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From YouTube: Developmental Disabilities Committee: Behavioral Supports: A Listen and Learn Event/June 6, 2023
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A
A
B
I
certainly
can
and
I
have
a
PowerPoint
presentation
if
you
can
go
ahead
and
pull
that
up.
Sherry
and
I
also
will
introduce
myself
I.
Am
the
voice
read
I.
Am
the
bureau
director
of
our
clinical
and
developmental
Services,
which
is
one
of
two
bureaus
in
Arlington,
dhs's,
Aging
and
Disability,
Services,
Division
and
I
believe
our
division
director,
my
moon
at
Bob
duncanfield,
is
also
on
the
call
and,
if
not
she'll,
be
joining
us
shortly,
but
just
wanted
to
distinguish
trying
to
distinguishing
between
that.
B
Okay
and
what
I
am
hoping
to
do
today
ahead
of
our
presenters
and
thank
you
Sherry
for
selecting
this
as
a
topic.
The
therapeutic
consultation
which
I'll
explain
in
just
a
minute
is
is
one
of
the
probably
fewer
or
lesser-known
waiver
Services
supporting
individuals
with
behavioral
support
needs.
It
also
provides
some
consultation
around
speech
and
language
and
some
other
services
as
well,
but
we
won't
be
talking
about
those
today.
B
Often
that
purpose
is
is,
is
communicating,
I'm
a
need
or
an
unmet
need
and
that
it
is
often
done
through
behaviors,
and
so
we're
really
looking
at
trying
to
reshape
the
behaviors
as
well.
It's
professional
consultation
again
designed
to
assist
individuals,
parents,
Guardians,
family
members
and
other
providers
of
Support
Services,
it's
embedded
in
an
individual's
support
plan,
their
ISP
support
plan,
as
well
in
terms
of
having
goals
and
outcomes
that
are
tied
directly
to
the
ISP.
B
And
on
that
note
it's
also
something
that
is
then
monitored
by
I
support,
Courtney
therapeutic,
that's
I,
don't
know.
Therapeutic
consultation
will
look
differently
depending
on
the
individual,
because,
again
it's
person-centered
to
that
person's
needs
and
their
I
and
that
their
ISP
the
individual
support
plan.
B
B
We
are
good
so
again.
The
first
thing
is
providing
that
assessment
of
understanding
the
behavior
understanding
the
purpose
and
what
the
behavior
is
attempting
to
communicate
to
others
and
I
I.
Think
I
talked
about
that
with
the
previous
slide
and
probably
just
jumped
ahead
of
myself
and
again
reflecting
the
individual's
needs.
So
we
can
slide
to
the
next,
because
I
think
I
talked
about
both
of
those
points
as
well.
I
just
didn't
Advance
the
slide.
So
my
apology.
B
B
The
on
the
bi
waiver
building,
Independence
waiver-
excuse
me,
but
the
department
also
provides
some
limited
funding
for
Behavioral
supports
through
the
regional
projects
office,
and
that
is
intended
for
individuals
that
are
on
the
waiver.
Wait
list.
So
for
someone
that
doesn't
have
a
waiver,
there
are
still
there's
still
resources
for
accessing
supports,
such
as
therapeutic
consultation,
and
these
are
typically
provided
through
the
csb
I'm,
typically
under
contracts
with
various
providers
and
So.
B
Currently
with
Arlington
County,
we
contract
with
alternative
paths,
training
school
apts
to
provide
behavioral
supports
for
individuals
that
are
on
the
waiver,
wait
lists
that
are
again
with
funding
from
the
regional
projects
officer
office.
In
the
event,
though,
I
will
say
that
we
have
someone
that
doesn't
have
a
waiver,
and
that
is
not
on
the
waiver
wait
list.
B
Here,
I
wanted
to
talk
a
little
bit
about
just
understanding.
Some
of
the
basic
differences
between
mental
health,
Mental,
Health,
Services
and
behavioral
supports
because
oftentimes,
you
know
we
hear
I,
hear
families
using
these
sort
of
interchangeably,
not
really
understanding.
The
differences
between
the
two,
so
behavior
supports
is
really
looking
at
antecedents
of
behavior.
B
Next
slide
so
again,
more
on
the
behavior
supports
anteceded
Behavior
interventions
is
really
looking
at
a
couple
of
things.
Looking
at,
how
can
we
one
look
at
changing
the
environment?
Are
there
things
that
are
actually
happening
or
occurring
in
the
environment
that
we
can
change,
eliminate
sort
of
as
a
first
step,
because
if
they're,
you
know
that's
easier
to
just
try
to
reshape
the
environment,
to
try
to
minimize
behaviors,
other
methods
may
be
in
working
with
the
actual
person.
B
You
know
around
some
of
the
communication
methods,
for
example,
for
that
particular
person
and
how
they
may
be
responding
to
things
in
their
environment.
As
well
so
it's
giving
them
developing
a
certain
skill
set
on
being
able
to
adapt
to
what
is
happening
in
the
environment,
particularly
when
we
can
change
certain
things
in
the
behavior.
B
Yes,
I
see
it
now
so
a
little
bit
on
Mental
Health.
This
is
really
looking
at
our
emotional,
psychological
and
social
well-being
affects
how
we
think
how
we
feel
how
we
act,
helped
us
determine
how
we
handle
stress
and
how
we
relate
and
get
along
with
other
people,
how
we
make
choices,
and
this
is
for
all
of
us-
that's
not
just
for
people-
or
this
is
not
just
for
people
with
developmental
disabilities
and
so
managing
our
mental
health
is
just
it's
important
across
the
board
of
doing
that.
B
So
Therapy
Services
specifically,
are
Mental
Health,
Therapy
Services.
Specifically
it's
an
approach
for
treating
mental
health
issues
and
diagnosis,
so
mental
health
diagnoses,
referring
to
those
diagnoses
that
are
included
in
the
diagnostic
statistical
Manual
of
mental
health
disorders
on
things
such
as
anxiety,
disorder,
major
depressive
disorder,
bipolar
disorder.
So
really
looking
at
something
that
is
a
mental
health
diagnosis
are
an
issue
that
is
stemming
from
a
mental
health
diagnosis
and
for
these
you're
seeking
the
services
and
supports
from
a
licensed
mental
health.
B
Okay-
that
might
be
my
last
slide,
but
let
me
actually
Sherry
if
you
can
go
back
to
the
previous
slide
as
well.
So
one
of
the
two
other
things
that
I
just
wanted
to
touch
on
and
talking
about
Mental
Health
Services-
and
you
may
hear
some
of
this
as
well.
It's
actually
not
uncommon
for
individuals
that
we
support
to
have
a
mental
health
diagnosis,
let's
say
anxiety,
for
example,
and
it
will
manifest
in
behavior
as
well,
and
so
you
may
have
to
do
a
dual
approach.
You
know.
B
But
then,
looking
at
some
of
the
behavior
supports
in
terms
of
how
that
is
actually
manifesting
and
if
you
don't
understand
or
you're
you're,
seeing
a
certain
Behavior
or
some
mental
health
concerns,
we
don't
have
the
expectation
of
you
trying
to
figure
that
out
alone
in
terms
of
trying
to
understand.
Well,
okay,
is
this
a
mental
health
issue?
What
do
I
do?
Is
it
a
Behavior,
Support
issue?
What
do
I
do?
B
I
can't
underscore
enough
the
importance
of
really
working
with
your
support
coordination
coordinator
on
discussing
any
concerns
that
you
may
have
around
Behavior
around
mental
health
or
just
what
you're
seeing
because
they
have
the
expertise
and
they
are
aware
of
the
resources
and
can
make
referrals
for
services
such
as
therapeutic
consultation,
Mental
Health
Services,
and
will
help
you
in
distinguishing.
What's
what
and
getting
you
connected
to
the
right
service?
B
That's
there
one
of
the
things
too,
and
why
I'm
so
appreciative
of
this
particular
topic
is,
is
because
so
many
times
our
parents
and
caregivers
think
that
they
have
to
you
know
just
experience,
you
know
experience
certain
challenging
behaviors
and
they
just
really
don't
know
what
to
do.
They
don't
know
that
there's
help
that
there
are
resources.
B
You
know
whether
it's
in
the
waiver
or
local
funded
that
are
actually
there,
and
so
this
provides
just
a
great
opportunity
to
learn
more
about
that
and
to
hear
from
some
of
the
experts
in
the
field
on
some
proven
techniques
as
well.
But
I
do
encourage
anyone
that
is
listening
to
this
presentation
live
or
listening
to
it
in
the
future,
just
again
to
consult
with
your
support
coordinator
around
any
concerns
that
you
have.
There
are
Services
there
that
are
proven,
effective
and
and
are
very
beneficial
for
everyone
involved
and
Sherry
I.
A
Doing
questions
in
the
chat
if
folks
have
questions
and
but
I
do
have
a
couple
of
of
topics
that
that
you
were
going
to
try
to
cover.
One
is
the
reach
crisis
services
and
the
other
is
the
Regional.
You
already
talked
about
the
regional
project
officer
for
folks
on
the
DD
wait
list
so
yeah.
If
you
can
just
tell
us
a
little
bit
about.
B
B
When
the
when
the
training
center
is
actually
closed,
reach
Services
started,
like
our
programs
gets
before,
but
2014
2015
I
think
it
that
was
actually
prior
to
my
stepping
into
my
role
and
I'm,
going
to
Google
what
rejections
not
Google,
but
I'm
going
well
I,
probably
I'm
going
to
look
at
something
because
I'm,
it's
not
coming
off
the
top
of
my
head.
