, 36 secondsaccelerates learning. And finally, achievement drives perception. Now that I have more skills, 7:437 minutes, 43 secondsyou perceive me in a different way. And so, we start a cycle that spins upward toward learning 7:497 minutes, 49 secondsand achievement. Presuming potential embodies the belief that all AEC learners will learn. 7:567 minutes, 56 secondsthat learn and communicate and contribute in their own way. As long as we never stop creating 8:028 minutes, 2 secondsthose accessible and inclusive spaces for them to thrive. When we provide appropriate communication 8:098 minutes, 9 secondstools, instruction, and support, their AEC skills will grow. We use the term presume 8:188 minutes, 18 secondspotential as opposed to presume competence because competence begs for proof and comes 8:258 minutes, 25 secondswith a lot of pressure. Potential is open-ended just like learning at EC. There are many ways in 8:338 minutes, 33 secondswhich this is manifested. Presuming potential is a mindset. It influences our language, 8:408 minutes, 40 secondsour actions and our practices. Ability positive language allows us to be descriptive and focus on 8:478 minutes, 47 secondsareas for growth rather than focusing on deficits or lack of skills. So instead of saying that an 8:538 minutes, 53 secondsAAC learner is not a reader, we describe what they do with their books. They hold their books 8:598 minutes, 59 secondsor they throw them. They rip pages or they hold it upside down. These examples show us that he's 9:059 minutes, 5 secondslearning what a book is all about. Mhm. If we say he skips pages or she only looks at the pictures, 9:129 minutes, 12 secondswe know that they have some understanding of how a book works. Later, we may notice that a child 9:189 minutes, 18 secondslooks at the words. We start to see them get excited when they see the first letter of their 9:239 minutes, 23 secondsname, suggesting some early alphabet knowledge. As learners move along a continuum of skills, 9:309 minutes, 30 secondsthose they haven't learned are in the realm of yet, and yet guides us to new skills. 9:379 minutes, 37 secondsThere are some basic dos and don'ts when it comes to interacting with our AEC learners in ways that 9:439 minutes, 43 secondsreflect our mindset of presuming potential. Do be respectful in your words, tone of voice, 9:499 minutes, 49 secondsand actions. Do alert AEC learners about what you're going to do to or with them during 9:569 minutes, 56 secondspersonal care, positioning, medical visits and procedures, transitions, and other activities. 10:0310 minutes, 3 secondsDo ask permission to share information about them with others. Now, the don'ts. Don't talk about ABC 10:1110 minutes, 11 secondslearners in front of them as if they're not there. Don't assume they don't understand what you're 10:1610 minutes, 16 secondssaying. Don't assume you know what they want. And don't dismiss refusal as non-compliance. Instead, 10:2510 minutes, 25 secondshonor their no. Don't assume behavior, and I use that term loosely, is a deliberate choice. 10:3110 minutes, 31 secondsit may be their best option for communicating in a given moment. I have pictures of people with 10:3810 minutes, 38 secondsblonde hair like her and like you want short hair, medium hair, long hair and she picks and I'm like, "Do you want color or no color?" And she says, "Color." Then we're like, 10:4510 minutes, 45 seconds"Do you want stripes or do you want your ends colored?" And she picks. And then we go to the salon and the salon they're really good now. So they come out with a color book. They're like, 10:5310 minutes, 53 seconds"What color do you want?" And we went out one year and she was right on aquamarine. She picked off and she's never picked this off. She can't think of it. And I was like, 11:0311 minutes, 3 seconds"All right." You know, it's just blue hair. It's weird. And she got blue hair. And we got 11:1011 minutes, 10 secondshome and her nanny was like, "Did you get blue hair for Uma? Yes or no?" And somebody's like, 11:1511 minutes, 15 seconds"Yes." And I'm like, "Who's Uma?" And the nanny's like, "Oh, she's a character in the Descendants 2 11:2111 minutes, 21 secondsthat we watch on Disney all the time." And I'm like, that's another moment where you're like, she knew something that I didn't and she communicated it and that news was real. 11:3111 minutes, 31 secondsIt's not just me making it up. I'm not pretending like she's doing it, right? It's real. And so he 11:3711 minutes, 37 secondswould type a letter and he'd look at her and and she, is that what you wanted? And so then, well, 11:4511 minutes, 45 secondslet's try again. She'd delete it. And they they do this. He ended up with the word pool. 11:5311 minutes, 53 secondsThat's the word that came up. Now, I'm nowhere near this. This is just described to me. And 12:0012 minutesum as it turns out, the bag he wanted had his swim stuff in. And I didn't tell her that till 12:0712 minutes, 7 secondslater because it was supposed to be one of his swim days. But they weren't doing it because 12:1212 minutes, 12 secondsshe was there observing that day. Now, I had no knowledge that he knew the word pool. I 12:2012 minutes, 20 secondshad no knowledge that he's ever really typed anything. Um I I don't know how it happened, 12:2612 minutes, 26 secondsbut I think that if we are open enough and if we were are receptive, you have something to tell 12:3412 minutes, 34 secondsme. Let's find a way for you to tell me something that we can we can communicate better. And that's 12:4012 minutes, 40 secondsjust it. He understand. He doesn't have to hit. He's listening. He's receptive. Our kids receptive 12:4512 minutes, 45 secondslanguage is so good. I mean, it's like they are so underestimated with what they know. It's just 12:5412 minutes, 54 secondscrazy. Here's the thing. Presuming potential is a quality of life issue. Interactions grounded in 13:0213 minutes, 2 secondspresuming potential are more fun and interesting and sustainable. And they create space for more 13:0813 minutes, 8 secondsauthentic connection. And this isn't just true for the AAC learner. It is also true for 13:1413 minutes, 14 secondsus the communication partners. Interactions that celebrate the presuming potential mindset are to 13:2113 minutes, 21 secondsbe celebrated. There's tremendous value in making such interactions visible to others too. Other 13:2813 minutes, 28 secondsfamily members, service providers, school staff, even people in the community. Buckminister Fuller 13:3413 minutes, 34 secondsonce said, "There's nothing about a caterpillar that tells you it's going to be a butterfly." 