All right, we are now officially recording and it is now officially 3.30. So welcome everyone. I am really pleased to see so many folks here tonight today. I hope you are all staying warm on this terribly frigid day. I am really, really pleased to introduce Kim Elliott, who is a Canadian, which I should have known from reading your bio. As I said, all the really good people are Canadian, and Kim is an SLP, and Kerry Luce is that right? Is the OT on this team of the dynamic duo, we'll call them for the next couple of months. I had the great privilege and kind of was a lovely little happenstance that I saw Kim and Kerry present at the Portland AT conference last February, so just about a year ago, on this complex of access and communication. And I went into this thinking, you know, I know this blah, blah, blah, blah. And then as I watched them, I thought, oh, this is really good. I really, really appreciated their three-part approach for emerging communicators. And some of you might know that I've been speaking about it sort of ever since. So it's really, I'm really, really happy to have it from as the word, from the horse's mouths, as they say. I think you'll all be in for not only a treat, but also a really lovely, systematic approach to what probably many of us might try and do in our work. But it's always nice to put some systematicity to it and some real, some real thought. And it also, from my point of view, really helps those teams who are working with SLPs and OTs, PT's teaming to come together around some of our most challenging kids, but also can be our most rewarding kids. So I'm going to keep talking for now. I'm going to, at the end, I've got an announcement. So stay to the end for the announcement. But with that, I'm going to say that I will monitor the chat. And I'm going to turn my webcam off right now. And I will hand it over, I guess, first to Kim. So welcome to Cold Alberta in the virtual domain. All right. Thank you so much, Kathy. And welcome, everyone. I'm excited to talk to you today about this approach. And as I was talking to Kathy, the benefits of Zoom are that here we are in various parts of Alberta or otherwise, and also we're meeting here for the comfort of our own office in Portland, Oregon. And so Zoom is a really amazing interface for that. But the payoff is that I don't have you all in a room with me live. So I can't see if you have questions, et cetera. So we do want this to be as interactive as possible. So please, just if you have any questions or comments, write in the chat. And Kathy will moderate that for me and highlight that. So OK. So first of all, I just want to introduce myself. As Kathy said, I'm a speech language pathologist and a certified assistant technology professional and a co-directed assistant technology lab. We have a nonprofit here in Portland, Oregon called Community Vision. This is a picture of our building. It's brand new. We've just been in it for 18 months, and it's lovely. We feel very blessed to be in such an open and accessible space. They co-direct this lab with Kerry Luce, who is an OT and also a certified assistant technology professional, and she's going to be joining us a little later into the presentation. So I just wanted to frame today's session. We're going to do just a brief overview of what communicative competence with AAC is, and then I'm going to explain the components and the rationale behind our three-part approach, which we call the PAL approach, and discuss the importance of participation in the developmental process, and then the best way we found to elaborate on the components of PAL is to go through case studies, and then there'll be time for some questions at the end. And I just wanted to note, since this is a two-part series, this is mostly about just establishing what the PAL approach is. Next session, we're going to dig in a little more specifically around the tools and strategies in each of the areas. So you can feel free to ask questions, but know that there is a part two as well. And one of the reasons, as Kathy alluded to, that we sort of systematized this or operationalized it is because there can be so many tools and strategies that we're working on, it can get a little overwhelming for teams. And so we found this session is also a really nice way to organize those tools. So in part two, we'll also talk about the sort of organizing of the tools. So communicative competence for everyone, not just around AAC, is the knowledge of the language, right? The grammar and the vocabulary and the rules around the language. But also to be a competent communicator, we need to be able to use it in real life. So it's really those two parts that make any of us a competent communicator. But for AAC, we have these extra demands because it's an external tool, whether it's a high tech tool or a light tech tool, but it's still external. And so because of that, we still need those first two things, the knowledge of the language and the ability to use it in real life that serves those social skills. But now we also have the visual motor operation of that device. And some of you might be aware of the work that Janice Light has done around communicative competence for AAC. I'm not really addressing the strategic piece of that, but these are kind of the basic sort of linguistic, social, and the operational. So we're going to talk about these three areas. And so what is POW? It's participation, access, and language. And really, we can relate these to communicative competence in that participation really is sort of getting a child ready for that social use of language, right? Using it in real life, participating in the world around us, looking at the access, which is that visual motor operation of any tools that the child might be using. And then of course language and learning the words and the grammar and meaning, etc. And so these are the three parts to our three-part approach and all really to help a child start off and be successful in their journey towards communicative competence. And as I'm sure most of you know for all of us, really the journey for communicative competence is it's a lifelong journey, right? As adults, we learned language much as young children, but if you think about maybe the way you were, what kind of a communicator you were when you were 16 versus how you are now, right? We still grow and learn and become more competent through our life experiences. So why do we use the approach? As some of you know, access can be really challenging. And the more sort of physical or visual sensory challenges a child has to overcome, right? The longer that access can take to sort of figure out and fine tune. And so in the meantime, while we're trying to figure out those access challenges, we need to start the road for developing those communication skills. So we don't want to wait for access to sort of begin the language journey. But also participation is so essential for all of us, right? We don't, you know, that's what gives us engagement and meaning in our lives is just to be able to participate in the world around us. And so we also don't want to wait for language acquisition and access to begin with participation. And really that participation lays that foundation for those language and social skills.  So that's why we start with the P first, because no matter what the child's challenges are or how old they are, we have found the first time we meet a child, we can think of tools to do that increased participation immediately. So we always start there. And then we've got kind of a foundation to begin our language and access journey as well. So I just want to talk a little bit about the developmental process because in AAC best practices are to follow, you know, what we understand about typical development. So you think about a baby who's born into the world and they have, you know, they start with participation, right? They explore the world around them. They have experiences. So they, we begin our lives with participating and interacting with people in the environment. And through that, we begin to communicate, right? We know infants communicate long before they have linguistic skills. So through that participation, grow into communication, we hear language in context as we're having all these interactions and then that language starts to become part of the way we communicate. And then, you know, we talk about that as, you know, our language acquisition or learning language. Unfortunately, some of the history of AAC, we kind of turned that upside down because sometimes we start a little bit later with kids and we might focus on them learning the symbol first, which is really trying to sort of teach them the linguistic code first. And then we teach them how to use that in context of communicating. And then once they've reached a sort of level of competence, then we say, okay, let's go out in the world and use it. And really that is opposite of what a sort of a natural developmental process is. Fortunately, that isn't happening as much as it used to in AAC. I think this is kind of an older school approach, but just kind of rooting us in participation as the basis and into communication and then language. Because participation is engaging, right? And we communicate when we are engaged. I also like this visual. This was a presentation I went to. And it was a mother that was presenting about her son. And she didn't have any formal training on AAC or communication, but she came up with this really beautiful graphic. And I just loved it. So she had her son's communication house. And she has these different parts of the house, the walls and the roof. He has different modalities. He's got some sign language and some spoken word. He uses body language. And he also had some formal AAC tools through an iPad and some pictures.  