What
reach
actually
stands
for,
but
I'll
put
that
in
the
chat
what
it
stands
for,
but
they
provide
Crisis
Support
Services,
the
individuals
with
developmental
disabilities.
B
They
are
mobile
crisis
supports,
but
they
also
provide
crisis
therapeutic
homes
and
they
have
a
transition
home
as
well
and
called
pepper.
The
therapeutic
home
is
located
in
Woodbridge
Virginia
and
it
provides
some
start-term
behavioral
supports
for
individuals
out
of
the
Primary
Residential
setting
continuing
to
work
with
the
individual.
Alongside
with
the
family,
they
develop.
B
And
so
she's
been
in
that
role
just
over
one
year,
but
we've
for
many
years.
Arlington
County
has
supported
this
position
with
it's
a
local
funded
position,
recognizing
the
importance
of
supporting
people
with
developmental
disabilities,
who
also
have
mental
health
issues
and
concern
whether
that
is
a
diagnosed
mental
health
disorder
or
not.
So
she
can
do
mental
health
therapy,
but
she
also
does
a
great
deal
of
psycho-education
supports
as
well
and
a
referral
for
that
person.
That
position
would
be
made
through
your
support
coordinator.
A
A
So
we
really
appreciate
your
support,
always
The
Voice,
so
the
second
presentation
and
is
Kristen
fragile,
who
is
an
MS
bcda,
LBA
owner
and
Behavioral
Analyst
Cora
analyst
LLC
and
she's,
going
to
explain
what
that
is
and
she's
going
to
talk
on
focus
on
proactive
behavioral
strategies
that
incorporate
values
and
compassion
into
goal,
development
and
interventions,
and
so
at
that
I'm
going
to
close.
Stop
sharing
my
screen
if
I
yeah.
C
A
So
this
is
going
to
be
complicated.
Yes,
I
can,
if
I
s
oh
shoot
I
can.
If
I
stop
sharing
see
here
while
I'm
while
I'm
pulling
up
your
presentation,
would
you
mind
telling
I
know
at
the
beginning
tell
us
a
little
bit
about
your
presentation?
Why
don't
you
go
ahead
and
start
there
and
then
I'll
catch
up
with
you,
yeah.
C
Absolutely
thank
you
for
having
me
my
name
is
Kristen
fergal
I
am
a
board-certified
behavior
analyst
and
licensed
behavior
analyst
here
in
Virginia.
I
am
the
owner,
as
well
as
a
practicing
consultant
in
quora
analysis,
and
we
provide
therapeutic
Consultation,
Services
Under
the
DD
waiver
across
the
state
of
Virginia.
Mainly,
we
have
providers
in
Northern
Virginia
and
the
Tidewater
region
of
Virginia.
A
C
Up
with
is
a
little
bit
wordy,
but
proactive
behavioral
strategies,
really
the
the
bread
and
butter
is
what
I'm
going
to
be
talking
about
in
the
middle
of
incorporate
values
and
compassion
when
we
are
creating
goals
and
getting
into
programming.
So
I
could
talk
about
this
all
day
long,
but
I'm
going
to
be
pretty
brief
today
and
focus
in
on
one
particular
area,
which
is
that
values
incorporation
into
the
goals.
A
C
C
So
these
four
things
are
what
we're
going
to
be
talking
about
today,
but
they
are
the
four
areas
that
I
hope
that
that
that
I
am
my
my
providers
and
I
hope
all
behavioral
providers
really
focus
on
when
we
are
providing
services
to
our
clients.
So,
first
and
foremost,
our
goals
are
to
set
our
clients
up
for
Success
and
the
rest
kind
of
follow
under
that
umbrella.
We
want
to
treat
our
clients
with
respect.
C
Right,
because
the
goal
of
our
Behavioral
Services
is
to
assess
what
barriers
are
in
the
way
of
our
client's
success
and
then
we're,
then,
then
we're
going
to
determine
what
we
can
do
to
either
change
the
environment,
or
maybe
we
need
to
teach
some
skills
that
are
going
to
lead
to
that
increased
access,
whether
it's
educational,
vocational
Leisure
activity
is
self-care,
anything
that
they
are
trying
to
access.
How
can
we
set
them
best
up
for
success
so
in
ABA
services,
or
you
know,
behavioral
consultation
under
therapeutic
consultation?
C
This
can
look
like
embedding
teaching
trials
throughout
a
day.
It
can
look
like
determining
preferences,
reinforcers
and
utilizing
them
to
create
motivation
for
different
learning
opportunities
across
the
day.
When
we're
talking
about
environmental
strategies,
it
can
look
like
something
as
simple
as
adjusting
Furniture
in
an
environment,
changing
around
a
meal
routine
or
schedule,
or
sometimes
the
location
of
services,
can
make
a
big
difference
whenever
we
can
provide
our
clients
with
more
options
for
Choice,
that's
something
that
can
help
as
well.
So
everything
that
I'm
talking
about
today
is
going
to
be
all
about.
C
How
are
we
setting
up
our
clients
for
success?
We're
going
to
get
kind
of?
We
want
to
get
ahead
of
the
issues
right.
We
want
to
think
about
before
we
have
problems.
How
can
we
best
set
them
up
for
success?
I'm
gonna
go
next
slide,
so
getting
back
to
treating
with
respect
kindness
and
compassion.
So
our
goal
as
Behavior
analysts,
as
well
as
any
other
providers
of
Behavioral
interventions,
is
to
make
socially
significant
changes
that
directly
impact
both
the
clients
and
their
immediate
caregivers
lives.
C
Now
this
is
something
important
to
remember,
because
I
like
to
point
out
that
it's
not
just
the
direct
client's
life
that
we're
trying
to
make
better.
We
want
the
caregiver's
life,
whether
that's
Direct,
Care
staff
or
family
or
any
other
caregivers
in
their
immediate
life.
We
want
their
life
to
improve
as
well,
because
the
better
that
the
caregiver's
life
is
supported,
then
they
are
going
to
provide
better
support
for
the
client's
life
as
well.
So
we
want
to
begin
with
that
end
in
mind.
What
are
we
gonna?
C
How
are
we
going
to
leave
that
situation
better
than
we
entered
it
right,
but
we
also
have
to
remember,
while
aiming
to
provide
the
service.
Is
that
oftentimes?
What
we
think
is
important
to
Target
for
change
is
not
really
a
priority
in
the
client
or
caregiver's
life
themselves,
so
we
really
want
to
take
into
mind
what
is
important
to
them.
So
how
do
we
determine
where
to
begin
right
when
we're
trying
to
figure
out
what
is
important
to
them?
C
So
what
I
like
to
say
what
we
try
to
where
we'd
like
to
start
is
identifying
the
values
of
individuals
that
we
serve
once
we
know
what
the
life
they
strive
for
looks
like.
We
can
then
start
to
identify
the
barriers
to
achievement
that
have
been
standing
in
their
way
right.
So
these
are
some
questions
that
we
always
start
with,
asking
both
the
individual,
the
client
that
we're
serving,
as
well
as
the
immediate
people
that
are
helping
care
for
them
in
their
life.
C
C
C
C
This
is
these
are
the
first
two
pages
of
an
activity
that
I've
done
oftentimes
with
caregivers
and
staff
that
work
with
individuals
we
serve
as
well
as
the
actual
clients
themselves.
So
these
are
the
first
two
pages
I'm
gonna
get
to
the
next
two
in
the
next
slide,
but
the
first
page
on
the
left
is
really
talking
about
what
I
was
just
discussing
about
defining
values.
C
So
before
we
even
get
to
the
stage
of
looking
at
goal,
development
or
programming,
we
want
to
look
at
the
things
that
are
important
to
them
in
life.
So
these
are
things
that
make
them
feel
fulfilled.
They're
provide
inspiration,
kind
of
a
Guiding
Light
for
how
they
want
to
live
and
think
about.
We
like
to
think
about
them
as
what
you're
standing
for
in
life
descriptions
of
how
you
want
your
life
to
look,
and
then
we
kind
of
compare
it
to
what
they're,
not
because
as
behavior
analyst,
we
can
only
provide
examples
and
non-examples.
C
So
you
really
get
a
clear
definition
of
the
values,
so
they're,
not
goals
or
outcomes
right.
The
out
goals
are
going
to
come
later
on
and
they're
not
an
end
result
to
be
achieved.
So
it's
not
something
we're
going
to
check
off
we're,
not
going
to
say
that
these
values
are
done,
they're
going
to
be
that
Guiding
Light.
That's
always
going
to
be
there
to
inspire
us
as
we
make
decisions
to
work
towards
our
goals.
C
So
the
next
not
the
next
slide.
Sorry,
the
right
side
of
this
slide-
oops.
Oh
sorry,
I
can
go
back.
Yeah
sorry,
so
the
page
on
the
right
here
is
this.
This
page
is
actually
taken
from
someone
that
I've
done
with
caregivers
or
staff,
so
the
wording
would
be
a
little
bit
adjusted
if
we
were
working
with
the
client
themselves,
but
so
this
is
to
get
kind
of
the
you
know.
Juice
is
Flowing
about
thinking
about
how
they
want
to
show
up.
C
What
do
I
want
my
work
to
say
about
me,
so
the
phrase
that
we're
going
to
use
is
when
I
am
blank,
I
feel
good
about
who
I
am
at
work
right,
I'm
being
who
I
want
to
be,
and
therefore
my
decisions
throughout
the
day
of
the
week.
You
know
the
year
of
the
month,
this
season
at
work.