13:4013 minutes, 40 secondsThis imagery is so useful for thinking about what it means to presume potential. AEC learning takes 13:4613 minutes, 46 secondstime and it has its course. You can't rush it and you don't know what magic is going to come 13:5213 minutes, 52 secondsto life down the road. None of us has a crystal ball that predicts the upper limits of a person's 13:5813 minutes, 58 secondsability and potential. We cannot know what will be achieved in a lifetime. So we must 14:0414 minutes, 4 secondsalways assume that there's more more to learn more interest to develop more opportunities 14:1014 minutes, 10 secondsto be experienced. So we keep teaching we keep modeling and we keep communicating. 14:2914 minutes, 29 secondsOkay. So, let's go back to let's sit on Sherry. 14:3614 minutes, 36 secondsWell, I was just thinking about how I have a new Well, it's not a new babysitter, but Charlotte 14:4514 minutes, 45 secondshas her new device at home, and the babysitter saw it for the first time, and she's like, "Oh, this 14:5014 minutes, 50 secondsis really cool." And Charlotte just went to town like just doing all these things. And of course, 14:5714 minutes, 57 secondsthis person, which I gave her zero direction other than this is new. We're just trying to figure out 15:0315 minutes, 3 secondshow we're going to use it and whatever. And she was, you know, kind of going back and forth with her, just doing things. And she's like, she was typing on or not typing on it, but pushing on it 15:1415 minutes, 14 secondsall night long. She had so many things she wanted to tell me. And I was like, well, obviously she 15:1915 minutes, 19 secondsfelt proud of herself because she was like, "Hey, look at this new thing I got." and her babysitter 15:2615 minutes, 26 secondshad never seen her use it before. And so it was like the novelty of that and I think Charlotte 15:3215 minutes, 32 secondswas almost like maybe showing off or just like, "Hey, look at this new thing I have." And also a 15:4015 minutes, 40 secondstestament to my babysitter. I didn't give her any direction whatsoever, but she just jumped into it without me even telling her she was presuming potential. I mean, she was just like, "How are we 15:5115 minutes, 51 secondsgoing to do this?" And I'm like, "Well, you're a rock star, so you did exactly the perfect thing." 15:5615 minutes, 56 secondsBut yeah, I thought it was just cool that, you know, she just Charlotte jumped in and was doing 16:0316 minutes, 3 secondsit with her like over the top. Yes, Charlotte. Way to go. I have found that um my students peers are 16:1616 minutes, 16 secondsbetter at this than adults are 100% of the time. Um and I think part of it is just because they are 16:2616 minutes, 26 secondsthe same age and so they kind of have that like assumption that like hey you probably like some 16:3116 minutes, 31 secondsof the same things that I like. But I think also technology is more native to them as like you know 16:3916 minutes, 39 secondsyounger kids and so they're like okay cool this is an iPad I understand figure it out like let's just do it come on we'll do it together and so they don't feel like this is like a whole thing that 16:4916 minutes, 49 secondswe have to learn that we have to um do and get trained and all this stuff that like us as adults 16:5516 minutes, 55 secondsand professionals often feel yeah um that they just kind of jump in and go for it and that's kind 17:0317 minutes, 3 secondsexactly what presuming potential is all about. So, yeah, I wanted to give Katie a chance. I didn't know Katie if you had anything you wanted to add or share. 17:1617 minutes, 16 secondsFirst, if you could turn the microphone towards the people talking a little easier, but um I um 17:2317 minutes, 23 secondsI mean I think our issue is he we know um yet he doesn't want to share it. And so um you know for 17:3317 minutes, 33 secondsus to encourage um we all have caught ourselves our main issue is kind of um kind of expecting 17:4017 minutes, 40 secondsthat he doesn't care because he doesn't want to talk to us. Um so we have a trend that he cannot 17:4617 minutes, 46 secondsfish it or or not try because he's he does we're not really the people he wants to talk to but we 17:5217 minutes, 52 secondsknow he can. And so, um, yeah, I think that's kind of where we a lot we have trouble is it's 18:0118 minutes, 1 secondmore about less we know that he can do it and we know he can have the full conversations. It's that 18:0818 minutes, 8 secondswe kind of don't appreciate whether he cares or not to talk to us about it because he doesn't. Um, 18:1618 minutes, 16 secondsnow he will with his therapist, they have full conversations, he will answer questions. Um, and he uses it as a tool to get what he wants. Like, I want you to sing. He's really into the floor is 18:2718 minutes, 27 secondslava right now. So, he'll use that to kind of say a part of the song or to say the floor is 18:3218 minutes, 32 secondslava to get you to sing the song with him or do, you know, repeat the line that he's wanting. Um, 18:3718 minutes, 37 secondsbut he won't have those open conversations with us and and anyone else. Um, and so I think that's 18:4318 minutes, 43 secondswhere we have the biggest issue. It's less about um not, you know, not feeling like he can do it. 18:5118 minutes, 51 secondsWe've been, we definitely have been uh had issues in the past where we just talk like he's not in 18:5718 minutes, 57 secondsthe room or he's not listening. And we've now that he is communicating, we're definitely catching ourselves more with that because we know he actually is listening. Um but it's less about us 19:0719 minutes, 7 secondsnot believing he can do it. It's just us believing that he cares to do it is our biggest issue. 