But then she said, the way to enter my son's communication house is through engagement. That is the door. And so I asked her if I could use her lovely illustration. Because I really think this is just a lovely way to think about it. So just establishing that we're going to start with communication and then look at access and language. We can talk more in depth about the theory behind these three areas of this approach. But we found that really the best way to explore it is through these case studies, seeing it in action. So I am going to introduce you to Stella. Carrie and a former colleague of mine started seeing Stella when she was about two or three. She has cerebral palsy and pretty significant cortical vision impairment. And this is a video, not so much when she was, she's a little bit older here. I think she's probably in about second grade.  And some of you might know with that, it's just a small communicator that has a single button. But you can record sequential messages. It's called, it's through AbleNet that you buy it, but it's called the step-by-step communicator. It looks very similar to another device called a one step, which is just a single message. But this one, Stella started using a step-by-step where she was really, we, we, we. Little one, I can sing songs, et cetera, but her mom is really great. And she loved, as she got older, she loved to give news, tell stories. But her mom is super creative and is always trying to find ways for Stella to be able to participate easily. And so she just sent us this little video of Stella getting ready to go out for Halloween. And that was it. It was just, I think it said happy Halloween and then trick or treat. So a super simple toy, or not toy, sorry, device tool for Stella to be able to go out on Halloween. It's not a robust communication system. It's not a lot of language, but her access is easy. And she's just able to participate using this step-by-step. Another way to participate that her mom got it, she got this idea from another parent actually, just a simple thing being able to blow out her own candles at her birthday. So she had a power link. There's a little picture of that. It's just an environmental control unit that is switch accessible. She plugged in the fan and Stella was able to blow out her own candles for her birthday. And we just thought that was a great fun idea to increase participation. And then for Stella in those early years, Carrie and my colleague were trying to figure out her best mode of access and switch seemed like it was going to be her easiest access. So she just started with doing a switch, adapted switch games on an iPad. You can see she's got one up on her head and they were sort of figuring out her hand use in these early years, doing an interface with the iPad and all game and playing. So she would have songs that she could sing. I think she probably had some of the big bang patterns that she could activate the iPad with just to work on her vision and just having those really nice CBI vision games on the iPad. So trying to figure out that access in those early years. And then also in those early years as they're trying to figure out, why is she going to do two head switches ahead in a hand? They started shaping just scanning through a yes, no. So the no would be no, not that one, no, not that one. And then she would turn her head to the right to indicate, yes, that's the one. So there's a little bit of language in this, obviously. But it's not a language system. It really is just basic choice making. So picking the toy she wanted to play with or the game she wanted or if they were singing, she might scan through and indicate what song she wanted to sing. So very and very errorless in the sense that all of it was her favorite and she loved and it was very engaging. So as she's trying to figure out this access if she didn't quite get the one that maybe she would have wanted to get, it's still going to be enjoyable. So there's not really any bad answer for her. In the meantime, though, we didn't want to just give her choices, right? We wanted to start on that language development. So just a partner assisted auditory scanning book was created for her. And this is just an example of two pages out of that book. So the top kind of panel is just the front page. It kind of just identified, I wanted to activities. I need something, let's do something that's more action-oriented. I think something's wrong, et cetera. And then for an example, for page two, if it had been I want to do an activity, then you would turn to page two and see what some of those choices for activities are. And so when the book was first introduced, it was just modeled for her. So somebody might say, still I have something to say. And as an example might be, I want, turn to page two, books. Let's read a book. And so it would just be modeled for her. And then you can ease her into sort of a partial scan. It might be, still I have something to say. I want, you go to the activity and then maybe she would scan and pick what the activity was. Or if you knew you were already singing and you modeled that, she might then scan through what song she would like, just through those yes and no's. So it's, yeah. This is a question from me. This looks kind of pod-esque. Did you use pod to kind of start to think this through? Yeah, yeah, yeah, it was, before we knew about pod, we had some basic just auditory scanning books that were kind of like this. And then I think at this point, we'd been influenced by pod. And so we kind of had a little more of some of the pod content in there. But yeah, yeah, exactly. Yes, because what you'll see that she then moved to after that very early book is this is actually an auditory scanning pod book. I got the template for this through the five day advanced pod workshop that I did. And I think it's available now in the UK. I think we're all waiting in the US still for this. Well, Australia has it. I don't know if there's any way. Yes, we're waiting with faded breath. Yes, we are. Yeah, I think I'd heard the UK might have it. But anyways, you know, we had this. So this is what she kind of transitioned into is this more formal, actual auditory scanning pod book. And again, there were more things to say in this book. So there was a lot of modeling and then she was given opportunities. But in the meantime, because she had started quite young and she'd been working on that sort of yes, no, she was getting really good at her auditory scanning. And pretty quickly moved into being able to use this book pretty robustly. So she's now has and she's still continuing to use switches. You'll see in these mid years, we actually set up an iPad through GoTalk now. But again, some we did some things that were just very mildly language influenced. Like she still she loved to tell jokes, but a lot of it was still just very fun based. So she Stella was somebody who really loved funny sounds. And so as just something fun access practice is she would be able to use. She was using at this point to switch step scanning to just go and like make funny animal sounds or I think she had a few other just like really entertaining things programmed on this GoTalk now iPad. And then she actually then started to shift from doing the two switch step scanning to actually doing really well with auto scan, which quite honestly, we haven't had a whole lot of kids who do great with auto scan, but that ended up being really good for Stella. She got really good at her timing and, you know, just wait for it. And then she used that right head turn to make her selection. So she started with this. And then today what she has is she continues to have a an auditory scanning pod book. She has her switch always mounted. She still uses the step by step a ton. She loves fun social interactions. We just saw her at camp and she used the step by step a lot with fellow campers. But she also went through device trials and she a PRC device was identified. She's actually working with a different speech therapist right now, but they were in contact. So they kept us posted that they identified a PRC device with the auto scan and it is ordered and hopefully on its way. I think there's insurance that slows things down here in the United States. I'm not sure if you guys have many issues up there as we do down here, but it's hopefully on its way. And she also now has a power share through all of this with her with head access.  