I'm
gonna
feel
good
about
my
decisions,
because
I
know
that
I
am
making
them
in
alignment
with
the
person
that
I
want
to
be
at
work.
C
So
this
phrase
when
I
am
blank
I
feel
good
about
who
I
am
a
work,
is
what
we're
going
to
work
on
on
then
the
next
slide
and
again
that
wording
could
just
be
adjusted
to
be.
If
we're
looking
at
ourselves.
If
we're
talking
about
the
client
it
may
be,
you
know
when
I,
how
do
I
want
to
show
up
as
a
friend
how
do
I
want
to
show
up
as
a
housemate?
C
How
do
I
want
to
show
up
as
a
son,
a
daughter,
you
know
a
sister
or
brother,
any
any
kind
of
role
they
have
in
life?
How
do
they
want
to
show
up
as
that
you
can
go
ahead
and
go
to
the
next
slide
now,
so
these
two
next?
These
are
the
two
next
pages
in
this
exercise
that
I
like
to
complete-
and
this
is
kind
of
a
list
of
some
example-
values.
It's
not
exhaustive
by
any
means,
it's
kind
of
to
get
people
thinking
about
some
descriptive
words
they
can
use.
C
As
their
values,
their
guiding
guiding
values,
and
so
we
give
this
list
and
recommend
they
read
through
it
and
see
which
words
really
resonate
with
them
so
which
adjectives
jump
out
and
say
like
yes,
this
is
really
meaningful
to
me
now
all
of
these
values,
all
these
words
on
this
list,
they're
all
positive
right.
They
all
sound,
really
good,
no
one's
going
to
say
I,
don't
want
to
be
that,
but
it's
really
to
see
which
resonates
with
you
as
the
individual,
the
client,
the
staff
person,
the
caregiver,
whoever
it
is.
C
If
you
are
a
staff
person
taking
note
of
how
you
feel
when
you're
considering
that
value?
And
then
how
do
you
feel
compared
to
when
you're,
not
mindful
at
all
about
what
was
leading
your
decisions
at
work?
So
when
we
show
up,
we
want
to
have
the
knowledge
of
what
is
important
to
us
in
mind
when
we're
going
forwards,
so
those
decisions
we
can,
we
can
be
confident
about
the
decisions.
That's
really
our
goal.
A
C
So
now
that
we
have
an
idea
of
what's
really
important
to
our
clients,
then
we
focus
on
developing
the
goals
and
programs
for
them
that
match
up
to
what
their
life
looks
like.
So
what
they've
described?
How
can
we
actually
put
that
into
action?
So
these
are
just
a
couple
examples:
they're
really
not
specific
to
any
client
there.
They
sound
pretty
General,
and
so
we
would
individualize
them
and
get
them
a
little
bit
more
specific
to
that
client's.
Current
skill
set,
of
course,
but
these
are
just
some
examples.
C
Let's
say
someone
chose
like
a
client
shows
they
really
cared
about
being
creative.
So
maybe
we
align
their
goals
and
programming
to
make
sure
that
they
have
access
to
art,
classes
or
craft
materials,
or
we
increase
communication
requests
and
abilities
to
engage
in
those
preferred
creative
Outlets
same
thing
for
being
responsible.
Let's
say
that
was
really
important
to
them.
C
Maybe
they
wanted
to
increase
some
Independence
in
you
know:
Financial
literal
literacy
or
other
self-care
activities
again
getting
back
to
communication
skills,
anything
that's
going
to
make
them
feel
responsible
and
then
the
last
one
is
more
aligned
with
a
staff
person's
example.
So
maybe
a
staff
person
said:
oh,
it's
really
important
for
me
to
be
attentive
when
I'm
at
work,
and
so
some
goals
of
theirs
may
be
aligned
with
increasing
engagement
with
their
clients
during
preferred
activities
or
demonstrating
proactive
strategies
that
they
can
do
through
maybe
daily
activity
planning.
C
C
A
A
D
I'm
just
going
to
go
ahead
and
start
by
introducing
myself.
Thank
you
so
much
everybody
for
being
here
and
giving
up
your
time.
These
are
all
really
important
and
fun
topics
to
talk
about,
maybe
not
fun
for
everybody,
so
my
name
is
Jenny.
Conroy
I
am
the
founder
of
social
Grace
named
after
my
two
favorite
things,
my
love
for
social
learning
and
my
daughter.
Grace,
let's
see
almost
eight
years
ago,
I
was
on
maternity
leave.
D
You
know:
I
I
had
that
love
for
social
learning.
I
wanted
to
definitely
spend
more
time
with
my
daughter,
Grace
I,
didn't
know
what
I
was
really
getting
myself
into,
but
I
also
in
running
the
secondary
program
for
students
with
autism,
I
really
felt
like
we
really
needed
more
creative
services
to
address
social,
emotional
and
executive
function,
development,
so
I
kind
of
took
a
leap
of
faith
eight
years
ago
and
started
a
small
coaching
practice
and
really
had
no
idea
what
was
in
store.
So
today
you
know
fast
forward.
D
D
We
actually
one
of
my
most
favorite
things
that
I
do
is
run
a
free
parent
support
group
and
we've
been
doing
it.
You
know
every
month
for
the
last
seven,
almost
eight
years,
it
is
free
to
anybody
in
the
community
who
has
you
know
a
child
with
a
developmental
disability,
disability
and
especially,
we
have
a
lot
of
families
who
are
experiencing
that
cliff
or
feeling
like
they're
experiencing
that
Cliff
After,
High
School
and
just
supporting
anybody
who
needs
it.
D
I
feel
that
social
Grace
really
is
a
practice
that
I
wish
I
had
growing
up
in
Arlington
County
I
grew
up
with
a
father
who
was
very
mentally
ill
and
my
youngest
brother
Russell
is
37
and
he
has
Down
syndrome
and
autism,
and
then
I
have
another
brother
with
significant
social
anxieties
and
another
brother
with
ADHD.
So,
as
you
can
imagine,
I
grew
up
in
lots
of
Chaos.
D
So
this
has
really
been
a
vocation
for
me
and
just
to
support
families
in
all
of
the
aspects
that
I
wish
that
my
family
had
growing
up.
So
I
just
thought.
We
could
also
get
moving
a
little
bit
and
if
you
would
like
to
turn
on
your
camera,
you
may,
but
you
don't
have
to
but
Sherry
I'm
going
to
use
you,
as
example,
I
just
want
to
put
everything
down
out
of
their
hand
before
I
I
talk
a
little
bit
more
about
social
and
executive
function.
D
Coaching
and
therapy
and
I
would
love
it.
If
you
could
Sherry
can
you
show
me
six
inches
apart
with
your
hands
and
everybody
else?
Even
if
you
have
your
camera
off
I'm
gonna
assume
that
you
are
doing
this
little
activity
with
me:
okay,
six
inches
great
and
then
when
I
say,
go
I
just
want
you
to
clasp
your
hands
together
like
this.
D
D
Right
them,
oh
wow
I
am
a
left
summer
interesting
and
anybody
else
who's
on
I
guess.
Nobody
else
is
on
camera,
but
I
want
you
to
pay
attention.
If
you
are
a
right
thumber
which
thumb
is
on
top.
So
for
me,
I'm,
a
left,
thumber
Sherry
is
a
right
thumber,
nothing
against
right,
thumbers,
there's
no
right
or
wrong
answer
in
this
activity.
Okay,
so
Sherry
go
ahead
and
put
your
hands
six
inches
apart
and
then,
hopefully
everyone
else
is
doing
this
and
when
I
say
go
I
want
you
to
now.
D
D
Sick,
how
does
that
feel
everybody
not
good,
not
good
right
yeah
and
you
can,
if
you
can?
Oh
there's
Donna
Funway
Donna.
How
did
that
feel
for
you
not
good,
not
good,
uncomfortable,
right,
uncomfortable,
awkward,
weird
I
know
some
people,
adults
that
I
have
done
this
with
the
other
day.
I
was
giving
a
presentation
on
this.
D
Maybe
what
do
you
think
Donna
Sherry
a
little
bit,
maybe
yeah,
possibly
so
that
is
just
a
fun
little
activity
and
just
to
get
our
blood
moving
a
little
bit
during
this
presentation,
and
if
you
didn't
do
it
with
your
everyone,
with
your
camera
off,
go
ahead
and
try
it
now
but
anyways
when
I
ask
you
to
switch
summer
switch
sides
with
your
thumb.
It
is
uncomfortable,
it's
awkward,
it's
weird,
because
our
brains
are
perfectly
wired
the
way
they
are
to
keep
us
comfortable
right.
D
It's
really
comfortable
for
me
to
go
like
this
a
hundred
times
it's
really
comfortable,
but
when
I
have
to
switch
thumbs,
I,
don't
even
it's
not
it's
not
comfortable.
For
me,
it's
just
not
so
our
brains
are
wired
with
patterns
right
and
then
oftentimes
I.
You
know
work
with
so
many
individuals
and
have
over
the
years
where
Educators
teachers,
coaches
or
even
you
know
in
the
workplace.
D
It's
not
easy!
It's
really
not
easy
for
any
of
us.
All
of
us
are
wired
differently,
so
that
is
one
of
the
fun
things
that
we
do
at
Social.
Grace
is
we
focus.
We
meet
clients
where
they
are,
and
we
talk
a
lot
about
the
brain
and
how
our
brains
are
wired
right.
So
we
have
the
downstairs
part
of
our
brain
I'm,
going
to
use
my
thumb
down
here.