19:1319 minutes, 13 secondsI can't remember if I ever asked you like has he ever conveyed to his therapist like 19:1919 minutes, 19 secondshis preference in communicating with only her over other people? Um, not that I'm aware of, 19:2819 minutes, 28 secondsbut I can ask her to check that tomorrow. I was just curious to see what what his thoughts are. 19:3719 minutes, 37 secondsWhy Why has he chosen her? He's Yeah. Even when I we think it's because that has that was the start 19:4419 minutes, 44 secondsof their relationship. So he's very like task oriented. Um and he's very like compartmentalized. 19:5119 minutes, 51 secondsLike he does certain things for certain people, you know, like there's he's just he's very very very task oriented. So with us, he knows we know what he wants. Like he doesn't, you know, we've 20:0120 minutes, 1 secondnever expected that of him. We push, we ask, we help, we get him what he needs. but he just knows 20:0720 minutes, 7 secondshe doesn't have to. With her when she came in, he had started using the device. So, he had started 20:1320 minutes, 13 secondsanswering a couple questions, you know, like it was finally start to click with him. And so, 20:1820 minutes, 18 secondsfor her, that was her first their very first thing together. Was them talking on the device. So, 20:2420 minutes, 24 secondsI think he sees it as her task, right? She's here. Yeah, that makes sense. Her task is to talk to 20:3120 minutes, 31 secondsher, but he he uses her to talk to us. like he will say, "Can you go ask mom?" Um, like so he 20:3920 minutes, 39 secondseven uses her as an intermediary even though she's trying to encourage him, you know, and we obviously will talk to him directly when those conversations are happening, but he will actually 20:4820 minutes, 48 secondskind of go through her to talk to us. Um, which is interesting even though we're sitting next to 20:5420 minutes, 54 secondseach other on the couch. Yeah. So, interestingly enough, our next slide kind of ties in what you're 20:5920 minutes, 59 secondshaving to say and may have an underlying issue. I'm going to um if you want to go ahead and mute yourself or you can leave yourself unmuted, whatever you want. I have you facing like the 21:0921 minutes, 9 secondsgroup now away from the PowerPoint. But um the next slide is talking about how motivation really 21:1521 minutes, 15 secondsmatters in the things that we're doing with our AAC users. Um because we know that communication 21:2221 minutes, 22 secondshappens when they have a reason to communicate, right? Sometimes we uh know already what they 21:2921 minutes, 29 secondswant and yet we still ask them that question and they have already communicated to you and they 21:3621 minutes, 36 secondsalready know that you know. So so they are looking at you like what are you talking about because you 21:4221 minutes, 42 secondshave you already know what I want. Mhm. Um we know that motivation um gives them that access and that 21:5021 minutes, 50 secondsinterest and that equals opportunity for them to engage in um maybe some of their preferred items, 21:5821 minutes, 58 secondssome of their preferred tasks. Um we know that we tend to talk more about things that we are 22:0422 minutes, 4 secondsinterested in. I'm learning how to play maong. So like that is something that is of interest to me. 22:1022 minutes, 10 secondsSo like when people start talking about that I tend to tune in a little bit more. So we need to 22:1522 minutes, 15 secondsreally tap into the things that the students are mo that things that are motivating to them. We 22:2322 minutes, 23 secondssometimes try to identify things that we think are motivating for them but sometimes they have their 22:2822 minutes, 28 secondsown agenda of what is truly motivating and we sometimes just have to follow that lead and trust 22:3422 minutes, 34 secondstheir instinct. Um, this one is another really good one. Sometimes we just ask questions. Uh, 22:4422 minutes, 44 secondsprobably not so much parents as much as maybe some of the therapists, but you know, we get into that test mode. What does this What is this? Touch this. Do this. What do you think about 22:5522 minutes, 55 secondsthat? Where's this? What? Yeah. And sometimes I think if I was on the other side of that, I would be exhausted by somebody asking me constantly like, "Where's this? What color is it? Where is 23:0323 minutes, 3 secondsit? What's he doing?" I be like, "Oh my gosh, stop it." Right? So then I catch myself like I know I 23:1023 minutes, 10 secondsthink we get into those little sometimes we get into those scenarios and we have to remember that 23:1723 minutes, 17 secondsthat's not really motivating to them. And we also have already heard that a lot of their receptive 23:2323 minutes, 23 secondsskills, I mean typically those receptive skills are stronger. we just haven't been able to tap into them in the way we want or they're not able to orally convey what they have to say. But and 23:3423 minutes, 34 secondswe also one other thing when we think about like how motivation matters is that wait time is really 23:3923 minutes, 39 secondspowerful. Sometimes we don't give our students enough time to uh activate a button to make a 23:4823 minutes, 48 secondschoice and we start we fill every silent moment with our voices and sometimes that is overwhelming 23:5723 minutes, 57 secondsfor these students because they may be taking longer to process information. They may be running 24:0324 minutes, 3 secondsthat through their head. I've got to hit this button and then I'm going to this. They've got to kind of remember those motor planning. So, there's a lot of things that they're running through in 24:1124 minutes, 11 secondstheir head about how to activate or even what they want to convey if they want to convey something 24:1824 minutes, 18 secondsback to you. Well, and a lot of our students are not used to having the having the opportunity to 24:2624 minutes, 26 secondsmake as many choices. So, if we're asking them to make a choice, that in itself is a thing. Like, I have to like make this decision and then I have to figure out how to communicate about it. And 24:3624 minutes, 36 secondsthen so I mean it's just kind of like when you're trying to think about what you're going to cook for dinner and you're already wiped out from the rest of the day and you're like somebody's like 24:4324 minutes, 43 secondswhat's for dinner? You're like ah like I don't know. I don't know. Don't ask me right now and 24:4724 minutes, 47 secondsyou might need some weight time. Right. So um yeah our our students may have already a 24:5724 minutes, 57 secondspreference but they may not and they may have to think about that a little bit. So we have a um 25:0425 minutes, 4 secondsmotivation video to watch. So thinking about um what in when we watch this video, what increases 25:1125 minutes, 11 secondsthe engagement that you see going on here? What created communication opportunities were there? 