So that's where Stella is. And that's how those pieces all came together. She is now nine. So, you know, it's been a long journey for her. But through the whole time, her her parents and a lot of the people surrounding her were really great at making sure she always had opportunities to participate. She's had access to a good solid partner assisted language book for a long time. And then she's had a lot of time just to work her way through that access. And now we're at this place where she can be really successful with all these pieces coming together. All right. So another example is our friend, Weston. He also he has quadriplegic cerebral palsy. This is a little picture of him in the the bottom left with he and his twin brother. He has glasses, but vision is pretty good. We started seeing Weston when he was just about five and he is currently almost 12. And so he also like Stella loves to use the step by step. There was an app called Tap Speak Sequence that, unfortunately, is no longer supported in iOS. It does. I think developers doesn't exist anymore. But he loved to tell jokes and tease his dad, et cetera. But he also used this app that his school team found. It's called Teligami and it's an avatar app. And this was just an example of him being able to participate at school doing a presentation. So I'll play you a little clip of this. I'm talking for Weston. My report is about Hammerhead sharks. I picked Hammerheads because of the weird shape. They can get up to 20 feet long and weigh 500 pounds. Their skin feels bumpy and rough. They are gray on top and white under. So I'm going to play the whole thing, although I'm sure you're very curious to find out what Weston was telling you about Hammerheads. Anyways, this was a really cute idea. I thought of having this avatar so he could co-plan the presentation with his aide at school. And then it was a text-to-speech. They were able to get all the information he wanted in there. And one of the things I love about a tool like this, say in a school setting, is all the other kids thought it was really cool.  But like they loved doing it. And I think to normalize that technology as well, I think a lot of the other kids in the class were given opportunities to do presentations also with their own avatar. I mean, you know, not for every presentation, but once in a while. And so this, I thought, was a really great tool for some participation at school. I'm so for access for Weston, we were hoping for a little while that he might be able to do eye gaze. And so we weren't sure again, we started those eye gaze trials. And he tried so hard. He worked really hard, but it was just hard. I think he didn't it just didn't work out. And he told us eventually that he preferred the switches. I just think the ocular motor control was just not quite their head mouse was also not super great for him. And at this point, as he was going through these sort of, you know, different access sort of practice, and these were all again, game based. So we didn't have him, even with the eye gaze trials, we didn't put them on a communication device right away. But it was all just a lot of those great eye gaze games that now come with the on the SGDs. So he worked on them. They were fun, but it just ended up being really hard. And he was, you know, six, getting onto seven as he was going through this access practice. And as you know, with a lot of six and seven year olds, they are not terribly patient. So, you know, he was it was just too hard. And so he eventually said he really wanted to just stick with switches. So we got him set up on some switch games through inclusive technology that help kids learn. They have a lot of nice games, not as many for two switches, I would like, but it was a place to start. And so in this picture, we're just demonstrating, we were trying to figure out which switch access points were the best for him. And at the time he did really well with a left hand move and then his right hand to select. And at the beginning, right, just so that he wouldn't get frustrated, we held the switches so they were optimal. And if he just sort of initiated a movement, we would just make sure he was successful. And then once we kind of he got warmed up, we found that switch placement. We were able then to mount one switch. So Kerry's in the picture over on the right, where she's still holding the scanning head switch. But we were able to mount the select switch and then eventually got so we could mount both. And so one of the things we like to say for kids, if they're still, you know, if things are hard, we want to keep the access as easy as possible. Yes, it's not ideal to be holding switches. And we wouldn't want to do that for a very long time. But really given his age and the fact that he was at a point in his development where frustration, you know, he'd go from zero to 60 pretty quickly. We only wanted him to have really positive experiences with technology because that is another really important part is if we make things really hard or there's too many barriers and it gets frustrating. We do that video too long. Then the instead of seeing the technology as a tool that will empower him, he will see it as work and sort of a source of frustration. And we really didn't want to have him burn out on that technology. So we just made it as successful as possible. He had lots of fun game practice with this. Kim, can I ask this against me? My question is, so, excuse me, did he come in to do this with you for a certain amount of time? Did other people hold the switches for him or was it only you guys that how did how did this work? Yeah, and just to clarify, it's not that we had to hold them for very long. This was sort of like this was like a new activity. We were trying to find the position and he actually lived about an hour and a half outside of Portland. So he would come into us for consultations. We do like maybe little intensives, but then we would really talk to his school team and kind of then they would kind of do it on a more regular basis. So this was really just to kind of get him set up or sometimes let's say, you know, success. Yeah, and maybe school was on break for a while and they have to like get the ball rolling again. They might just start in this successful way, but it did not stay there for very long. Okay, cool. Not a potential thing to do. Yeah, thank you. So in the meantime, Weston has had a lot of language in his brain and so we made him a 20 cell pod book, just a traditional visual pod and he, you know, he learned it really quickly and was, he's a really great scanner with partner assisted scanning. Just using a yes, no, you'll actually see that coming down the pretty soon in one of the videos. But so he had his pod book through all of this and really we did not wait on the language, but he still had all those participation tools. But the access is what sort of took a little while for us to figure out. And then those pieces with that practice came together and he a few years ago got a smart box grid pad 12. I don't know if smart boxes in Canada are not. But they the grid software is. Yeah, good. People have access to good software here. So yeah, so he's got a grid pad 12 uses to switch steps can he has a power chair and he ended up not using the head in hand but ended up through access and then some of his driving practice to switch heads scanning using a left and right head switch ended up working well for him. He continues to have his pod book he also uses a lot of other apps and he loves the step by step again that one app tap speak sequence isn't supported anymore but and he uses a lot of just spontaneous auditory scanning with his verbal yes and no, and he does have words as well. So can I so you said he continues to have his pod book is that the case for the other little girl to that, along with the electronic system does she continue to have the pod system.   In fact, I'm going to show you this video. This is Weston and his mom and brother at home, and he they have his speech generating device, but I'm not sure exactly why if he's just fatigued or there's some reason he's not hooked up to his switches, because access is still he has a lot of tone and it can still be challenging. So it's good to remember that it's not an all or nothing like once you get your SGD it always has to be independent on switches. They're actually using partner assisted scanning, but using his device. So here you can watch that video. Do you have something to say? Yeah. Yeah. Okay, chat. Is it chat words? Greetings or manners? Yeah. Greetings or manners? No. No. Chat words? Yeah. Okay, let's go back. No, I put on chat words. Okay, is it in this row? Yeah. Me, you? Uh oh. No. No. No. Hello, hurry up. Wait a minute, stop. Yeah, hurry up. Yeah. Is it back in towers? Are you telling me to hurry up? Yeah. Yeah.  