It's
our
fight
or
flight,
and
then
we
have
the
upstairs
part
of
our
brain
right
here.
D
I'm
going
to
use
this
part
of
my
hand
to
to
show
this
and
this
I
get
this
I
stole
this
from
Dr
Dan,
Siegel,
who's,
amazing
and
he
wrote
a
book
called
the
whole
brainchild
but
anyway,
so
we
talk
a
lot
about
how
our
brain,
hardwired
for
patterns
and
the
downstairs
part
of
our
brain,
our
fight
or
flight.
Whenever
that
alert
system
goes
off,
we
need
tools
and
strategies
to
turn
it
down
or
to
help
us
regulate
or
stay
safe
or
calm
or
problem
solve
so
at
Social
Grace.
D
We
talk
a
lot
about
how
the
social
World,
whenever
you're,
sharing
space
with
others,
you
know
is
the
social
world,
as
you
know,
is
messy
and
complicated,
not
just
for
the
clients
we
work
with
for
me
included
every
single
one
of
us.
The
social
world
is
messy
and
complicated,
but
guess
what
we
have
tools
and
strategies
so
at
Social
Grace.
We
talk
a
lot
about
the
brain
we
develop.
D
I!
Think
that's
Pro,
that's
pretty
much
it!
My
goal
is
anybody
who
comes
to
us.
We
work
with
them
on
becoming
a
professional
Problem.
Solver
I,
don't
care
what
problem
is
thrown
at
you.
We
have
tools
and
strategies
to
problem
solve
and
sometimes
problems.
Sometimes
a
strategy
is
asking
for
help.
Well,
we
have
to
practice
asking
for
help
or
knowing
who
to
ask
for
help.
If
we
need
it,
we
do
a
lot
of
community.
We
do.
We
are
out
in
the
community,
we
are
doing
travel
training
with
our
adults.
We
are
we.
D
When
we
have
clients
that
come
to
us,
we
will
meet
them.
We
talk
a
lot
about.
You
know
what
goals
they
want.
You
know
a
goal
is
anything
you
think
about
doing
right
and
sometimes
we
we
need
a
coach
or
somebody
who
can
build
a
relationship
with
us
get.
You
know
really
spend
that
time
to
get
to
know
each
other
and
then
work
together
to
achieve
those
goals.
D
I
had
a
young
adult,
come
and
meet
with
me
yesterday
and
he
really
struggles
with
social
executive
function
and
the
you
know,
autism
is
I.
You
know,
I
was
talking
with
the
family
about
you,
know
they're.
They
were
getting
so
frustrated,
frustrated
with
him
and
like
he
knows
what
to
do.
He
knows
all
these
things
and
I
was
like
listen.
D
The
disability
is
not
that
he
doesn't
know
what
to
do.
He
knows
what
to
do.
It's
that
doing
what
he
knows,
how
to
do.
That's
his
disability
and
finally,
there
was
like
a
light
bulb
that
went
off
and
the
more
you
do
it
really.
It's
like
it's
really
uncomfortable.
When
you
try
to
do
things
that
write
differently,
the
more
you
do
it
the
easier
it
gets
and
then
the
more
we
can
develop
positive.
You
know
Solutions
and
find
creative
strategies.
D
So
my
I
guess
one
of
the
things
that
at
Social
grades,
we're
known
for
are
creative
strategies,
meeting
individuals
where
they
are
meeting
here
at
our
office
and
going
out
in
the
community
to
become
social
detectives
and
work
on
developing
our
social
competencies.
When
clients
come
to
us,
we
don't
say
hey.
Today
we
are
going
to
teach
you
social
skills.
No,
we
just
go,
do
it
and
then
we
do
a
lot
of
modeling.
D
We
run
a
camp
in
the
summer
called
get
out
of
the
house
Camp.
It
is
like
an
adventure
camp
where
we
take
the
metro.
We
go
to
restaurants,
we
eat
really
delicious
food,
we
go
kayaking
and
we
are
just
in
it
in
the
real
world,
so
we
teach
in
in
the
real
world
and
provide
real
life
opportunities
and
experiences
and
I
truly
feel
like
so
many
of
the
individuals.
I
work
with
just
need
experiences
and
opportunities.
So
we
have
groups,
we
have
meetups.
D
We
do
a
lot
of
community
support,
I
work
with
so
many
teens
and
young
adults
that
really
need
to
get
out
of
their
heads.
They
need
to
do
things
for
other
people.
Sometimes
you
know
when
you're
volunteering
and
helping
somebody
else
you
forget
about
you-
know
those
you're
you're,
not
ruminating,
on
all
the
things
that
you
were.
You
know
thinking
about
and
you're
out
of
the
house
and
you're
getting
your
blood
moving
and
we
talk.
We
talk
a
lot
about
that
holistic
piece,
so
I
am
a
junkie
for
going
to
you
know,
conferences.
D
Thank
you,
Donna
budway,
for
getting
me
addicted
to
the
achieving
Optimal
Health
conference
and
really
meeting
so
many
incredible
doctors
and
therapists
from
all
over
the
country
who
work
with
of
adults
of
all
abilities
to
achieve
Optimal
Health.
So
in
order
to
do
that,
what
do
we
need
to
do?
There's
so
many
pieces
to
this
puzzle
of
health
and
nutrition
and
social,
social
learning,
and
then
making
mistakes
in
social
situations
and
then
learning
from
those
mistakes?
That's
the
goal.
D
So
we
provide
a
lot
of
experiences
and
opportunities
for
learning
and
then
just
connection
I
still
I
tell
everyone
that
they
still
feel
like
we're
just
getting
started
at
Social
Grace,
because
there
are
so
many
services
that
I
see
that
I
just
want
to
help
create
and
work
on.
So
that
is
a
little
bit
of
us
in
a
nutshell,.
A
D
D
I
call
them
social
competencies
and
understanding
how
the
world,
how
the
world
works
and
how
you
can
work
within
the
world.
I
have
lots
of
tips
and
tricks
and
ideas,
and
and
really
I
I,
pull
I've
kind
of
made
up
a
lot
of
my
own
things
over
the
years.
But
then
I
use
a
lot
of
social
thinking
as
well,
and
it's
just
depending
on
the
individual.
D
But
we
do
we,
we
kind
of
just
go
out
and
then,
while
we
meet
within
with
our
client
and
then
develop
the
goals
and
and
not
our
goals
for
them,
it's
what
you
know
what
are
their
goals
and
we
try
to
make
sure
that
they're
achievable
and
realistic.
Thank
you
for
bringing
up,
enabled
intelligence.
I
almost
forgot,
I
am
on
the
board
of
advisors,
for
an
amazing
company
in
our
area
called
enabled
intelligence
and
they
are
dedicated
to
hiring
neurodiverse
individuals
to
annotate
artificial
intelligence.
D
I
didn't
know
anything
about
artificial
intelligence
until
a
few
years
ago
and
I
now,
I
know
more
than
I
ever
wanted
to
know
about
artificial
intelligence
and
data
imitation.
But
we
are
a
feeder
for
enabled
intelligence
and
we
work
with
such
amazing
brilliant
individuals
who
need
really
great
jobs,
and
it
is
a
wonderful
company
and
then
we
do
provide
occupational
therapy
and
support
as
needed
for
the
for
the
team
over
at
Naval
intelligence
and
or
employees
that
are
there
too.
D
So
that
is
a
great
company.
I
highly
recommend.
If
anybody
knows
an
adult
looking
for
a
job
to
go
ahead
and
go
on
enabledintelligence.net,
the
application
is
about
a
minute.
It
is
very
easy
to
fill
out
and
just
get
in
the
pipeline.
They
offer
great
benefits.
It
is
an
amazing
office,
a
great
work
culture.
They
have
quiet
rooms,
they
have
so
much
support,
so
I
highly
recommend
enabled
intelligence.
E
E
So
much
for
having
me
and
I'm
gonna
be
talking
about
how
to
prioritize
safety
and
efficacy
and
reactive
strategy,
so
really
I'm,
picking
up
where
Kristen
left
off
with
her
talk
about
proactive
strategies,
so
I'm
going
to
give
you
some
advice
for
dealing
with
minor,
challenging
behaviors
that
might
come
up
for
you,
as
well
as
some
information
about
how
to
get
more
help.
If
you
need
that.
E
All
right.
So
I've
got
a
little
agenda
of
our
topic,
so
I'm
going
to
tell
you
a
little
bit
just
a
brief
overview
about
consequences
of
behavior
and
so
the
way
that
a
bcba
like
me
uses
the
word
consequence
is
different
from
like
our
regular
vernacular
so
consequence
to
behavior.
Analysts
just
means
whatever
happens
after
a
behavior,
so
that
could
be
good.
That
could
be
bad.
That
could
be
neutral.
So
consequence,
someone
emphasize
does
not
mean
punishment.
It's
just
whatever
happens
right
after
the
behavior
of
Interest.
E
So
our
presentation
with
Kristen
that
was
about
antecedent
strategies,
proactive
strategies,
so
you
really
should
be
using
those
as
much
as
possible
to
prevent
challenging
Behavior,
especially
if
you're,
if
you're
working
with
or
caring
for
adults,
as
you
might
know,
challenging
behaviors
can
become
extremely
dangerous
and
we
need
to
prevent
them.
But
of
course,
sometimes
no
matter
what
we
do.
E
So,
basically,
all
Behavior
serves
a
function.
All
Behavior
gets
something
for
the
person
who
is
behaving,
but
sometimes
this
is
tricky
because
sometimes
it's
getting
the
person
something
we
can't
necessarily
observe,
like
maybe
sensory
stimulation
or
relief
from
their
anxiety
or
something
like
that.