25:1825 minutes, 18 secondsAnd how can you think about maybe doing something like this at home in your own um environment? So 25:2425 minutes, 24 secondslet me turn you back around, Katie. I'll put you over here so you can see. Okay. And here 25:4925 minutes, 49 secondsI was watching. Wait, you don't write anything down after conversations? This is pocket. I never go anywhere without it. watch. You know, those are times when she wants to contribute. 26:0226 minutes, 2 secondsWait, you don't write anything down after conversations? This 26:0526 minutes, 5 secondsis pocket. I never go anywhere without it. 26:2026 minutes, 20 secondsMotivate to communicate. 4.1 Motivation is key to our every decision. It drives 26:3026 minutes, 30 secondswhere and how we spend our time, with whom we engage, what we eat, watch, do, 26:3726 minutes, 37 secondsand buy. There are countless ways that our decisions are influenced by our motivators, 26:4226 minutes, 42 secondsboth substantial and subtle. Motivation is often described as exttrinsic or intrinsic. 26:4826 minutes, 48 secondsExtrinsic motivation is related to things outside of ourselves that drive us to make a decision. For example, even on days that you don't want to go to work, you are motivated to 26:5926 minutes, 59 secondsdo so because you get a paycheck at the end of the week or month. We are motivated to 27:0427 minutes, 4 secondshand over money which we value for things that we value more such as concert tickets, new clothes, 27:1027 minutes, 10 secondsor even paying a phone bill. Prizes and fame are also examples of exttrinsic motivators. 27:1727 minutes, 17 secondsIntrinsic motivators are those things that drive us from within. The satisfaction of completing a 27:2327 minutes, 23 secondstask. A sense of purpose when helping others. The peace that comes with bringing order to a space. 27:3127 minutes, 31 secondsThe joy of being in nature. The fulfillment of being around those whom you care about. 27:3727 minutes, 37 secondsAnd the dignity of making decisions for oneself. Sometimes the source of the motivation depends on 27:4427 minutes, 44 secondsthe person or the context which can add a layer of complexity to understanding motivational factors. 27:5027 minutes, 50 secondsFor instance, someone who plays a sport for the joy of the game may be intrinsically motivated 27:5527 minutes, 55 secondsto play whereas someone who is in it to win it is driven by exttrinsic motivation. And both types of 28:0328 minutes, 3 secondsmotivation can occur at the same time. Extrinsic motivators can be a foot in the door, a quick win, 28:0928 minutes, 9 secondsan opportunity to gain attention and interest. It guides us to build communication opportunities 28:1528 minutes, 15 secondsaround items and activities our learners enjoy. We have to be thoughtful about how we use them. 28:2028 minutes, 20 secondsToo often, favorite snacks or toys are used in repetitive compliance-based interactions. 28:2728 minutes, 27 secondsBut requesting and receiving even favorites usually has a saturation point. Over time, one's 28:3228 minutes, 32 secondsfavorites are no longer wanted. But we can shape intrinsically motivating interactions when we 28:3928 minutes, 39 secondsspend time doing what they enjoy and talking about it. You can see Tata. You can see and yourself 28:5028 minutes, 50 secondsfrantic. Yeah, you can see yourself. Come. 29:0229 minutes, 2 secondsthey were doing um a mother's day gift or you know creating a mother's day thing for us and 29:0829 minutes, 8 secondshis teacher was like show me find mom and he went to people family and then he found me and 29:1529 minutes, 15 secondsit was just you know right off the bat like didn't hesitate um or when he the first time he used it 29:2229 minutes, 22 secondsand we did this big social media post on it cuz it was so amazing that he put together I want to eat and went straight to Chick-fil-A. Not the first time he used this device, 29:3129 minutes, 31 secondsbut the first time like we we got Yeah. put it all together was I went to Chick-fil-A and sure enough we went I went straight to Chick-fil-A and he got chicken nuggets. We can hunt for 29:4029 minutes, 40 secondsfavorites and use the question word where and preposition words to look for the items. We 29:4529 minutes, 45 secondscan share opinions about things they enjoy and talk about how they are the same or different. 29:5229 minutes, 52 secondsThere is so much value in connecting and spending time together from even everyday interactions can 29:5929 minutes, 59 secondsbe intrinsically motivating when we focus on the relationship. That means we're not just 30:0630 minutes, 6 secondsdoing AAC all the time. It means we're also trying to focus on how do we have exciting 30:1230 minutes, 12 secondsthings going on for us to talk about, for him to want to express his opinions about. Um, and 30:2130 minutes, 21 secondsuh, that's I think another really important piece of having a robust communication system is doing 30:2930 minutes, 29 secondsstuff together um, so that we've got stuff to talk about. Another key point is that novelty is often 30:3630 minutes, 36 secondsmore interesting than favorites. For instance, exploring items from a mystery bag is way more 30:4230 minutes, 42 secondsfun and engaging than just talking about things without an element of surprise or fun. Novelty 30:4830 minutes, 48 secondstaps into intrinsic motivation. It works its way in, you know, when we're all trying to like decide 30:5530 minutes, 55 secondsas a family what you like what we're going to do next or where we're going to go eat or um what 31:0131 minutes, 1 secondmovie we're going to watch. You know, those are times when she wants to contribute. Um you know, I think it's good when I'm asking her like how her day was. If they had a field trip or something, 31:1131 minutes, 11 secondsyou know, how was your special field trip today? then she's a little more