So anyways, so Westa has his speech-generating device, but also because access can be difficult or fatiguing at times, or it could be at the end of the day, you can also use the speech-generating device in a partner-assisted scanning way. And then he does have some word approximations. You can hear he's got some pretty significant dysarthria, but he definitely has some words, and he's a fabulous scanner. Yeah, and just has a really nice multimodal system right now. That was what I was just gonna say. He's a true example of total communication, right? Exactly. Okay, so now Carrie is going to introduce you to Julie. She's known Julie since she was about two years old for most of her life, and she's 20 now. So I will let Carrie step in and talk to you about Julie. Okay, so here's Miss Julie, cute as a button. So very early on, like Kim said, when she was two years old, we started right away with participation. And so she used that step-by-step right away, singing songs, making funny sounds. She had some gestures. She had a really nice high hand. When someone come in, she could wave her hand. So early on, we just wanted to make sure that she was participating and kind of being part of the world. So Julie has the diagnosis of schismcephaly, which is a brain disorder. She also has cortical vision impairment. So we knew early on that access is gonna be challenging. And it wasn't clear if she was gonna be a direct selector using her finger to point to symbols or on a device, or if she would need to be a switch scanner. It really wasn't clear and access was challenging. So in the beginning, we just tried different switch games, just kind of getting her used to the idea of indirect selection using switches. She continued to work on her fine motor and visual motor skills and occupational therapy using her hands and eyes together. In the beginning, we didn't know. So we just kind of worked on these different access activities, but just very fun. And we weren't laying on much language really while she was practicing her access. And then if we had had the iPad, this was pre-iPad and pre-tablets, this would have been a fantastic app for us to try. And we use this a lot now. So some of you might know CanTunes. It's made by the University of Victoria. It's a free app to access music. You can set it up here. We have it set up with four different music CDs that pull from your iTunes account. You could set it up with six. You could set it up with two. And you just tap the circle and then the music starts playing from your iTunes account. And it's a really great way for someone, a child to practice using their finger for targeting, getting that idea of, you know, if I touch this, something happens. You can also overlay it with a key guard and have a custom key guard made for, you know, again, two, four, six. I think it goes up to 12. So this would have been great if we had it at the time. We didn't, we're gonna kind of practice that visual motor tapping in a fun low pressure activity. So for her language, we knew access was really hard, but we worked with the school team a lot. We wanted to make sure that really early on, Julie had access to learning about symbolic language. The school made her picture symbol book with just tons of pictures in there.  And then she'd throw it, but she was learning, again, that this symbol means something. And she was learning a lot of these words. And she had this huge book and she loved to study all these pictures. And over time, she started to learn a peck system. So picture exchange system where she would pull one off and then she was learning to hand it over to somebody. Sometimes it would still go flying, but she was learning that system. And in the meantime, she was kind of building her repertoire of signs and gestures. She didn't have a lot, but she had some and she had some verbal approximations. So as she got a little older, her visual motor skills started to improve. Her vision got much better where she could actually look at something a little bit more of a distance and she didn't need to pull it up to her eyes. And when she was young, if she went to use her hand to touch something or activate a toy, she often looked away with her eyes. It was just too much to use eyes and hands together. So as she got older, she was able to use her hands and keep her eye focused on something. So at school, she was going through trials with a Dynabox and eventually was able to get a Dynabox system. Six Cells was the most that she was able to access and it had a key guard on it. So mom came up with a great idea of making a light tech book that was the same as her Dynabox with the same pages. And she cut out a foam board key guard overlay on every single page because her access was so hard. She still had her pull-off symbols that she could study, but as you can imagine, those symbols go flying. So really over time, the goal is to have not pull-off symbols, but just a solid page. And so mom came up with this idea of making a key guard for each page so Julie could feel where the border is and then she could point to what she wanted. She was still using her step-by-step all the time to participate. Once the iPad came out, she started getting some fun apps where she could practice swiping and tapping and really getting that visual motor practice. She still had some gestures, her vocalizations. She had a few vocalizations over time that got harder. And then here she is at 15 years old and things are starting to come together. She's got a real multimodal system here. She's got her book with the key guard, the foam key guard mom made. She's got a Dynabox speech generating device as Kim mentioned, the Tap Speak Sequence app isn't supported anymore, but it's essentially a step-by-step on the iPad. She used that a lot. She had call buttons around her house that were next to the bathroom that says I need to go to the bathroom or one by the back door that says I'm gonna go outside. And when she was around 13 or 14 years old, we were able to start to work more on this auditory scanning using her yes-no. It really took that long. She had some yes-no up until then where she would tap a yes-or-no symbol, but she just didn't get the idea of scanning through a list until she was about 13 or 14. And now she can do it. She can scan through a list of things. You know, what do you wanna do today? We could go outside. We could play with toys. We could read a story or something else. And for each one she can say yes or no and actually scan through a list. She still primarily uses her Dynabox or her communication book, but sometimes if there's something that's not in the book or in her device, mom can scan through a list with her or her teacher can scan through a list. So, Carrie, I'm just gonna ask you. To me, this says don't stop before the magic happens, right? Like it takes some of our kids a long time to get there. And that's a really great example. So, thank you. Yeah, absolutely. We always say, you know, we're in it for the long game and you're laying that foundation sometimes for years, but you're not waiting for access. You're exposing to language right away. And first and foremost, participation, starting right away to be part of your world. But yeah, for it all to come together, it can take a long time and that's okay. I'm glad you pointed that out. And she also had a seizure disorder. And so far, Julie, you know, there would be times where she would kind of lose some skills and we'd work back. So, you know, our kids, they have lots of things going on. Take a little break. So today, she still has access to the book that mom made with the foam key guard on the pages, but now she also has a more robust pod style book where mom really wanted her to stick with this six cell layout, moving maybe towards a nine cell layout, but instead of having the key guard, she now can have a flat piece of paper. She has tons of pages in her pod book and she can use this quite well. She's got her Dynavox with her key guard on it. She's got her call buttons. She can do her auditory scan. So, like you said, true total communication here. And then for her Dynavox, mom is great at programming pages, keeping them up to date. They are out in the community all the time and at school. And so she's really got a nice multi-motive system here. So, we'll kind of pull it all together and do a quick recap here. Panel approach, as Kim said, with the communication house, engagement is the key into building communication and starting with that engagement. Start with participation immediately day one. What's a way that your student can start participating in activities in the classroom or at home? So, start with participation immediately. And then when writing your goals and thinking about your goals, oftentimes we wanna pack a lot of things into a goal, but really thinking about what is the focus of that goal and keeping the access and language goals separate in the beginning. Sometimes we'll layer those on together and we recommend keeping those separate in the beginning, working on your access over here, fun activities, and then having your language all over here. And when you're working on access in the beginning, just like with Weston, keep it fun, errorless so you're having positive experiences with technology and can't wait for language. Gotta start that language right away. So, I'm gonna hand it over to Kim for questions, discussion, there she is. All right, so yeah, so that's the basic framework. Like I said, next session, we'll actually dig into some of those tools and get a little deeper with them, but any comments, discussions? There are a couple of questions that I'm gonna open it up again so people can do this, but, and this is kind of a question that I had when people have a DynaVox, does it mirror their pod book? I saw you using kind of multiple systems, the pod plus a lamp, although that wasn't, or not lamp, it was unity. Yeah. Yeah, so talk about that and how do you feel about whether these things need to be, how much the same do they have to be before kids can really navigate across? I know I have my thoughts, but I want, you're the top, you're the speakers, so what do you think about that? Yeah, so as an example, like Weston, he was very used to his pod book and so one of the reasons we went for the grid pad was because it did have the pod software, so he could really transition, he knew the organization of it, so that was really very seamless. Julie is an example, she actually, when some of her systems were developed, it was before we knew about pod, before pod was in the US, so she kind of has gone through a little bit of a, a piebald morph of a few things, but she amazingly can switch between her modalities and she knows, you know, with my device, it looks like this, with my book, it looks like that, it's really amazing how she's pretty flexible about that. I feel torn because I would say a couple of years ago, I felt more of the mind that they really should be like close to the same or, you know, the same and I still think that is obviously, there's less to learn, right? If you know the organization, et cetera. That being said, I think once you get to a certain level of maybe having some stronger linguistic skills and you might actually be able to access those core words a little more, that you might be able to change your organization either through your light text, so it's tricky because pod has a robust amount of templates for a light text system that can kind of grow and change. Electronic devices are, you know, there's the pod 15 cell that's very much like those sort of earlier pragmatic books, but then you jump the next, if you get to the more linguistic, you get to 60 cells.  