E
E
And
so
the
antecedent
gives
us
a
clue
about
whether
or
not
the
behavior
will
produce
some
kind
of
reinforcement
and
the
behavior
tells
us
specifically
what
the
behavior
looks
like
and
then
the
consequence
is
what
happens
after
a
behavior
is
performed,
and
we
could
get
a
lot
more
into
this,
but
I
think
in
the
interest
of
time,
we'll
just
move
on
ahead
to
ABC
data
collection.
So
this
is
an
example
of
a
data
sheet
that
can
help
you
figure
out
the
antecedents
and
the
consequence
of
a
challenging
Behavior.
E
So
in
my
example
here
let's
say
you
work
with
someone
named
Sam
and
Sam
is
known
to
have
what
people
call
a
meltdown.
So
as
a
behavior
analyst,
we
want
to
know
what
exactly
is
a
meltdown.
What
does
that
look
like
because
people
use
that
word
to
mean
different
things
for
different
people,
so
in
this
case
it
might
be
throwing
things
screaming
and
grabbing,
but
we
want
to
know
what
happened
right
before
and
so
that's
what?
When
you're,
recording
your
data?
You
would
put
that
in
that
that
third
column
there.
E
So
let's
say
Sam-
was
playing
games
on
the
tablet.
Next
to
his
teacher,
the
teacher
noticed
that
the
that
the
tablet's
battery
was
about
to
die,
and
so
just
trying
to
help
the
teacher
took
the
tablet
to
charge
it
and
offered
Sam
a
book
to
read.
Instead,
so
that's
the
antecedent,
that's
what
happened
right
before
and
then
you
would
want
to
record
exactly
what
happened.
For
example,
maybe
say
them
through
the
book.
Maybe
he
yelled
and
grabbed
the
tablet
out
of
her
hands
and
then
here's
the
next
column
is
the
consequence.
E
E
So
B
is
next
to
columns,
are
really
important
for
figuring
out
what
you
should
do
about
that,
and
you
would
do
this
with
the
help
of
a
professional
within
therapeutic
consultation.
So
we
want
to
know
what
did
Sam
gain
or
avoid
we
always
gain
or
avoid
something
with
our
Behavior.
So
in
this
case
he
gained
access
to
the
tablet.
He
got
it
back.
He
gained
access
to
that
game.
He
gained
the
teacher's
attention,
her
comfort,
her
apology
and
he
avoided
reading
that
book.
That
was
offered
to
him,
which
those
are
all
fine
things
to
want.
E
E
So,
for
example,
even
if
you're
working
with
an
adult,
if
this
adult
needs
prompting
to
say
single
words,
we
don't
want
to
require
her
to
use
full
sentences
to
get
what
she
wants.
That
could
result
in
a
lot
of
frustration
could
result
in
some
dangerous,
Behavior
and
similar.
Even
if
an
adult
can't
sit
through
dinner
conversation,
you
wouldn't
want
to
bring
her
to
a
formal
three-hour
dinner
party
and
expect
it
to
go
well.
We
want
to
be
respectful
of
current
abilities
and
build
on
those
slowly.
E
But
again,
good
habits
really
have
to
be
built
up,
usually
by
reinforcing
with
attention
or
maybe
some
further
away
reward
like
good
grades
or
a
paycheck
and
the
process
of
building
these
habits
is
harder
and
slower
for
people
who
have
learning
challenges.
So
again,
we
really
want
to
consider
that
developmental
level.
We
want
to
consider
the
Baseline
ability,
not
everyone
enjoys
their
schoolwork
or
vocational
training
without
outside
motivation,
right
away,
like
I'm
certain
that
many
of
us
wouldn't
show
up
for
work.
E
If
we
didn't
get
a
paycheck,
that's
just
life
and
then
a
final
myth
here
is
that
bribery
and
reinforcement
are
the
same
thing.
So
it's
true
that
a
bribe
could
be
reinforcing,
but
we
would
have
to
analyze
the
situation
closely.
Might
take
some
of
that
ABC
data
that
I
showed
you
in
the
last
slide.
We
have
to
analyze
it
to
be
sure,
so,
in
short,
bribery
is
offering
something
hoping
to
get
your
desired
behavior
in
return
and
reinforcement
is
in
response
to
desired
Behavior.
So
let
me
show
you
this
next
slide.
E
So
here's
a
little
illustration
of
that
scenario
so
on
the
left.
The
child
here
is
totally
in
control,
he's
having
a
tantrum,
so
his
mom
is
bribing
him
with
ice
cream.
She's,
saying
I'll
give
this
to
you.
If
you
calm
down,
you
just
need
to
calm
down
here.
Take
this
be
quiet,
and
so
once
he
gets
this
ice
cream,
he
probably
will
calm
down.
But
it's
not
doing
him
any
favors
in
the
long
term.
He's
not
learned
how
to
get
what
he
wants
appropriately.
E
Here
she
has
some
specific
criteria
for
how
this
kid
can
earn
his
ice
cream
Maybe
by
asking
calmly
asking
nicely
he
gets
that
ice
cream
only
after
he
has
met
the
criteria
and
that's
why
the
child
has
learned
to
be
polite
and
friendly
to
get
what
he
wants,
which
is
a
skill
that
will
make
other
people
want
to
be
around
him.
So
reinforcement
is
how
Behavior
strengthens
whether
you
plan
for
it
or
not.
You
cannot
avoid
reinforcement,
so
we
always
just
want
to
make
sure
we
are
reinforcing
the
right
behaviors.
E
E
E
E
So
the
story
here
is
to
imagine
that
you've
worked
in
the
same
office
building
for
about
five
years.
So
every
day
for
five
years
you
go
to
the
vending
machine
on
your
floor.
You
put
in
your
quarters,
you
push
the
button
and
you
get
a
Coke
you've
done
this
routine
every
single
day
for
five
years,
but
one
day
you
walk
to
the
machine
you
put
in
your
money,
you
push
the
button
and
nothing
comes
out.
What
do
you
do
so?
E
Instead,
you
will
probably
get
a
little
bit
emotional.
You
might
curse,
you
might
hit
the
buttons
you
might
slap
the
side
of
the
machine.
Even
kick
it
in
fact,
several
people
in
the
U.S
each
year
get
so
emotional
during
this
exact
scenario
that
they
topple
the
vending
machine
and
seriously
injure
or
kill
themselves,
and
that
is
called
an
Extinction
burst.
E
E
E
So
if
you're
working
with
someone
who
is
emotional,
you
want
to
do
your
best
to
remain
calm
and
still
and
quiet
in
general,
you
don't
want
to
touch
block
crowd
or
give
direction
to
someone
who's
agitated.
If
the
person
elopes,
if
they
run
away
from
you,
you
want
to
follow
them
calmly
to
make
sure
they
keep
safe
and
you
don't
want
to
let
any
dangerous
objects
get
in
their
their
way
or
let
any
untrained
or
emotional
person
escalate
the
situation
and,
if
you're
able
to
give
the
person
what
they
want,
do
it.
E
E
Great,
so
these
next
few
slides
I'm
going
to
talk
about
what
to
do
to
teach
skills.
So
I'm
not
talking
about
a
crisis
here,
if
you
are
in
a
crisis,
do
whatever
you
need
to
do
to
keep
everyone
safe,
follow
your
crisis
plan.
A
person
in
a
crisis
is
not
available
for
Learning
and
trying
to
force
learning
can
be
really
really
dangerous.
E
E
A
E
I'm
back
it
froze
on
my
end
too,
can
you
see
yes,
okay,
I
think
we
might
be
one
previous
to
that
yeah
one
one
before
that.
Thank
you,
okay,
so
we're
talking
about
so
reinforcing
a
challenging
Behavior
will
make
it
stop
in
the
short
term
and
if
you're,
in
a
crisis
that
might
be
the
best
the
best
option
and
your
therapeutic
consultant
can
help
you
with
the
plan
and
in
determining
that.
E
But
the
issue
with
that
is
that
you've
taught
a
person
that
challenging
behavior
is
how
to
get
their
needs
met,
which
means
they
will
continue
to
do
it
and
a
lot
of
our
our
clients
and
the
people
we
care,
for
they
might
have
a
really
hard
time
using
their
communication
skills
to
get
needs
met.
So
when
they
find
something
that
works,
it
does
tend
to
stick.
E
So
I
would
encourage
you
if
you're
struggling
with
these,
to
seek
help
sooner
rather
than
later
so
disruptive
or
dangerous
behaviors,
in
my
opinion,
require
help
from
a
professional.
They
require
behavior
intervention
plan
because
using
an
incorrect
intervention
can
make
things
worse.
So
you
really
want
a
professional
to
help
you
through
this.
If
you're
struggling
and
these
assessments
usually
include
a
functional
assessment,
which
means
that
your
consultant
will
help,
you
figure
out
the
function
of
the
behavior.
E
E
So
in
general,
the
process
after
you've
got
this
plan
in
hand
is
called
shaping
Behavior.
So
we
start
with
the
with
our
clients,
Baseline
ability
and
we
provide
reinforcement
as
they
get
closer
and
closer
to
that
Target
goal
so
for
one
example
of
a
behavior
that
can
be
shaped
is
getting
out
of
something,
so
we
might
work
with
someone
who
gets
out
of
things
by
flipping
a
table
and
yelling
I'm
done.
E
We
shaped
it
so
that
they're
still
able
to
get
what
they
want.