motivated to use some of her words and say, you know, great or boring or um however she feel felt about it. 31:2131 minutes, 21 secondsA last element related to intrinsic motivation is structure. Just as we feel most ready for our day 31:2731 minutes, 27 secondswhen we've had time to prepare, know what the day will bring, and are organized and on time. Many of 31:3431 minutes, 34 secondsour learners thrive when provided structure to understand how their time will be spent, 31:3931 minutes, 39 secondswho they will be with, and what they need to do. For many, it is beneficial to balance structure 31:4531 minutes, 45 secondsand novelty to spark that intrinsic motivation. As you think about how to tap into your AAC learners 31:5331 minutes, 53 secondsintrinsic motivators, consider their drivers. Is it a sense of purpose? Do they value control 32:0032 minutesover their world and their decisions? Do they benefit from choices either to have 32:0532 minutes, 5 secondscontrol or to give them focus? Is affirmation and accomplishment needed? Are they driven by 32:1332 minutes, 13 secondssocial relationships? Think about structure, routine, and predictability and how that helps 32:1832 minutes, 18 secondsthem to thrive. Consider their sense of belonging and their freedom to explore and try new things. 32:2932 minutes, 29 secondsShe she was a freshman last year and the summer before we had put all the special classes in high school that she could take and we kept asking her to choose her two favorite classes for freshman 32:3932 minutes, 39 secondsyear and she kept choosing choir and dance and I'm like okay I have a non-verbal child who can't walk 32:4732 minutes, 47 secondswho wants to take choir and dance. So we kept asking her over and over again like we'd wait a few weeks and we'd be like are you sure you want choir and she's starting to get mad. had. I mean, 32:5732 minutes, 57 secondsshe was starting to where she would like push the board away. She was like, "I told you what I want." And it took me like her whole freshman year to realize it's because they can't make her 33:0433 minutes, 4 secondsdo anything, right? She can just sit and listen and socialize. There's no homework there. This 33:1133 minutes, 11 secondslist is not exhaustive, but understanding what makes your learner tick is fundamental to shaping 33:1633 minutes, 16 secondsmeaningful communication and interactions. Finding activities your AAC learner enjoys and building 33:2333 minutes, 23 secondsthose into our interactions with them helps tap into intrinsic motivation. Whether social, exercising choice and control over one's decisions, having a purpose, or other drivers, 33:3433 minutes, 34 secondsmodeling AAC when it counts lets us shape interactions that are worth being a part of. 33:5333 minutes, 53 secondsOkay. 33:5733 minutes, 57 secondsSo, I had a student who, um, we were kind of trying to find a way to help him feel 34:0334 minutes, 3 secondsmotivated to write. Um, even though he types, my friend that I've told you about, he t uses just 34:1134 minutes, 11 secondsa text to voice system. Um, but he was mainly just typing things like repetitive things and 34:2134 minutes, 21 secondsum, so we decided to try to translate that to teach him to text because he's in fourth grade. 34:2734 minutes, 27 secondsEventually he'll be like using that as a form of communication. Um, and so we're actually using 34:3334 minutes, 33 secondslike a group me right now because of you know trying to work through all the channels because he 34:3834 minutes, 38 secondsdoesn't have a phone or device right now. Um, but he's we've gotten it now where he understands. So, 34:4534 minutes, 45 secondshe is sending a message to his mom every day about what kind of snack he wants her to bring 34:5134 minutes, 51 secondshim when she picks him up from school. So, he like puts in his order and then 34:5734 minutes, 57 secondsum so then he realized that she was getting the message because she's showing up with the 35:0335 minutes, 3 secondslike chicken rings and French fries that he asked for. And he was like, "Okay, this is pretty cool." 35:0835 minutes, 8 secondsSo then um he I mean after several several several times of doing this in the middle of 35:1535 minutes, 15 secondsthe day he had like a kind of cool experience in art and somebody had taken a picture and then he 35:2135 minutes, 21 secondssaid mom. So we're like yep yep yep let's send it to mom right now. And then so then he sent it to mom and told her what he was doing and it was like he's now intrinsically motivated to 35:3235 minutes, 32 secondslike I want to talk to mom. It started out with just the I want to get the snack that I want, 35:3835 minutes, 38 secondsbut then it was like, oh, wait a minute. I've got something else I want to tell mom. I can tell her 35:4335 minutes, 43 secondsin the middle of the day. So, sometimes it's like, uh, we can start with that and then we 35:5035 minutes, 50 secondscan get to other other types of motivation. So, I don't know. Okay. So, I think I kind of This is 35:5935 minutes, 59 secondswhere I think we're going to talk about the idea of the mystery bag. Oh yeah. Um so we are going 36:0536 minutes, 5 secondsto talk about creating um novelty and engaging activities. And you had heard her talk in the 36:1136 minutes, 11 secondsum in the little uh video clip about um the idea of mystery items or things that are novel and new 36:2136 minutes, 21 secondscan be highly engaging and highly motivating for our kiddos. within structure. I know, 36:2936 minutes, 29 secondsright? Like so they know like for example, we do a cooking activity every Friday. We cook something different every Friday at school, but we always do cooking on Friday. So the kids all know it's 36:3936 minutes, 39 secondsFriday, we're cooking. What are we cooking? They're excited about this. They're like, "What's my part going to be? Am I stirring? Am I squeezing? Am I opening? Am I like?" So then we 36:4736 minutes, 47 secondstalk about all those pieces of it. Maybe you're going to try it. Maybe you're not going to try. You don't have to, but you can. Maybe it's going to be something that you've had before. Maybe it's 36:5536 minutes, 55 secondssomething brand new to you. So we so we have the structure of every Friday we cook everybody knows 37:0137 minutes, 1 secondwhat