And so really it's sort of working between the school team and the family and the child. And when you do, as their access is getting ready for a speech generating device, it's really kind of looking at all of them and seeing what ends up being the best next step. I don't know if that really answers- I think that's brilliant. And I guess I will just sort of say that, you know, kind of like you, I kind of see the pod on the iPad or the pod, yeah, not quite there, it's not quite there. However, I wonder if your approach about focusing on language and what you said about these kids that have more linguistic language capabilities can switch because we can switch because we have language capabilities, right? So I think that that privileging of language through the low tech system or I, oh, you know what? I told people that I was going to pinch myself every time I said low tech and non-electronically, I'm not going to pinch myself right now. It's important to recognize, as you guys do, I believe the power of a non-electronic system and what that can do for kids. Yeah, anyway, so any other questions? Oh, can I just say one thing, continuing this conversation, an example is another boy who actually, we could probably talk about like a gazillion case studies, but there's one little guy where we should probably get his up here because he's a little bit different. He ended up being an eye gaze user and he did the same process with us, the PAL approach, but he, because his access and his sort of linguistic knowledge was like everything was much more fast-tracked, and the whole thing was like it happened over a much shorter amount of time and he is like now in second grade, I think, and he's already like doing great with spelling, so he's probably going to be a text-to-speech communicator. And he definitely, from an electronic standpoint, outgrew the sort of pod layout and absolutely is a core kind of word communicator now on his electronic system. Yeah. And then Julie is somebody, she took a much longer time and she is just the kind of young woman who if her mother had not been as dedicated to sort of doing the long haul, she's just the kind of a kid who somebody would absolutely underestimate what the possibilities are. And even with lots of challenges, she is an amazingly flexible communicator going from system to system, like really phenomenal. So one of the comments here is so very impressed how your examples truly emphasize how many different ways we can communicate truly multimodal. And I think that's clearly shown in your examples. And again, I'm just gonna say how, and this is just sort of self reflection is how I start, you know, step by steps, blah, blah, we don't really need those anymore. Yes, we do because kids need to have that participation while they're developing language and getting their access. So all of the things that you guys are talking about is so important. And again, that you can focus on them separately while bringing them back together. So I continue to be a fan of your systematic approach to doing that. So I'm gonna say one more time to folks. Any other questions that you have before we let these ladies go for this month and then we will bring them back to learn more and hear more next month. So questions, comments, thoughts? I'll wait if you're looking at the chat there. I'm just gonna make one comment about an adult we know who's now 30 with Syrup and Palsy, actually switch scanner on a PRC device, uses a lot of partner assisted auditory scanning. He has very, very difficult access to this day. And when Tap Speak Sequence worked, he absolutely wanted to use it as an adult. He would want to like, I think he had a volunteer job where he wanted to be able to just go in and ask a couple of like volunteer related questions. He and it was never foisted on him. It was something that he requested. So I think just honoring as our, children turn into adults is really just honoring what their own preferences are within that multimodal system. And different partners in different environments and contexts will make some tools sort of more efficient and powerful than others. And just sort of keeping an open mind about that I think is really important. Lovely. So here's a couple more things that have come in on the chat. I love the systematic approach that you take. Thank you very much. Great session. Anyone have a favorite, a single switch call button cheaper than AbleNet products? Okay. So it depends what the use is for.  They're, I don't know if they still have them, but we used to like these ones called talk blocks. And they're these square, big square blocks in different colors. Put a symbol in them. You know, I looked recently, I feel like they were hard to find online more recently. I agree. Yeah. A lot of the things that used to be happening from in our world, Radio Shack and some of those things just don't exist anymore. Right, right. Is there another one you've got there, Carrie? Talk blocks. I'm just looking. I'm just looking by them. Oh yeah. Yeah, you can buy them. Oh, they're still available. Okay, maybe it was just at a stock, but the talk blocks are still, what's a hundred bucks, a five pack? Right, right. So this is, they're a hundred, but you get five of them. Okay. So there could be other ones. Yeah, yeah. I wanted to say, yeah, and then there's other ones through attainment company, but they just, depending on which one you get, they can be a little more tricky for access. Sometimes you need like, they're a little bit stiff and you need like more of a finger or, but those ones are cheap, but yeah, I think their access is not quite as good. And Diane Hall from Calgary says talking bricks. Yeah, those are also able net, the talking bricks, but those are a little, I think you pulled it down. Yeah, yeah. And they're great too, but they're not super cheap though. The only thing that's different though, say versus the step by step, I'm not sure if this is, is none of those ones can be sequential. So it's just a single message. Right, one message, single message, yeah. I have a dream to work with just like some young engineer makers and see if they can't do a cheap version of a step by step for us. I'll keep you posted if we're ever successful with that. All right, you got you. We got that recorded. Okay, so I'm gonna say thank you very much. And Wendy's reminding me to not forget my announcement, which I won't forget. These are these wonderful folks here. And I'm assuming that you will be happy to have questions, but we have them back in a month. So please come back because I think this has been great. And I hear from lots of you that you think so as well. My announcement is, we've talked a little bit about POD tonight and the POD-S kind of sessions is that we're going to be doing in Edmont, well, POD in two places. POD training with Laura Stevens in Calgary in March. And in Calgary, I'm looking at my calendar. Laura's going to be doing sessions on the 14th and 15th of March. And then she's going to be coming to Edmonton on the 17th, 18th to do a two-day POD and then the third day, which will be extended access. So I will send that out to everyone, but I think basically, based on what we've talked about tonight, lots of people might be interested in that in terms of thinking about building language while we're thinking about participation, while we're trying to figure out access. And so I'll send that out, as I said, as an email, but I thought it kind of worked with tonight. So what I'm going to also say as we close is thank you very much, Kim and Carrie. This has been a great session. People are very appreciative. It's always really positive to hear those real cases and those real kids. And it's also, I think, continued, I continue to think as I did when I say last month that, or last year, sorry, that it's important for us to be systematic in how we think about these different areas and your approach really helps us to do that. So thank you so much. And I look forward to seeing you in February. Great, thank you, everyone. Good night. Good night.