We
want
people
to
get
what
they
want
and
what
they
need.
That's
our
main
goal,
but
we
want
to
do
it
in
a
way
that
is
going
to
allow
them
to
have
access
to
all
the
different
settings
similar
to
what
Jenny
was
describing
with
the
values
we
want.
We
want
our
clients
to
be
able
to
participate
in
settings
where
they
can
that
align
with
their
values
that
give
them
meaningful
things
to
do
with
their
everyday
life.
B
E
So
just
some
general
tips
when
you're
shaping
Behavior
so
giving
out
random
rewards
and
prizes
will
not
necessarily
cause
any
behaviors
to
increase.
You
have
to
be
pretty
thoughtful
and
systematic
in
order
to
increase
the
behaviors.
You
want
more
of
and
decrease
the
ones
that
you
don't
want,
but
the
easiest
and
the
cheapest
and
often
the
best
reinforcer,
is
your
complete
and
undivided
attention
in
the
form
of
immediate
and
specific
feedback.
E
So,
for
example,
if
you
say,
if
you
see
your
child
check
on
their
classmate
who
tripped
and
fell,
you
would
immediately
walk
over
and
say
thanks
for
helping
him
up,
you're
such
a
great
friend
and
for
most
people.
This
will
cause
that
helping
Behavior
to
increase,
meaning
that
your
child
will
be
more
likely
to
help
again
the
next
time
they
see
a
friend
in
need.
F
E
Yeah,
so
just
like
Kristen
and
just
like
Jenny,
we
really
want
to
see
each
person
develop
the
communication
skills,
the
tolerance
skills
to
get
their
needs
met
and
to
live
a
productive
and
safe
and
fun
life.
So,
as
you
are
thinking
about
your
therapeutic
consultation,
intervention
or
any
other
behavioral
intervention,
you
might
receive
keep
these
big
goals
in
mind,
while
you're
judging
the
efficacy.
E
E
Not
just
did
this
temporarily
stop
the
behavior
in
the
moment,
but
over
time
are
we
working
toward
progress
and
then
the
last
point
is
something
that
often
gets
overlooked,
but
let's
say
I've
written
the
most
perfect
Behavior
plan
and
it
would
totally
work
if
only
it
was
implemented
correctly
that
doesn't
matter
if
it's
not
something
that
the
caregivers
and
the
people
working
with
this
person
on
an
everyday
basis.
If
it's
not
something
that
they
can
maintain
that
they
can
Implement,
then
it's
not
a
good
plan
and
we
would
need
to
make
some
changes.
E
E
Yes,
I
am
this
is
the
last
slide
and
then
I
was
just
going
to
show
some
resources,
so
good
timing,
yeah.
So
really
there's
just
there's.
There's
no
short.
Often
people
come
to
me
looking
for
a
shortcut
and
unfortunately
there
often
is
not
a
shortcut.
We
do
have
to
be
patient
and
we
have
to
be
consistent
in
implementing
our
plan,
but
I
assure
you
that
the
payoffs
in
terms
of
quality
of
life
are
well
worth
the
effort.
E
The
first
is
where
to
find
help
so
I
know,
Medicaid
has
a
database
of
providers
but
I
also
like
this
provider
directory
from
the
Virginia
Association
for
Applied
Behavior
Analysis.
It
allows
you
to
filter
by
location
by
insurance
plan
by
if
people
accept
the
waivers
or
not,
there's
lots
of
good
information
on
there
and
then
there's
also.
This
Consulting
Group
called
FTF
behavioral
Consulting,
and
they
are
very
helpful
for
people
dealing
with
severe
problem
Behavior
so
meaning
especially
dangerous
problem
Behavior.
E
So
if
you're
struggling
with
that,
this
would
be
a
great
resource
for
you.
The
next
one
is
some
specific,
quick
reference
guide
for
responding
to
challenging
behavior
I'm,
just
a
little
overview.
I
won't
go
through
each
one.
The
next
is
an
ABC
data
collection
sheet,
similar
to
what
I
showed
you
earlier
and
then.
Finally,
these
are
some
books
and
a
video
that
I
found
really
helpful.
Aba
visualized
is
a
really
great
Illustrated
guide
to
some
of
the
basic
strategies.
E
The
middle
is
a
video
about
challenges,
taking
a
behavioral
approach
to
treating
sleep
problems
which
I
know
that
a
lot
of
people
we
work
with
and
care
for
struggle
with
sleep
and
then
the
final
is
the
myths
and
facts
about
ABA
from
Kennedy
Krieger
and
then
finally,
is
my
contact
information.
So
I
love
to
talk
about
this
stuff,
I
I'm,
always
happy
to
talk
with
a
parent
or
a
caregiver
staff
member,
so
feel
free
to
get
in
touch.
If
I
can
help
you.
A
Wow,
thank
you
so
much
that
that
was
terrifically,
informative
and
very
quick,
I
I
didn't
think
you'd
be
able
to
get
through
the
whole
slide
deck.
So
our
final
presenter
is
Pamela
cool
from
Grafton
who's
going
to
present
on
trauma
and
ABA
and
Pamela.
You
have
a
group
there
and
I.
Don't
know
if
you
wanted
to
present
your
own
slides
or
whether
you
wanted
me
to
push
the
slides.
G
G
B
G
A
G
G
We
have
some
student
community-based
services
in
our
here
in
Winchester
Virginia
as
well
as
in
Richmond.
We
have
a
psychiatric
residential
treatment
facilities.
We
we
have
one
of
those
in
Berryville.
We
also
have
a
newer
one
up
in
Minnesota
and
then
we
serve
the
adult
population
by
by
having
a
community
based
in
Winchester
New
Richmond
regions
as
well.
Graphene
is
the
parent
organization
which
focuses
on
being
a
trauma
informed.
That
is
a
restraining,
secluded
free.
G
You
know,
compressive
management
system
and
that's
currently
being
utilized
in
over
44
States
I
believe
in
and
of
has
been
in
three
different
countries.
So,
but
for
me,
so
I'm
Tyler
long
I'm
on
bcba
I've
been
certified
for
just
about
two
years
and
I've
realized
earlier
today.
That
today
was
my
15
years
in
the
field.
You
know
to
the
day.
G
All
right-
and
this
is
our
clear
belief
we
we-
we
believe
that
people
inherently
want
to
do
well
and
there's
with
this
colleges
or
indoor
Travelers.
In
our
exception,
when
we
see
an
individual
struggling,
it
is
our
responsibility
to
try
to
figure
out
why
it
teaches
skills
unnecessary.
This
is
something
that
we
truly
believe
not
only
for
our
the
kiddos
and
the
clientele
concern,
but
also
for
our
staff
and
our
parents
and
other
caregivers
as
well.
We
really
believe
that
everyone
just
wants
to
have
a
good
day.
G
G
Like
from
the
upper
levels
of
you
know,
top
management
all
the
way
down
and
throughout
next
slide,
so
just
our
objectives,
we're
gonna
talk
briefly,
just
what
is
what
it
electronic
performance
approach
looks
like,
but
it
goes
to
go
over
some
key
elements.
You
know
some
pictures
and
a
bear
trauma
report
program
and
then
we're
going
to
talk
about
how
we
incorporate
those
into
an
ADA
setting
and
then
we're
gonna.
You
know
we're
going
to
go
over
some
basic
Behavior
principles.
G
A
lot
of
these.
They
have
like
a
strong
impact
at
first,
but
they
might
face
over
time.
But,
however,
that's
not
always
the
case
for
everyone
in
the
especially
if
there's
multiple
events
or
if
they're
repeating
every
time
don't
care
that
we
see
like
Innovative
inability
to
to
communicate
is
a
big
one
that
we
see.
You
know
multiple
placements
of
medical
interventions
that
that
can
be
pretty
traumatic
as
well.
So
these
are
the
little
things
that
we
also
include
that
by
he's
a
little
teacher
of
us
next,
one.
G
B
G
G
On
our
program,
through
our
presentation
tonight,
what
I
want
to
talk
about,
like
the
realization
of
the
widespread
impact
that
trauma,
has
we're
going
to
recognize
the
signs
and
symptoms
of
trauma
like
what
are
we
going
to
do
like?
How
are
we
going
to
put
this
knowledge
into
our
policy
and
procedures
I'm,
going
to
talk
briefly
about
how
to
one
way
that
we
can
use
this
from
a
new
drama,
citation.
G
And
then
some
some
key
features
of
principles
of
job
and
Report
program.
Is
you
want
to
make
sure
that
we're
focusing
on
let's
say
the
next
physical
and
emotional
I
want
to
make
sure
that
we're
prioritizing
the
trust
and
making
you
know
perfect
boundaries
and
a
choice
I'm
going
to
want
to
make
sure
that
I'm
part
prioritizing
the
person's
Choice
make
sure
that,
like
the
providing
Choice
whatever
possible
throughout
the
day,
we're
going
to
talk
about
collaboration?
G
F
The
first
we
want
to
realize
the
impact
that
trauma
has
on
our
population
to
70
of
adults
in
the
US.
This
is
individuals
that
do
not
have
disabilities.
It
includes
individual
good
facilities
and
without
facilities,
I've
experienced
such
type
of
traumatic
event,
at
least
once
in
their
lives,
there's
an
even
higher
risk
of
trauma
and
individuals
that
we
serve
as
well
as
those
who
serve.
Therefore,
we
must.
B
F
B
F
The
second
R
is
recognizing
the
signs
and
symptoms
of
trauma.