to expect everybody but the mystery part is what are we cooking today? So okay that keeps it 37:0937 minutes, 9 secondslike structured and then a little bit interesting. So we have kind of a kind of a routine. So So the 37:1637 minutes, 16 secondsidea of what a mystery bag is is that you've got this bag and you've got some fun items. So I'm guessing you tie that into your cooking activity. Well, I don't necessarily cooking, 37:2637 minutes, 26 secondsbut I just mentioned it because it's structure and novelty at the same time. That's just kind of 37:3137 minutes, 31 secondsanother way that we do it at school. But this um the mystery bag activity is just a fun fun thing 37:3837 minutes, 38 secondsthat you can do. So like if you knew if you used this activity, then you would like everybody would 37:4737 minutes, 47 secondskind of get the idea of how it works and it would just be different things each time, you know? So it's kind of like a what's in the bag. So that like you can reach in and you can try to guess. So 37:5837 minutes, 58 secondsI'm going to I'm going to describe something that I can feel in here and let's see if you guys can 38:0538 minutes, 5 secondsguess what that is. Okay. H Okay. It's making a little bit of noise. I can feel that it is 38:1738 minutes, 17 secondsI can feel circles. Circle. Um, I can feel 38:3038 minutes, 30 secondsbrittle. The circles are little. Um, let's see. 38:4038 minutes, 40 secondsBumpy. It's bumpy. Um, I know what it is. 38:5338 minutes, 53 secondsThin. It's thin. I know what it is. Do you know what it is? I think it's like um those popper 38:5838 minutes, 58 secondsfidget like you push the That's a good guess. You might need another word. Let's see. Um 39:0939 minutes, 9 secondsI know it has a name. I can't think of it. M. Well, I don't know if it's what you're thinking that it is. Um, 39:1839 minutes, 18 secondslong. It's long. Oh, is this lady? That's a good guess, too. Oh, necklace. So, 39:2839 minutes, 28 secondslike we can like So, I have a couple other things in here. Okay, let's see. Um, this one is 39:4539 minutes, 45 secondsmedium. It's medium sized. Um, it's something that you 39:5739 minutes, 57 secondsOh, play play with. Um, circle. Um, and I can feel 40:0940 minutes, 9 secondsI can feel some stitches on it. It's kind of that's got it's smooth, but it has like some 40:1640 minutes, 16 secondsbumpy parts where I can feel some stitches on it. It's round circle. You play with it. 40:2840 minutes, 28 secondsIs it a ball? Mhm. What kind of ball do you think it is if it has stitches? ditches. It's maybe like 40:3440 minutes, 34 secondsa football. It's round. Oh, true. Soccer ball. Baseball. Oh, good job, Julie. Another beach 40:4440 minutes, 44 secondstherapist in me is coming out. Right. Coming in clutch here. We are good at these games. We love 40:5140 minutes, 51 secondsthese games. I forgot it was a circle. Yeah. Okay, so I have another thing that's a circle. Oops. 41:0341 minutes, 3 secondsUm, medium. This is also medium circle. Um, but let me tell you what you do with this. 41:1541 minutes, 15 secondsEight. 41:1941 minutes, 19 secondsAnd um I can feel one thing on the circle. When do you eat it? 41:3141 minutes, 31 secondsI think it's anytime. I think it's Is it round? Is it? It's an apple. Ah, 41:4041 minutes, 40 secondsyou wanted to. She definitely does not know what I have in here. I was going to um I thought you 41:4741 minutes, 47 secondswere going to say like a little stem. Uhhuh. So, okay. Let's see. I have two more things in here. 41:5241 minutes, 52 secondsI'm going to do one of actually three. Okay. I'm I'm not guessing the Okay. Okay. Julie, 41:5841 minutes, 58 secondswe need you on the team to play. Okay. So, you could either play where the person like where I know what it is or where I don't know and I'm just trying to tell by feel. But I'm 42:0742 minutes, 7 secondsgoing to I'm going to go with this one as if I know what it is. Okay. So, um let's go to 42:1842 minutes, 18 secondsum 42:2642 minutes, 26 secondsOkay. Hello. Why is it try that again? It's not Why does that word 42:3342 minutes, 33 secondsnot work? Soft is what I'm trying to say. Um Okay, it's soft. Um, 42:4342 minutes, 43 secondslet's see. Let's go back to home. 43:0043 minutesWear. It's something to wear. Um, 43:1043 minutes, 10 secondsThis is kind of like Mhm. 43:2743 minutes, 27 secondsSo, let's see. Is it a pair? Is it Does it come in a pair? Yes. 43:3843 minutes, 38 secondsJilly knows. Jilly knows on your feet. So, um, and then I have something else 43:4543 minutes, 45 secondsaround your feet that you could, you know, I have a shoe. I have a duck. I have So, it could be like, you know, giving clues about something. If you're playing with ice spy, 43:5343 minutes, 53 secondslike I can see something in here that is blue and it's a rectangle. And then Julie would be like, 44:0044 minutes"Oh, it's that flag right there." Because she gets all of them. Or um or I could say something that opens and then Bethany would be like the lockers. The lockers 44:0944 minutes, 9 secondsand be like no it's the door. So you a tricked too. Right. So um just an opportunity to use 44:1844 minutes, 18 secondsdescribing words in a way that's not necessarily just quizzing like you know like engaging. Yeah. 44:2744 minutes, 27 secondsTrying to get it's a back and forth some clues. It doesn't have to be complicated. I mean, really, we could even play it with just whatever's in the room, just like I spy. So, 44:3944 minutes, 39 secondsokay. So, we are we're getting near the end. So, um I we have some ideas to share with you guys 44:4744 minutes, 47 secondsthat we thought you could use for the summer. So Katie, we'll make sure I'll send the PowerPoint 44:5344 minutes, 53 secondsout and it'll have the link for a couple we have some resources here in person, but um you know, 44:5944 minutes, 59 secondsthinking about summer, we're leaving school. We're moving to some of that less structured time. Um 45:0545 minutes, 5 secondsyou know, they have a little bit um disruption with their routines because they're not in school. 