Now, like in this session, it will be country presentation. So in the morning, you saw all the new features of DHS-2. But in this session, what we are going to try to show or like what country is, how country are using DHS-2 for their implementation. It is not a program specific because like it has multiple programs together. So we have four country presentations starting with Vietnam, then Laos, then Pakistan, and then Yemen. Yeah, if you all can sit down, like my, sorry, Ms. Dewey, introduce yourself first. Morning everyone. As I already mentioned yesterday, I am Dewey and I'm from the U.S. CDC Vietnam, but before I joined the U.S. CDC, I already worked in the Ministry of Health and General Department of Preventive Medicine, as Dr. mentioned in his slide yesterday. So for today, I will present for the Electronic Health Administration and General Department of Preventive Medicine supports them to present the activity in Vietnam already done and work with the DHS-2. EHA is a specialized agency under the MOA for forming the management of the IT activity in the health sector. And with my presentation today, I will introduce an introduction about the National Health Statistics Report System, Non-Communicable Disease System, and the other activity in Vietnam already worked with the General Department of Preventive Medicine to building capacity in the data we have for the surveillance system. And of course, I will share with you about the plan activity for the future. We will work with the HEAP Vietnam and DHS-2 for the Vietnam DHS-2 system. Sorry. EHA, Electronic Health Administration, shortly, I will call shortly the EHA. Already implement the EHA-2 from 2018 for the National Health Statistics Report to report the aggregate data. And of course, right now, we also edit the play report in the system. In 2020, we added the component with the Morality Statistics and Code Update and using the DHS-2 event. In 2021, we continue to work with the support by WHO and implement the Non-Communicable Disease Reporting System and using the DHI-2 trigger for the National Health Statistics Report System according by the two circular, circular 37 and circular in 20, and propagate the mechanism to report for the Health Statistics for the Health Sector. And the system already implemented in the National White, it means in the form level for the Camille Health Center for the district, for the Camille, for the provincial level and the central level is the Ministry of Health. And right now, we implement and operate using infrastructure management by ourselves in the EHA. And you can see in the slide, the Health Statistics Report System already implement. And right now, in our country, we have the 63 provinces. And right now, we already implement in the 61 provinces until now to continue building capacity and repair the, maybe, the technical to using the Health Statistics Report System because in the Ministry of Health plan, we will implement in the National White for the whole province using the Health Statistics Report. And you can see the number of users using and real time currently we collect in our system. You can see the data set and report, and maybe some people will have a little bit on you because the data set and reports are very large. And I want to say with you a little bit because we, in Vietnam, we change the circular and the last circular, we already developed the somewhere using the DHH2 and when we upgrade, we still keep the data set and report that reason why we have the multiple, the data set and maybe you can see the huge system. With the National Health Statistics Report System, we not only focus for the communicable disease, for the communicable disease, or maybe for the children's health care, something like that. In the National Health Statistics Report, we have the all data to support for the Minister and in the whole field of the population for the health, facility, human resource, infectious, morality and mobility in hospital, in community health center, in the HIV mental health or the mental health and health care system. It is the health input indicator and the almost health input indicator. And as I mentioned before, we upgrade the data, most of the data input is the National Health Statistics Report is the upgrade data. Beside, we provide the form for the health staff in the own level to enter the data in the system. We also have the function to support for the all-neighborhood can visionization and have the can-can-can see via the dashboard to visionize the data and provide the data for the health statistics yearbook or per year in the Ministry of Health has the health statistics yearbook, so we can use the information from the system to give information in the health statistics yearbook and maybe plan and give, making decisions from the health statistics report system. And right now, we already implement I1 Impress, we already implement the system and using in the Ministry of Health in Vietnam. 2020, the EHA already implement the module for the Morality Statistics and Costs of Death. We using the EHA to event and organize the organization unit number. You can see a lot of the Kamu Health Station, Kamu Health Station. Right now, we have more than 11,000 Kamu Health Stations in the system because we lack of the two provinces. So we have more than 10,000 Kamu Health Stations implement the Morality Statistics. In 2021, we have more than 300,000 KF Death already have reports in the system. And the dashboard on Mortality and Costs of Death support for this activity. The dashboard for the Costs of Death and the mortality we can see in the system, we can statistic by the age, by the sexual, by the Costs of Death and by the provinces. And of course, because we work very closely with the Heap Vietnam and supported by the Heap Vietnam. And in the EHA, we also had the team to work independently. That reason why we can extend and all our system can develop and change when we have the ending requirement and update from the Ministry of Health. In our Ministry of Health, the planning and financial division is in charge of the activity and we work with them in the requirement and update the show. For the Nankamilkaburi reporting system, according by the health statistics system, we already work and we already implement a very successful WHO work with us and want to support for the NCD reporting system. And 2021 EHA continue to develop and implement the Nankamilkaburi system using the DHI to check up. And we already have the multiple training course for the health facility, WHO support, and recommend the old health facility hospital, Kamniu Health Center, using the software and provide the role for the health facility can give the account for the lower level. So until the November of this year, we have more than 3,000 Kamniu Health Center in between maybe the 55 provinces using this software, 55 provinces, in Vietnam we have the 63, and right now we already have the 55 provinces using the software. And of course, as I mentioned before, the software is maintained and operated by the MOA, by the EHA MOA. Using the Nankamilkaburi reporting system support for most of the Nankamilkaburi system, for example for mental, is-order, and diet-bed, and cough, and HBP, and other NCD, and we can extend, we can add more the Nankamilkaburi system in the near future if the capacity of the health facility can have information and information in the system, and the system reporting by the care report. With the NCD reporting system, currently we already have a sick program and already received more than 1 billion people, and we have the 218 indicators in the system. As the same with the health statistics system report, we also have support to export data by the aggregate data, and according to the health facility, or maybe province, according to the group, they manage patients in the system. And also, sorry, because we only have the Vietnamese version, so some of the pictures, some of the visualization, yes, maybe have the difficulty for you, you can see and understood the information inside. The data from the Nankamilkaburi Zee also synchronized aggregate data to health statistics report. It means when we develop the Nankamilkaburi Zee reporting somewhere independent with the health statistics, but when we implement, we already have the plan to synchronize data, so people already enter data in the NCD report, no need to duplicate data in the health statistics. And we also support for their own people using the software and have the visualization export the data for the making decision report with the multiple tasks they must do. Besides the application available in the DHN tool, we also use the eCulture, the development and support by HEAT Vietnam to combine aggregate data and event