Here
are
a
whole
list
of
them:
dissociation,
flashbacks,
nightmares,
self-injury,
eating
problems,
aggression,
depression,
how
many
of
these
look
familiar
to
you
guys
I'm
sure,
you've
seen
quite
a
few
of
these
anymore
in
your
field.
Next
slide,
please.
F
F
A
F
Want
to
identify
skills
and
behaviors
that
can
help
individuals
manage
trauma
and
response
in
a
new
way.
We
want
to
teach
those
certain
neutral
situations,
not
during
a
crisis.
Once
we
get
to
a
boiling
point,
it's
no
use
teaching
nothing's
gonna
go
in
and
we
want
to
use
the
behavior
plan
during
a
crisis
to
move
on
to
the
next
slide.
F
So
we
lead
into
our
third
R,
which
is
responding.
Putting
knowledge
into
practice
so
applied.
Behavior
analysis
is
a
trauma-informed
approach,
is
defined
as
a
treatment
model
that
is
systematically
applied
to
improve
socially
significant
Behavior
by
understanding
the
value
operating,
neurological,
biological,
psychological
and
social
variables
that
affect
Behavior
change.
G
Go
pretty
quickly,
so
what
is
behavior?
You
know.
It's
anything.
People
talk
about
behaviors,
it's
mainly
just
the
negative
ones,
but
behavior
is
anything
that
is
observable
or
measurable
organism
being
things
like
walking
or
anything,
destroying
property.
In
Washington
events,
we
consider
all
of
these
things
to
the
behavior.
It's
not
just
the
making
points
as
well
the
next
slide
and
then
so
what
a
lot
of
people
like
they
realize
like?
Oh,
like
they
learn
what
I
do
I'm
a
behavior
analyst.
F
G
Banging
what
do
we
do?
I
just
look
at
the
look
at
it
and
I
tell
them
I,
don't
know,
because,
just
for
me
telling
me
what
the
behavior
looks
like
that
doesn't
tell
me
of
why
the
the
behaviors
occurring
in
that
way.
So
we
had
to
look
at
the
function
of
the
behavior,
so
we
had
to
try
to
find
the
source
of
reinforcing
that
is
maintaining
that
behavior
yeah.
It's
like
in
our
field,
there's
four
main
functions
of
behavior,
there's
the
attention
and
they
want
to
gain
access.
G
You
know
they
want
to
get
attention.
This
could
be
the
positive
or
negative
someone.
You
know
it's
tangible.
They
want
something
and
they
want
to
not
even
wear
an
activity
before
they're
trying
to
get
away
from
something
and
then
there's
also
like
a
century
knee
that
is
being
met
by
engagement
and
behavior,
but
rsab.
G
We
must
remember
that
all
behavior
is
a
form
of
communication
that
it
happens
for
a
reason
are
behaving
in
a
certain
way.
You
have
to
understand
that
they're
trying
to
communicate
something
to
us
a
lot
of
times
behaviors.
We
try
to
fit
them
in
these
little
boxes,
but
oftentimes.
What
we
see
how
the
field
is
that
they're,
gonna
you're
gonna
check
off.
You
know
two
or
three
boxes
at
one
time,
just
with
one
Behavior.
So
you
have
to
understand,
like
that.
G
You
know
the
power
of
all
these
functions
of
behavior
happening
at
the
same
time,
so
a
lot
of
times
they
might
want
to
escape
a
demand
or
they
might
want
to
escape
a
task,
but
they're
not
just
escaping
just
you
know,
go,
do
nothing
they
want
to
escape
to
go.
You
know,
maybe
play
with
a
tour
or
something
or
engage
in
some
sort
of
activity
with
a
peer
or
of
maybe
their
parents
mom
or
dad.
So
there's
an
attention
compared
to
that
as
well.
G
G
We
do
indirect
methods,
we
use
great
names,
checklists,
some
company
interviews
with
parents,
teachers,
caregivers
or
even
sometimes
the
client
themselves,
if
it's
appropriate,
we
do
this
by,
like
we
really
get
to
learn
about
the
child,
but
we
when
we
don't
stop
there,
we
have
there's
also
some
other
methods.
You
know
testing
and
some
sort
of
Assessments
observations
in
the
ADC
recording
next
slide.
G
So
here's
another
ABC
Forum,
it's
a
little
different
from
what
Ali
had
earlier,
but
it's
kind
of
this
is
just
a
little
bit
easier.
It's
just
a
check
box,
so
you
can
always
caution.
People
like
we
don't
always
just
like.
Only
use
ABC
data
like
all
like.
That's
your
only
regular
collecting
information
because
it's
like,
if
you
look
at
me,
especially
this
time
of
year,
every
time
I
ask
Steve
someone
says,
bless
you
and
you're
right.
You
know
follow
me
around
with
this
little
Port
you're.
E
G
F
Next
lifetime,
we
also
want
to
talk
about
the
key
features
of
a
trauma-informed
Ada
program,
which
are
the
key
features
of
astronomy
performance
program.
This
is
how
we
use
at
BBA,
so
safety.
Everyone
needs
to
feel
safe
when
individuals
are
experiencing,
that
fight
fight
or
freeze,
if
they're
going
to
kill
a
firing,
they're
working
in
their
they're
unable
to
work
in
their
forebrain,
which
is
responsible
for
learning,
common
solving
and
close
control
and
they're
operating
more
so
within
their
mid
or
higher
brain,
which
is
responsible
for
heartbeat
respiration
motor
movement.
F
That's
a
lot
of
those
kinds
of
things
to
speed
up
at
the
time.
We
want
to
understand
the
effects
of
charm
on
the
brain.
We
want
to
promote
a
safe
environment
physically
and
emotionally.
You
want
to
look
at
Comfort
versus
control,
which
is
a
collaborative
approach
where
we
are
being
kind
and
compassionate
we're
working
with
them,
not
against
them.
We
do
set
boundaries
and
expectations,
but
we
keep
how
and
why
we
set
those
boundaries
in
mind.
We
use
the
care
blocking
techniques
instead
of
utilizing
restraints
or
seclusion
next
slide.
F
We
want
to
look
at
trustworthiness.
We
want
to
build
that
report
that
we
talked
about
earlier,
so
building
a
relationship
with
the
individual
oftentimes.
You
can
have
the
best
interventions
and
strategies,
but
if
you
don't
have
a
relationship
and
you
won't
have
the
same
results
as
someone
else
who
does
you
also
can
become
a
physician
fund
person
by
creating
Joy
going
to
learn
and
have
fun
or
have
fun
not
knowing
that
you're
learning?
F
F
We
want
to
look
at
choice
so
conduct
frequent
preference
assessments
when
you
need
to
say
no,
we
do
say
no
in
our
ABA
programs,
we
have
to
say
no
in
life,
but
we
want
to
provide
alternative
choices,
so
we
can't
go
swimming
today,
but
we
can
read
a
book
and
watch
TV.
Those
are
some
things
something
I
like
to
do
or
we
can
tell
the
individual
when
they
can
do
the
activity,
so
we
can
go
to
swimming
tomorrow
when
it's
not
raining.
F
We
also
allow
our
individuals
to
choose
what
they
would
love
to
work
for
choose.
The
order
of
her
schedule
choose
the
activities
they
would
like
to
complete
for
their
session.
Those
kinds
of
things
next
slide.
Please
collaboration.
We
work
with
the
individuals,
it's
not
against
them.
We
let
the
client
Express
their
needs,
their
goals.
We
get
paid
in
two
sides
from
their
families
and
Ascent
for
the
individuals
we
frequently
Monitor
and
sex
with
the
individual,
making
sure
that
they're
still
wanting
to
be
learning
what
we're
teaching
we
also
collaborate
with
related
service
providers.
F
Here
at
Grafton,
we
do
have
access
to
speech,
pathologists,
occupational
therapy,
music,
therapists,
mental
health
professionals,
teachers,
families
outside
services
that
they
might
have,
so
they
collaborate
as
much
as
possible.
Next
slide.
Please.
We
also
want
to
teach
empowerment,
so
we
teach
functional
communication
skills.
We
understand
here
that
all
behavior
is
communication.
F
If
you
look
at
those
functions
of
behavior
and
to
see
what
their
behaviors
are
communicating,
we
show
the
individual
that
their
behaviors
meaningful
and
they
don't
have
to
escalate
a
divorce
of
your
problem
behaviors
and
we
start
reintroducing
the
hard
stuff
as
we
start
after
we
started
teaching
about
communication
next
slide.
Please
we
want
to
talk
a
little
bit
about
the
fourth
R,
which
is
resisting
re-traumatization.
F
We
provide
the
opportunity
to
use
new
skills.
The
person
has
learned
where
physical
restraint
keeps
the
control
of
the
Stacked
hands.
Injuries
are
generally
less
severe.
Bruises
are
typically
what
we
achieve
with
physical
restraint.
There's
a
greater
risk
and
range
of
injury
from
bruising
to
death
and
with
your
career
relationship
with
a
person,
is
preserved
and
is
often
actually
being
forced
is
damaged.
It
requires
additional
time
to
work,
to
restore
I'm
being
physically
restrained
to
be
dramatic.
A
So
the
voice
first
I'd
like
a
couple
of
comments
from
you,
and
then
there
was
a
question
in
the
chat
that
if
I
there
were
a
couple
of
questions
in
the
chat,
the
well
I'll,
let
you
close
the
voice,
but
the
first
question
that
I
had
and-
and
you
folks
know
about
it-
the
voice
I
think
you're.
Probably
the
best
person
to
answer
is
that
if
there's
an
emergency,
we
see
a
behavior,
that's
either
dangerous
to
us
or
the
person,
that's
demonstrating
the
behavior.