45:0945 minutes, 9 secondsWe're usually, you know, a little more laidback. We go to bed later. We we sleep in. Um, and so we 45:1745 minutes, 17 secondshave some those uh predictable opportunities are a little less, but it also can create 45:2445 minutes, 24 secondsreally novel and unique experiences for you to communicate at home. in some of those real world 45:3145 minutes, 31 secondsum experiences and new environments that maybe you know you just don't in the time of the 45:3745 minutes, 37 secondsschool year. You're you're not able to do as many things because your schedule isn't as flexible and 45:4345 minutes, 43 secondsum adaptable to the the structure and the routine they like on a daily basis when they're in school. 45:5045 minutes, 50 secondsSo, um, some of the things that you can do to support this would be pre-teaching some of the language to them, uh, using those visual supports and using some 45:5945 minutes, 59 secondsof the ready to use communication boards. And, um, when I send this PowerPoint out, 46:0546 minutes, 5 secondsI have a couple boards linked in here for you to access. Let's see if I remember to do that. Oh, 46:1246 minutes, 12 secondsI did. Um, so this one is like if you are going out. I mean, we live in I live in Crestwood. 46:2046 minutes, 20 secondsThere's lots of Mexican restaurant. We have a lot of Mexican in Crestwood, right? So, I just went with the idea of a Mexican restaurant. You could adapt this to any restaurant you were going to, 46:2846 minutes, 28 secondsbut you know, things to kind of get ready for when you go out to a restaurant. Things you could be doing at home with that device and maybe you are the one modeling it for them on the device without 46:3946 minutes, 39 secondsexpectation. You are just going through and navigating how to identify things on the device. 46:4646 minutes, 46 secondsYou could figure out what they like and they might be able to pick that at home in the comfort 46:5246 minutes, 52 secondsof home and then they could practice selecting that. So when they're at the restaurant, they're 46:5846 minutes, 58 secondsactually able to to choose what they want. So I did Let me see if this will open. What? Eight. 47:0947 minutes, 9 secondsSo hang on. Let's do this. Okay. So, I created this board and it's got the 47:1747 minutes, 17 secondsMexican food on it. Let me make that a little bit bigger. Oh, not maybe not. 47:2647 minutes, 26 secondsSorry. So, it's got the Mexican food that you typically see when you go to a Mexican restaurant. And then it's got some other of those we talked about those core vocabulary 47:3647 minutes, 36 secondswords like eat and I want more or I'm all done. Thank you. Please. some things that they might 47:4447 minutes, 44 secondswant to say to communicate whether that be to you or someone in the restaurant. You know, maybe they took a bite and it was super hot and they burned their tongue and they might 47:5347 minutes, 53 secondswant to tell you it's super hot. So again, um these are just ideas and you could take these 48:0148 minutes, 1 secondand use these as a model and locate these items on your own device. Just um an idea and then So 48:0948 minutes, 9 secondswhere did you find that aside from a vet link obviously? Okay. So, I can follow that. But 48:1448 minutes, 14 secondslike like is there a place where you Google? So, you can Google a lot of things. I'll tell 48:2048 minutes, 20 secondsyou where I created that board is on a site called Glint. How do you spell that? Glu. So, 48:2948 minutes, 29 secondsum I have I have a trial membership right now, but you can dump in any kind of topic. And I said some 48:3648 minutes, 36 secondsspecific words that I wanted on these boards and it created the board. Okay. It's seems a I was 48:4248 minutes, 42 secondsjust going to say this seems like AI for a but that's awesome. So it is meant to be used like 48:4748 minutes, 47 secondsyou can do this on the fly. So like if so this one I did um based around the swimming pool. So I went 48:5548 minutes, 55 secondsin and these are some of the things that you do before you go ahead again show pictures you know before you go talk about some of the vocabulary. Those are some of the other words you might, 49:0449 minutes, 4 secondsyou know, it's fun or you need to stop, you've got to go, wait your turn, and just practice 49:1049 minutes, 10 secondssome of those things. So, here's the one I made for swimming board. So, I went through and kind 49:1649 minutes, 16 secondsof picked out some of that key vocabulary. This one, oh, I did put I put I kick want. Uh 49:2749 minutes, 27 secondsso in this in this website you can um it'll create the board for you and then you can 49:3449 minutes, 34 secondsadd to it. So like some of these I went in and I added words like I went in and put kick and help 49:4149 minutes, 41 secondsand then it also will locate the image for you and put that in there. Like it I would encourage you to play around with that. Yeah, it's pretty. Do you remember how much money it was? Um, well, 49:5049 minutes, 50 secondsI'm doing a trial right now, so I don't really off the top of my head. You could probably look it up. That's fine. You can do like a free trial for like maybe 14 days. Yeah. And then it'll ask 49:5949 minutes, 59 secondsyou for like a subscription. Um, so you could type in any topic. There are also some things already 50:0650 minutes, 6 secondssaved in there. you if you have a book at home and you're reading a book or she has a favorite book, 50:1250 minutes, 12 secondsyou could drop in the title of the book and list all the the characters and create your 50:1850 minutes, 18 secondsboard and again or a show or whatever. Yeah. So, you can have the like the board with you and you 50:2650 minutes, 26 secondscan kind of pair that with their device, right? which can be super cool especially for like say 50:3350 minutes, 33 secondsa babysitter or you know like um yes so um I can share okay one of the other things I I gave to 50:4450 minutes, 44 secondsyou Sherry and Katie will get this to you but this these are some like for lack of a better word like 50:5150 minutes, 51 secondsa script if you're going to play Uno it's got some of those here's some ideas here's some ideas right 50:5750 minutes, 57 secondsyeah you've got your core words and then you've got some different things that you can use like you can communicate some needs and wants, you can do some greetings or you can do some social back 51:0851 minutes, 8 secondsand forth. And so it's going to give you some of that vocabulary for you to find on her device. 