data in the same app. We also developed by myself to another app administration tool to manage the user organization you need because the user and organization you need in our country is very complex. So we need the mechanism to generate a group user very quick. That is why we already developed this module and we also have the module for monitor data interoperability to check and maybe can support us to can have with the health facility when we see any the issue of problem on our system. That is the total picture maybe we we don't have the long term so very quick to introduce about the health statistics system and the non-communicable system and plan activity for our team from Vietnam for the continue to work with the DHN tool and our system. We win make the data quality assessment exactly we we already not not will support by the one bank we already have the activity using the DQA the DQA tool from the WHO is on the DHN tool to evaluate and assessment the data quality when we're using the system for health statistics report to consolidate the system and expand the system in the nationwide right now we maybe in the end of next year we will implement in nationwide for the whole country for the whole provincial level and we also try to promote the the data interoperability because in our country we have the multiple the department and each department and of course we also have the multiple the IT vendor to develop and provide the multiple the health information system in our country so we need to give the mechanism and the standard to the data interoperability to to support the people in the lower level don't need to duplicate data and I also say with you a little bit because the time is not enough and today I I'm sorry because I don't repair another slide but I want to say with you about the the data we house we already work with the heat vietnam gdpm not the eha we already worked with the heat vietnam from the 2016 to develop a public health surveillance data we house in the public health surveillance data we house we we will collect data from the laboratory from the even based surveillance media source from the sentinel surveillance data from the metadata immunization and the non-communicable easy or infectious easy and all the data from the multiple the health system with the automatic integration in the eha to platform in our vietnam we have the the the the operate the emergency operating center in the in the moa we have the one uc and we have sub four sub uc in the four regional institute the the support of the heat vietnam already um um already done maybe uh in 2011 and we already using the data um and the the dashboard from the data warehouse um from the the five the eoc to making this season and very useful in the COVID-19 pandemic to monitoring analysis and interpretation to coordinate and respond the the information system and right now we continue to to to have plan work with the dhs to to upgrade the eoc for the four regional institute to to can support for for institute in in in my country have the maybe building the capacity support for them for the the eoc in in in um uh visualization data and calling data and uh that is an um very um activity we already have planned and support uh supported by the the ucc that i uh work currently and um um thank you for the attendant and uh hearing from me uh if you have any questions maybe uh can um um raise and i i will try to answer and if i can um um answer currently maybe my colleagues um can uh collect and um respond you later thank you so uh on behalf of the loud people i'd like to present some of the uh activity that they have been implemented in okay so i am working at the museum now in the planning and coordination department so actually before that they work as technical people to set up to start up the system is it because it's a system with law now i am not uh working on uh on that but i still oversight the system and support the system support the team so that uh so i'd like to quickly telling you what in law has been law has been already implemented okay this is our total summary of the uh what in uh in law we have so actually we start since the person normally we start 2007 uh 14 but not 17 so up to 2017 we already the uh ministry have approved the dss as a platform for the uh health information system in law because uh as you see that if a leader approved something that officially and then we can implement easily government meaning the government so now uh and then later on the uh the system had been starting to to implement many program join the system now already 15 program already integrated into the system uh before that just will be applied only for the mcs uh money and chai uh information now already all the work they can't program uh already put in so now by uh by now many people has been already trained so i remember that we start training the staff you're sending some some people some our staff to we're now to train on academy and then we have also after that we continue training uh all people at the province and district and health service 11 so now already more than a thousand staff have been trained in this is the system you know okay so this is more detail who actually we start since 2014 uh by uh uh custom my order uh mutton mutton and chai uh information into the system into the system mainly uh delivery pnc and opn and ipd so by 2016 we start introduced the more vertical program we start introduce the malaria uh into the system and then later on 2017 we start also put uh integrate the hce hiv uh information into the system and up to 2018 we start the surveillance system into the system into the system and 2019 we we start also the the epi and 2020 we also already start uh during the COVID-19 we just extended the system to support the COVID-19 uh information including also the uh contact tracing and also for uh vaccination for the COVID-19 and now and now we're already moving not uh reducing the distance so not only to collect information for for uh service uh not only for the number but also for quality of service how we can measure the the quality of service at the health center level we also use the system to to collect quality data not only number not only the the service but now actually we also measure the quality of data of information a back back incident yeah this is uh when the the load map not looking back but the the mapping of the how how we integrate the dc2 uh all the program into the into the system first we integrate uh the mcs and then we start malaria tv sav and then surveillance system and even though uh also the m supply system also the logistic in into the system so you can see that uh different different program have different color meaning that we also have uh aggregate and also have even come to i come to and factor some program implement all three three more uh three functions of the dc2 for aggregate also have even come to also have also the uh tracker for example here we have we have three colors meaning they're all all the aggregate even come to a tracker and you can see that this is already integrated into the dc2 system but uh another part of the of the system is uh first of all health financing it's not into the system yet also the uh human resource also not into the system yet not integrate into the system also the the main information on the on the hospital information system or electronic medical record is still stand alone but in the future we've been we've been integrated through them together we only start uh uh invest on this so that in the future we can in uh because uh currently the staff who are working in the hospital they are into the data both in dc2 also and then also enter the data into the into the uh electronic medical record or health information uh hospital information system so now we try to link this system together in the future so uh yeah i would like to highlight that uh we just the uh this is not only for the collecting the number or or vertical program mcs opening ipd but also we use the system to to uh to monitor the progress of the health service at the health center level so we just we customize all the service like a any health center that they have an infrastructure how many beds how many staff and also the clinical meaning the how how the


Participants in a leadership breakout session at the Clinical Translational Science Awards, CTSA, virtual 2020 conference discussed and ranked six recommendations in terms of feasibility, impact and priority for advancing diversity, equity and inclusion efforts. Suggestions are made to improve DEI in CTSA leadership and allow for greater representation in translational science field. This article was authored by Claudia SP Fernandez, Monica M. Taylor, Gaurav Dev and others.