What
is
our
first
response
supposed
to
be?
B
Think
what
it
depends
on
what
you're,
observing
and
and
sort
of
Case
by
case
I,
don't
want
to
say,
jump
to
calling
9-1-1
across
the
board.
You
know,
generally
speaking,
because
it
depends
on
what
you're
actually
seeing
I
would
say
that
if
you
are
in
a
situation
where
the
individual
is
at
imminent
risk
of
harm
to
self
or
others,
I
would
err
on
the
side,
generally
speaking,
to
say
calling
9-1-1.
But
that's
when
you're
looking
at
an
imminent
response
for
individuals
with
developmental
disabilities,
particularly
those
on
the
autism
spectrum.
B
We
want
to
be
careful
in
my
in
mindful,
particularly
as
we
listen
to
the
last
presentation
from
Grafton
of
not
creating
new
trauma
for
people,
because
for
some
calling,
the
police
can
create
trauma,
and
that
can
you
know
from
that
stems
a
whole
host
of
other
of
other
behaviors.
But
I
would
certainly
still
err
on
the
side
than
when
you
recognize
that
there
is
imminent
risk
of
harm
to
the
person,
the
individual
themselves
or
someone
else.
Err
on
the
side
of
of
calling
9-1-1.
B
Other
options
certainly
include
reaching
out
to
our
emergency
services
with
Arlington
County
703-228-5160.
And
if
someone
in
maimuna,
if
you
can
actually
put
that
in
the
chat
room
for
the
contact,
information
for
emergency
services
and
I'll,
update
my
presentation
to
include
that
as
well
and
I've,
updated
or
updating
it
for
the
reach
and
I'll
also
include
that
800
number
as
well,
because
that's
also
an
option
is
to
call
Reach
directly,
they
will
respond.
Their
response.
B
Time
is
required
to
be
within
a
two-hour
window,
and
often
they
will
respond
sooner
than
that.
If
there's
a
situation
in
terms
of
them
coming
out
to
support,
but
they
will
also
support
you
by
phone
as
well,
even
if
they
are
making
their
way
out
they're
going
to
support
you
by
phone
with
the
with
the
crisis
response
as
well.
So
that's
another
option
as
well.
I
also
encourage
you
know
when
you
when
we're
looking
at
developing
therapeutic
consultation.
B
You
know
plans
that
that
should
be
a
part
of
your
plan
is
when
you're
trying
X
Y
and
Z,
and
it's
not
working
or
it
doesn't
work.
What
should
you
actually
do
so
that
you
know
for
each
individual?
What
that
threshold
is
that
Baseline,
when
you
should
call
9-1-1
at
least
discussing
it
for
most
of
the
individuals
that
we
support,
we're
not
getting
to
that
point
where
we're
looking
at
calling
9-1-1
we're
typically
doing
those
other
responses
beforehand
before
we
get
to
that
point.
So
hopefully
that
answers
that
question
Sherry.
B
B
With
the
safety
plan
and
reach
will
also
support,
particularly
if
we're
getting
to
the
point
where
we
have
someone
that
we
support
that
does
require
that
response.
You
know
of
9-1-1.
We
want
to
still
try
to
prevent
and
minimize
that
so
that,
if
it
happened
once
you
know,
let's
try
to
minimize
that
from
happening
in
the
second
time
in
a
third
time,
and
so
part
of
what
reach
will
do
is
to
create
and
develop
a
Crisis
Support
plan
unique
to
that
individual
to
try
to
minimize
whatever
those
risk
factors
are.
B
A
Great
the
second
question
from
Carol
Skelly
is
that
she
signed
off,
but
of
course
this
is
going
to
be
recorded
and
she's
talking
about
the
relationship
between
the
mental
health,
therapist
and
behavioral
specialist
working
as
a
team,
she
says
that
that
she
believes
the
data
shows
many
clients
and
most
individuals
with
autism
have
a
co-occurring
developmental
disability
and
a
mental
health
condition.
So
when
we
are
receiving
or
when
when
we
do
need
mental
health
services,
as
you
shown
in
the
slide
that
there
is
a
mental
health
condition,
how
do
the
therapists
work
together.
B
B
So
we
know
that
one
in
three
individuals
with
developmental
disabilities
experiences
mental
health
issues,
things
such
as
major
depressive
disorder,
bipolar
disorder,
anxiety,
post-traumatic
stress
disorder
that
we've
heard
from
Grafton
as
well,
and
so
another
thing
that
we
also
experience
is
something
called
diagnostic
overshadowing,
where
often
professionals
some
most
often,
we
probably
see
this
in
more
medical
doctors,
but
some
other
professionals
or
even
laymen,
where
we
were
attribute.
What
we're
seeing
just
to
the
behavior
to
the
actual
developmental
disability
are
something
that's
attributed
to.
B
You
know
autism,
for
example,
when
really
there's
an
underlying
mental
health
disorder
and
I'm,
not
sure
which
of
our
presenters
actually
spoke
to
this,
but
when
we
are
not
really
treating
the
underlying
root
cause
and
we
think
that
we're
doing
you
know
treating
one
thing
solely
as
a
behavioral
issue,
but
there's
an
underlying
mental
health
issue.
We
actually
run
the
risk
of
doing
more
harm
than
good.
So
again,
I
really
can't
underscore
the
importance
of
you
know.
Communicating
and
sharing
information-
you
know
with
your
support
coordinator
and
reaching
out
to
other.
B
You
know,
members
of
our
team
I
happen
to
be
a
licensed
clinical
social
worker
Lauren
Townsend,
who
is
on
our
staff
as
a
licensed
professional
counselor
she's.
Also
a
board-certified
behavior
analyst
and
we
have
Jim
kuhagen
is
who
is
a
licensed
clinical
psychologist
and
then,
of
course,
our
deity
mental
health
therapist.
B
Also
with
the
behavior
supports
and
ensuring
that
that
communication
actually
happens,
and
so
that
the
information
is
exchanged.
You
know
at
that
level
whether
you
know
where
support
coordination
is
concerned,
but
there
should
still
be
some
periodic
Communications
between
the
therapists
you
know
and
and
behavioral
supports
professionals,
even
if
that
occurs
in
interdisciplinary
team
meetings.
Annual
planning
meetings
that
at
some
point
in
the
course
of
treatment
on
both
parts.
There
should
be
some
Direct
communication
and
sharing
of
information.
A
Thank
you
little
boys,
I've
learned
so
much
from
everybody
and
and
I'm
gonna.
Well,
I'm
gonna
remind
you
that
next,
the
first
Tuesday
of
the
month
is
our
regular
developmental
disabilities
committee
we'll
be
meeting
in
July,
but
not
in
August
and
then
we'll
start
up
again
in
September.
If
folks
have
ideas
for
other
topics
to
to
to
cover
for
listen
and
learn,
just
let
us
know
and
the
voice
I'm
going
to
let
you
close.
B
Well
and
I
want
to
thank
all
of
our
presenters
we
reached
out
to
several
of
you.
Excuse
me,
and
you
all
were
so
quick
to
respond,
and
so
we
are
so
appreciative
for
that
and
the
information
that
you
have
provided-
and
this
will
go
well
beyond
individuals
that
have
you
know,
are
able
to
participate
on
this
call,
as
Sherry
mentioned
this
is
has
been
recorded
today,
and
so
we
look
forward
to
sending
it
out
it'll
go
out
to
well
over.
B
You
know
two
300
individuals
through
our
list
serve,
so
you
are
helping
people
Beyond,
those
that
you
see
on
the
screen
here
today,
and
so
we
cannot
thank
you
enough
for
your
presentations
today.
Our
support
coordinators
will
also
be
listening
to
this
information
I'm
actually
going
to
make
this
particular
listen
and
learn
mandatory
reviewing
for
all
of
our
support
coordinators,
because
you
guys
have
just
provided
a
wealth
of
information
and
we
want
to
make
sure
that
it's
getting
shared
with
them.
B
You
know
with
every
you
know,
with
individuals
that
are
also
receiving
active
support
coordination,
enhanced
support
coordination
as
well.
So
again,
we
thank
you
also
on
behalf
of
our
I'm
deputy
director
for
DHS
and
our
csb
executive
director,
Deborah
Warren,
who
is
not
able
to
be
here
I,
do
extend
gratitudes
on
behalf
of
her
as
well.
Maimona
I
will
let
any
closing
comments
from
you
are
my
fearless
leader
or
fearless
leader.
H
Thank
you,
the
voice
and
thank
you
to
everyone
sharing
the
DD
committee.
This
was
a
vital
topic,
probably
going
to
be
one
of
our
favorites.
That
goes
into
our
recordings
and
I
cannot
thank
all
of
the
panel
members
enough
for
sharing
your
expertise.
As
the
voice
mentioned.
You
are
not
only
reaching
the
audience
that
is
here
this
evening,
but
it's
going
to
be
a
wider
audience
that
you're
reaching,
because
we
can
then
share
this
information
over
and
over
again.
H
I,
unfortunately,
am
not
able
to
put
the
emergency
services
that
we
have
in
the
chat.
My
chat
feature
is
not
working
for
some
reason,
but
what
I'll
do
is
I'll
share
it,
the
link
with
Sherry,
and
so
that
could
be
a
part
of
our
follow-up
that
we
share
with
all
of
you.
But
thank
you
so
very
much
for
your
evening
and
I'm
sure
everybody
got
something
out
of
it
knew
that
they
didn't
have
before.
Thank
you.