51:1451 minutes, 14 secondsIt's really kind of a starting place. So you could do whatever you whatever you could play any game, 51:2051 minutes, 20 secondsright? Any game I mean our I you know our ideas and I think what's the other one that we have? Uh we did getting dressed. Getting dressed is another one that's like a routine of the day. So, 51:2951 minutes, 29 secondswe tried to pick one fun thing and one routine of the day and it's just kind of a starting point and I mean different things for different people. I mean I had a student at the time who really 51:3851 minutes, 38 secondsliked choosing her shoes cuz she had a whole wide array of shoes and she wanted so that was really important to her. The rest of her outfit not so much. She didn't really care but like she wanted 51:4651 minutes, 46 secondslike a lot of choices when it came to her shoes you know. So like and shar I can add this link 51:5151 minutes, 51 secondsinto it. So it's like um on this website assist of wear. It's it's a core ideas and it has like home 51:5851 minutes, 58 secondscore ideas and school core ideas. So I selected some from the home. We didn't want to overwhelm 52:0552 minutes, 5 secondsyou all with like too many things. We just give it get a flavor. Right. And I mean there's boards for 52:1152 minutes, 11 secondsor you know ideas for all kinds of boards there. But also it once you kind of get that picture in 52:1752 minutes, 17 secondsyour head you could this is the beginning. You can feel like they have some place. You could be like, 52:2352 minutes, 23 seconds"Okay, but biker loves to do Candyland." Okay, well, here's like this is what you need for that, you know, and that kind of stuff. And then the other fun thing we gave you is a bingo board. So, 52:3352 minutes, 33 secondslike I kind of thought you could make like a summer bucket list or bingo board or something 52:3952 minutes, 39 secondsto kind of like sometimes it's fun to have a quest. And so then if you're like, "Hey, we're going to try to mark off all these things. Maybe we're going to try to pick 52:4852 minutes, 48 secondsa movie. Maybe we're going to try to pick like a ice cream or popsicles one day. Okay, we're going to try it and we can use our AC to talk about it. I left the middle blank just so that 52:5652 minutes, 56 secondsif there's a special thing that like your student loves, that could be that thing. Um, but anyway, 53:0453 minutes, 4 secondsjust sometimes it's fun to have a little a little thing to mark off like to check off like, hey, we did the all of the things on our list or you know, whatever. So, um, so that could be a fun idea. And 53:1553 minutes, 15 secondsthis is just kind of a quick little summary of our big takeaways today. Presume potential every time. 53:2153 minutes, 21 secondsWe know that motivation creates communication. We talked about how novel experiences often times 53:2753 minutes, 27 secondscreate high engagement. Um preparation reduces that pressure. So again, kind of teaching things 53:3353 minutes, 33 secondsin advance or or introducing them to things. And I'm sure you all already do those things 53:3953 minutes, 39 secondsum to get them ready for places you're going. And then communication we know happens most 53:4553 minutes, 45 secondsimportantly when it's meaningful for someone. I think that's it. And on your bingo board is um 53:5253 minutes, 52 secondsread a book with a so. So if you already have a favorite book, that works out great. Also, 53:5853 minutes, 58 secondsjust stay tuned. Oh, I haven't told them yet. So something coming. There's a surprise. 54:0354 minutes, 3 secondsThere's a surprise. You're going to love it. Yeah, stay tuned. Okay, so coming very soon, 54:0954 minutes, 9 secondsum we're going to have AAC story time at the library at the public library. Stop it. So, um I 54:1754 minutes, 17 secondsam meeting with them um next week to kind of pick our dates and stuff, but um which library? Well, 54:2454 minutes, 24 secondsto be determined to be determined all of them maybe or whatever. Hopefully all of them probably 54:2954 minutes, 29 secondsstarting at Lraange. um but to be determined. But um yeah, I'm envisioning like about a 20 to 54:3854 minutes, 38 seconds30 minute time where we would read a book model, have some core boards available if anybody doesn't 54:4554 minutes, 45 secondshave one, and then do a little activity that goes along with the book and then um have a chance to, 54:5054 minutes, 50 secondsyou know, like meet other people who are doing the same things we are. So hear what Charlotte 54:5654 minutes, 56 secondsjust said. What do you like about She said, "I love that." Do you love that? A yay. Charlotte, 55:0155 minutes, 1 secondyou'll come time. You cannot have iPad time right now. Nice try though. I was like, well, 55:0755 minutes, 7 secondswhile you're all listening, she's like, I told you I liked it. Excellent. So, we will absolutely keep 55:1655 minutes, 16 seconds - you. She is spearheading this summer. That's this summer. Or like, oh my gosh. Starting this summer. 55:2155 minutes, 21 seconds - I'm hoping to make it like a monthly thing. So, so as we we know more, we figure well they'll put 55:2855 minutes, 28 seconds - it on their website, but we'll also create some things to get out to parents. Yeah. So fun. People 55:3555 minutes, 35 seconds - are going to love that. That's a wrap. I hope. I mean, I hope so. I hope it's a great opportunity 55:4155 minutes, 41 seconds - for us to, you know, kind of like have a have a thing like specific. I will get you all these 55:4855 minutes, 48 seconds - resources. I'll email them to you tomorrow and I'll add in that a link in that site for Glint 55:5555 minutes, 55 seconds - just as an extra tool. Been kind of rolling around my mind for a while and that sounds great. Thank 56:0056 minutes - you. Thank you. And I'm sorry today my battery was low so I had it charged but I brought you over 56:1156 minutes, 11 seconds - I could hear but it was a little wobbly. Yeah. Well, we appreciate you um participating and 56:1956 minutes, 19 seconds - We will be reaching out in the fall. We'll let you know about the story times and we'll reach out in the fall when we have some ideas what it'll look like. Okay. Okay. 56:2756 minutes, 27 seconds - Sounds great. Okay. You take care. Bye.