three books that every person should read if they have any interest in being successful.  Yeah, I would say I think the first one is Peter Drucker's managing oneself. If you can't manage yourself, all the training in the world won't do anything. I think a great business book, just like a hardcore business book. I have a mentor named Tillman Fertitta. He owns the Houston Rockets. He's a forpless guy. And it's just a real practical business book. Third one would be Dr. David Busse's textbook called Evolutionary Psychology. It's not a regular textbook. It's so interesting. You can flip to any page, read one page, and you will feel 100 times smarter. And it's about human interactions. Funny, the founder of Zoom recently posted, only read two things, biographies and textbooks. So the other book I would throw in there, who is kind of a personal hero, is Arnold Schwarzenegger's autobiography. He wrote a book. It's so good. It's, I love Arnold.


1 90 is a fair number when they're competing against the chiefs and the chargers in the AFC West talk with the chargers last week is being a team I like to make the playoffs, which inherently means I'm probably not in on Denver. And I think that minus 1 90 is a fair number to put them at because quarterback play matters so much. You make it better if they decide to start Teddy Bridgewater over drew lock. But either way, they're not a team that'll light the world on fire there. And I think that's enough where at minus 1 90, I think there is value on the Broncos to miss the playoffs in 2021.


Good afternoon, everyone, and welcome. This is Melissa with the stockswush.com, and I'm doing a market review here into the close. It is 404 Eastern time, and the market close today very bullishly and very strong, exactly the way that I called it this morning if followed through higher. And it really just ran out of day, or we would have just run sky high all the way up to 209 and beyond. We did get to the target, though, of 208, and we did get to the target of 208.75. Remember I said this morning that was the next target after 208? We got within six pennies of that. Again, I'm very accurate here when I'm predicting targets for moves and things when the same thing as I predict the entries. So I'm very accurate with numbers, with the entry, the stop, and the target. This is exactly what this did today. So the market looks like it's gonna continue higher tomorrow, except for the fact that I don't know where we get tomorrow morning, which will determine how we trade out into the open and on the live day. Very bullish move today. This market just got bought all day long. Low of the day was set into the open and got bought all day, hit through the first target, and went to the second target. And really 208.75 was a realistic target. And 209, we would have gotten there. If the market would have closed at four o'clock Easter time, it would have rallied another 30 cents. And it would have gotten to 209. And it would have kept going, actually. We just rallied all the way up in the close today. And I did see in the morning video this morning, there may not be a pullback. And any pullback can be bought in the market and there may not be really one. Actually, you did have one. A weird time to take one, but around 10.45 here in the 15 minute chart and one o'clock into lunch. I don't like trading in the afternoon unless something opens and swooshes. But the market was a nice buy today and a power move up and a power trended up all day. Even buying aggressively out of the gate or one of those trades there in the late morning or early afternoon, you didn't get the market long today. And I'm certain a lot of people really believe the market would continue lower. Still, even with Friday and the last week and a half of trading, except for as I've said all along, the market's higher. 100% conviction that's the truth. I don't know where we gap tomorrow, so I don't know how we trade in the live day. And we could be sideways tomorrow a little bit until the announcement are the minutes on Wednesday afternoon or we could just follow through higher tomorrow for the minutes on Wednesday afternoon. I just don't know exactly where we're gonna gap in the morning because of where we rallied here into the close and it's just very, very strong. And we're in an area here of somewhat of a congestion. However, I think we're gonna get through it. I think it would be cleaner if we got through it and it gap. So it'll be very interesting to see exactly how we open tomorrow in the pre-market, but the market is so gorgeous. This is just a gorgeous, gorgeous, gorgeous chart. There's an affirmation here that I saw today. Actually, this is from March 15th here on my calendar. It says the only limits are, as always, those of vision. This is a statement, a quote here from someone called James Broughton. And that is a great quote that makes me think about the market, okay? The only limits are, as always, those of vision. So therefore, what's the best way to think? Limitless, I'm a limitless thinker. I have expanded vision. The market is higher to an incredible number this year. I said it last year in October of 2014 and the market is going to follow through and make new highs once again here very, very soon. Gorgeous market, beautiful. And it is not a short, a bullish move is not over and it's gonna carry through to, again, a limitless number. And I see it happening because I have an expanded mind that can read numbers and charts in gaps, both bullish and bearish, and has the vision to see what is setting up here and is happening and it's because I know how to read money. This is money that carried the market higher today. Real, real buying power of money that moved the market higher. Institutional money that came into the market that held this up here gorgeously, beautifully, fabulously and it's gonna go right over the area that happened from the job off that took days to do. It's gonna make it over at lickety-split and that is power of my people. That is just really, really what I love to see in the market, which is money. Whether it's money that sells off or money that comes in that's buying, but it's power. It's what moves the market, it's what moves stocks. So if you'd like more information or want to sign up for the Golden Gap class, feel free to email me at Melissa at thestockswish.com. The next Golden Gap class is this weekend, March 21st in 20 seconds. Beautiful long call I made at the market. Whoever took it this morning, hopefully they held it all day to the target. You were never down. You were up every second from the call and it went to the number and beyond. So great bullish, bullish market we're gonna have this week. I see it, I saw it this morning that we would have a very bullish day and a very bullish week. Look for follow-through, market's doing it. Beautiful market. Let's just give the market a round of applause here. And great job, Stockswish, which is me for calling it so expertly today, all along the last few years. Have a great day everyone. And if you're interested in signing up for the Golden Gap class, email me at Melissa at thestockswish.com. Thanks everybody.